NR 525 Week 3 Case Study Discussion: Part I: Failure of the Skills Exam
Week 3: Case Study Part I 17 60
The Guidelines and Rubric for this
... [Show More] assignment are located and listed below. NR525_W3_Case_Study_Discussion_Rubric (https://lms.courselearn.net/lms/content/1500/50348/NR525/NR525_W3_Case_Study_Discussion_Rubric_8_17_V2.docx)
Part I of the case study opens on Sunday and will close on Wednesday of the week. You cannot add additional information to Part I once it closes on Wednesday.
In this part of the case study you are to identify a minimum of 2 key questions for the student and 2 key questions for the faculty member that are relevant to the grievance. A rationale for each question is to be provided. A scholarly article supporting this part of the discussion is to be included in the initial post.
Part II will open on Wednesday of the week and close on Saturday of the week. You cannot add additional information to Part II once it closes on Saturday.
In this part of the case study, you are to review a minimum of one skills policy and answer the questions identified in part two of the case study. You are to provide the web address of the skills policy. Please note: Course/school policies are not the same as a skills policy.
Part III will open on Thursday of the week and close on Sunday of the week.
In this part of the case study, you are to summarize three (3) key points in determining a decision in a grievance. You are to make a clearly identified decision about this grievance.
There is to be a minimum of 5 total posts.
Part one of the case study: Initial post and peer response Part two of the case study: Initial post and peer response
Part three of the case study: Initial post
Part I: Failure of the Skills Exam
You are the chair of the grievance committee at ABC Community College. On Monday morning, you open your e- mail and find a grievance form from Susie Student. Susie is a second-semester nursing student at the college. The grievance form states that she has failed the Final Skills Exam on sterile technique. The Nursing Skills Policy states that if a student fails any Skills Exam, the student fails the course. Susie is challenging the failure, stating that the faculty member who observed and graded her performance used excessive personal interpretation of the skills and its published guidelines.
As the chair of the grievance committee, it is your responsibility to separately interview the faculty member who did the evaluation and Susie Student.
Questions for Part I:
Identify specific questions that you would ask Susie and the faculty member. Identify a minimum of two relevant questions for Susie and two for the faculty member.
Why are these questions relevant to the decision of the grievance committee?
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(https:/ Anna Hines
(htps: /chamberlain.instructure.com/courses/40415/users/65203)
Mar 17, 2019
Dr Brewer
Specific questions for student (Susie)
1) Susie,have you had an opportunity to speak to the instructor privately about your concerns about your grade and syllabus?
2) What is your perception of the situation? What would you do differently if you returned to the program?
Specific questions for instructor
1) Tell me more about your decision not to give a passing grade in the skills lab. What specifically are your concerns for Susie.
2) Were expectations clearly explained in the syllabus along with timely feedback to Susie of progress?
Nurse educators are the gatekeepers of the profession.They oversee professional development, make sure course objectives are met and their decisions reflect their direct observation of the student to determine readiness for professional nursing (DeBrew & Lewallen,2014).The instructor has tools available through one on one instruction,remediation, and group work to assist student to gain skills.Feedback is essential for the student as it gives them footing in their progress.Students respond better when there are clear expectations in the syllabus and timely feedback on progress (Toppin & Pullens,2015).If feedback is provided to the student on an evaluation based on the syllabus and objectives,the student has been made aware of the expectations.Engaged students are responsible for their own learning. The instructor has set a road map so to speak through the use of course objectives and syllabus. The student must seek additional guidance of they are unclear of expectations.
The instructor must show objectivity in their grading.Using a narrative note to document progress of student in the skills lab will show what was observed and what needs remediation. Open communication with the student on progress and what they should focus their practice assists the student on skills building. The instructor has a duty to the public to prepare safe practicing professionals. Having a competency based skill sets a minimal standard of acceptable practice that the student must practice ( Heaslip & Scammell,2012).This must be assessed by the instructor acting as a coach for the skills building. Recognizing that Susie did not meet minimum standards is important in keeping the public safe.
