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Evaluating Affective Competency in Undergraduate Nursing: An Interpretive Description

Date

2017

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Abstract

Background: The Registered Nurse role requires competency of the affective domain; demonstrated by the ability to listen, respond to interactions, demonstrate appropriate attitudes, and display commitment. There is a paucity of research exploring the evaluation of student nurses’ competency in this domain. Aim: To explore how clinical nursing instructors evaluate students’ affective competency. Methods: 12 instructors from a large urban university were interviewed and data was analyzed using qualitative interpretive description methodology. Findings: Affective competency is highly valued in nursing, lacks consensus in definition, exists in a hidden curriculum, and is assessed through observation, dialogue and reflective writing. Explicit connections between assessment and evaluation are lacking. Discussion: Clinical nurse instructors are gatekeepers to the nursing profession. Affective competency is observed rather than evaluated, and an ontological turn in nurse education might change the motivation for affective evaluation; away from competency and toward being a nurse. Word Limit:

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Keywords

Nursing

Citation

Mill, M. (2017). Evaluating Affective Competency in Undergraduate Nursing: An Interpretive Description (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/25966

URI

http://hdl.handle.net/11023/3952

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