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dc.contributor.authorAlmalkawi, Ibraheim
dc.contributor.authorJester, Rebecca
dc.contributor.authorTerry, Louise
dc.date.accessioned2018-08-24T13:47:17Z
dc.date.available2018-08-24T13:47:17Z
dc.date.issued2018-07-18
dc.identifier.issn0260-6917
dc.identifier.pmid30029042
dc.identifier.doi10.1016/j.nedt.2018.07.003
dc.identifier.urihttp://hdl.handle.net/2436/621637
dc.description.abstractThe purpose of this integrative review is to evaluate the empirical and theoretical literature on the challenges mentors face in interpreting and assessing levels of competence of student nurses in clinical practice. An integrative review of the literature. An extensive and systematic literature search was conducted covering the period 1986-September 2016 across twelve databases covering health and education related publications. Grey literature was searched from wide relevant sources. Sources were eligible for review when they referred to mentor's interpretation or assessment of student nurses' level of competence in practice settings. Methodological rigor of the included studies was evaluated with the Mixed Methods Appraisal Tool.
dc.formatapplication/PDF
dc.language.isoen
dc.publisherElsevier
dc.relation.urlhttps://www.sciencedirect.com/science/article/pii/S0260691718302922
dc.subjectCompetence
dc.subjectFeedback
dc.subjectIntegrative review
dc.subjectInterpretation
dc.subjectMentors
dc.subjectPractice-based assessment
dc.subjectRubric
dc.subjectStudents
dc.titleExploring mentors' interpretation of terminology and levels of competence when assessing nursing students: An integrative review.
dc.typeArticle
dc.identifier.journalNurse Education Today
dc.date.accepted2018-07-10
rioxxterms.funderinternal
rioxxterms.identifier.projectUOW240817RJ
rioxxterms.versionAM
rioxxterms.licenseref.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
rioxxterms.licenseref.startdate2019-07-18
dc.source.journaltitleNurse education today
refterms.dateFCD2018-08-24T13:47:17Z
refterms.versionFCDAM


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