Terri W Enslein, Brenda Wiles, Kaelene Acosta, Angel Hoch
{"title":"修订的定义分级:一项试点研究。","authors":"Terri W Enslein, Brenda Wiles, Kaelene Acosta, Angel Hoch","doi":"10.3928/01484834-20230208-01","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Grades often are an unreliable means of determining content mastery due to poor grading systems and grade inflation. The use of a modified definitional grading system may be beneficial for assessing mastery of content in competency-based education in didactic nursing courses.</p><p><strong>Method: </strong>This mixed-methods pilot study examined grade-related data and survey results. Purposive sampling was used to recruit prelicensure freshman nursing students (<i>n</i> = 84) enrolled in a didactic nursing course. The aims were to explore student content mastery in a prelicensure didactic nursing course that used a modified definitional grading system and to evaluate course design elements well-suited for use with competency-based education.</p><p><strong>Results: </strong>Quantitative data showed improved individual and overall examination scores but did not significantly affect students' final course grade. Three themes emerged: motivation and diligence, stress, and highlighting of student weaknesses.</p><p><strong>Conclusion: </strong>A modified definitional grading system has the potential to add value and meaning to grades, improve study habits, and improve content mastery. <b>[<i>J Nurs Educ</i>. 2023;62(4):215-223.]</b>.</p>","PeriodicalId":54781,"journal":{"name":"Journal of Nursing Education","volume":null,"pages":null},"PeriodicalIF":1.6000,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Modified Definitional Grading: A Pilot Study.\",\"authors\":\"Terri W Enslein, Brenda Wiles, Kaelene Acosta, Angel Hoch\",\"doi\":\"10.3928/01484834-20230208-01\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Grades often are an unreliable means of determining content mastery due to poor grading systems and grade inflation. The use of a modified definitional grading system may be beneficial for assessing mastery of content in competency-based education in didactic nursing courses.</p><p><strong>Method: </strong>This mixed-methods pilot study examined grade-related data and survey results. Purposive sampling was used to recruit prelicensure freshman nursing students (<i>n</i> = 84) enrolled in a didactic nursing course. The aims were to explore student content mastery in a prelicensure didactic nursing course that used a modified definitional grading system and to evaluate course design elements well-suited for use with competency-based education.</p><p><strong>Results: </strong>Quantitative data showed improved individual and overall examination scores but did not significantly affect students' final course grade. Three themes emerged: motivation and diligence, stress, and highlighting of student weaknesses.</p><p><strong>Conclusion: </strong>A modified definitional grading system has the potential to add value and meaning to grades, improve study habits, and improve content mastery. <b>[<i>J Nurs Educ</i>. 2023;62(4):215-223.]</b>.</p>\",\"PeriodicalId\":54781,\"journal\":{\"name\":\"Journal of Nursing Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.6000,\"publicationDate\":\"2023-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Nursing Education\",\"FirstCategoryId\":\"3\",\"ListUrlMain\":\"https://doi.org/10.3928/01484834-20230208-01\",\"RegionNum\":4,\"RegionCategory\":\"医学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"NURSING\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Nursing Education","FirstCategoryId":"3","ListUrlMain":"https://doi.org/10.3928/01484834-20230208-01","RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"NURSING","Score":null,"Total":0}
Background: Grades often are an unreliable means of determining content mastery due to poor grading systems and grade inflation. The use of a modified definitional grading system may be beneficial for assessing mastery of content in competency-based education in didactic nursing courses.
Method: This mixed-methods pilot study examined grade-related data and survey results. Purposive sampling was used to recruit prelicensure freshman nursing students (n = 84) enrolled in a didactic nursing course. The aims were to explore student content mastery in a prelicensure didactic nursing course that used a modified definitional grading system and to evaluate course design elements well-suited for use with competency-based education.
Results: Quantitative data showed improved individual and overall examination scores but did not significantly affect students' final course grade. Three themes emerged: motivation and diligence, stress, and highlighting of student weaknesses.
Conclusion: A modified definitional grading system has the potential to add value and meaning to grades, improve study habits, and improve content mastery. [J Nurs Educ. 2023;62(4):215-223.].
期刊介绍：
The Journal of Nursing Education is a monthly, peer-reviewed journal publishing original articles and new ideas for nurse educators in various types and levels of nursing programs for over 50 years. The Journal enhances the teaching-learning process, promotes curriculum development, and stimulates creative innovation and research in nursing education.
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