Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students
evidence and practice    

Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students

Sharon Lorraine Edwards Senior lecturer, Buckinghamshire New University, Uxbridge, England
Nic Fryer Senior lecturer, Buckinghamshire New University, Wycombe, England
Michelle Boot Senior lecturer, Buckinghamshire New University, Uxbridge, England
Michael Farquharson Senior lecturer, Buckinghamshire New University, Uxbridge, England
Samantha McCormack Technical manager, simulation, psychology and performance,, Buckinghamshire New University, Uxbridge, England
Kelly Sluman Technical demonstrator, Buckinghamshire New University, Uxbridge, England
Katherine Tigar Skills and simulation technician, Buckinghamshire New University, Uxbridge, England

This article describes how ‘capstone’ assessments were created to provide two different student groups, nursing and performing arts students, with a lived experience of learning together about their own fields of practice. Capstone assessments combine ‘live’ human simulation with self‑reflection and peer review.

A capstone assessment is the integration of a body of relatively fragmented knowledge and learning to form a unified whole and can be used as a transitional assessment and a bridging experience to connect knowledge between modules or courses.

The capstone assessments involved two faculties and four modules, three nursing and one performing arts. Case studies were designed to represent real-life situations that students were likely to encounter during their careers, either playing a patient as an actor or performing a caring role as a nurse. Assessments for the capstone simulation were formative, and involved the students engaging in self-reflection and peer review. Videos were available to enhance the self-reflection and peer-review process.

Evaluation was undertaken through verbal feedback during debrief, written feedback, video footage and nursing student and acting student peer review. The experience of capstone assessments for two diverse student groups provided valuable learning from their own and from a different group outside their subject area.

Nursing Management. doi: 10.7748/nm.2018.e1777

Citation

Edwards S, Fryer N, Boot M et al (2018) Results of cross-faculty ‘capstone’ assessments involving nursing and performing arts students. Nursing Management. doi: 10.7748/nm.2018.e1777

Peer review

This article has been subject to external double-blind peer review and has been checked for plagiarism using automated software

Correspondence

sharon.edwards@bucks.ac.uk

Conflict of interest

None declared

Published online: 06 September 2018

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