Literature review
Improving and enhancing performance in the affective domain of nursing students: Insights from the literature for clinical educators
Clive Miller
School of Nursing and Midwifery, Victoria University, Melbourne, Vic, Australia
PP: 002 - 017
Abstract
Nursing students need to demonstrate that they can perform effectively in the affective domain as well as the cognitive and psychomotor domains. Clinical educators and preceptors report that the affective domain is the area that is most problematic when assessing students.
According to the research literature the problem is not restricted to nursing and is found in much of the health and education literature. A variety of terms were found in the literature, all referring to problems within the affective domain, yet there seems to be no general organisation scheme for these problems.
Using insights from the literature this paper proposes that clustering the various affective issues under the headings of presentation, preparedness and interaction may assist nursing students to understand what is required of them and may aid clinical educators and preceptors in assessing the student with respect to the affective domain.
Keywords
nursing; affective domain; students; clinical assessment
References
Australian Nursing and Midwifery Council (2005) National competency standards for the registered nurse. Dickson ACT: Author.
Australian Nursing and Midwifery Council (2008a) Code of ethics for nurses in Australia. Dickson ACT: Author.
Australian Nursing and Midwifery Council (2008b) Code of professional conduct for nurses in Australia. Dickson ACT: Author.
Castle A (2003) Demonstrating critical evaluation skills using Bloom's taxonomy. International Journal of Therapy & Rehabilitation 10(8), 369-373.
Collins J (2004) Education techniques for lifelong learning: Principles of adult learning. Radiographics 24(5), 1483-1489.
Drake M and Stokes G (2004) Managing preregistration student risk: A professional and legislative minefield. Nursing Praxis in New Zealand 20(1), 15-27.
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.
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.
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.
Gunther M and Alligood MR (2002) A discipline-specific determination of high quality nursing care. Journal of Advanced Nursing 38(4), 353-359.
Hauenstein AD (1998) A conceptual framework for educational objectives: A holistic approach to traditional taxonomies. Lanham MD: University Press of America, Inc.
Howe A (2003) Twelve tips for developing professional attitudes in training. Medical Teacher 25(5), 485.
Hsu L (2006) An analysis of clinical teacher behaviour in a nursing practicum in Taiwan. Journal of Clinical Nursing 15(5), 619-628.
Ilott I and Murphy R (1999) Success and failure in professional education: Assessing the evidence. London: Whurr Publishers.
Keating SB (2006) Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins.
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.
Kretchmar J (2008) The affective domain. Research starters education: Great Neck Publishing, NY. Retrieved 8 March 2009.
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.
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)
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
Merritt RD (2008) The psychomotor domain. Research starters education: Great Neck Publishing, NY. Retrieved March 8 2009
Neumann JA and Forsyth D (2008) Teaching in the affective domain for institutional values. Journal of Continuing Education in Nursing 39(6), 248-254.
Nurses Board of Victoria (2008a) Nexus 16(2). Melbourne: Author.
Nurses Board of Victoria (2008b) Standards for course accreditation. Melbourne: Author.
Shephard K (2008) Higher education for sustainability: Seeking affective learning outcomes. International Journal of Sustainability in Higher Education 9(1), 87-98.
Singh DK and Stoloff DL (2008) Assessment of teacher dispositions. College Student Journal 42(4), 1169-1180.
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.
Talbott JA (2006) Professionalism: Why now, what is it, how do we do something? Journal of Cancer Education 21(3), 118-122.
ten Cate TJ and De Haes JCJM (2000) Summative assessment of medical students in the affective domain. Medical Teacher 22(1), 40-43.
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
Wasicsko MM, Callahan CJ and Wirtz P (2004) Integrating dispositions into the conceptual framework: Four a priori questions. KVA Journal 23(1), 1-8.
Wayda V and Lund J (2005) Assessing dispositions: An unresolved challenge in teachers education. JOPERD 76(1), 34-41.
Weis D and Schank MJ (2002) Professional values: Key to professional development. Journal of Professional Nursing 18(5), 271-275.
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.
eContent Home
