TITLE:
The Relationship between Assessment Skills and Nursing Knowledge
AUTHORS:
Keiko Aizu, Kasumi Mikami, Ryoko Tsuchiya, Mayumi Shimizu, Nanae Kojima, Naoki Oka, Yoshiko Nishizawa
KEYWORDS:
Structural Knowledge, Assessment, Clinical Practice, Cognitive Psychology
JOURNAL NAME:
Open Journal of Nursing,
Vol.5 No.12,
December
21,
2015
ABSTRACT: This research aimed to clarify the relationship between nursing students’ levels of structural knowledge and assessment skills. Participants were 17 third-year university students majoring in nursing who participated individually in the experiments. The experiments included a nursing-scene task, free-recall task, and sorting task. Experiments were conducted before and after their clinical practice. Each student’s level of structural knowledge was calculated from the free-recall and sorting task responses, and each student’s assessment skill was calculated from the nursing-scene task responses. Levels of structural knowledge were significantly higher in post-examination compared with pre-examination (p p n = 5) had significantly higher scores for their conclusions and reasons than the low-structured group (n = 5) (p p