Work-based assessment: Qualitative perspectives of novice nutrition and dietetics educators

Palermo, C., Beck, E. J., Chung, A., Ash, S., Capra, S., Truby, H. and Jolly, B. (2014) Work-based assessment: Qualitative perspectives of novice nutrition and dietetics educators. Journal of Human Nutrition and Dietetics, 27 5: 513-521. doi:10.1111/jhn.12174


Author Palermo, C.
Beck, E. J.
Chung, A.
Ash, S.
Capra, S.
Truby, H.
Jolly, B.
Title Work-based assessment: Qualitative perspectives of novice nutrition and dietetics educators
Journal name Journal of Human Nutrition and Dietetics   Check publisher's open access policy
ISSN 0952-3871
1365-277X
Publication date 2014-10
Sub-type Article (original research)
DOI 10.1111/jhn.12174
Open Access Status
Volume 27
Issue 5
Start page 513
End page 521
Total pages 9
Place of publication West Sussex United Kingdom
Publisher Wiley-Blackwell
Collection year 2015
Language eng
Abstract Background: The assessment of competence for health professionals including nutrition and dietetics professionals in work-based settings is challenging. The present study aimed to explore the experiences of educators involved in the assessment of nutrition and dietetics students in the practice setting and to identify barriers and enablers to effective assessment. Methods: A qualitative research approach using in-depth interviews was employed with a convenience sample of inexperienced dietitian assessors. Interviews explored assessment practices and challenges. Data were analysed using a thematic approach within a phenomenological framework. Twelve relatively inexperienced practice educators were purposefully sampled to take part in the present study. Results: Three themes emerged from these data. (i) Student learning and thus assessment is hindered by a number of barriers, including workload demands and case-mix. Some workplaces are challenged to provide appropriate learning opportunities and environment. Adequate support for placement educators from the university, managers and their peers and planning are enablers to effective assessment. (ii) The role of the assessor and their relationship with students impacts on competence assessment. (iii) There is a lack of clarity in the tasks and responsibilities of competency-based assessment. Conclusions: The present study provides perspectives on barriers and enablers to effective assessment. It highlights the importance of reflective practice and feedback in assessment practices that are synonymous with evidence from other disciplines, which can be used to better support a work-based competency assessment of student performance.
Keyword Dietetics
Education
Qualitative
Student assessment
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Human Movement and Nutrition Sciences Publications
 
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