Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development
A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate conte...
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| Veröffentlicht in: | Nurse education in practice 2012, Vol.12 (1), p.46-51 |
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| creator | Leigh, J.A. Rutherford, J. Wild, J. Cappleman, J. Hynes, C. |
| description | A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education (
DH, 2010).
This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment.
Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups.
This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme. |
| doi_str_mv | 10.1016/j.nepr.2011.05.006 |
| format | Article |
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DH, 2010).
This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment.
Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups.
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DH, 2010).
This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment.
Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups.
This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme.</description><subject>Action learning</subject><subject>Assessment</subject><subject>Clinical assessment</subject><subject>Clinical leadership</subject><subject>Clinical leadership development</subject><subject>Content analysis</subject><subject>Education, Graduate</subject><subject>Educational Measurement - methods</subject><subject>Educational programs</subject><subject>England</subject><subject>Evaluation</subject><subject>Experiential Learning</subject><subject>Female</subject><subject>Graduate students</subject><subject>Graduate studies</subject><subject>Health care</subject><subject>Health care policy</subject><subject>Health Personnel - education</subject><subject>Health Personnel - psychology</subject><subject>Higher education</subject><subject>Humans</subject><subject>Knowledge</subject><subject>Leadership</subject><subject>Learning</subject><subject>Learning Processes</subject><subject>Lifelong learning</subject><subject>Longitudinal Studies</subject><subject>Male</subject><subject>Medical education</subject><subject>Networking</subject><subject>Nursing</subject><subject>Nursing education</subject><subject>Patchwork text assessment</subject><subject>Perceptions</subject><subject>Philosophy</subject><subject>Postgraduate students</subject><subject>Professional Competence</subject><subject>Professional development</subject><subject>Program Evaluation</subject><subject>Self-Assessment</subject><subject>Social Support</subject><subject>Students</subject><subject>Teaching</subject><subject>Teaching Methods</subject><subject>Work based learning</subject><subject>Workforce</subject><issn>1471-5953</issn><issn>1873-5223</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><sourceid>EIF</sourceid><sourceid>7QJ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFkbuO1DAUhi0EYpeBF6BAliigyeC7HYlmteImrUTD1pZjnzAeMnGwkwG6fQ1ejyfB0SwUFEvlU3z_J5_zI_SUki0lVL3ab0eY8pYRSrdEbglR99A5NZo3kjF-v85C00a2kp-hR6XsSQ0RrR6iM0aVEYzSc3RzXeL4Gc87wJOb_e5byl_wDN9n7EqBUg4wriN2-Ai76AfAfcoYjm5Y3Lwmy7yEypRfNz_xBNnDNMc0Fpz6VRoz9kMco3cDHsAFyGUXJxzgCEOaVvlj9KB3Q4Ent-8GXb998-nyfXP18d2Hy4urxnMl5iZQzY3RrK2bcfDGeyGEVN4z1pNOdEpwLlvVE68gdCJoLTunDfGCS81V4Bv04uSdcvq6QJntIRYPw-BGSEuxLTFaMCZVJV_eSVIqKWEt5-3_UcI4acX66Q16_g-6T0se68qWGSOUNoabSrET5XMqJUNvpxwPLv-oKruWbvd2Ld2upVsibS29hp7dqpfuAOFv5E_LFXh9AqAe-Bgh2-IjjB5CzOBnG1K8y_8ba1O-9A</recordid><startdate>2012</startdate><enddate>2012</enddate><creator>Leigh, J.A.</creator><creator>Rutherford, J.</creator><creator>Wild, J.</creator><creator>Cappleman, J.</creator><creator>Hynes, C.</creator><general>Elsevier Ltd</general><general>Elsevier Limited</general><scope>CGR</scope><scope>CUY</scope><scope>CVF</scope><scope>ECM</scope><scope>EIF</scope><scope>NPM</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>0-V</scope><scope>3V.</scope><scope>7QJ</scope><scope>7RV</scope><scope>7X7</scope><scope>7XB</scope><scope>88B</scope><scope>88E</scope><scope>8FI</scope><scope>8FJ</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AN0</scope><scope>ASE</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>FPQ</scope><scope>FYUFA</scope><scope>GHDGH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>HEHIP</scope><scope>K6X</scope><scope>K9.