Faculty in one nursing program with high stakes teaching and evaluation of psychomotor skills observed that students were exhibiting many behavioral signs of stress while undergoing competency testing. These signs included shaking hands, tears, and emotional outbursts. Faculty also noted a high percentage of student failures in first-round performance evaluations. Students were allowed three chances to pass the skills check-offs but if unsuccessful, were required to withdraw from the course. Withdrawing from the course delays progression or can even result in their termination in the nursing program. Faculty believed that the high number of first-round failures were, at least in part, caused by excessive stress and thought that by reducing stress, overall performance on the skills competencies would improve. The purpose of this presentation is to present research about a pedagogical strategy designed to reduce stress during high-stakes evaluation of nursing students’ psychomotor skills.
Lab faculty developed a creative pedagogical strategy designed to reduce stress with skills competencies without lowering standards of performance. Peer-to-peer evaluations in a simulated competency assessment were structured so that students participated in peer-to-peer “Mock Competencies,” prior to undergoing faculty-led competency evaluations The Mock Competencies were set up much like faculty evaluations but student peers provided feedback on one another’s performances. Students were provided skills guidelines to use as an assessment tool for each of the skills they might be required to perform.
The purpose of this retrospective, descriptive study was to determine whether this pedagogical strategy had an impact on first-round pass rates for skills competency assessments. Pass rates for skill competency evaluations were compared in two clinical courses for four semesters prior to the implementation of Mock Competencies, and for four semesters following implementation. Significant improvement occurred in first-round pass rates in courses utilizing the Mock Competencies. Faculty also noted a reduction in stress-related behaviors. In course evaluations, students expressed that the Mock Competencies were beneficial for both learning and evaluation of psychomotor skills.
These results have significant implications for nursing education. This intervention empowered students and was successful in improving both student performance on high-stakes psychomotor skills evaluations and in decreasing student stress.
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