Assessment of learning in contemporary nurse education: Do we need standardised examination for nurse registration?
In Australia and Norway final examinations to determine eligibility for registration as a nurse were discontinued during the period when nurse education moved into the higher education sector. In response to recent calls for the reintroduction of final examinations we explore the range of knowledge needs for the practice of nursing. These various forms of knowledge demand different forms of mediation and acquisition as well as assessment. There are numerous problems identified in the literature about the shortcomings of examinations as the foundation of assessing clinically based professions. There is a need to develop systems of appropriate assessment to ensure that graduates of nursing demonstrate adequate knowledge and competence to enter their profession.
Wellard
Sally J
SJ
School of Nursing, University of Ballarat, P.O. Box 663, Ballarat, Vic. 3353, Australia. s.wellard@ballarat.edu.au
Bethune
Elizabeth
E
Heggen
Kristin
K
D001315:Australia; D002983:Clinical Competence / Q000592:standards; D003479:Curriculum / Q000592:standards; D004508:Education, Nursing, Baccalaureate / Q000592:standards; D004521:Educational Measurement / Q000379:methods* / Q000592:standards; D006301:Health Services Needs and Demand; D006801:Humans; D019359:Knowledge; D008008:Licensure, Nursing; D017145:Models, Educational; D009664:Norway; D015402:Nursing Education Research; D009742:Nursing Theory