Comparing Simulated Nursing Performance to Actual Practice

Randolph, Pamela; Ridenour, Joey

doi:10.1016/s2155-8256(15)30007-7

Cited by 6 publications

(3 citation statements)

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“…The categories and items on the NPP are meant to capture specific types of unsafe behavior (Hinton et al, 2012; Randolph et al, 2012). Randolph and Ridenour (2015) report that nurses who have undergone investigation by a state board of nursing are found to have similar practice issues on the NPP, as seen on investigative reports developed from complaints filed with the board, despite the NPP staff not having access to the investigative reports. The magnitude of item variance was approximately twice as large as rater variance or nurse participant variance.…”

Section: Discussionmentioning

confidence: 99%

“…The NPP instrument was developed through a collaboration of three entities: the Arizona State Board of Nursing (ASBN), the Arizona State University, and Scottsdale Community College (Hinton et al, 2012; Randolph et al, 2012; Randolph & Ridenour, 2015). Funding from the NCSBN Center for Regulatory Excellence supported the development of an instrument that measures nine categories of clinical competence: professional responsibility, client advocacy, attentiveness, clinical reasoning (noticing), clinical reasoning (understanding), communication, prevention, procedural competency, and documentation (Randolph et al, 2012).…”

Section: Literature Reviewmentioning

confidence: 99%

“…The NPP instrument has subsequently been used to provide objective data in assessing nurses referred for evaluation from the ASBN in identifying unsafe nursing practices (Randolph & Ridenour, 2015). Based upon available research, the NPP instrument is one of the few nursing performance instruments that has undergone validity and reliability testing (Hinton et al, 2012; Randolph et al, 2012), and it is the only one used to evaluate postlicensure nursing competency at the state level.…”

Section: Literature Reviewmentioning

confidence: 99%

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Using Generalizability Theory to Inform Optimal Design for a Nursing Performance Assessment

2017

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The promotion of competency of nurses and other health-care professionals is a goal shared by many stakeholders. In nursing, observation-based assessments are often better suited than paper-and-pencil tests for assessing many clinical abilities. Unfortunately, few instruments for simulation-based assessment of competency have been published that have undergone stringent reliability and validity evaluation. Reliability analyses typically involve some measure of rater agreement, but other sources of measurement error that affect reliability should also be considered. The purpose of this study is three-fold. First, using extant data collected from 18 nurses evaluated on 3 Scenarios by 3 Raters, we utilize generalizability (G) theory to examine the psychometric characteristics of the Nursing Performance Profile, a simulation-based instrument for assessing nursing competency. Results corroborated findings of previous studies of simulation-based assessments showing that obtaining desired score reliability requires substantially greater numbers of scenarios and/or raters. Second, we provide an illustrative exemplar of how G theory can be used to understand the relative magnitudes of sources of error variance-such as scenarios, raters, and items-and their interactions. Finally, we offer general recommendations for the design and psychometric study of simulation-based assessments in health-care contexts.

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Section: Discussionmentioning

confidence: 99%