*4.4. Recommendations*

Although educational technologies are increasingly being used in HSE, there is the question as to whether or not it is possible to completely substitute the traditional assessment method [75], particularly for HSE practical examinations. Khoshnevisan (2019) [76] suggests that the technological tools are predominantly far from achieving authentic interaction, and related literature has illustrated that many of these tools do not foster genuine interaction. For these reasons, the level of competence can still be explored. Therefore, because the objectives of the Nursing Education practical module is to prepare a fully competent nurse educator who is able to meet the teaching and learning needs of the students in an increasingly digital, networked world, it is paramount that the effects of virtual practical examinations as an assessment strategy on the competence of nursing educators is identified and explored in further research. Secondly, there is a need for further research into the perceptions and experiences of student nurse educators as well as those of the facilitators regarding online assessment during practical examination in the midst of the COVID-19 pandemic to fully understand the opportunities and challenges presented in HSE.

#### **5. Conclusions**

Based on the literature reviewed, the researcher concluded that the majority of HSE institutions adopted an online mode of assessment for their students. However, factors such as lack of infrastructure and computer literacy either from the students or from the facilitators can hinder the use of virtual assessment as an essential tool, especially with the HSE practical examination. The uncertainties brought about by the outbreak of the COVID-19 pandemic mandated that HSE facilitators propose durable distance assessment strategies that would minimise physical contact but still maintain the real class presentation skills for student nurse educators to complete the academic year. However, despite all the challenges outlined in this review, the author believes this study provides relevant insights into the opportunities brought by online assessment in the HSE practical examination. By eliminating these challenges, online assessment can be improved, causing it to be of great benefit to the student nurse educators as well as those student nurses who will be in the hands of these educators on completion of their speciality in order to meet the educational needs during and after the pandemic crisis. This is supported by the conclusion that suggested that transformative change in medical education using technology for assessment offers new opportunities for students and that the benefits of the pandemic need to be enhanced in a post-COVID era [53].
