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Related Experiment Videos

Grading student clinical practice performance: the Australian perspective.

K Andre1

  • 1School of Nursing and Midwifery, Division of Health Sciences, University of South Australia, City East Campus, GPO Box 2471, Adelaide, S A 5001, Australia. kate.andre@unisa.edu.au

Nurse Education Today
|November 25, 2000
PubMed
Summary

Graded assessments in nursing education can improve student performance evaluation. Combining criterion-referenced and norm-referenced methods offers a balanced approach to assessing clinical skills.

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Area of Science:

  • Nursing Education
  • Clinical Assessment
  • Higher Education Pedagogy

Background:

  • Traditional undergraduate nursing programs often use non-graded pass/fail criteria for clinical performance.
  • Concerns about variability and subjectivity have historically limited graded assessments in clinical practice.
  • Existing assumptions about criterion-referenced assessment may not fully apply to competency-based evaluation.

Purpose of the Study:

  • To argue for the reconsideration of graded assessments in student clinical performance.
  • To explore the potential benefits of graded assessments in nursing education.
  • To investigate the practicalities of implementing graded clinical assessments.

Main Methods:

  • The paper presents a theoretical argument for graded assessment in clinical practice.

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  • It discusses the limitations of solely non-graded or criterion-referenced approaches.
  • It proposes a combined criterion-referenced and norm-referenced assessment model.

    • Main Results:

    • Reliability and validity of assessment practices are crucial regardless of the grading system.
    • Graded assessments can clarify minimal competency requirements for students.
    • A combined approach can reward both essential and meritorious clinical performance.

    Conclusions:

    • Revisiting graded student clinical performance assessments is timely and appropriate.
    • A blended assessment strategy can enhance the communication of clinical competence.
    • This approach offers a more suitable method for evaluating theory application in nursing practice.