Abstract：
:Rubrics have historically been used in secondary and higher education to evaluate specific assignments or tasks. There is little mention of rubrics in the nursing literature, particularly in the area of clinical evaluation. A strong case can be made for expanding the traditional use of a rubric to include its validity with clinical evaluation. Clinical evaluation remains a challenge, even for seasoned faculty. Faculty and students often interpret clinical course objectives differently. Coupled with this concern is the subjectivity of the evaluation. The use of "novice" clinical faculty, who inevitably struggle with discerning and justifying anything but stellar student performance, further compounds these issues. Rubrics also facilitate the grading experience for faculty and students. Faculty often find themselves making repetitive written comments to students. These comments can be incorporated into the rubric, thus shortening grading time while increasing the quality and quantity of instructor feedback. When clarified in a rubric, course objectives become "real". Student benefits include increased critical thinking and a more realistic approach to self-evaluation. Clinical rubrics can be developed from existing course objectives. Though perhaps tedious in initial development, both faculty and student satisfaction with the clinical evaluation process can be enhanced with the use of rubrics.
journal_name
Nurse Educ Practjournal_title
Nurse education in practiceauthors
Isaacson JJ,Stacy ASdoi
10.1016/j.nepr.2008.10.015subject
Has Abstractpub_date
2009-03-01 00:00:00pages
134-40issue
2eissn
1471-5953issn
1873-5223pii
S1471-5953(08)00119-4journal_volume
9pub_type
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2006.02.007
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abstract：:This paper argues that simulated practice in the university setting is not just a second best to learning in the clinical area but one which offers the potential for deliberation and deep learning [Eraut, M., 2000. Non-formal learning, implicit learning and tacit knowledge in professional work. Journal of Educational ...
journal_title：Nurse education in practice
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doi：10.1016/j.nepr.2006.04.013
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.10.007
更新日期：2016-11-01 00:00:00
abstract：BACKGROUND:Nurse Education in Ireland has experienced a significant change over the last 10 years. As a consequence staff nurses must be prepared to support student learning and enable student learners obtain an optimum educational outcome, thereby enriching the students' clinical placement. 'Reflective time' has been ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.07.002
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abstract：:There are still weaknesses in the practical skills of newly graduated nurses. There is also an escalating pressure on existing clinical placements due to increasing student numbers and structural changes in health services. Innovative educational practices and the use of tools that might support learning are sparsely ...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.08.014
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abstract：:Grading of practice is a mandatory element of programmes leading to registration as a midwife in the United Kingdom, required by the Nursing and Midwifery Council. This validates the importance of practice by placing it on an equal level with academic work, contributing to degree classification. This paper discusses a...
journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.01.007
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abstract：AIM:The aim of this study was to investigate the experiences of Australian graduate-entry nursing students as they journeyed towards their wish of becoming a registered nurse. METHOD:This paper reports the findings from a qualitative grounded theory study used to develop one theoretical framework for explaining gradua...
journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
pub_type： 杂志文章,评审
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更新日期：2014-09-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2006.08.009
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2008.01.002
更新日期：2008-09-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2017.09.010
更新日期：2018-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章,评审
doi：10.1016/j.nepr.2020.102775
更新日期：2020-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.05.009
更新日期：2013-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.04.004
更新日期：2012-11-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 历史文章,杂志文章
doi：10.1016/j.nepr.2009.02.009
更新日期：2009-07-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
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更新日期：2020-08-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/S1471-5953(02)00055-0
更新日期：2003-06-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2016.05.008
更新日期：2016-07-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.102631
更新日期：2019-10-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2015.07.009
更新日期：2015-11-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2010.01.002
更新日期：2010-09-01 00:00:00
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journal_title：Nurse education in practice
pub_type：
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更新日期：2013-03-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2012.04.001
更新日期：2012-11-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2014.07.006
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journal_title：Nurse education in practice
pub_type： 杂志文章
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journal_title：Nurse education in practice
pub_type： 杂志文章
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更新日期：2020-01-01 00:00:00
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journal_title：Nurse education in practice
pub_type： 杂志文章
doi：10.1016/j.nepr.2019.02.007
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