Read this excerpt from a student who failed a third attempt at a skill and is therefore dismissed from the program.
“I just flunked my third chance at passing my clinical skills test going into my third semester of nursing school. I am so humiliated. Now I have to withdraw from the program entirely and re-apply, which sets me back a year. I am a good student…I passed all previous skills evaluations, pass clinicals, make at least “B” on classroom work and even scored a 93 on the most recent HESI. I am also a bit angry since I felt I wasn’t given a good environment to pass this final, critical checkoff – missing several items of equipment, the instructor dropped a glass of water during my checkoff and cut me off several times during my explanations. I am so demoralized.”
Evaluation of students is a difficult part of being a faculty member. Skills lab check offs are stressful for both students and faculty, and the outcome is sometimes devastating. In your initial post, consider your thoughts about skills check offs from an instructor’s perspective. Consider such things as:
- Should students be allowed unlimited attempts to pass a skill? Why or why not?
- Given that this is high stakes testing, what responsibility does the faculty have to create a positive testing environment? What would that look like?
- Will you be able to fail a student if necessary? Instructors who struggle with this may pass students on to the next course/instructor, which may have significant legal and ethical ramifications.
- Students often believe that faculty are trying to “weed out” students. Do you think that is true?
- Finally, how has being a practicing nurse changed your perspective on evaluation of students in nursing school?
Response Posts: Read all of the initial posts and respond as something interests you. Contribute to the discussion with your own original ideas. To meet the rubric requirements, you need a minimum of two peer responses. However, I would like to see more back and forth interaction to achieve the maximum number of points on the rubric under Classroom Engagement. Have your fellow students’ ideas changed yours?
In one of your posts, share an article from a peer reviewed nursing journal on best practices for skills/simulation lab evaluation. Describe the highlights as they pertain to this case study. Cite your sources in APA format.
As an instructor, evaluating students’ skills is indeed a challenging task. When it comes to the question of allowing unlimited attempts for students to pass a skill, there are several factors to consider. On one hand, providing multiple attempts can give students more opportunities to improve and demonstrate proficiency. It acknowledges that individuals learn at different paces and have varying strengths and weaknesses. Additionally, nursing is a profession that requires a high level of competency, and allowing repeated attempts can help ensure that students are adequately prepared to provide safe and effective care to patients.
On the other hand, there are practical considerations to take into account. Unlimited attempts may create logistical challenges, especially in programs with limited resources and capacity. It can also prolong the time it takes for students to progress through the program, potentially delaying their entry into the workforce. Furthermore, there may be concerns about students who repeatedly fail to meet the required standards despite multiple attempts, as it raises questions about their suitability for the profession.
In terms of creating a positive testing environment for high-stakes evaluations, the faculty bears a significant responsibility. They should strive to provide a fair and supportive atmosphere where students can perform to the best of their abilities. This includes ensuring that all necessary equipment is available and in working order, minimizing distractions or interruptions during the evaluation process, and allowing sufficient time for students to demonstrate their skills without feeling rushed or pressured.
As for the ability to fail a student, instructors must be able to make difficult decisions when necessary. It is crucial to maintain the integrity of the program and ensure that only competent individuals progress to the next level. However, this responsibility should be exercised judiciously and based on objective criteria. Instructors should be prepared to provide constructive feedback and guidance to students who do not meet the required standards, offering them the opportunity to improve and succeed in subsequent attempts or remedial measures.
Regarding the perception that faculty members are trying to “weed out” students, it’s essential to address this concern. While it is true that nursing programs have rigorous standards to maintain the quality of education and patient safety, the goal is not to intentionally eliminate students. Rather, the intention is to ensure that graduates are well-prepared to provide safe and competent care. Faculty members are invested in the success of their students and want to see them excel in their nursing careers.
As a practicing nurse, my perspective on evaluating students in nursing school has evolved significantly. I now understand the importance of maintaining high standards and preparing students to face the challenges of the profession. I recognize that evaluations must be fair, objective, and aligned with the expectations of real-world practice. It is crucial to provide constructive feedback and support to help students develop their skills and achieve success. Additionally, I appreciate the difficulty and complexity of the evaluation process, as it requires balancing the needs of students with the demands of the profession.
Article: Kardong-Edgren, S., Adamson, K., & Fitzgerald, C. (2010). A review of currently published evaluation instruments for human patient simulation. Clinical Simulation in Nursing, 6(1), e25-e35.
This article provides a comprehensive review of evaluation instruments used for human patient simulation, which can be applicable to the case study. The highlights from the article include the importance of using valid and reliable evaluation tools, providing clear criteria and rubrics for assessment, utilizing multiple evaluators to enhance reliability, and ensuring that the evaluation process is standardized and consistent. The article emphasizes the need for ongoing faculty development and training to enhance the reliability and validity of simulation-based evaluations.