Introducing a design exigency to promote student learning through assessment: A case study.

Area of Science:

• Nursing Education
• Assessment Technology
• Healthcare Professional Development

Background:

• Current nursing performance assessment tools often use a binary pass/fail system.
• There is limited exploration into the design and flexibility of these classification technologies.
• Understanding assessment design can reveal opportunities for process improvement.

Purpose of the Study:

• To evaluate the Australian Nursing Standards Assessment Tool 2016 as a classification system.
• To identify limitations in the current nursing assessment technology.
• To explore potential innovations in nursing performance assessment design.

Main Methods:

• A case study analysis of the Australian Nursing Standards Assessment Tool 2016.
• Focus on the assessment approach and a priori design exigencies.
• Examination of the tool as a classification system.

Main Results:

• Assessors' judgments, while expert-based, can introduce bias and confusion.
• The tool defines satisfactory performance as 'ready to enter practice'.
• The tool lacks a 'not yet competent' or 'other' category common in classification systems.

Conclusions:

• Implementing a 'not yet competent' category and a mixed-methods approach can enhance the tool.
• A standards-based first part allows for valuable judgment and learning opportunities.
• A measurement-based second part can provide graded passes while identifying areas for development.