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.

Interprofessional Education and Team-Based Learning in a Research Methods Course.

This article describes team-based pedagogical strategies for a hybrid, four-credit research methods course with students from nursing, exercise, and nutrition science. The research problem of concussion in football, a socially relevant and controversial topic, was used to explore interprofessional perspectives and develop shared problem solving. The course was designed using permanent teams, readiness assurance, application exercises, and peer evaluation to facilitate student achievement of competencies related to interprofessional collaboration and research application. Feedback from students, faculty, and the Readiness for Interprofessional Learning Scale was used to evaluate the learning innovation.

Curriculum evaluation. Using National League for Nursing accrediting commission standards and criteria.

Systematic curricular evaluation is essential to assure integrity of nursing programs.A holistic approach to evaluation using the National League for Nursing Accrediting Commission (NLNAC) Standards and Criteria provides a comprehensive perspective for nursing faculty and administrators.A conceptual framework illustrating the dynamic relationship of curricular context, content, and conduct is presented. This framework suggests that curricular content cannot be isolated and must be examined in light of the milieu or context of curricular delivery as well as the implementation or conduct of curricula. Results of this approach are shared along with recommendations for future use.

Nursing student caring behaviors during blood pressure measurement.

The purpose of this multisite, nonexperimental study was to examine, using a repeated measures design, the effects of a teaching intervention designed to promote caring behaviors as students learn the psychomotor skill of blood pressure measurement. Watson's theory of human caring and a combination of cognitive and connectionist learning theories were used as the organizing construct. Baccalaureate nursing student participants were videotaped and evaluated at two points in time while performing the psychomotor skill of blood pressure measurement on a role-player. Role-players rated the students' caring behaviors using the Role Player Survey of Caring Behaviors During Blood Pressure Measurement instrument. Between these data collection points, students learned about caring behaviors through analysis of a videotaped role-play and required readings. An evaluator randomly selected 10 student videotapes from each of the 6 baccalaureate nursing program study sites and noted the presence or absence of caring behaviors on the Caring Behaviors During Blood Pressure Measurement instrument. Pretest and posttest scores on both subjective and objective research instruments were compared using descriptive statistics and repeated measures analysis of variance (ANOVA). Students demonstrated a significant improvement in objective and subjective caring behaviors between the two performance examinations. The findings support further investigation of teaching interventions to promote the development of caring behaviors during nursing psychomotor skill development.