JCNRJournal of Clinical and Nursing Research2208-36852208-3693Bio-Byword Scientific Publishing Pty. Ltd.10.26689/JCNR.v10i9.15825ArticleResearch on Formative Assessment Based on Learning Communities in the Development of Clinical Competency for Internal Medicine Nursing Studentshttps://artdesignp.com/journal/JCNR/10/9/10.26689/JCNR.v10i9.15825MingWenwen,LiuTing,MaXueru,TaoTao,TangTing,LiShasha20261092026-10-23Objective: To explore the effect of formative assessment based on a learning community on cultivating job competency among nursing students in internal medicine. Methods: Nursing students rotating in the neurology department from April 2024 to April 2025 were selected and assigned into a control group (admitted for internship from April to September 2024) and an experimental group (admitted from October 2024 to April 2025) according to their rotation periods using a concurrent non-randomized controlled design. The control group received conventional teaching and summative evaluation at the end of the rotation, while the experimental group was provided with a learning community framework and implemented continuous formative assessment throughout the rotation. Job competency, theoretical examination scores at the end of the rotation, and teaching satisfaction were compared between the two groups. Results: There was no statistically significant difference in job competency scores between the two groups before intervention (p > 0.05). After intervention, the experimental group showed significantly higher scores in all dimensions and total job competency scores than the control group (p < 0.001), as well as higher theoretical examination scores and teaching satisfaction (p < 0.05). Conclusion: Formative assessment based on a learning community can provide timely feedback on students’ learning processes, enhance job competency and theoretical knowledge among nursing students in internal medicine, and improve teaching satisfaction.Learning community, Job competency, Clinical nursing education

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