Improving and enhancing performance in the affective domain of nursing students: Insights from the literature for clinical educators

Contemporary Nurse

Volumn 35, Issue 1, 2010, Pages 002-017

  Miller, Clive ^a  

^a VICTORIA UNIVERSITY   (Australia)

Author keywords

Affective domain; Clinical assessment; Nursing; Students

Indexed keywords

AFFECT; ATTITUDE TO HEALTH; CLINICAL COMPETENCE; COGNITION; CURRICULUM; EDUCATION; ETHICS; EVIDENCE BASED NURSING; HEALTH PERSONNEL ATTITUDE; HUMAN; MEDICAL ETHICS; NURSING EDUCATION; NURSING STUDENT; PROFESSIONAL MISCONDUCT; PSYCHOLOGICAL ASPECT; PSYCHOMOTOR PERFORMANCE; REVIEW; STANDARD;

AFFECT; ATTITUDE OF HEALTH PERSONNEL; CLINICAL COMPETENCE; COGNITION; CURRICULUM; EDUCATION, NURSING, BACCALAUREATE; EDUCATIONAL MEASUREMENT; ETHICS, NURSING; EVIDENCE-BASED NURSING; FACULTY, NURSING; HEALTH KNOWLEDGE, ATTITUDES, PRACTICE; HUMANS; NURSING EDUCATION RESEARCH; PRECEPTORSHIP; PROFESSIONAL MISCONDUCT; PSYCHOMOTOR PERFORMANCE; STUDENTS, NURSING;

EID: 78049441273     PISSN: 10376178     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (34)

1. Australian Nursing and Midwifery Council (2005) National competency standards for the registered nurse. Dickson ACT: Author.
2. Australian Nursing and Midwifery Council (2008a) Code of ethics for nurses in Australia. Dickson ACT: Author.
3. Australian Nursing and Midwifery Council (2008b) Code of professional conduct for nurses in Australia. Dickson ACT: Author.
4. Castle A (2003) Demonstrating critical evaluation skills using Bloom's taxonomy. International Journal of Therapy & Rehabilitation 10(8), 369-373.
5. Collins J (2004) Education techniques for lifelong learning: Principles of adult learning. Radiographics 24(5), 1483-1489.
6. Drake M and Stokes G (2004) Managing preregistration student risk: A professional and legislative minefield. Nursing Praxis in New Zealand 20(1), 15-27.
7. Duffy K (2003) Failing students: A qualitative study of factors that influence the decisions regarding assessment of students' competence in practice. Glasgow: Caledonian Nursing and Midwifery Research Centre, School of Nursing, Midwifery and Community Health, Glasgow Caledonian University.
8. Gleeson P (2007) Understanding generational competence related to professionalism: Misunderstandings that lead to a perception of unprofessional behavior. Journal of Physical Therapy Education 21(3), 23-28.
9. Goulet C and Owen-Smith P (2005) Cognitive-affective learning in physical therapy education: From implicit to explicit. Journal of Physical Therapy Education 19(3), 67-72.
10. Gunther M and Alligood MR (2002) A discipline-specific determination of high quality nursing care. Journal of Advanced Nursing 38(4), 353-359.
11. Hauenstein AD (1998) A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. Lanham MD: University Press of America, Inc.
12. Howe A (2003) Twelve tips for developing professional attitudes in training. Medical Teacher 25(5), 485.
13. Hsu L (2006) An analysis of clinical teacher behaviour in a nursing practicum in Taiwan. Journal of Clinical Nursing 15(5), 619-628.
14. Ilott I and Murphy R (1999) Success and failure in professional education: Assessing the evidence. London: Whurr Publishers.
15. Keating SB (2006) Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins.
16. Krathwohl DR, Bloom BS and Masia BB (1964) Taxonomy of educational objectives: The classification of educational goals. Handbook II: Affective domain. New York: David McKay Co.
17. Kretchmar J (2008) The affective domain. Research starters education: Great Neck Publishing, NY. Retrieved 8 March 2009.
18. Luhanga F, Yonge OJ and Myrick F (2008) 'Failure to assign failing grades': Issues with grading the unsafe student. International Journal of Nursing Education Scholarship 5(1), 1-13.
19. Lund J, Wayda V, Woodard R and Buck M (2007) Professional dispositions: What are we teaching prospective physical education teachers? Physical Educator 64(1), 38-47 (Obtained as an HTML document; no pages)
20. McGrath P, Anastasi J, Fox-Young S, Gorman D, Moxham L and Tollefson J (2006) Collaborative voices: Ongoing reflections on nursing competencies. Contemporary Nurse 22(1), 46-58. http://www.contemporarynurse.com/archives/vol/22/issue/1/article/2163/collaborative-voices
21. Merritt RD (2008) The psychomotor domain. Research starters education: Great Neck Publishing, NY. Retrieved March 8 2009
22. Neumann JA and Forsyth D (2008) Teaching in the affective domain for institutional values. Journal of Continuing Education in Nursing 39(6), 248-254.
23. Nurses Board of Victoria (2008a) Nexus 16(2). Melbourne: Author.
24. Nurses Board of Victoria (2008b) Standards for course accreditation. Melbourne: Author.
25. Shephard K (2008) Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education 9(1), 87-98.
26. Singh DK and Stoloff DL (2008) Assessment of teacher dispositions. College Student Journal 42(4), 1169-1180.
27. Stoddard K, Braun B, Dukes L III and Koorland M (2007) Building professional dispositions in pre-service special educators: Assessment and instructional tactics. Journal of University Teaching and Learning Practice 4(1), 28-39.
28. Talbott JA (2006) Professionalism: Why now, what is it, how do we do something? Journal of Cancer Education 21(3), 118-122
29. ten Cate TJ and De Haes JCJM (2000) Summative assessment of medical students in the affective domain. Medical Teacher 22(1), 40-43.
30. Victorian Institute of Teaching (2005) Standards for graduating teachers. Victorian Institute of Teaching. Retrieved 11 November 2008 from http://www.vit.vic.edu.au/files/documents/1435_standards-forgraduating-teachers.pdf
31. Wasicsko MM, Callahan CJ and Wirtz P (2004) Integrating dispositions into the conceptual framework: Four a priori questions. KVA Journal 23(1), 1-8.
32. Wayda V and Lund J (2005) Assessing dispositions: An unresolved challenge in teachers education. JOPERD 76(1), 34-41.
33. Weis D and Schank MJ (2002) Professional values: Key to professional development. Journal of Professional Nursing 18(5), 271-275.
34. Wolff-Burke M, Ingram D, Lewis K, Odom C and Shoaf LD (2007) Generic inabilities and the use of a decision-making rubric for addressing deficits in professional behavior. Journal of Physical Therapy Education 21(3), 13-22.