Dissertation/Thesis Abstract

Student Skill Evaluation: Nursing Education Culture and Instructional Leadership
by Bertalan, Rebecca Kennedy, Ed.D., The University of Alabama, 2017, 96; 10602900
Abstract (Summary)

Evaluation is a delicate dance led by educators. However, this is not a couple’s dance. It is an orchestrated event with many participants and interested stakeholders. When multiple educators collaborate to evaluate groups of students, it is imperative that these educators rehearse their understanding of the assessment process in order to achieve a harmonious and synchronized result. In evaluation this is termed interrater reliability. Rubrics are constructed to map out the steps of evaluation, but it has been shown that the use of rubrics does not result in reliable scores (Alinier, Hunt, Gordon, & Harwood, 2006; Axley, 2008; Stevens, 2013; Todd, Hawkins, Parsons, & Hercinger, 2008).

This research examined the effect of a collaborative dialog between nurse educators to establish consensus for evaluation of student nurse skill performance and their sense of professional community. Videoed student skill performances were the basis for the group dialog. Participants viewed these videos together and discussed evaluation for these student performances. The primary investigator was present to answer any questions that participants had regarding the student nurse performances. The participants used their schools’ evaluation tool to guide their evaluation and the discussion. Individual interviews after the group dialog were used to gather data to address the research questions.

Indexing (document details)
Advisor: Tomlinson, Stephen
Commitee: Atkinson, Becky, Carter-Templeton, Heather, Gakumo, C. Ann, McDougall Jr., Graham
School: The University of Alabama
Department: Educational Leadership, Policy, and Technology Studies
School Location: United States -- Alabama
Source: DAI-A 79/02(E), Dissertation Abstracts International
Subjects: Educational leadership, Nursing
Keywords: Instructional leadership, Interrater reliability, Nursing education, Professional community, Rubric, Skill evaluation
Publication Number: 10602900
ISBN: 978-0-355-35271-9
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