Analysising Current Student Assessment Practices in Clinical Settings
Establishing the competency and safe practice of a student is never more valuable then with the provision of patient care. In nursing education, instructors are not only responsible for assessing student progress towards course objectives, they are responibile for ensuring the student has demonstrated the ability of safe practice as well as extending learning beyond a task mentality to include application of critical reasoning (Henderson, 2012). The challenge is to determine criteria and develop a tool with sufficient written, non-task driven standards that can guide clinical instructors in evaluation (Henderson, 2012). ...view middle of the document...
Although simulation was the primary focus of the project, several underlying problems were discovered such as descrepencies in mentor documentation and feedback regarding students abilities to practice safely. The project emphasized the need for students to receive constructive critique. Mentor training and quality of the clinical experience were identified as key elements of student nurse success (Fitzgerald, Gibson, and Gunn, 2010).
The second research article analyized discussed clinical assessment using the SOAP practice-driven method of evaluation which is structured observation and assessment of practice of the student nurse. This method is a six hour holistic assessment that measures clinical competence, promotes critical reasoning, and endorses student readiness for professional practice (Levett-Jones, Gersbach, Arthur, & Roche, 2011). SOAP does not have a competency checklist. Students are assessed by situation, action, and outcome. Open-ended questions reveal rationale, knowledge, and attitudes that guide the the students behavior. The enduring concerns of bias and judgements without specific criteria or training are a common theme throughout the researched information. An important element of success with this method is the well-defined role of the assessor and the requirement of 2 hours of training to maintain consistancy and rigor of standards (Levett-Jones, Gersbach, Arthur, & Roche, 2011).
The last article was an indepth analyizes of the effectiveness of self-assessment as a evaluation method. This a method that has become common practice in clinical settings. In 1999, Kruger and Dunning examined the idea that competent students underestimate personal levels of competency and incompetent students overestimate levels of proficiency. The theory proposed that the incompetent do not know enough to realize a lack of ability exist; and this inability to recognize deficits persists. Whereas those who are competent tended to underestimate personal ability, although accuracy of self-assessment increased once success was achieved. benchmarking, whereas the less competent students tended to be more inaccurate after viewing others’ performances. This theeory was supported by the results of the study that noted individuals more accurately assess their peers’s ability than their own. This important when considering methods of validity of self-assessment.
Validity of competence in the evaluation of students in the clinical setting has been an ongoing issue in nursing education (Levett-Jones, Gersbach, Arthur, & Roche, 2011). As identified by Orchard, 1994 the criteria of student performance should be established and communicated before implementation. Expectations should be practical, constant, and applied equally. The student’s knowledge, behavior, and attitudes are assessed with the primary goals of patient safety and quality patient care (Billings and Halstead, 2009, p. 449). Instructors must be conscious of the...