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| Clinical Grading Practices Survey |
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Clinical Grading Practices Survey (50K pdf)
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| Additional Comments Received on Clinical Grading Policies |
| Comments below were received after the initial clinical grading survey was completed. Comments will be posted as they come in, with permission of the submitter. |
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12/11/2003 I wish we had known
about this survey. Our A.D.N. program at Bellevue Community College in
Bellevue Washington has graded clinical (separate grade then their theory
course grade) for the past 4 years. It is not easy but we have established
criteria for what constitutes an "A", "B" or "C" student (and "F" as well). We
used to be a "pass/fail" but did find that all that accomplished were some
students just performing at what the acceptable was and no way to recognize
the outstanding student in clinical with a "P/F" system. 11/28/03 At first we did the pass/fail system. This led to some very subjective decisions by the instructors. Students who were labeled "good students" seemed to "pass" their clinical days all the time. Reasons ranged from the student not being challenged by the instructor regarding their assignment, or that they were allowed to just ride on their good reputations. When these "good students" were challenged and were found not to know the answers, they resented being given negative feedback, and it was difficult to prove that they indeed did not know the material. Reversely, when a poor student failed, they would complain of partiality on the part of the instructor, being picked on, or (unfortunately in some cases), prejudice. The unequality of this pass/fail system made us put our heads together and help the instructors to be more objective and for the students to be more aware of what was expected of them in order to pass. A point system was set up. The student needed a certain number of points in order to pass that day. For each unit studied (for ex: Diabetes), the student had a list of objectives to meet in order to pass the clinical. This meant the student had to be prepared to not only care for the patient with Diabetes, but be able to answer questions on the disease in general and as related to the patient. Also the student had to write a care plan for each patient for the day, including meds, treatments, med Hx etc. The student was graded on the written knowledge and had to explain or be able to ask questions to better care for the patient. Other items they were graded on were professionalism, appearance, etc. This was a better system. It allowed us to make them think critically, to know the meds, and above all, the instructor had specific guidelines to follow for each student. The instructor then was able to document specifically why a student passed or failed. This is an outline of it. Hope it wasn't too much and that it did answer your question, (I do tend to go off on a tangent when I really believe in an issue.)
Barbara Musinski, RN, MSN. |