Background In 2016 Gold Coast Health introduced an innovative model to clinically support nursing student learning, the Collaborative Clusters Education Model (CCEM). CCEM was found to be feasible but required assessors to develop new strategies for collecting and evaluating information about student performance (Grealish et al., 2018), and research is required to explore CCEM assessment processes.

Methods As part of a broader Participatory Action Research project, individual and small group interviews were conducted (March 2021), with Clinical Facilitators (CFs) working in the CCEM. The interviews aimed to explore the barriers and facilitators to assessing RN student clinical placement performance. The qualitative analysis of the interview transcriptions involved thematic analysis including open coding, aggregation of themes and theorisation of findings related to relevant literature.

Results Participants (n=7) had a range of experience, and in-depth descriptions of assessment and moderation processes were obtained. Moderation in the CCEM draws together the expertise of numerous assessors to reach a consensus regarding student performance. In contrast to 1:8 CF models, assessment in the CCEM involves ongoing assessor sharing and joint evaluation of student performance evidence. In the CCEM model transparency in assessment decision making and moderation is normalised. This transparency brings to light ambiguity in determining student performance expectations, according to their year level, and in the application of the assessment tool (ANSAT).

Conclusion Our preliminary findings highlight the strengths of an assessment model that involves multiple perspectives. Additionally, findings point to the need for clarification of student performance expectations and ANSAT score interpretation norms, in order to ensure equitable assessment of student cohorts across diverse settings and sites.

References Grealish, L. et al. 2018. Redesigning clinical education for nursing students and newly qualified nurses: a quality improvement study. Nurse Education in Practice 33.