Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.540467
Title: Students' and educators' perceptions about nursing assessment in higher education in Greece
Author: Tsiamalou, Paraskevi
Awarding Body: University of Aberdeen
Current Institution: University of Aberdeen
Date of Award: 2011
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Abstract:
Numerous assessment modes have evolved throughout the years, but only a few of them have been extensively studied in nursing education, particularly in Greece. The aim of this study is to review educators’ and students’ beliefs regarding assessment in the Greek nursing education system. Special attention shall be devoted to the faculty curriculum and the learning and teaching procedures. For this purpose, a descriptive retrospective cohort study was carried out in the nursing faculties of two of the eight Greek universities that teach nursing, with one cohort being that of the students and the second that of the educators. A questionnaire survey in combination with qualitative interviews were used to investigate the views of students and educators about the assessment of learning, and factors that may influence those views. The results indicated that both educators and students were familiar with more traditional teaching and assessment procedures. Both students and educators believe that there are serious problems in the organisation of the curriculum and these may cause difficulty in the development of alternative models of teaching and assessment. The feelings about the educational environment and the relationships between students and educators were mixed. Finally, positive relationships seem to play a very important role in students’ learning and their satisfaction with assessment procedures and the educational environment, and it is suggested that these could be partially managed by mandatory attendance at theory courses, for both educators and students. Based on the overall findings of the study, a model of the context of effective assessment in Greek nursing education was proposed. To conclude, it is suggested that nursing education in Greece should seek to adopt more alternative modes of assessment to promote self-directed learning, and that audit is needed of teaching and assessment procedures for a more effective curriculum in future.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.540467  DOI: Not available
Keywords: Nursing ; Assessment
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