</scope><scope>KB0</scope><scope>M0P</scope><scope>M0S</scope><scope>M1P</scope><scope>M2O</scope><scope>M2S</scope><scope>MBDVC</scope><scope>NAPCQ</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>Q9U</scope><scope>7X8</scope></search><sort><creationdate>2012</creationdate><title>Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development</title><author>Leigh, J.A. ; Rutherford, J. ; Wild, J. ; Cappleman, J. ; Hynes, C.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c364t-d173887292233ec8cc44456cc22f0b4b6433596f0c6edb4d775ba780c435736d3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Action learning</topic><topic>Assessment</topic><topic>Clinical assessment</topic><topic>Clinical leadership</topic><topic>Clinical leadership development</topic><topic>Content analysis</topic><topic>Education, Graduate</topic><topic>Educational Measurement - 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Academic</collection><jtitle>Nurse education in practice</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Leigh, J.A.</au><au>Rutherford, J.</au><au>Wild, J.</au><au>Cappleman, J.</au><au>Hynes, C.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development</atitle><jtitle>Nurse education in practice</jtitle><addtitle>Nurse Educ Pract</addtitle><date>2012</date><risdate>2012</risdate><volume>12</volume><issue>1</issue><spage>46</spage><epage>51</epage><pages>46-51</pages><issn>1471-5953</issn><eissn>1873-5223</eissn><abstract>A shift in universities world wide in providing theoretical post graduate programmes of study underpinned by traditional assessment strategies to work based learning programmes supported by innovative assessment strategies is required if Higher education institutions are to effectively educate contemporary healthcare leaders. Concurrently generating the evidence to evaluate the effectiveness of educational programmes is required by commissioners of healthcare education (
DH, 2010).
This paper reports on the perceptions of twelve post graduate students attending a clinical leadership masters programme of their leadership development through analysis of the critical commentary provided by students as part of assessment strategy that utilised the Patchwork Text Assessment.
Following a thematic content analysis six themes emerged: programme philosophy and its impact on the success of the Patchwork Text Assessment; leadership development targeted against leadership frameworks; application and applicability of learning to the students own healthcare organisation; integrating theory to practice through theoretical development and work based activities; the value of networking; and the importance of multi-professional reflective groups.
This study has clearly demonstrated how the success of the Patchwork Text Assessment in promoting deep learning is determined by its integration into the overall philosophy of the programme. Concurrently systems needed to be in place to ensure that Patchwork text Assessment is operationalised effectively and embedded within the day to day management of the programme.</abstract><cop>Scotland</cop><pub>Elsevier Ltd</pub><pmid>21684211</pmid><doi>10.1016/j.nepr.2011.05.006</doi><tpages>6</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 1471-5953 |
| ispartof | Nurse education in practice, 2012, Vol.12 (1), p.46-51 |
| issn | 1471-5953 1873-5223 |
| language | eng |
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| source | MEDLINE; Elsevier ScienceDirect Journals; Applied Social Sciences Index & Abstracts (ASSIA); ProQuest Central UK/Ireland |
| subjects | Action learning Assessment Clinical assessment Clinical leadership Clinical leadership development Content analysis Education, Graduate Educational Measurement - methods Educational programs England Evaluation Experiential Learning Female Graduate students Graduate studies Health care Health care policy Health Personnel - education Health Personnel - psychology Higher education Humans Knowledge Leadership Learning Learning Processes Lifelong learning Longitudinal Studies Male Medical education Networking Nursing Nursing education Patchwork text assessment Perceptions Philosophy Postgraduate students Professional Competence Professional development Program Evaluation Self-Assessment Social Support Students Teaching Teaching Methods Work based learning Workforce |
| title | Using the patchwork text assessment as a vehicle for evaluating students’ perceptions of their clinical leadership development |
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