Judging and reporting on student nurse clinical performance: some problems for the ward sister

Abstract

IN ENGLAND and Wales, there are currently three main methods used for assessing student nurses. For the purposes of registration (licence to practise) two types of assessment are used, national written examinations to assess theoretical knowledge, and four practical assessments. Clinical expertise is judged by these four separate assessments i.e. aseptic technique, drug administration, total patient care and ward management. These assessments are made in the clinical area during the training period and the student must prove herself ‘safe to practise’ in all four areas before she is accepted for registration. The third method of assessment is a type of continuous monitoring of the student’s progress throughout her clinical experience. For each clinical area to which the student is allocated, an evaluation is made of her performance. These evaluations, together with the four practical assessments, should make up a composite overall picture of the students’ abilities. Until recently there have been a variety of forms used for reporting on student nurses’ progress. A survey amongst ninety-three hospitals, by the King’s Fund Hospital Centre in 1965,(l) revealed many different formats. In an effort to standardise the method used, the General Nursing Council for England and Wales (G.N.C.) adopted an assessment form produced by the United Liverpool Hospitals and, after minor modifications, released it for trial, on a voluntary basis. It is now being used by a number of hospital groups but not nationally. The structure of the G.N.C.‘s form is basically a Likert-type rating scale i.e. a five point scale with the extreme points illustrated by positive and negative statements. Overall, it contains 28 items, which are divided into five sections. After each section there is available space for additional comment. The whole procedure incorporates a preliminary and final interview with the student. In 1973 the G.N.C. Research Unit was asked to examine such forms, with specific reference to the particular form described.