Abstract
Designing safe and effective student clinical courses is an essential component of nursing education. A variety of approaches have been used to measure student achievement of clinical competencies. Standards-based grading (SBG) is a unique approach to student assessment and clinical course grading that has been used in Higher Education to promote student-centered learning, application, and prioritization, and of course, learning outcomes. At our institution, a mixed-method pilot and follow-up study were conducted to examine student and faculty attitudes and experiences concerning the incorporation of SBG in a nursing clinical capstone course. The results of our study found that students and faculty felt that SBG effectively measured student learning, provided clear grading expectations, increased student motivation, improved course grading consistency, and minimized conflict between students and faculty. Overall, students and faculty preferred SBG as compared to a traditional-points based grading system.
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