Teaching, learning and assessment of the affective domain of undergraduate students : a scoping review

Abstract

AIM : To describe the literature on the teaching, learning and assessment of the affective domain among undergraduate students across various disciplines. BACKGROUND : Effective education integrates cognitive, psychomotor and affective development. While extensive research has addressed the teaching, learning and assessment of cognitive and psychomotor domains, considerably less attention has been given to the affective domain. The affective domain, encompassing values, ethics and emotional competencies, is essential for professional readiness yet remains a challenge in nursing education. DESIGN : A scoping review was conducted. METHODS : A comprehensive search was conducted following the PRISMA extension for Scoping Reviews (PRISMA-ScR) guidelines and was registered on OSF registries. RESULTS : Twenty articles met the inclusion criteria, representing studies across 13 countries in America, Asia and Europe. No scoping review has mapped teaching and assessment of affective skills in undergraduate nursing programmes. The findings emphasized teaching and learning strategies within the affective domain but revealed a significant gap in assessment methods, particularly in nursing education. CONCLUSIONS : Despite the recognized importance of the affective domain, existing literature predominantly addresses teaching and learning, with limited emphasis on systematic assessment strategies.