Evaluating student learning: an Australian case study
Determining the quality of student learning is an ongoing challenge to all educators. However, for educators and students in the health professions, evaluation of learning takes on a different dimension in terms of ensuring that graduates are competent, and thus safe, practitioners. This paper outlines the processes and methods by which student learning has been evaluated throughout a 22 year period at a large School of Nursing in an Australian university. First, an historical overview of the major methods used demonstrates how relevant educational theories and sociopolitical forces and movements have influenced the whole curriculum including evaluation methods. Secondly, examples of current evaluation methods for undergraduate clinical and theoretical units are described. Reflections about past successes and future challenges conclude the paper.
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|Item Type:||Journal Article|
|Keywords:||Student learning, evaluation, clinical practice, competency, theoretical units|
|Subjects:||Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > NURSING (111000)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Institutes > Institute of Health and Biomedical Innovation
|Copyright Owner:||Copyright 2001 Blackwell Publishing|
|Copyright Statement:||The definitive version is available at www.blackwell-synergy.com|
|Deposited On:||24 Nov 2006 00:00|
|Last Modified:||09 Jun 2010 12:35|
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