Nursing Student’s Perceptions on Formative Assessment Procedures and its Effects on Midwifery Module Performance: A Cross-Sectional Study among Diploma Nursing Students in Tanzania

Author(s): Yuster C Makule, Stephen M Kibusi, Aziza S Machenje

Background:

The issue of low performance among student nurses is still a challenge in theoretical and clinical practice, insufficient use of formative assessment is among the contribution factors. Objective: Assessment of nursing students’ perceptions on formative assessment procedures and its effect on midwifery subject performance

Method:

A Cross-sectional study of 430, third year Diploma Nursing Students’ from seven nursing schools was conducted in Kilimanjaro, Dodoma, and Morogoro regions. The approach was quantitative and a sample size was calculated and obtained using simple random sampling technique. Students’ perception was measured by 18 questions from the tool adopted and modified from Vaessen[1], performance of students was reviewed and recorded using NACTE form NO.3. Descriptive and Principal Component Analysis used to analyze data of this study.

Results:

Out of 430 respondents of this study, 221 (51.4%) had positive perception on formative assessment procedures. Also out of 430 respondents, 226(53%) had high performance in midwifery II module with the mean score of 69.85%. Moreover, the association between students perception and performance on midwifery module was not statistically significant (X2= 0.027, p=0.870)

Conclusion:

Majority of students’ reported positive perception on formative assessment; however, there were no association between perception and actual midwifery module performance, yet, students with positive perception performed high than those with negative perception.