Nursing teachers’ experiences assessing nursing students in clinical practice: A systematic literature review

<h2>ABSTRACT</h2><h3>Background</h3> Nurses play a crucial role as the primary global workforce providing health services throughout people's lives, addressing patient needs safely and effectively. Becoming a registered nurse requires a combination of high-quality education and clinical practice during clinical placements. Nursing teachers, who are part of higher educational institutions, are sometimes responsible for assessing the competencies of nursing students in clinical settings. However, there is limited research on the experiences of nursing teachers when it comes to assessing clinical practice. <h3>Aim</h3> The aim of this literature review was to explore nursing teachers' experiences in assessing nursing students in clinical practice. <h3>Methods</h3> A systematic literature review was conducted following the guidelines set by Bettany-Saltikov and McSherry, and the findings were reported according to the PRISMA checklist. Four databases were utilised for the systematic search, and the methodological quality of selected articles was evaluated using the Mixed Method Appraisal Tool. Six original articles from four countries, published between 2014 and 2022, were included in the review. <h3>Findings</h3> From this review, three categories emerged: Creating assessment situations as learning opportunities, Collaborating effectively during assessment situations, and Facing challenges in assessment situations. <h3>Discussion</h3> Assessing students can be a complex responsibility for nursing teachers and requires various competencies. <h3>Conclusion</h3> There is a need for support from educational institutions, as well as collaboration with clinical placements, to ensure fair assessments of nursing students' clinical practice. More research is necessary to understand how nursing teachers address challenges and manage demanding assessment situations related to students' clinical competence.