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首页> 外文期刊>Nurse education in practice >Measuring assessors' experiences of grading marginal student performances in clinical assessments - The assess-safe tool: Development and preliminary psychometric validation
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Measuring assessors' experiences of grading marginal student performances in clinical assessments - The assess-safe tool: Development and preliminary psychometric validation

机译：衡量评估员在临床评估中进行边际学生表演评级的经验 - 评估安全工具：开发和初步心理模切验证

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摘要

Assessment of fitness for practice in the nursing student population is an essential yet challenging component of nursing education. The aim of this research was to describe the development and preliminary validation of the Assess-Safe instrument that explores assessors' experiences of grading nursing student performances in clinical courses when that performance is not a clear pass or fail. A 3 phase approach was used to develop and psychometrically test the instrument. Phase 1 involved the development of a pool of items following a literature review, coupled with findings from qualitative data. In phase 2, an expert panel rated the items for clarity and relevance, reducing the item pool. Assessors of Australian undergraduate nursing students from industry and academia were recruited for this study. A sample of 149 assessors across industry and academia completed the resultant survey to pilot test the instrument; constituting Phase 3. A high content validity index score of 0.95 was achieved through expert review. Construct validity using factor analysis revealed four factors including: assessor support; process support; assessor introspection; and student support. The Assess-Safe instrument achieved good internal reliability with an overall Cronbach's alpha coefficient of 0.77; and sub-scale scores ranging from 0.71 to 0.79. The Assess-Safe instrument demonstrated satisfactory psychometric properties and has utility for education programmes, research and policy development across a variety of practice based professions. Nonetheless, further psychometric validation is warranted.
机译：在护理学生人口中对实践的健康评估是护理教育的必然尚容且挑战性的成分。本研究的目的是描述评估安全文书的开发和初步验证，探讨评估员在临床课程中探讨评估员在临床课程中进行评分的经验，当这种表现不是明确的通行证或失败时。使用3相方法来开发和精神测量仪器。第1阶段涉及在文献综述之后开发项目池，与来自定性数据的调查结果相结合。在第2阶段，专家面板额为清晰度和相关性，减少项目池。澳大利亚本科从业和学术界的评估人员被招募了这项研究。跨行业和学术界的149名评估人员的样本完成了所产生的调查，以试验仪器;构成阶段3.通过专家审查实现了0.95的高内容有效性指数分数。使用因子分析构建有效性揭示了四个因素，包括：评估员支持;流程支持;评估员的内省;和学生支持。评估安全仪器实现了良好的内部可靠性，整体Cronbach的alpha系数为0.77;和亚级别得分范围为0.71至0.79。评估安全仪器表现出令人满意的心理测量特性，并有实用的教育计划，研究和政策开发，跨各种实践的职业。尽管如此，有必要进一步的心理验证。

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