Nursing Education and Grading System Nursing Education and Grading System System of Grading in Nursing Education
Grading in nursing education involves assigning a level of merit to a student’s work, which could be represented by a letter, number, or pass/fail designation. These grades indicate the student’s effort, abilities, and performance in a course or assignment. Letter and number grades are typically on a ratio scale, allowing for comparison between students or within a course.
Implementation of Grading System in Nursing Education
In nursing education, grades are assigned in both theory and clinical courses. Theory course grades are often considered more objective than clinical course grades. A national survey of nursing faculty found that theory course grades primarily consist of test scores, supplemented by grades for papers and projects (Oermann, Saewert, & Charasika, 2009). Clinical course grades are generally pass/fail rather than letter or number grades, with most faculty using a standardized rubric that may be slightly adjusted to address the specific learning goals of each course (Cermann, Yarbrough, Saewert, & Charasika, 2009).
Three key themes emerge in the literature regarding grading in nursing education: grade inflation, the disparity between clinical and theory course grades, and challenges in assigning failing grades in clinical settings.
- Grade Inflation: This term refers to the practice of awarding higher grades for lower levels of effort or ability over time. Some factors contributing to grade inflation include faculty concerns about receiving favorable student evaluations, which can affect their rank and tenure, and the desire to maintain high enrollment in their courses (Shoemaker & DeVos, 1999). Additionally, if a “C” grade is considered the lowest acceptable grade instead of a “D,” there is upward pressure on grades (Walsh & Seldomridge, 2005). Grade inflation can obscure the ability to identify graduate nurses capable of providing safe, competent care and determining who will pass the National Council Licensure Examination (NCLEX) or be prepared for graduate studies (Shoemaker & DeVos, 1999). One potential solution to combat grade inflation is to train faculty in effective grading practices (Shoemaker & DeVos, 1999).
- Disparity Between Clinical and Theory Grades: Grade inflation may be related to the growing disparity between theory and clinical grades, where clinical grades contribute to overall grade inflation. There is an expectation that theoretical knowledge should underpin excellent nursing practice, leading to a correlation between theory and clinical grades (Walsh & Seldomridge, 2005). However, studies have shown that clinical grades are often higher than theory grades (Walsh & Seldomridge, 2005). This disparity is mainly due to the subjective nature of clinical grading.
- Challenges in Assigning Failing Grades in Clinical Settings: Clinical grades are considered more subjective than theory grades, making them more challenging to assign. In a qualitative study of clinical faculty, some educators admitted to passing students who did not meet safe patient handling standards in clinical settings because they were reluctant to fail them (Luhanga, Yonge, & Myrick, 2008). Reasons for this reluctance included concerns about the impact of a failing grade on the student close to graduation, insufficient time to observe the student, and empathy for the financial investment the student had made in the course (Luhanga et al., 2008).
To make clinical grades more objective, clear evaluation standards should be established and shared with students in advance. For example, Isaacson and Stacy (2009) suggest creating a rubric that outlines the clinical skills students must demonstrate to meet course objectives. However, rubrics for clinical evaluation have been criticized for failing to differentiate among students adequately. In some cases, all areas on the rubric are weighted equally, so a student who performs well in less critical areas may still pass the course (Walsh & Seldomridge, 2005). Additionally, clinical experiences vary, and instructors cannot guarantee that each student will have the opportunity to demonstrate all the skills listed on the rubric (Walsh & Seldomridge, 2005).
One option explored by a university in the United Kingdom involved using an evaluation tool with a grading scale for clinical practice instead of a pass/fail system (Heaslip & Scammell, 2012). Most faculty (64.2%) reported they liked this tool because it allowed greater differentiation of student performance. However, 67.9% of faculty wanted more training on grading, and 59.8% wanted more support for working with failing students (Heaslip & Scammell, 2012).
Given the difficulty of failing students for poor clinical performance, it is essential to support preceptors in the grading process. Patient safety is often considered the most crucial criterion in assessing student performance (Amicucci, 2012). One suggestion is to give patient safety more weight in clinical rubrics. Additionally, clinical liaisons could support preceptors by listening to their concerns about student safety, communicating with students, and providing follow-up after failing a student (Hrobsky & Kersbergen, 2002).
Outcomes of Grading on Nursing Education
Grading in nursing education is a complex process with distinct challenges in theory and clinical courses. Key themes in the literature include grade inflation, the lack of failing grades for poor clinical performance, and the disparity between theory and clinical grades. Improving the grading process in nursing education may involve researching alternative methods of clinical grading to ensure that students provide safe patient care, even in varied clinical experiences.
Due to the complexities of clinical grading, it would be helpful for nurse researchers to explore innovative clinical grading scenarios to evaluate their effectiveness in capturing student learning and ensuring patient safety. Studies on faculty development around grading practices are also necessary to provide educators with the tools and training they need to improve their grading practices.
Conclusion
The grading system in nursing education plays a critical role in evaluating student performance and ensuring that future nurses are competent and safe practitioners. However, the challenges associated with grading, particularly in clinical settings, require ongoing attention and improvement. By researching and developing more objective grading practices, nurse educators can help ensure that students are adequately prepared for their professional roles, thereby maintaining high standards of patient care and safety.