Keywords
Professional courses
Curriculum assessment
Teaching reform
Submitted : 2024-03-09
Accepted : 2024-03-24
Published : 2024-04-08
Abstract
This article introduces the limitations of conventional methods of curriculum assessment and the importance of reforming them. Specifically, it analyzes the present status of nursing curriculum assessment reform and highlights the issues that currently exist. Moreover, it also outlines the future development directions of nursing curriculum assessment reform research.
References
Chen M, 2002, A Preliminary Study on Strengthening Curriculum Assessment. Journal of Chengdu University of Traditional Chinese Medicine (Education Science Edition ), 4(2): 13 + 15.
Mei Y, 2009, Current Situation and Reform of Professional Course Assessment in Colleges and Universities. Journal of Ningbo University (Education Science Edition ), 31(6): 25–27 + 38.
Xu X, Dong J, 2022, Application of Objective Structured Assessment Methods in Nursing Professional Courses. Chinese Continuing Medical Education, 14(11): 101–104.
Zhu X, 2011, Exploration of the Reform of Assessment and Evaluation Methods for Applied Talent Training Courses. Journal of Changchun University of Science and Technology (Social Science Edition), 24(10): 118–119.
Xu A, 2009, Discussion on the Trend of University Course Examination Reform. Science and Engineering Higher Education Research, 28(1): 67–70.
Chen G, Dong M, Xie X, 2015, Research on Diversified Curriculum Assessment Reform. Computer Education, 2015(4): 23–26.
Lei H, Zhang Y, Cao B, et al., 2005, Practice of Applying Test Feedback to Improve Teaching Quality. Journal of Nursing Management, 2005(2): 37–38.
Liu Y, Lu C, Xue J, et al., 2005, Discussion on the Reform of Assessment Methods in “Nursing Education”. Journal of Nursing, 2005(13): 58–59.
Hao Y, Han L, 2008, Reform of Assessment Method and Effect Evaluation of “Nursing Research” Course. Chinese Nursing Education, 2008(4): 180–182.
Peng X, Huang W, Huang Y, 2010, Practice and Evaluation of Assessment Methods in the “Interpersonal Communication in Nursing” Course. Nursing Research, 24(19): 1769–1771.
Shao G, Zhang C, 2015, Research on the Recognition of the Reform of Assessment Methods of Nursing and Law Courses in Our Hospital. Health Vocational Education, 33(21): 108–109.
Wang L, Jiang Z, Zeng F, et al., 2014, Application of Formative Assessment in the Course Assessment of “Adult Nursing”. Nursing Research, 28(26): 3321–3323.
Song W, Deng K, Wang G, 2017, Construction and Application of Objective Structured Clinical Assessment in Midwifery Courses. Chinese Nursing Education, 14(4): 269–273.
Bo D, Gao J, Wu C, 2016, Practice and Discussion on the Examination Reform of Undergraduate Nursing Courses. Journal of Chengdu University of Traditional Chinese Medicine (Education Science Edition), 18(3): 41–42.
Qiu X, Ma X, Gu J, et al., 2008, An Attempt to Reform the Comprehensive Assessment Method of Basic Nursing Practice Courses. Traditional Chinese Medicine Education, 2008(5): 68–69 + 76.
Lang Y, An Q, Liang Y, et al., 2008, Application of Role-Playing and Group Teaching in Basic Nursing Experimental Courses. Journal of Nursing, 2008(15): 18–21.
Sang M, Yao M, Xu M, 2008, Application of Standardized Patients in Nursing Skills Teaching. Nursing Research, 2008(27): 2526–2527.
Huang M, Zeng G, 2008, Analysis of Factors Affecting the Effectiveness of Nursing Technical Operation Training Assessment and Discussion of Reform Methods. Nursing Practice and Research, 2008(14): 117–118.
Yuan Y, Sun J, Gao J, et al., 2004, Discussion on the Experimental Teaching Reform of “Basics of Nursing”. Chinese Journal of Nursing, 2004(5): 44–45.
Liao C, Xu Y, 2006, Application of Open Evaluation in Teaching Basic Skills of Nursing. Journal of Nursing Education, 2006(10): 907–909.