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PubMed · 15862049

Clinical grades: upward bound.

Catherine M Walsh·Lisa A Seldomridge
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Abstract

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.

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AffectAnecdotes as TopicAttitude of Health PersonnelBiasClinical CompetenceCognitionCurriculumDocumentationEducation, Nursing, BaccalaureateEducational MeasurementEducational StatusFaculty, NursingGuidelines as TopicHealth Services Needs and DemandHumansJudgmentMarylandNursing Education ResearchNursing TheoryPsychomotor PerformanceStatistics, NonparametricStudents, NursingJournal Article

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Catherine M Walsh, Lisa A Seldomridge. 2005. Clinical grades: upward bound.. https://doi.org/10.3928/01484834-20050401-05

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