Original Articles
Using Authentic Examinations to Promote Critical Consciousness
Killam, Laura A. MScN, RN; Camargo-Plazas, Pilar PhD, RN
School of Nursing, Queen's University, Kingston, Ontario, Canada (Ms Killam and Dr Camargo-Plazas); and School of Health Sciences and Emergency Services, Cambrian College, Sudbury, Ontario, Canada (Ms Killam).
Correspondence: Laura A. Killam, MScN, RN, School of Nursing, Queen's University, Cataraqui Bldg, 92 Barrie St, Kingston, ON K7L 3N6, Canada ([emailprotected]).
This article was initially constructed as an assignment for NURS 901—Philosophy of Nursing Science and then refined for publication. The authors thank Sara Brune for her peer review of the content during the course. The authors also thank all of the students who have worked with them and provided feedback on different approaches to education throughout the years.
The authors declare no conflict of interest.
Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's Web site (www.advancesinnursingscience.com).
Advances in Nursing Science 45(1):p E15-E30, January/March 2022. | DOI: 10.1097/ANS.0000000000000382
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Abstract
Instead of instilling in nursing students critical thinking to challenge injustice and oppression in nursing practice, nurse educators often rely on outdated traditional approaches to education. This situation is certainly true in traditional methods of evaluation that often propagate a banking mode of learning. One of the most commonly used methods of evaluating students is traditional examinations, which have recently become a source of pedagogical conflict among educators. In this article, we outline how educators unknowingly encourage surface learning, uncaring practices, oppression, inequity, and cheating when they rely on traditional examinations. We draw on critical caring pedagogy and universal design for learning to advocate for increased use of authentic assessment in nursing education. A Supplemental Digital Content video abstract is available at https://links.lww.com/ANS/A31.
