Affective learning assessment of beginning nursing students

Susan A. Seibert; Ashley N. Carter; Christina F. Buxton; Erin M. Reynolds

doi:10.1515/ijnes-2024-0077

40% Rabatt

auf Fachbücher bei De Gruyter Brill *

Artikel

Affective learning assessment of beginning nursing students

Susan A. Seibert , Ashley N. Carter , Christina F. Buxton und Erin M. Reynolds

Veröffentlicht/Copyright: 19. Mai 2025

Veröffentlicht von

Veröffentlichen auch Sie bei De Gruyter Brill

Manuskript einreichen Informationen für Autor*innen Erkunden Sie dieses Fachgebiet

Aus der Zeitschrift International Journal of Nursing Education Scholarship Band 22 Heft 1

Abstract

Objectives

Nursing education commonly includes aspects of cognitive, psychomotor, and affective learning. Subsequently, the evaluation of student affective learning has been recognized as an important aspect within educational processes. Affective learning is crucial to professional nursing role development. However, a gap in the literature exists in measuring and evaluating affective learning in nursing students. Using the taxonomy developed by Krathwohl, Bloom, and Masia (1964. Taxonomy of educational objectives, handbook II: affective domain. Philadelphia: David McKay Company, Inc.), faculty developed a tool for students to rate their perceived level of affective learning.

Methods

Faculty launched a quality improvement project to evaluate the accuracy of student self-assessments of affective learning at the end of their first nursing course.

Results

Student and expert identification of the level of affective learning were not statistically different, which demonstrated that students accurately identified their affective level. The sample demonstrated competency through the first level of affective learning (i.e., receiving).

Conclusions

Cultivating professional values can significantly impact the lives of patients and communities. Use of the tool may lead to a deeper understanding of student nurse development of affective competencies.

Keywords: affective learning evaluation; nursing values; professional identity

Corresponding author: Dr. Susan A. Seibert, DNP, RN, CNE, Kinney College of Nursing and Health Professions, University of Southern Indiana, 8600 University Boulevard, Evansville, IN 47712, USA, E-mail: saseibert@usi.edu

Acknowledgment

Thank you to our colleague Pamela Miller, DNP, FNP-BC, CPNP-PC, for contributing her time and expertise as a reviewer for this study. We appreciate her passion for nursing and nursing education.

Research ethics: The University of Southern Indiana Internal Review Board granted Exempt Status for this study.
Informed consent: Not applicable.
Author contributions: All authors contributed to the design, analysis, interpretation, drafting, and editing of this study and manuscript.
Use of Large Language Models, AI and Machine Learning Tools: None declared.
Conflict of interest: The authors have no conflict of interest with the manuscript’s content or the publishing company.
Research funding: No funding was used or granted for this study.
Data availability: Not applicable.

References

1. Dou, X, Fan, A, Cai, LA. Affective learning in short-term educational travel abroad: an exploratory mixed-method study. Tour Manag 2023;94:Article 104649. https://doi.org/10.1016/j.tourman.2022.104649.Suche in Google Scholar

2. Wittmann-Price, RA, Gittings, KK, editors. Fast facts about competency-based education in nursing: How to teach competency mastery. New York: Springer; 2021.10.1891/9780826136633Suche in Google Scholar

3. Iwasiw, CL, Andrusyszyn, M, Goldenberg, D. Curriculum development in nursing education, 4th ed. Burlington: Jones & Bartlett; 2020.Suche in Google Scholar

4. Billings, DM, Halstead, JA. Teaching in nursing: a guide for faculty, 7th ed. St. Louis: Elsevier; 2024.Suche in Google Scholar

5. Buissink-Smith, N, Mann, S, & Shephard, K. How do we measure affective learning in higher education? J Educ Sustain Dev 2011;5:101–14. https://doi.org/10.1177/097340821000500113.Suche in Google Scholar

6. McDonald, ME. The nurse educator guide to assessing learning outcomes, 3rd ed. Burlington: Jones & Bartlett; 2014.Suche in Google Scholar

7. Krathwohl, DR, Bloom, BS, Masia, BB. Taxonomy of educational objectives, handbook II: affective domain. Philadelphia: David McKay Company, Inc.; 1964.Suche in Google Scholar

