A Standardized Clinical Performance Grading Rubric: Reliability Assessment

Kopp, Mary Louisa

doi:10.3928/01484834-20180815-06

Cited by 3 publications

(5 citation statements)

References 24 publications

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“…Lastly, Kopp (2018) stated that no correlation was found between final written examination and clinical performance evaluations (r = .16, p > 0.05), and a significant difference was noted between written examination ( x = 0.973) and clinical performance evaluations ( x = 0.92; t = 14.54; p < 0.001). [18] Although 3 studies have contradicted the findings of the current study, but the findings of study are mostly supported by 5 similar other studies which explained the direct causal relationship between the level of scientific inquiry for theoretical knowledge and clinical performance, competency and proficiency among nursing students.…”

Section: Discussionsupporting

confidence: 44%

“…Hence, clinical performance is viewed as a primary and fundamental content of nursing quality [17]. Moreover, Kopp (2018) stated that a statistically significant improvement was found between midterm ( x = 0.89) and final performance ( x = 0.94; t = −15.90; p < 0.001, two-tailed) showing an increase in final clinical performance among student nurses using the grading rubric [18]. Also, the clinical performance mean score among nursing students was significantly high as cited by Malekzadeh (2018).…”

Section: Discussionmentioning

confidence: 99%

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Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

Guerrero¹

2019

OJN

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Background: The status of inquisition by the nursing students shall be determined as it will be utilized as a tool to measure their clinical performance expertise as future nursing practitioners. The element of scientific inquiry is essential in providing standard fillers to give meaning to the various practical nursing gaps in the actual field, the hospital ward to be specific. Objective: This research study aims to establish the level of scientific inquiry and clinical performance of undergraduate Arab nursing students. Methods: The researcher utilized descriptive-correlational study as the research design. This is a descriptive study because it describes the level of scientific inquiry and level of clinical performance of the undergraduate Arab nursing students. Results: The finding of the study is that "the majority of the Arab student nurses demonstrate a guided inquiry in their scientific inquiry level". Most of the Arab student nurses demonstrate a guided inquiry (x = 2.74, SD ± 0.99) in terms of their level of scientific inquiry. Largely, the Arab student nurses have proficient level in their level of clinical performance (x = 87.32, SD ± 12.36). Regression analysis revealed a no significant relationship (r 2 = 0.57; adjusted r 2 = 0.57; p > 0.005) between the level of scientific inquiry and clinical performance among Arab student nurses. Conclusions: The study concluded that the majority of the Arab student nurses demonstrated a guided inquiry in their scientific inquiry level and a moderately proficient level of clinical performance. Furthermore, the study concluded that the level of scientific inquiry was not significantly related to clinical performance.

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Section: Discussionsupporting

confidence: 44%

Section: Discussionmentioning

confidence: 99%

Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

Guerrero¹

2019

OJN

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“…Creating a reliable assessment tool improves student and instructor evaluation practices. 26,29 Reliability refers to how consistent the rubric can demonstrate similar results when scored by multiple raters. 30 Ideally, an interrater assessment includes both correlation and agreement between measures.…”

Section: Methodsmentioning

confidence: 99%

“…Proper evaluator training and mentoring are vital for consistent scoring. 29 Adding an educational conceptual framework to EOL communication research could help enlighten how and why education is worthwhile. The theory of cognitive dissonance portrays how attitudes and understanding can change when a person is placed in an uncomfortable situation requiring behavioral actions.…”

Section: Recommendationsmentioning

confidence: 99%

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An End-of-Life Communication Performance Rubric

Kopp

Mayberry

2021

J Hosp Palliat Nurs

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Nurse educators still struggle with teaching and assessing end-of-life communication skills. Many resources are available to assist in teaching end-of-life communication, but few tools exist to assess performance learning outcomes. Behavior evaluation tools must be user-friendly and provide beneficial student feedback. Quality end-of-life patient care and nursing job satisfaction depend on skillful communication. The purpose of this study was to evaluate the reliability of an end-of-life communication clinical simulation evaluation performance rubric. Moderate interrater consistency and agreement were found between 3 evaluators when assessing the same students. All simulation evaluators agreed that the performance rubric was user-friendly and provided rich feedback for students during simulation debriefing. The performance evaluation tool was moderately effective when evaluating end-of-life communication performance and appears as a worthy framework for other behavior evaluations.

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Competency-Based Assessment and the Use of Performance-Based Evaluation Rubrics in Higher Education: Challenges Towards the Next Decade

Córdova

2020

PEC

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Rubrics are assessment guides for grading and giving feedback to students while demonstrating acquired knowledge and skills. In the last decades, rubrics have been all part of the most used learning evaluation tools in higher education. Its use is further well-related to competency-based assessment purposes. Nevertheless, criticism around design and application has been also implemented in certain reports. In order to understand rubrics’ evolution, practice, benefits, and trends, a systematic literature review on rubrics’ design and use has been conducted. Two databases were selected: Scopus and ProQuest Education. Two phases were determined: The first allowed to identify articles related to rubrics’ design and application for almost three decades. 584 articles were found. From these, most cited articles served to give a scope of rubric evolution and trends. The second phase permitted to identify design and use of performance-based evaluation rubrics from 2009 and 2019. Five terms and Boolean combinations were used. A total of 259 articles was found. After analyzing abstracts and content, 11 open access articles on performance-oriented rubric design and application were chosen. As a result, some facts and reflections on rubric design complexity are discussed towards responding to educational challenges related to competency-based assessment contemporary demands: integration of human learning domains going beyond cognition, authenticity, and interdisciplinarity as features that characterize learning design situations, follow students’ progression, educator’s preparation on assessment literacy for responding to CBA demands, and the involvement of experts of the work field in determining essential evaluation indicators as the main topics looking forward to the next decade. Keywords: competency-based assessment, competency-based education, higher education, learning taxonomy, rubric design.

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A Standardized Clinical Performance Grading Rubric: Reliability Assessment

Abstract: Use of the grading rubric was effective in measuring student clinical performance and provided an objective grade calculation for any level student. [J Nurs Educ. 2018;57(9):544-548.].

Cited by 3 publications

References 24 publications

Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

Scientific Inquiry Level of Nursing Students: Clinching Clinical Performance Expertise

An End-of-Life Communication Performance Rubric

Competency-Based Assessment and the Use of Performance-Based Evaluation Rubrics in Higher Education: Challenges Towards the Next Decade

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