Abstract
Introduction
The Integrating Science and Practice (iSAP) – assessment task provides educators with insights into students’ clinical reasoning abilities, reflective skills and capacity to integrate various knowledge domains. To what extent iSAP scores predict nursing students’ clinical
performance is less known.
Methods
Data for Monash University students enrolled in the Master of Nursing Practice (MNP) course were analysed. The MNP is a two-year (four semesters) entry-to-practice program. An iSAP is an assessment task in the first, third, and fourth semester, each worth respectively 35%,
25%, and 30% of the total mark in relevant units. Multivariate linear regression modeling was employed to determine whether iSAP scores in the first and third semesters could predict clinical performance, as assessed by the scores in clinical placements during the last unit,
which includes a 30% clinical component. The models were adjusted for age, sex (male vs. female), and residency status (domestic vs. international).
Results
Among 104 participants, 41 individuals (39.4%) were below the age of 25, with the majority being female (82, 78.9%). 55 (52.9%) students were from international backgrounds. The mean (SD) of iSAP scores in the first semester and second semester were 20.7/35 (3.8), and
17.4/25 (4.4), respectively. The mean (SD) of the clinical component of the last unit was 95.4/100 (6.2). After adjustment, iSAP scores in the first and third semester were not associated with clinical performance (ß = -0.3, 95% CI -.7 to 0.1; p=0.091) and (ß = -0.1, 95% CI -.4 to 0.2; p=0.517).
Discussion
While the association between iSAP scores and clinical performance could be genuine, it also prompts us to consider whether students' clinical abilities are accurately reflected due to practical challenges faced by clinical educators, such as heavy workloads, prioritising clinical
care over student assessment, or adapting to diverse university assessment tools
URLs: https://eventstudio.eventsair.com/anzahpe-2024/abstract-book
The Integrating Science and Practice (iSAP) – assessment task provides educators with insights into students’ clinical reasoning abilities, reflective skills and capacity to integrate various knowledge domains. To what extent iSAP scores predict nursing students’ clinical
performance is less known.
Methods
Data for Monash University students enrolled in the Master of Nursing Practice (MNP) course were analysed. The MNP is a two-year (four semesters) entry-to-practice program. An iSAP is an assessment task in the first, third, and fourth semester, each worth respectively 35%,
25%, and 30% of the total mark in relevant units. Multivariate linear regression modeling was employed to determine whether iSAP scores in the first and third semesters could predict clinical performance, as assessed by the scores in clinical placements during the last unit,
which includes a 30% clinical component. The models were adjusted for age, sex (male vs. female), and residency status (domestic vs. international).
Results
Among 104 participants, 41 individuals (39.4%) were below the age of 25, with the majority being female (82, 78.9%). 55 (52.9%) students were from international backgrounds. The mean (SD) of iSAP scores in the first semester and second semester were 20.7/35 (3.8), and
17.4/25 (4.4), respectively. The mean (SD) of the clinical component of the last unit was 95.4/100 (6.2). After adjustment, iSAP scores in the first and third semester were not associated with clinical performance (ß = -0.3, 95% CI -.7 to 0.1; p=0.091) and (ß = -0.1, 95% CI -.4 to 0.2; p=0.517).
Discussion
While the association between iSAP scores and clinical performance could be genuine, it also prompts us to consider whether students' clinical abilities are accurately reflected due to practical challenges faced by clinical educators, such as heavy workloads, prioritising clinical
care over student assessment, or adapting to diverse university assessment tools
URLs: https://eventstudio.eventsair.com/anzahpe-2024/abstract-book
| Original language | English |
|---|---|
| Pages | 112 |
| Number of pages | 1 |
| Publication status | Published - 2024 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference 2024 - Adelaide Convention Centre, Adelaide, Australia Duration: 1 Jul 2024 → 4 Jul 2024 https://eventstudio.eventsair.com/anzahpe-2024/ https://eventstudio.eventsair.com/anzahpe-2024/abstract-book (Abstract Book) |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference 2024 |
|---|---|
| Abbreviated title | ANZAHPE 2024 |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 1/07/24 → 4/07/24 |
| Internet address |