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dc.contributor.authorGrealish, Laurie A
dc.contributor.authorShaw, Julie M
dc.date.accessioned2019-05-29T13:02:26Z
dc.date.available2019-05-29T13:02:26Z
dc.date.issued2018
dc.identifier.issn0260-6917
dc.identifier.doi10.1016/j.nedt.2017.11.032
dc.identifier.urihttp://hdl.handle.net/10072/377160
dc.description.abstractBackground: Assessment technologies are often used to classify student and newly qualified nurse performance as ‘pass’ or ‘fail’, with little attention to how these decisions are achieved. Examining the design exigencies of classification technologies, such as performance assessment technologies, provides opportunities to explore flexibility and change in the process of using those technologies. Objective: Evaluate an established assessment technology for nursing performance as a classification system. Methods: A case study analysis that is focused on the assessment approach and a priori design exigencies of performance assessment technology, in this case the Australian Nursing Standards Assessment Tool 2016. Findings: Nurse assessors are required to draw upon their expertise to judge performance, but that judgement is described as a source of bias, creating confusion. The definition of satisfactory performance is ‘ready to enter practice’. To pass, the performance on each criterion must be at least satisfactory, indicating to the student that no further improvement is required. The Australian Nursing Standards Assessment Tool 2016 does not have a third ‘other’ category, which is usually found in classification systems. Discussion: Introducing a ‘not yet competent’ category and creating a two-part, mixed methods assessment process can improve the Australian Nursing Standards Assessment Tool 2016 assessment technology. Using a standards approach in the first part, judgement is valued and can generate learning opportunities across a program. Using a measurement approach in the second part, student performance can be ‘not yet competent’ but still meet criteria for year level performance and a graded pass. Conclusion: Subjecting the Australian Nursing Standards Assessment Tool 2016 assessment technology to analysis as a classification system provides opportunities for innovation in design. This design innovation has the potential to support students who move between programs and clinicians who assess students from different universities.
dc.description.peerreviewedYes
dc.description.sponsorshipGold Coast Hospital and Health Service
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.publisher.placeUnited Kingdom
dc.relation.ispartofpagefrom225
dc.relation.ispartofpageto230
dc.relation.ispartofjournalNurse Education Today
dc.relation.ispartofvolume61
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchNursing not elsewhere classified
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode420599
dc.subject.fieldofresearchcode3901
dc.titleIntroducing a design exigency to promote student learning through assessment: A case study
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.rights.copyright© 2018 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorShaw, Julie M.
gro.griffith.authorGrealish, Laurie A.


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