Performance Standards for Teachers supporting Nursing Students’ Reflection Skills Development

Agaath Dekker- Groen

Abstract


How can nursing teachers improve students’ reflection skills? In the study performance standards for teachers were developed and validated. A ten-step procedure was followed to ensure procedural and internal validity. National competences and specific content standards for supporting nursing reflection skills development formed the foundation of a preliminary rubric framework which was piloted. Forty participants from six nursing institutes judged the developed rubric framework of eight competences covering thirty rubric attributes. They also discussed the prerequisite minimum performance level and judgmental models. These judgments and discussions resulted in consensus on the rubric framework, a cut-off score, and a conjunctive judgmental model that is convenient for assessing nursing teachers’ competences. The rubrics can be used in a teacher training program. Also institutes of nursing education can employ the rubrics as a tool for preparing and formatively assessing reflection skills.

Full Text: PDF DOI: 10.5430/jnep.v2n1p9

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Journal of Nursing Education and Practice

ISSN 1925-4040 (Print)   ISSN 1925-4059 (Online)

Copyright © Sciedu Press 
To make sure that you can receive messages from us, please add the 'Sciedu.ca' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.