In order to make safe and sound decisions in a fast-changing and unpredictable clinical practice environment, nurses need knowledge that has a solid theoretical foundation, which is situationally relevant and clinically appropriate. Describing this as functioning knowledge, Biggs (2003) argues that it can only be acquired through a deep approach to learning and not a surface one. The need for nursing students to adopt a deep approach is therefore obvious.

Graduate Entry Nursing Programmes pose a challenge at assessing students at Level 7 on their understanding, application and reasoning of theoretical knowledge. Multiple Choice Questions are only able to assess the retention of factual knowledge and therefore not appropriate for post-graduate education. By contrast, Assertion Reason Questions (ARQʼs) allow the student to demonstrate high order thinking and thus a deeper level of understanding.

This session aims to provide attendees with a reflection on the development of ARQʼs that were ‘fit for practice’, addressed university assessment guidelines, and assessed module content in a balanced way.

The session will provide an oral presentation on ‘how to’ develop an ARQ along with the rationale for their use.

Biography:
Devi is currently a lecturer in the adult field of nursing at the University of York in the United Kingdom, previously a lecturer at Universityof Nottingham. Devi contributes to the undergraduate, post-graduate and CPD modules. Devi also holds the role of Deputy Chair to the Board of Examiners and Chair of the Equality and Diversity Committee. Having trained in South Africa, Devi has varied experiences in nursing from medical, surgical, A&E, Intensive care and clinical education. Devi has worked nationally and internationally (Saudi Arabia). Deviʼs main clinical experience is in cardiac Intensive Care where she obtained a Specialist Practitioner Qualification (Critical Care) and became an ECMO specialist.