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Grading the performance of clinical skills: lessons to be learned from the performing arts

Roberts, D 2011, 'Grading the performance of clinical skills: lessons to be learned from the performing arts' , Nurse Education Today, 31 (6) , pp. 607-610.

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    Abstract

    The drift towards competency based nurse interventions has seen a growth in concern regarding the most appropriate methods of assessment of such competencies. Nurse educators and practitioners alike are struggling with the concept of measuring the performance of nursing skills; due to an uneasy relationship between competence, capability, intuition and expertise. Different currencies of value may be ascribed to the assessment of nursing practice, resulting in the use of subjective judgements together with the development of assessment criteria which have different weightings, depending on the values of the assessor. Within the performing arts, students' practice performance is also assessed, with seemingly many similarities between applying value to performance in dance or theatre and nursing. Within performing arts assessment a balancing act is also being played out between academic education and professional training (where complex performances are notoriously hard to evaluate). This paper explores the nature of assessment within the performing arts and makes suggestions regarding their application within the context of nurse education. If nursing is indeed a blend of art and science, then it seems sensible to look to the performing arts to see if lessons could be learned.

    Item Type: Article
    Uncontrolled Keywords: Assessment, clinical practice
    Themes: Health and Wellbeing
    Schools: Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences
    Journal or Publication Title: Nurse Education Today
    Publisher: Elsevier
    Refereed: Yes
    ISSN: 0260-6917
    Depositing User: D Roberts
    Date Deposited: 28 Sep 2011 10:46
    Last Modified: 20 Aug 2013 18:10
    URI: http://usir.salford.ac.uk/id/eprint/17752

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