8. Holton, M. “It was amazing to see our projects come to life!” Developing affective learning during geography fieldwork through tropophilia. J Geogr High Educ 2017;41:198–212. https://doi.org/10.1080/03098265.2017.1290592 Suche in Google Scholar

9. Zimmerman, BJ, Phillips, CY. Affective learning: stimulus to critical thinking and caring practice. J Nurs Educ 2000;39:422–5. https://doi.org/10.3928/0148-4834-20001201-11.Suche in Google Scholar PubMed

10. Gaberson, KB, Oermann, MH. Clinical teaching strategies in nursing, 3rd ed. New York: Springer; 2010.Suche in Google Scholar

11. American Association of Colleges of Nursing. The Essentials: core competencies for professional nursing Education; 2021. Available from: https://www.aacnnursing.org/Portals/0/PDFs/Publications/Essentials-2021.pdf Suche in Google Scholar

12. American Nurses Association. Code of ethics for nurses; 2025. Available from: https://www.nursingworld.org/practice-policy/nursing-excellence/ethics/code-of-ethics-for-nurses/ Suche in Google Scholar

13. Testers, L, Gegenfurtner, A, Brand-Gruwel, S. Taking affective learning in digital education one step further: trainees’ affective characteristics predicting multicontextual pre-training transfer intention. Front Psychol 2020;11:2189. https://doi.org/10.3389/fpsyg.2020.02189.Suche in Google Scholar PubMed PubMed Central

14. Meyer, JHF, Eley, MG. The development of affective subscales to reflect variation in students’ experiences of studying mathematics in higher education. High Educ 1999;37:197–216. https://doi.org/10.1023/A:1003584400577.10.1023/A:1003584400577Suche in Google Scholar

15. Shafer, KJ, Knous, BL. A longitudinal study of cognitive and affective behavior in a didactic program in dietetics: implications for dietetics education. J Am Diet Assoc 2001;101:1051–4. https://doi.org/10.1016/S0002-8223(01)00258-9.Suche in Google Scholar PubMed

16. Oermann, MH, Saewert, KJ, Charasika, M, Yarbrough, SS. Assessment and grading practices in schools of nursing: national survey findings part I. Nurs Educ Perspect 2009;30:274–8.Suche in Google Scholar

17. Cazzell, M, Rodriguez, A. Qualitative analysis of student beliefs and attitudes after an objective structured clinical evaluation: implications for affective domain learning in undergraduate nursing education. J Nurs Educ 2011;50:711–4. https://doi.org/10.3928/01484834-20111017-04.Suche in Google Scholar PubMed

18. Huckabay, L. The effect of creating a mental set on cognitive learning and affective behaviors of nursing students. Nurs Forum 2009;44:222–34. https://doi.org/10.1111/j.1744-6198.2009.00148.x.Suche in Google Scholar PubMed

19. Mulligan, RG. Evaluating competencies. In: Wittman-Price, RA, Gittings, KK, editors. Fast facts about competency-based education in nursing: how to teach competency mastery. New York: Springer; 2021:67–79 pp.10.1891/9780826136633.0005Suche in Google Scholar

20. Carter, A, Davis, S, Pierce, A, Seibert, S, Butler, R. Developing cultural humility among prelicensure nursing students. Nurse Educ 2022;47:46. https://doi.org/10.1097/NNE.0000000000001077.Suche in Google Scholar PubMed

21. Seibert, SA, Carter, AN. Application of ethics: discussion prompts. Nurse Educ 2023;48:6. https://doi.org/10.1097/NNE.0000000000001244.Suche in Google Scholar PubMed

22. Seibert, SA, Davis, S, Carter, AN. Communication role-play take 2. Nurse Educ 2023;48:224. https://doi.org/10.1097/NNE.0000000000001378.Suche in Google Scholar PubMed

23. Carter, A. 5-minute pearls to support student success. Nurse Educ 2025;50:39. https://doi.org/10.1097/NNE.0000000000001665.Suche in Google Scholar PubMed

24. Carter, AN, Seibert, SA, Davis, S, Pierce, A, Fehlinger, A. Resiliency-building strategies preferred by nursing students. Teach Learn Nurs 2023;18:e200–4. https://doi.org/10.1016/j.teln.2023.06.015.Suche in Google Scholar

