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Dr Cathy Doggett Dr Barbara Wood Mrs Sue Bernhauser

An Evaluation of the Assessment of Practice; How do Nurse Mentors (Assessors) in Practice Areas Reach Judgements about Student Nurse Capability?. Dr Cathy Doggett Dr Barbara Wood Mrs Sue Bernhauser. Aims. The Aims of the study are to ascertain;

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Dr Cathy Doggett Dr Barbara Wood Mrs Sue Bernhauser

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  1. An Evaluation of the Assessment of Practice; How do Nurse Mentors (Assessors) in PracticeAreas Reach Judgements about Student Nurse Capability? Dr Cathy Doggett Dr Barbara Wood Mrs Sue Bernhauser

  2. Aims The Aims of the study are to ascertain; the views of mentors about the assessment of practice how they reach judgements about student nurse capability how adequate they believe their preparation and subsequent support to be

  3. Objectives To elicit mentor accounts of what typically goes on in the process of assessing student nurse capability Exact mentor accounts of how they proceed in the assessment of a specific skill Explore how mentors reach decisions about student capability Obtain mentor views on their preparation and subsequent support

  4. Who is the mentor in practice (assessors) A registered nurse Undertaken preparation Decision maker Backgrounds, experience and characteristics differ Decisions made collectively contribute to the final academic award and entry to the professional register

  5. The Assessment of Practice; UK Context Takes place within natural setting 50% of programme Continuous assessment Formative and summative Progressive; increasing complexity Summatively at appropriate evidence based level Placement long enough to achieve learning outcomes

  6. Assessing Skilful Capability; The Key Concepts as an Informing Background Skill is a relatively consistent ability to achieve a particular kind of goal through action in/on relevant kinds of contexts’ Hierarchical embeddedness Tomlinson (1995) ‘The assessment of nursing skill/capability

  7. Assessment Skill • Complex • Purposeful • Valid and reliable judgements • Outcomes and subskills • Context sensitive; • Replication • Demonstration of flexibility and adaptability • Linked combination of observation, questioning and discussion • Information gathering

  8. Background to research • Doggett (2004) found that while mentors were doing well in some aspects of assessment, a number reported significant problems with lack of rigour in the process and practice of assessment • Assessors of practice and their perspectives • Key players in decision making

  9. Research Method • Semi-structured interview using the principles of hierarchical focussing • 3 Major NHS Trusts • 23 Participants from Adult and Mental Health randomly selected from Register of Assessors • Ethical clearance and anonymity

  10. Agenda When a student comes to your ward and they are to be assessed, can you take me through the process of what happens? A student comes to your area and one item for assessment is the safe administration of an intra muscular injection, can you take me through how you would assess that? Are there any resource issues that impinge on or might affect your decision making? What are your views about the preparation of assessors of practice in relation to decision making about student capability?

  11. Findings Themes; General approaches to the student experience and assessment Aspects influencing assessment decisions Basis on which decisions about student achievement are made Reliability issues Preparation and support of assessors

  12. General approaches to the student experience and assessment

  13. Aspects Influencing Assessment Decisions

  14. Basis on which decisions are made about student achievement ? Teaching Observation Replication Context Questioning/discussion Intuition Student confidence Motivation Co Mentors Sign off mentors

  15. Reliability Difficulties with deciding to fail students Need for support with difficult decisions Failure to fail Assessor standards Team approach

  16. Preparation of Mentors (Assessors)

  17. Support and Update for Mentors

  18. Resources/Constraints

  19. Conclusions and Recommendations Mentors take the role very seriously and are keen to assess to a high standard Further work needed on preparation and update of assessors; - distinguish teaching and assessing - include more on assessing specific skills and sub-skills - include specifics on decision making and judgements, particularly ‘grey areas’ - validity and reliability - skills refresher and updates

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