Anna Hines
DeBrew,J.& Lewallen,L.(2015).To pass or to fail? Understanding the factors considered by faculty in the clinical evaluation of nursing students.Nurse Education Today 34.631-636. doi:10.1016/j.nedt.2013.05.014
Healslip,V.&Scammel,J.(2012).Failing underperforming students:The role of grading in practice assessment.Nurse Education in Practice 12.95-100. doi:10.1016/j.nepr.2011.08.003
Toppin,I.& Pullens,L.(2014).Reducing classroom disputes between faculty and students. Journal of Instructional Research 4.118-
125. http://files.eric.ed.gov
(http Kathleen Brewer (Instructor)
Mar 18, 2019
Dear Anna:
Thanks for this nicely written post I would expect and hope that the faculty member used an objective grading rubric for this lab exam so the student would know exactly what was missed. By this I mean, when such a rubric is not used, students can be left not knowing exactly what they missed or how to remediate to retake the exam. The same can be stated for the faculty member. If a rubric is used all would be able to understand what the students missed in the exam that caused her to fail. Great job on this post Thanks for sharing your information.
Regards, Kathleen
(http Anna Hines
(htps: /chamberlain.instructure.com/courses/40415/users/65203)
Mar 19, 2019
Dr Brewer
Rubrics are developed to reflect critical thinking, creative thinking and problem solving (Simper,2018).To be useful for the instructor rubrics should also reflect validity through actually measuring learning outcomes and reliability as they need to be applied to all students.Additionally, the rubric is a framework the instructor must supply feedback for the student in their progress.In simulation lab there is a time set aside for reflective learning where there is a student self assessment on performance.The rubric can be used to show what object was expected in the exercise.
Using the rubric,the instructor can review task expectations and performance.Just as discussed last week, there is a shared responsibility in achieving learning goals.Tools like rubrics are useful for holding both the educator and student accountable.
Thank you for your feedback Anna
Simper,N.(2018).Rubric authoring tool supporting cognitive skills assessment across an institution.Teaching and Learning Inquiry 6(1).10-24.doi:10.20343/teachlearnqu.6.1.3
(http Lana Romero
(htps: /chamberlain.instructure.com/courses/40415/users/5494)
Mar 19, 2019
Anna,
I enjoyed reading your post. I think it was written very well with much clarity and explanation of the grievance resolution. I like how you asked the student if she had the chance to speak to the instructor first. This is important as it might have prevented a grievance process if the student felt she was helped and had an understanding as to why she failed the skill. Also asking what she would have done differently is a credible question as it would make the student re-examine how she studied and why she had not mastered the skill. This may make a difference when she returns as she will know the expectations. Inquiring why the student did not pass with the instructor is also important as it gives clarity as to why the student failed and what the exact reasons were. Examining whether the skill was explained fully is a reasonable question. Perhaps this was not done and this is why the student failed. The instructor should also explain the importance of the evaluation tool as a way to make sure the student is mastering the skill for the benefit of the patient. "Evaluation, as a way of
determining the clinical competence, is one of the fundamental principles of development and student achievement measurement in nursing education" (Rafiee et. al, 2014).
Rafiee, G., Moattari, M., Nikbakht, A. N., Kojuri, J., & Mousavinasab, M. (2014). Problems and challenges of nursing students' clinical evaluation: A qualitative study. Iranian Journal of Nursing and Midwifery Research, 19(1), 41-9.
(http Karen Williams
(htps: /chamberlain.instructure.com/courses/40415/users/64868)
Mar 19, 2019
Anna,
Your post brings to mind the topic of emotional intelligence and the impact it has on conflict management. Conflicts are emotional hot topics due to individuals’ “perceptions of threats to their agenda” (Basogul & Ozgür, 2016, p. 228) and this is what Susie is experiencing. Accepting this failure and not allowing it to end her nursing school journey will increase her emotional intelligence and make her better at managing the emotional demands placed on nurses within the hectic, fast- paced, healthcare system. Eventually, Susie will see this as a defining moment and one that could not be taken lightly by the nursing instructor since ensuring sterile technique is so important to quality patient care. Nursing instructors’ responsibilities are intense and sometimes that involves making difficult decisions, like this one. I did not think of the question regarding timely feedback to Susie, but feel that this is an excellent question since providing feedback is important to the growth of students, without it students believe that their performance is acceptable.
Great post! Karen References
Basogul, C., & Ozgür, G. (2016). Role of emotional intelligence in conflict management strategies of nurses. Asian Nursing Research, 10, 228-233. doi.org/10.1016/j.anr.2016.07.002 [Show Less]