Abstract
The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical 'viva voce' approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the 'Think aloud approach' and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed.
| Original language | English |
|---|---|
| Pages (from-to) | 260-265 |
| Number of pages | 6 |
| Journal | British journal of nursing (Mark Allen Publishing) |
| Volume | 32 |
| Issue number | 5 |
| Early online date | 13 Mar 2023 |
| DOIs | |
| Publication status | Published - Mar 2023 |
Keywords
- Education, Nursing
- COVID-19 and education
- Assessment
- Clinical knowledge
- Nursing and virtual teaching/learning
- Students, Nursing
- Pandemics
- Clinical Competence
- Viva voce
- COVID-19 - epidemiology
- Humans
- Learning