Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia; Menzies Health Institute Queensland, Griffith University, Nathan, Qld 4111, Australia.
Griffith University, School of Nursing and Midwifery, Nathan, Qld 4111, Australia; Menzies Health Institute Queensland, Griffith University, Nathan, Qld 4111, Australia; Princess Alexandra Hospital, Nurse Practice Development Unit, Ipswich Rd, Wooloongabba, Qld 4102, Australia.
Nurse Educ Today. 2019 May;76:206-215. doi: 10.1016/j.nedt.2019.02.011. Epub 2019 Feb 23.
Failing to fail nursing students in clinical assessments is an internationally acknowledged issue that necessitates thorough examination. Despite the gravity of 'mis-grading' nursing students, current research exploring this subject is limited. Understanding the experiences of assessors when faced with an underperforming student may help illuminate some of the broad issues associated with failure to fail.
To describe both tertiary and industry based assessors' experiences of grading nursing student performances in clinical courses when that performance was not a clear pass or fail.
A pilot study using a descriptive survey design was employed.
Participants were drawn from all states and territories in Australia.
Academic and industry assessors of undergraduate nursing students across Australian universities participated in this study.
A newly developed and validated survey was conducted via an online platform. Descriptive data were collected on assessors' experiences across the domains of the Invitational Theory: people; processes; programmes; policies and places.
Participants clearly had a strong duty of care to patients and the nursing profession. However, 23.5% of participants had given the benefit of the doubt to student performances. They reported failing student performances nevertheless reported passing students. Some participants experienced a number of coercive student behaviours. They perceived that the culture of the ward impacted on student performances in assessments. Inadequate time to assess students in clinical practice was reported by 44% of participants. Participants reported no differentiation between theoretical and clinical assessments in their organisations' assessment policies.
Assessors reported many challenges when assessing students who were not performing at requisite standards. This study furthered the extant literature around the impact of people and processes on assessors and failure to fail. For the first time, assessors' experiences of the assessment environment, programme design and organisational policies associated with grading marginal student performances are reported.
未能在临床评估中淘汰护理学生是一个国际公认的问题，需要进行彻底审查。尽管“误判”护理学生的后果很严重，但目前关于这一主题的研究有限。了解评估者在面对表现不佳的学生时的经验，可能有助于阐明与未能淘汰相关的一些广泛问题。
描述三级和行业评估者在对护理学生的临床课程表现进行评分时的经验，当该表现不明确为及格或不及格时。
采用描述性调查设计进行了一项试点研究。
参与者来自澳大利亚所有州和地区。
澳大利亚各大学本科护理学生的学术和行业评估者参与了这项研究。
通过在线平台进行了一项新开发并经过验证的调查。在邀请理论的各个领域收集了评估者的经验数据：人；过程；方案；政策和场所。
参与者显然对患者和护理行业有强烈的关怀义务。然而，23.5%的参与者给予了学生表现的好处。他们报告说学生表现不佳，但仍报告学生通过。一些参与者经历了一些强制性的学生行为。他们认为病房文化对评估中的学生表现有影响。44%的参与者报告说在临床实践中评估学生的时间不足。参与者报告说，他们所在组织的评估政策没有对理论和临床评估进行区分。
评估者在评估表现未达到要求标准的学生时报告了许多挑战。这项研究进一步扩展了关于人与流程对评估者和未能淘汰的影响的现有文献。评估者首次报告了与评定边缘学生表现相关的评估环境、方案设计和组织政策方面的经验。
