Karns P, Nowotny M
Baylor University School of Nursing, Dallas, TX 75246.
J Nurs Educ. 1991 May;30(5):207-11. doi: 10.3928/0148-4834-19910501-06.
A descriptive survey method was used to study clinical structure and evaluation in NLN-accredited baccalaureate degree schools of nursing. A 68% response rate of 198 mailed questionnaires elicited responses from deans, directors, associate deans or curriculum committee chairpersons regarding the schools' clinical structure and evaluation methods. Structure of the clinical courses was almost equally divided; 69 programs had an integrated focus and 60 had a specialty focus. The majority of schools (59%) used the pass-fail method for grading clinical performance and 41% used numerical or letter grades (A-F). Most of the programs used faculty-developed evaluation tools that varied between clinical courses. Study results showed a significant difference at the .001 level in faculty satisfaction. Faculty who graded pass-fail were more satisfied than those who used numerical or letter grades.
采用描述性调查方法研究美国护理联盟（NLN）认证的护理学学士学位院校的临床结构与评估。向198所院校邮寄问卷，回复率为68%，院长、主任、副院长或课程委员会主席就院校的临床结构和评估方法做出了回应。临床课程的结构几乎平均分布；69个项目采用综合重点，60个项目采用专业重点。大多数院校（59%）采用通过/失败法对临床实习表现进行评分，41%采用数字或字母等级（A - F）。大多数项目使用教师自行开发的评估工具，这些工具在不同临床课程之间存在差异。研究结果显示，教师满意度在0.001水平上存在显著差异。采用通过/失败评分的教师比采用数字或字母等级评分的教师更满意。
