Assessing the Practicum

Toohey, Susan; Ryan, Greg; Hughes, Chris

doi:10.1080/0260293960210302

Cited by 36 publications

(20 citation statements)

References 7 publications

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“…In common with previous research, the study reflects that emphasis on evaluation results in practices that are problematic for both teachers and students [11]. Similarly, in line with the current findings, Toohey, Ryan and Hughes indicate that the desire for assessment methods which allow comparison and ranking of students contribute to complications when assessing the practicum [36]. The study also indicates that students tend to avoid conflicts with Ward sisters, conforming and complying with whatever they tell them to do, regardless.…”

Section: Discussionsupporting

confidence: 74%

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Msiska¹,

Smith²,

Fawcett³

et al. 2015

OJN

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Evaluating the clinical performance of nursing students effectively and fairly is a challenge which continues to confront nurse education and there is evidence of both faculty and student concerns. This paper reports part findings of a hermeneutic phenomenological study which explored the clinical learning experience of Malawian undergraduate student nurses. The study took place at a University Nursing College in Malawi, using a purposive sample of thirty student nurse participants. Conversational interviews were conducted to obtain participants' accounts of their clinical learning experience and a framework developed by modifying Colaizzi's procedural steps guided the phenomenological analysis. Several issues emerged from this study, but for this paper the assessment issues which the study revealed were discussed. It revealed concerns of unfairness and lack of objectivity during the evaluation of the clinical performance of nursing students. It also revealed that interpersonal relationships significantly influenced the evaluation process. Consequently, nursing students become preoccupied with building relationships with qualified nurses knowing the impact of such relationships on the clinical grade. The findings reveal that students employ various strategies in order to obtain good grades and this illustrates students' overall preoccupation with "making the grade". It is argued that the evaluation of the clinical performance of nursing students is a vital component of nursing education and it must be conducted in a manner that enables nurse educators to effectively determine the clinical proficiency of nursing students.

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Section: Discussionsupporting

confidence: 74%

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Msiska¹,

Smith²,

Fawcett³

et al. 2015

OJN

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show abstract

“…One person's judgement, without explicit criteria, is likely to be biased and the judgement may be biased even further – in either direction – by the assessor getting to know the student. This raises the issue of who should carry out clinical competence assessment, as discussed by Toohey et al . (1996).…”

Section: Assessment Of Competencementioning

confidence: 99%

Clinical competence assessment in nursing: a systematic review of the literature

Watson

Stimpson

Topping

et al. 2002

Journal of Advanced Nursing

434

342

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“…Five models of assessment in the workplace are identified by identified by Toohey et al . (1996): the attendance model, the work history model, the broad abilities model, the negotiated curriculum model and the specific competencies model.…”

Section: Introductionmentioning

confidence: 99%

Assessing practice of student nurses: methods, preparation of assessors and student views

Calman

Watson

Norman

et al. 2002

Journal of Advanced Nursing

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There has been a change in theoretical frameworks of assessment instruments used since the 1992 programmes commenced and only a limited number of approaches to clinical assessment are used in Scotland. Students' views suggested that they had little confidence in methods of clinical competence assessment and there was no formal validity and reliability testing within institutions. A lack of consistency in the training of student assessors in the clinical areas was identified. Some of these issues may be resolved with the development of a national instrument for competence assessment.

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Assessing the Practicum

Cited by 36 publications

References 7 publications

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Where Is the Grade Coming from? Problems and Challenges in Evaluating the Clinical Performance of Nursing Students

Clinical competence assessment in nursing: a systematic review of the literature

Assessing practice of student nurses: methods, preparation of assessors and student views

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