Continual assessment of student nurses.

M has been written about the continual assessment of clinical practice and the theoretical aspects of the general science and art o f nursing. This article aims to clarify the practical aspects o f assessment rather than to discuss the numerous theories. Firstly, we need to define that we mean by evaluation or assessment. According to Reilly, “ Evaluation is a positive process whose primary purpose is to assess growth” . (6, P .93). The process should therefore facilitate learning. This means that the person evaluating the student should act as a counsellor rather than a judge. Evaluation may be summative i.e. it occurs at the end of a course or year and refers to the extent to which a student has realised the specific objectives laid down. In nursing, summative evaluation consists o f the written examinations set by the South African Nursing Council and the oral examinations in clinical practice set by the hospital. Alternatively evaluation may be formative i.e. it oc­ curs throughout the program and refers to the students’ PROGRESS towards realising the objectives set. This is what is aimed at with continual assessment. An impor­ tant aspect o f formative evaluation concerns feedback on performance from the evaluator to the student which in turn assists in improving the student’s performance. (6,P .92). The purpose of evaluation can be summarised as follows: — creating and maintaining satisfactory standards of performance — highlighting the needs and opportunities for growth and development — validating training programs i.e. if the laid-down objectives are not being met the course and its presentation should be reviewed. Possible reasons for objectives not being met may include unrealistically high standards or goals and faulty methods of teaching. (1, P .311). A brief discussion of the abovementioned purposes of evaluation follows: Creating and maintaining satisfactory standards of performance