Knowledge, Implications and Challenges of Continuous Assessment (CA) in Nursing Education: A Pilot Study

Abstract

Background: Continuous Assessment (CA) has become a compulsory pedagogical technique in tertiary institutions across Nigeria. The knowledge, implications and challenges of CA in nursing education was investigated using a pilot study conducted at the Department of Nursing Science, Imo State University Orlu, Nigeria.

Methods: A descriptive survey design was adopted for the study. Seven (7) lecturers in the Department of Nursing Science were sampled. Structured questionnaires were directly dispensed by the lead investigator to the lecturers and retrieved upon completion. The responses were collated, categorized and presented in tables. The statistical analyses were done using the Statistical Package for the Social Sciences (SPSS) version 22.

Results: Lecturers’ knowledge about CA showed a grand mean of 3.93 which exceeded the criterion mean of 2.50. This implied that teachers showed good knowledge of CA, although the level of utilization was poor due mainly to teacher-related challenges. The respondents accepted all the items as their opinion on the implications of CA, with a grand mean of 4.00 which was greater than the criterion mean of 2.50. The challenges lecturers encountered in CA included insufficient time for teaching and assessment, over-populated classes, excess workload, lack of storage facilities for CA materials and lack of interest on the part of students.

Conclusions: The need for teachers to continuously assess students’ academic progress during teaching and learning cannot be over-emphasized. In addition, regular trainings and workshops for lecturers will go a long way in improving their delivery of up-to-date techniques in continuous assessment.

Keywords: Knowledge, Implications, Challenges, Nursing Education, Pilot study.