Identification of authentic assessment in nursing curricula: An integrative review

Phil Maude, Karen Livesay, Adam Searby, Kay McCauley

Research output: Contribution to journalReview ArticleResearchpeer-review

9 Citations (Scopus)

Abstract

This article aims to identify the application of authentic learning principles to the assessment of nursing students. An integrative review was undertaken using the Whittlemore and Knafl (2005) framework: identifying the problem/purpose, searching and evaluating the literature, data analysis and presentation or results. Primary searches were conducted using MeSH terms identified as key words across four search data bases (PubMed, Cinahl, Scopus and ProQuest). Literature was identified using inclusion/exclusion criteria and critiqued. Three major themes emerged from the literature review: Clinical Practice, Self-Assessment and Simulation. Models of authentic learning exist that could guide the development of authentic learning assessment for students, however no identifiable tool for locating and mapping authentic assessment in nursing was found. This review challenges the contemporary belief that authentic assessment is to be found in nursing curricula and evidenced by clinical practice.

Original languageEnglish
Article number103011
Number of pages9
JournalNurse Education in Practice
Volume52
DOIs
Publication statusPublished - Mar 2021
Externally publishedYes

Keywords

  • Authentic assessment
  • Clinical assessment
  • Self-assessment
  • Simulation
  • Virtual environment

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