Browsing by Author "Donough, Gabieba"

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    Designing theoretical assessments at nursing higher education institutions: A scoping review
    (Stellenbosch University, 2022) Donough, Gabieba
    Assessment in higher education remains one of the most reliable forms of assessing the effectiveness of the learning and teaching (L&T) process. Excellence in theory assessment design is, therefore, a pivotal element of the success of many Higher Education Institutions (HEIs) around the world. This scoping review aimed to establish current assessment best practices in nursing at HEIs. The five steps of Arksey and O’Malley’s framework guided this scoping review. Following a systematic search of various databases, including Academic Search Complete, CINAHL, ERIC, MEDLINE, PubMed, Sage Online Journals, SCOPUS, and Wiley Online Library for the period from 2010 to 2020, a rigorous screening process was undertaken by three independent reviewers. The search terms included assessment best practice and nursing education institution. Of the 652 articles screened, 12 studies met the inclusion criteria.
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    Nursing students’ experiences of clinical assessment at a university in South Africa
    (AOSIS, 2023) Donough, Gabieba
    Nursing education includes both classroom and clinical teaching. The clinical teaching was explored through this research. The successful training of the undergraduate nursing students can be attributed to effective clinical teaching and supervision and is determined by both training requirements and services provided. Although there have been several researches on clinical supervision, there is still a dearth of information of the realities of supervision regarding assessment of undergraduate nursing students. The authors’ original thesis formed the foundation of this manuscript. This study aimed to explore and describe nursing students at the undergraduate level experiences regarding clinical supervision.
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    Theoretical assessment design: Best practices in pre-registration nursing education.
    (Researchgate, 2021-07-02) Daniels, Felicity; Mthimunye, Katlego; Donough, Gabieba
    Since the nineteenth century, assessment has been used in higher education. Assessment traditions, on the other hand, had to be adapted through change and innovation in a continually evolving higher education system. In an effort to address transformation in nursing education, nurse educators are tasked to ensure that current assessment practices remain relevant without compromising the quality. This study aimed to establish best practices for theoretical assessment design in preregistration nursing education. Following a robust literature search process following the five steps of Arksey and O'Malley's framework, a consensus to shortlist twelve studies was reached. Three independent reviewers were involved in this process to ensure rigor. The findings revealed that various factors have a significant impact on theoretical assessment design in pre-registration nursing education. These factors include: (1) the use of taxonomy framework to align assessments, (2) bridging the theory-practice gap, (3) nurse educators’ workload. These findings suggest that the quality and relevance of theoretical assessments design in pre-registration nursing education could benefit immensely when nurse educators place emphasis on constructive alignment with reference to the scaffolding of the assessment or for learning based on taxonomy frameworks and clinical practice.