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Background: Research shows that it is a difficult task both nationally and internationally to assess students’ learning in clinical nursing education. The Bologna declaration has had major consequences for learning, teaching and the assessment of students’ learning. Numerous studies have examined the problems related to assessment in clinical education, but there is a call for processes that further develop assessment criteria that are relevant, manageable and robust enough to distinguish between the students’ levels of competence. Objective: The objective of this study is to evaluate students’ and preceptors’ views on a new assessment form for clinical nursing education, based on the principles of the AssCE form (Assessment for Clinical Education). Method: The study has a descriptive survey design based on data from a questionnaire given to 158 students and 18 preceptors at four Norwegian hospitals. The questionnaire consisted of eight Likert scale statements and four questions, and took its point of departure in the survey used by Löfmark and Thorell-Ekstrand when they evaluated the AssCE form (1). Results: The results are based on responses from 129 students and 18 preceptors. We found a positive response in the form of high average scores on all the Likert scale statements, both from the students (lowest average score 3.6, highest average score 4.3, maximum score 5.0) and from the preceptors (lowest average score 4.0, highest average score 4.7, maximum score 5.0). The results show a positive response from the students and their preceptors to the statements regarding descriptions of learning outcomes, the assessment form, progression, and the instructiveness and thoroughness of the information provided on the form. Conclusion: The main findings of the study are that students and their preceptors in clinical education have a concurrent, positive view of the new assessment form and that it is perceived as a useful tool in the assessment process. The new assessment form can thus be an important contribution to quality assuring the work involved in assessing students in clinical nursing education by clarifying the criteria for achievement of goals. Clear criteria for what the student is expected to achieve in order to successfully complete the clinical education programme can help to identify when students have not achieved the expected learning outcome, which is a problem area in clinical education assessment.

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