Title: A literature review of the impact of rubric assessment on adult nursing practice competencies in nursing colleges
Abstract:
Purpose: The purpose of this study is to identify trends in research on rubric evaluation in adult nursing practice at nursing colleges and factors associated with nursing practice competence through a literature review.
Methods: We used CiNii Articles and the web version of the Central Journal of Medicine (ver. 5) from 2012 to 2023, when the Central Council for Education published "Toward Qualitative Transformation of University Education for Building a New Future - Universities that foster lifelong learning and the ability to think independently" in 2012. A literature search was conducted using the keywords "rubric evaluation/AL and (adult/TH or adult/AL) and (nursing/TH or nursing/AL) and (clinical/field practice/TH or practice/AL). From the 50 references obtained, 8 were selected for the purpose of this study and included in the analysis. The literature was organized by author, subject, purpose, method, and results, and similar codes were summarized and categorized.
Results: The results of the analysis showed that the actual ratings based on rubric assessment in adult nursing practice were as follows: 1[building a foundation of universal nursing practice skills to be acquired in the level of academic achievement].? 2[establishing a nursing professional identity].? 3[grasping needs and acquiring nursing skills according to the situation]. 4[understanding nursing in an integrated manner and understanding collaboration to support the situation].? 5[developing accountability to understand nursing in an integrated way and to support it according to the situation].? 6[developing self-growth from the conflicts that everyone has and training to carry out the role of nursing in team medicine].? 7[developing the ability to understand nursing in an integrated way]. It was suggested that the rubric evaluation chart facilitates students‘ willingness to learn by objectively looking at themselves, reflecting on their actions, and learning on their own during practical training, and that it is a necessary action and concept for the foundation of practical nursing ability in basic nursing education. Furthermore, it was suggested that the extracted categories were based on the four competencies of practical nursing competence as presented by the Japan Nursing Association. Professional, ethical, and legal practice skills, clinical practice skills, and leadership and management skills. Clinical practice competence Leadership and management skills , ability to develop expertise.
Conclusion: The number of literatures related to nursing practice competence was very small. Future empirical studies should clarify the relationship between rubric evaluation and nursing practice competencies obtained from these literatures, including changes over time in their effects on nursing practice competencies.
