The Effect of Evaluator Training on Inter- and Intrarater Reliability in High-Stakes Assessment in Simulation.

AIM: The aim of this study was to evaluate the effectiveness of a training intervention in achieving inter- and intrarater reliability among faculty raters conducting high-stakes assessment of clinical performance in simulation. BACKGROUND: High-stakes assessment of simulation performance is being adopted in nursing education. However, limited research exists to guide best practices in training raters, which is essential to ensure fair and defensible assessment. METHOD: A nationwide sample of 75 prelicensure RN program faculty participated in an experimental, randomized, controlled study. RESULTS: Participants completing a training intervention achieved higher inter- and intrarater reliability than control group participants when using a checklist evaluation tool. Mixed results were achieved by participants when completing a global competency assessment. CONCLUSION: The training intervention was effective in helping participants to achieve a shared mental model for use of a checklist, but more time may be necessary to achieve consistent global competence decisions.

Influence of a Patient-Centered Care Coordination Clinical Module on Student Learning: A Multimethod Study.

BACKGROUND: This article reports the results of a study that investigated the influence of an integrated patient centered care coordination (PCCC) clinical curricular module on nursing student learning outcomes. Baccalaureate nursing education must increase its emphasis on the professional nursing role of care coordination to meet changing health care needs, including the ability to practice in community and ambulatory care settings. Little research has been conducted to examine the effect of curricular change for teaching care coordination on student learning outcomes. METHOD: This study used a quasi-experimental mixed-methods design at a university school of nursing, collecting data with a pre-postsurvey, a skills performance instrument, and focus groups. RESULTS: The PCCC curricular module significantly and positively affected student learning outcomes, as evidenced by the pre-postsurvey and focus group results. CONCLUSION: Intentional curricular change can make a significant impact on students' knowledge, attitudes, and behaviors related to PCCC. [J Nurs Educ. 2017;56(1):6-11.].

Enhancing Clinical Reasoning Through Simulation Debriefing: A Multisite Study.

AIM: The aim of this research was to replicate Dreifuerst's 2012 findings of enhanced clinical reasoning scores using a structured debriefing: Debriefing for Meaningful Learning (DML). BACKGROUND: The direct effect of debriefing on clinical reasoning is not well studied. The nursing education literature supports debriefing as a reflective dialogue necessary to enhance clinical reasoning. METHOD: A quasi-experimental, pretest-posttest, repeated measure research design was used to evaluate nursing students' clinical reasoning using the Health Sciences Reasoning Test (HSRT). RESULTS: The change in HSRT mean scores was determined to be significant for the intervention group at the .05 level and insignificant for the control group. The change in HSRT mean scores between the intervention and control groups was determined to be significant at the .10 level. CONCLUSION: Nursing students who had the DML debriefing scored significantly higher in their clinical reasoning than nursing students who had usual and customary debriefing.

The lived experience of teaching about race in cultural nursing education.

PURPOSE: Some nursing scholars assert that race and racism require a more explicit focus in cultural nursing education if the profession is to positively impact health care disparities. This study explored what White BSN cultural educators think, believe, and teach about race, racism, and antiracism. METHOD: Phenomenological methods were used to analyze interview data from 10 White BSN faculty members who taught cultural content. FINDINGS: Four themes were identified: living and learning in White spaces, a personal journey toward antiracism, values transformed through personal relationship, and race at the margins. DISCUSSION/CONCLUSIONS: Whiteness obscured the participants' understanding and teaching of race; White nursing faculty were not well prepared to teach about race and racism; learning about these topics occurs best over time and through personal relationships. IMPLICATIONS: Faculty development regarding race and racism is needed to facilitate student, curricular, and institutional change.