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Related Experiment Videos

Evaluating borderline students.

S Brozenec, J R Marshall, C Thomas

    The Journal of Nursing Education
    |January 1, 1987
    PubMed
    Summary

    Faculty workshops improved borderline student evaluations by addressing newer instructors' unease and fostering peer support. Discussions enhanced the evaluation process for diverse faculty members.

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    Area of Science:

    • Medical Education
    • Faculty Development

    Background:

    • Evaluating borderline students presents challenges for faculty.
    • Newer faculty often experience anxiety when providing direct feedback to borderline students.

    Purpose of the Study:

    • To strengthen the student evaluation process, particularly for borderline cases.
    • To address faculty concerns regarding student assessment and feedback.

    Main Methods:

    • Conducted a faculty workshop focused on borderline student evaluations.
    • Facilitated open discussions for idea and philosophy exchange among faculty.
    • Shared strategies for overcoming fear and seeking peer support in student assessment.

    Main Results:

    • Identified faculty uneasiness in being specific with borderline students.
    • Experienced faculty provided practical suggestions for managing evaluation anxieties.
    • The workshop served as a valuable learning experience for a diverse faculty.

    Conclusions:

    • Open discussion and peer support can enhance faculty confidence in evaluating borderline students.
    • Workshops are beneficial for refining evaluation processes and addressing faculty development needs.

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