Abstract
Background:
In previous years, students expressed their concerns regarding the high-stress nature of the summative skills checkoff, and pass rates were not as high as expected.
Purpose:
To evaluate the impact of mini-skills checkoff assessments and the use of standardized patients (SPs) on summative skills pass rates and nursing students' perceptions of this teaching approach.
Methods:
A mixed-methods approach was used with a convenience sample of 46 sophomore nursing students.
Results:
There was a significant difference in the summative skills checkoff pass rates after including mini-skills checkoffs and SPs (P < .01). Four dominant themes emerged: emotional impact, preparation and learning, confidence and competence, and readiness.
Conclusions:
Evidence from this pilot study suggests the inclusion of continuous, low-stakes assessments over time, with learner feedback bridges the gap between clinical practice, simulation, and classroom learning.
Publisher
Ovid Technologies (Wolters Kluwer Health)
Subject
Review and Exam Preparation,LPN and LVN,Fundamentals and skills,Education