METHODS OF EVALUATION USED IN NURSING PRECEPTORSHIP

Abstract

Academic preceptorship in nursing constitutes a central element for the integration between theory and practice, fostering the development of technical, ethical, and reflective competencies of students in different care settings. In this context, assessment methods assume a strategic role in qualifying the formative process. The objective of this study was to analyze, based on scientific literature, the assessment methods and instruments employed in nursing preceptorship and their implications for the teaching-learning process. This is an integrative literature review, with a qualitative approach, conducted in the BVS, SciELO, and PubMed databases, including articles published between 2021 and 2025. After applying inclusion and exclusion criteria, seven studies comprised the final sample. The results revealed the predominance of observational and formative assessment methods, such as direct observation, oral assessment, formative assessment, and OSCE. Among the instruments used, feedback, portfolio, self-assessment forms, 360° evaluation, and Mini-CEX were highlighted. Despite advances related to the diversification of assessment strategies, challenges remain regarding the standardization of criteria and the pedagogical training of preceptors. It is concluded that the adoption of multimethod assessment approaches, combined with the pedagogical training of preceptors, is essential for strengthening preceptorship and promoting a more comprehensive and integral evaluation of nursing competencies.