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Using the Clark Simulation Evaluation Rubric with Associate Degree and Baccalaureate Nursing Students



As simulation becomes a common teaching strategy in nursing education, faculty struggle with methods for measuring student performance in summative, or evaluative, scenarios. While skills checklists have been shown to be a valid way to quantify performance on many of the technical components of a patient care scenario, nurse educators have also begun to utilize simulation grading rubrics to capture more contextual and critical thinking components. The article describes a pilot study using the Clark Simulation Evaluation Rubric with undergraduate nursing students of different levels from two types of programs. Sixty-nine associate degree and 109 baccalaureate degree students were evaluated and scored in simulation performance using the rubric. The rubric was found to be a practical tool that could potentially be used with or without skills checklists. Future work will involve refining use of the rubric and establishing interrater reliability among faculty who routinely evaluate students using this rubric.

About the AuthorLaura T. Gantt, PhD, RN, is assistant professor and executive director, Learning Technologies and Labs, East Carolina University College of Nursing, Greenville, North Carolina. The author gratefully acknowledges receiving the North Carolina AHEC Expanding Clinical Capacity through Simulation Grant, awarded to East Carolina University College of Nursing to partner with Pitt Community College (PCC) to assist with development of simulation resources for students and faculty at PCC. The author also acknowledges Mariko Clark for so willingly sharing her rubric work, and Dr. Robin Webb Corbett, Elizabeth Trout, and Shelby Donnelly for their assistance in data collection. Write to Dr. Gantt atganttl@ecu.edufor more information.

Copyright 2010 by National League for Nursing, Inc.
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