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Academic Grade Inflation in Nursing Education: A Scoping Review of the Qualitative and Quantitative Literature
Darlene M Del Prato1, Esther G Bankert
1About the Authors Darlene M. Del Prato, PhD, RN, CNE, is associate professor and coordinator, graduate nursing education program, State University of New York Polytechnic Institute, Utica, New York. Esther G. Bankert, PhD, RN, is provost and dean emerita and consultant in curriculum and evaluation, State University of New York Polytechnic Institute. For more information, contact Dr. Del Prato at delprad@sunypoly.edu or darlene.delprato@gmail.com.
Aim:
The aim of the study was to answer the research question: What is known from the literature about academic grading practices and grade inflation in nursing education?
Background:
Nursing students require authentic assessment that supports their professional formation. For teachers and students, integrity is fundamental to professional nursing excellence.
Method:
Arskey and O'Malley's framework was used to integrate and reinterpret findings from qualitative, quantitative, and mixed-method studies.
Results:
Twelve studies were reviewed. Contributing factors are described as institutional constraints, external standards, team teaching, lack of faculty confidence, and student incivility. Strategies that may mitigate grade inflation include establishing grading expectations and increasing pedagogical rigor with precise rubrics, valid and reliable examinations, interrater reliability, and faculty development.
Conclusion:
Academic grading is a complex faculty responsibility grounded in ethical and relational competencies that can support or hinder students' professional formation. Evaluation of strategies to mitigate grade inflation in nursing education is urgently needed.
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