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Keywords

competency assessment, high-stakes testing, nursing students, skills laboratory, stress

 

Authors

  1. Payne, Camille PhD, RN
  2. Ziegler, M. Penny MSN, RN
  3. Baughman, Diana M. MSN, RN, FNP-C
  4. Jones, Jackie EdD, MSN, RN

Abstract

A primary responsibility for nurse educators is to provide students with theoretical knowledge and clinical skills for professional nursing. In this study, laboratory faculty developed a creative pedagogical strategy to reduce nursing student stress during assessment of skill performance. Mock competencies were structured so that students participated in peer-to-peer evaluations in simulated competency assessments. The purpose of this study was to determine whether this pedagogical strategy had an impact on first-round pass rates for skills competency assessments.