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Consistency in grading clinical skills.

Sabine S S Dunbar1

  • 1Western University of Health Sciences, 309 E. Second St., Pomona, CA 91766, USA; Loma Linda University, 11262 Campus St., Loma Linda, CA 92354, USA.

Nurse Education in Practice
|June 11, 2018
PubMed
Summary
This summary is machine-generated.

Nurse educators showed acceptable agreement when grading student physical exams, but pass/fail decisions varied. Refinements in training and checklists are needed to improve grading consistency for health assessment courses.

Keywords:
CompetenceCompetency assessmentInterrater reliability

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Area of Science:

  • Nursing Education
  • Health Assessment Skills
  • Clinical Skills Evaluation

Background:

  • Inconsistent faculty grading in health assessment courses impacts nursing students.
  • Variability in evaluating physical examinations necessitates research into interrater reliability.

Purpose of the Study:

  • To assess interrater agreement among nurse educators grading student physical examinations.
  • To compare grading consistency between live and recorded student physical examinations.

Main Methods:

  • Six experienced nurse educators evaluated a simulated student's physical examination.
  • Examinations were graded live and later re-graded from audio-visual recordings.
  • Interrater agreement was calculated for both grading methods.

Main Results:

  • Acceptable interrater agreement was observed for both live and recorded grading.
  • Discrepancies in pass/fail outcomes persisted despite acceptable overall agreement.
  • Specific checklist items and documentation presented challenges to consistent evaluation.

Conclusions:

  • While overall agreement is acceptable, grading inconsistencies persist, impacting student outcomes.
  • Checklist refinement and targeted faculty training are crucial for enhancing interrater reliability.
  • Standardizing the evaluation of nursing student physical examinations is essential for equitable assessment.