Issues of Grade Inflation In Nursing Education

Grade Inflation In Nursing Education What Is Grade Inflation?

Grade inflation is defined as an increase in student grades without a corresponding increase in their actual abilities or mastery of the material (Cacamese, Elnicki, & Speer, 2007; Donaldson & Gray, 2012; Fazio, Papp, Torre, & Defer, 2013; Scanlan & Care, 2004, 2008). Despite being a long-standing concern in academia for over four decades, grade inflation remains prevalent across various disciplines and universities (O’Flynn-McGee & Clauson, 2013; Scanlan & Care, 2004, 2008; Weaver, Humbert, Besinger, Graber, & Brizendine, 2007).

Implementation of Grade Inflation in Nursing Education

Grade inflation is a significant issue for nurse educators, who serve as gatekeepers to the nursing profession (Fazio et al., 2013; O’Flynn-McGee & Clauson, 2013; Roman & Trevino, 2006; Scanlan & Care, 2008; Sowbel, 2011). Grades should ideally provide students with feedback on their ability to master nursing knowledge and apply it in practice. However, when students have an inflated perception of their competence due to grade inflation, concerns about patient safety and effective practice arise. In a consumer-driven educational environment, students may focus more on achieving high grades than on actual learning (Duane & Satre, 2014; O’Flynn-McGee & Clauson, 2013; Scanlan & Care, 2004).

Nurse educators often face unease when marginal students graduate, questioning the potential long-term impact on patient care when a student’s clinical practice is barely adequate. The pressure to assign higher grades is also linked to student evaluations of teaching, which are considered in promotion and tenure decisions. Many believe that higher grades correlate with better teaching evaluations (Fazio et al., 2013; Germain & Scandura, 2005; O’Flynn-McGee & Clauson, 2013; Scanlan & Care, 2004, 2008).

There are additional factors related to grade inflation in nursing education:

1. Use of Standardized Evaluation Tools: Faculty question the validity and reliability of standardized evaluation tools, particularly in clinical practice. If tools designed for classroom evaluation are mandated for use in clinical courses, the feedback provided may not accurately reflect student performance, prompting faculty to assign higher grades to avoid poor evaluations.
2. Use of Part-Time Faculty as Preceptors: The use of part-time faculty or preceptors for students in clinical practice can also contribute to grade inflation (Bickes & Schim, 2010; Roman & Trevino, 2006; Scanlan & Care, 2008). These practitioners, though skilled, may lack familiarity with the nursing curriculum, clinical outcomes, or evaluation standards. The relationship with the student can further hinder the preceptor’s ability to make unbiased judgments (Bickes & Schim, 2010; Donaldson & Gray, 2012; O’Flynn-McGee & Clauson, 2013; Scanlan & Care, 2008; Sowbel, 2011). Additionally, these part-time faculty may lack the experience or confidence to fail a student who does not meet the required standards (Heaslip & Scammell, 2012).

Outcomes of Grade Inflation in Nursing Education

Several consistent themes emerge in the literature regarding the reasons for grade inflation, including increased consumerism among students, institutional policies (such as mandatory teaching evaluations and the threat of appeals), the use of part-time faculty, and a lack of understanding of evaluation practices (Bickes & Schim, 2010; Germain & Scandura, 2005; O’Flynn-McGee & Clauson, 2013; Scanlan & Care, 2004, 2008; Schneider, 2013; Weaver et al., 2007).

1. Impact on Clinical Practice: Grade inflation in clinical practice is a particular concern for nurse educators, who are responsible for ensuring that only competent students enter the profession. Contributing factors include the use of part-time clinical teachers, inadequate understanding of evaluation practices, and university policies that make it difficult to fail students. There is often a reluctance to fail students, especially in their first year of clinical practice, due to a belief in giving them a second chance (Heaslip & Scammell, 2012; Scanlan & Care, 2004, 2008).
2. Compromised Evaluations: Clinical evaluations may be compromised by the complexity of professional values and regulatory requirements in nursing practice (O’Flynn-McGee & Clauson, 2013). Without honest feedback, students may progress through their programs without addressing performance issues. University policies can exacerbate grade inflation, such as allowing students to withdraw late in the term if they are performing poorly or appealing low grades (Donaldson & Gray, 2012; Fazio et al., 2013; Scanlan & Care, 2004, 2008).
3. Threat of Grade Appeals: Students, viewing themselves as consumers, may equate hard work with high grades and appeal if they receive lower grades than expected (Germain & Scandura, 2005; Scanlan & Care, 2004). To avoid these appeals, faculty may assign higher grades, resulting in a compressed grade scale where minimal effort is sufficient for a “good” grade (Bickes & Schim, 2010; Fazio et al., 2013; Scanlan & Care, 2004, 2008).
4. Undermined Standards and Reduced Motivation: When grades are inflated without merit, genuine high performance is not rewarded, leading to diminished standards and reduced motivation for students to strive for excellence (O’Flynn-McGee & Clauson, 2013; Scanlan & Care, 2004, 2008).

Addressing Grade Inflation in Nursing Education

Several solutions have been suggested to mitigate grade inflation, such as:

• Faculty Development: Training faculty in effective evaluation practices can help ensure that grades accurately reflect student performance.
• Use of Valid and Reliable Evaluation Tools: Implementing standardized, evidence-based tools for both classroom and clinical evaluations can provide more consistent and fair assessments.
• Clear Criteria for Clinical Practice Outcomes: Establishing transparent criteria for evaluating clinical performance may help reduce grade inflation.
• Adopting a Pass/Fail System: Some educators have moved to a pass/fail system for clinical courses to address grade inflation, although even pass/fail evaluations can be subjective (Heaslip & Scammell, 2012).

Conclusion

Grade inflation poses significant challenges in nursing education, particularly when it comes to ensuring the competence and readiness of future nurses. Nurse educators must provide genuine feedback that accurately reflects student abilities to maintain high standards in nursing practice. Ongoing research is needed to develop effective strategies for evaluating student performance and addressing grade inflation to ensure that nursing graduates are well-prepared to deliver safe and competent care.