Seldomridge Lisa A, Walsh Catherine M
Salisbury University, Department of Nursing, Maryland 21801, USA.
J Nurs Educ. 2006 May;45(5):169-76. doi: 10.3928/01484834-20060501-06.
This article explores the challenges in evaluating student performance in preceptorships based on data collected during academic years 1999-2002, which revealed an unusually large number of high grades and relatively few average grades. Multiple perspectives are explored, including preceptor issues of selection, orientation, recognition, role conflict, and experience with giving grades; faculty issues of role confusion and unclear expectations for student performance; and environmental issues of lack of control of the learning environment and differences in the values of education and workplace. Solutions are proposed, including an orientation for preceptors and faculty, ongoing faculty mentoring of preceptors, official preceptor recognition, clear articulation of expectations for student performance and faculty site visits, and creation of grading rubrics for various aspects of the course to be used by preceptors, faculty, and students.
本文基于1999 - 2002学年收集的数据，探讨了在评估学生临床实习表现时所面临的挑战，这些数据显示高分数量异常之多，而平均分数量相对较少。文中探讨了多个视角，包括带教老师在选拔、入职培训、认可、角色冲突以及评分经验方面的问题；教师在角色困惑以及对学生表现期望不明确方面的问题；以及学习环境缺乏控制、教育价值观与工作场所价值观存在差异等环境问题。文中提出了一些解决方案，包括为带教老师和教师开展入职培训、教师对带教老师进行持续指导、对带教老师进行官方认可、明确阐述对学生表现的期望以及教师进行实地考察，以及为课程的各个方面创建评分标准以供带教老师、教师和学生使用。