25. Gray, JR, Grove, S. The practice of nursing research: appraisal, synthesis, and generation of evidence, 9th ed. St. Louis: Elsevier Saunders; 2021.Suche in Google Scholar

26. Baldwin, A, Mills, J, Birks, M, Budden, L. Reconciling professional identity: a grounded theory of nurse academics’ role modelling for undergraduate students. Nurse Educ Today 2017;2017:1–5. https://doi.org/10.1016/j.nedt.2017.08.010.Suche in Google Scholar PubMed

27. Randall, C, Johns, L, Mey, A, Parker-Tomlin, M, Reeves, N, Chan, PC, et al.. Facilitating interprofessional affective learning in health professional students through digital client documentation: a comparison of simulation modes. J Interprof Care 2022;36:810–9. https://doi.org/10.1080/13561820.2021.2002832.Suche in Google Scholar PubMed

28. Rogers, GD, Mey, A, Chan, PC. Development of a phenomenologically derived method to assess affective learning in student journals following impactive educational experiences. Med Teach 2017;39:1250–60. https://doi.org/10.1080/0142159X.2017.1372566.Suche in Google Scholar PubMed

29. O’Shea, M, Palermo, C, Rogers, GD, Williams, LT. Development of affective learning in dietetics graduates: a qualitative longitudinal study. J Hum Nutr Diet 2022;35:872–82. https://doi.org/10.1111/jhn.12993.Suche in Google Scholar PubMed PubMed Central

30. International Society for Professional Identity in Nursing. Who we are? 2025. Available from: https://www.professionalidentity.org/about/what-is-pin.Suche in Google Scholar

31. Cordero, Rde D, Romero, BB, de Matos, FA, Costa, E, Espinha, DCM, Tomasso, Cde S, et al.. Opinions and attitudes on the relationship between spirituality, religiosity and health: a comparison between nursing students from Brazil and Portugal. J Clin Nurs 2018;27:2804–13. https://doi.org/10.1111/jocn.14340.Suche in Google Scholar PubMed

32. Keisala, J, Jarva, E, Comparcini, D, Simonetti, V, Cicolini, G, Unsworth, J, et al.. Factors influencing nurses and nursing students’ attitudes towards vaccinations: a cross-sectional study. Int J Nurs Stud 2025;162:104963. https://doi.org/10.1016/j.ijnurstu.2024.104963.Suche in Google Scholar PubMed

33. Liu, W, Li, Y-M, Peng, Y. Beliefs about prognosis and outcomes for people with mental disorders: a cross-cultural study of Bachelor of Nursing students from the US and China. Archives Psychiatric Nurs 2018;32:751–6. https://doi.org/10.1016/j.apnu.2018.04.006.Suche in Google Scholar PubMed

34. Moxham, L, Tapsell, A, Perlman, D, Al Mutair, A, Al-Sagarat, AY, Alsaraireh, FA, et al.. Nursing students’ attitudes towards mental illness: a multi-national comparison. J Psychiatr Ment Health Nurs 2024;31:981–9. https://doi.org/10.1111/jpm.13048.Suche in Google Scholar PubMed

35. Mikla, M, Rios, A, Lopez-Navas, A, Klimaszewska, K, Krajewska-Kulak, E, Martinez-Alarcón, L, et al.. Organ donation: what are the opinions of nursing students at the University of Bialystok in Poland? Transplant Proc 2016;48:2482–4. https://doi.org/10.1016/j.transproceed.2016.08.024.Suche in Google Scholar PubMed

36. Yeşilyurt, S, Kendirkiran, G. Nursing students’ self-esteem levels and attitudes toward the nursing profession. Int Nurs Rev 2025;72:e12986. https://doi.org/10.1111/inr.12986.Suche in Google Scholar PubMed PubMed Central

Received: 2024-08-26

Accepted: 2025-04-30

Published Online: 2025-05-19

Sie haben derzeit keinen Zugang zu diesem Inhalt.

Artikel in diesem Heft

https://doi.org/10.1515/ijnes-2024-0077

Schlagwörter für diesen Artikel

affective learning evaluation; nursing values; professional identity