TRENDS AND ISSUES IN

CONTEMPORARY
NURSING
EDUCATION

Performance-Based Learning and

Assessment Methods
A change in methods used to promote
learning and evaluate competence is
another trend closely linked to
competency outcomes.
In the era of cost containment, finding
the most effective and efficient ways
for students to become competent is
paramount.

Performance-Based
Learning and Assessment
Methods

Related issues include:

Changes in roles of teachers and learners.

Refocusing responsibility and
accountability
Shifting the perception of students from
passive receivers of information to active
learners responsible for being competent in
the array of specific practice-based skills.

 Performance-Based Learning and

Assessment
Methods

Rather than lectures and multiple-choice

tests, these skills are learned more effectively
through activities such as problem-based
learning, case studies, and diverse projects in
many community agencies.
The rapid expansion of knowledge and
technology and related changes in
competency outcomes in education and
practice require major changes in teachinglearning methods and evaluation of
performance.

Performance-Based Learning and

Assessment
Methods
These trends precipitate issues for students
and teachers. Both need to change ideas
about learning.
Sometimes students think it is easier just to
figure out "what the teacher wants" and
"study for the test" rather than engage in
interactive group projects in and out of class
that require more decision making, group
process, and time.
It is easier to take written tests than to
demonstrate actual competence through
performance examinations that require 100%
accuracy of specified critical elements.

Performance-Based Learning and

Assessment Methods
Issues for faculty also include creating
interactive learning strategies and making
arrangements for them. This means
contracts with many agencies, working with
preceptors and community leaders, and
having students in multiple settings
simultaneously.
The issues are time, creativity, and a very
different way of thinking about learning means creating more complex performance
examinations both in class and in clinical
settings to help students gain confidence
and demonstrate achievement of essential
competencies .

Sociodemographic, Cultural
Diversity, and Economic and Political
Changes
From rural to metropolitan areas throughout
the United States the population is
undergoing significant transformation (Baer
et al., 2000; Nursing, 1994).
Many articles and websites provide details
about the aging of the population (i.e., the
rapidly growing percentage of those over
65 and even 85 years of age).
Others describe the number of ethnic
minority groups and the increasing number
of those in poverty, homeless, or underinsured.

Sociodemographic, Cultural
Diversity, and Economic and
Political Changes
Some of the issues for students are the
distinct differences among patients in
their responses to illness, treatments, and
caregivers, which are based on differences
in age, culture, religion, and life
experiences in family and community
(Ryan et al., 2000).
For example, issues related to nursing
care may differ considerably among those
in areas that are rural or urban, mountains
or plains, north, south, east, or west.

 Sociodemographic, Cultural Diversity,

and Economic and Political Changes
Effective and thoughtful nursing care is
individualized according to client
characteristics and circumstances, which
is why students need to learn as much as
possible from sociology, cultural diversity,
psychology, religion, economics, history,
and literature, as well as basic sciences.
Moreover, learning the stories of diverse
peoples, their customs, life experiences,
and expectations is interesting and
expands human understanding and
creativity for personal and professional
life.