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Biomedical subjects

Lisa A Seldomridge

Publications and source records attributed to Lisa A Seldomridge.

10 recordsLinked to original sources
PubMed2006

Evaluating student performance in undergraduate preceptorships.

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.

Adult↗
PubMed2006

Critical thinking: back to square two.

Tracking the development of critical thinking in students presents challenges for nursing programs. After 8 years of measuring critical thinking with mixed results, faculty at one school analyzed current beliefs and practices with a focus on the type of thinking that is reinforced in both classroom and clinical settings and the effects of classroom technology on critical thinking. Recommendations for the conceptualization of critical thinking and its measurement, as well as teaching strategies to emphasize principles over "coverage," are proposed.

Attitude of Health Personnel↗
PubMed2005

Clinical grades: upward bound.

This study examined the relationship of grades earned in paired theory and clinical courses. Data collected during academic years 1997 to 2002 confirmed that grade inflation exists in clinical nursing courses. Problems involved in awarding grades for clinical performance are discussed (e.g., standards of clinical performance, methods used in evaluation of clinical performance, the impossibility of faculty omnipresence, the influence of student effort in grading, the effect of recency, the challenges of keeping good anecdotal records). Solutions to grading problems are proposed, including dividing up performance into agreed-on elements, measurement of these elements on a grading scale that allows for more differentiation of quality in evaluating clinical performance, assigning grades from the beginning of a clinical course, emphasizing all three domains of clinical practice, and evaluating student performance in both laboratory and, clinical settings.

Affect↗
PubMedDate not supplied

Can success and failure be predicted for baccalaureate graduates on the computerized NCLEX-RN?

The current shortage of nurses and declining national pass rate on the National Council Licensure Examination for Registered Nurses (NCLEX-RN) has heightened educators' interest in identifying students at risk for failure. A retrospective descriptive study was conducted at a rural, public baccalaureate nursing program to determine variables that best predict NCLEX-RN success and failure. Data collected from 1998 through 2002 (N = 186) included entry as native or transfer student, preadmission grade point average (GPA), GPA after completing one semester of nursing courses, cumulative GPA at graduation, grades earned in prerequisite and core nursing courses, test averages in beginning and advanced medical/surgical nursing courses, and performance on the National League for Nursing Comprehensive Achievement Test for Baccalaureate Students (NLNCATBS). Logistic regression analysis revealed that a combination of test average in advanced medical/surgical nursing and percentile score on the NLNCATBS predicted 94.7 percent of NCLEX-RN passes and 33.3 percent of failures. The combination of NLNCATBS score and pathophysiology grade predicted 93.3 percent of NCLEX-RN passes and 50 percent of failures. Although success could be accurately predicted across all models, predicting failure was far more difficult.

Achievement↗
PubMedDate not supplied

Attracting students to the professorate: a faculty shadowing experience.

The nursing profession is facing an unprecedented shortage of faculty as baby boomers retire and fewer students select teaching as a career. One innovation, underway since 2001, introduces undergraduate students to the faculty role through a shadowing experience, with the goal of sparking interest in the professorate as a career choice. Student interest in teaching, perceptions of motivators and deterrents, and the implications for new faculty recruitment are presented.

Adult↗
PubMedDate not supplied

A profile of accelerated second bachelor's degree nursing students.

With economic uncertainty and the worsening of the nursing shortage, interest in accelerated second bachelor's degree programs has skyrocketed. Despite dramatic increases in the number of programs, little has been published about the characteristics of these students. A descriptive study at a mid-Atlantic public comprehensive university examined demographic characteristics and compared academic performance of students in the accelerated and traditional baccalaureate programs. Data and their implications for recruitment, admission, and curricular design are presented.

Adult↗
PubMedDate not supplied

A review of intervention studies to promote NCLEX-RN success of baccalaureate students.

Numerous studies have identified factors to predict NCLEX-RN but few have evaluated interventions to promote success. An integrative literature review of intervention studies used in baccalaureate programs to improve NCLEX-RN success demonstrated that although pass rates increased, researchers were limited in their ability to attribute success specifically to the interventions. Further investigation using more rigorous designs with larger, diverse student groups to evaluate both type and timing of various interventions is recommended.

Benchmarking↗
PubMedDate not supplied

Measuring critical thinking in graduate education: what do we know?

Accrediting and specialty organizations agree that a master's education expands critical thinking skills gained during undergraduate study, yet a review of literature revealed a lack of research measuring critical thinking of students enrolled in postbaccalaureate education in nursing and other fields. Of 35 studies retrieved, 17 were conducted on undergraduate nursing students, with the remainder spread across practicing RNs, and master's level students in physical therapy, business, medicine, and nursing. A critique of this research and recommendations for future study are presented.

Attitude of Health Personnel↗
PubMedDate not supplied

Measuring critical thinking: one step forward, one step back.

When critical thinking was identified as an explicit program outcome by the National League for Nursing in 1991, nursing programs were thrust into frenzied activity defining critical thinking and selecting instruments to evaluate it. This drove research on the measurement of critical thinking among nursing programs and the concomitant search for reliable and valid methodologies to systematically assess changes in critical thinking in their students. Although the ultimate goal of this process was curricular improvement, nearly 15 years later, faculty struggle to make sense of the data they have.

Attitude of Health Personnel↗