Assessment and Feedback in Tertiary Education: A Reflection on Methods that Facilitate Inclusion Within Programmes of Education for Healthcare Assistants and Phlebotomists.

Abstract

This work is a collaboration between a Registered Nurse Tutor and a Healthcare Assistant (HCA) colleague who has recently completed an Advanced Certificate in Phlebotomy. The authors have provided context on the education and career progression of HCAs in Ireland.

The work discusses the importance of accessible alternatives for HCA education and how Universal Design for Learning (UDL) can scaffold learning for learners who are studying a practical topic underpinned by theory. The Advanced Certificate in Phlebotomy is presented as an example of such an education programme. The evolution of UDL principles within the programme are discussed. A reflective essay written by the learner is used as an example of an assessment that facilitates progressive assessment and conforms to the principles of the Universal Design for Learning Principles and reflective practice.

Assessment strategies that are fit for purpose and can facilitate progression are essential for safe, competent practitioners who must regularly update their skills and knowledge in the workplace.