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ORIGINAL RESEARCH article
Front. Med.
Sec. Healthcare Professions Education
Volume 12 - 2025 |
doi: 10.3389/fmed.2025.1524230
This article is part of the Research Topic Innovations in Teaching and Learning for Health Professions Educators View all 10 articles
Assessing and Monitoring Clinical Practice of Undergraduate Nursing Students: A Middle Eastern Context
Provisionally accepted- University of Calgary in Qatar, Doha, Qatar
This paper presents an innovative Weekly Clinical Skills Progress (WCSP) tool to support the assessment of undergraduate nursing students in their clinical placements. The WCSP tool was implemented at the University of Calgary in Qatar (UCQ) Nursing Program in Spring 2024 to address inconsistencies in assessment documentation related to the absence of clearly defined proficiency levels in clinical courses. The UCQ clinical faculty trialled the newly developed WCSP tool on eighty-seven third-year nursing students enrolled in the clinical course Nursing Practice for High Acuity and Chronic Conditions. These students were divided into eleven groups, each consisting of six to seven members per instructor, and were placed in various medical-surgical clinical sites throughout Hamad Medical Corporation (HMC) in Qatar. During the course implementation and following, feedback from faculty, students and buddy nurses indicated the WCSP tool clarified the clinical goals, enabled consensus on clinical proficiency levels according to the course outline, and assessments were more consistent. Though the WCSP tool is still being refined, and more qualitative and quantitative research is needed, this paper contributes valuable preliminary results and recommendations that benefit nursing programs worldwide.
Keywords: nursing student, Clinical assessment tool, formative assessment, clinical evaluation, clinical skills assessment, Clinical Competence, Undergraduate nursing students, Clinical nursing education
Received: 07 Nov 2024; Accepted: 13 Jan 2025.
Copyright: © 2025 Mohamed, Sinnasamy, Ansar and LaRiviere. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence:
Shehnaaz Mohamed, University of Calgary in Qatar, Doha, Qatar
Nganga Sinnasamy, University of Calgary in Qatar, Doha, Qatar
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