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dc.contributor.authorPerry, Vivienen
dc.date.accessioned2015-12-21T11:06:25Zen
dc.date.available2015-12-21T11:06:25Zen
dc.date.issued2015en
dc.identifier.citationPerry, V. (2015) 'Grade inflation in the assessment of clinical practice' Journal of pedagogic development 5 (3) 3-8en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/584270en
dc.description.abstractAssessment of performance and achievement in the work place is integral to pre-registration midwifery programmes. The value of hands-on clinical care is so essential to midwifery practice that the professional regulatory body, the Nursing and Midwifery Council (NMC), stated that practice should be graded and contribute to the final award (NMC, 2009). The NMC confirmed the importance of work based learning by stating that a minimum of fifty per cent of a full time course must be situated within the practice environment compared with a minimum of forty per cent in theory (NMC, 2008). Assessment of student performance will be a key component of any programme that has a large work based element (Wilson & Scammell, 2011). The grading of practice in midwifery at this institution contributes to half of the final grade and thus the overall degree classification (NMC, 2009). Assessment in healthcare education is becoming increasingly important for public accountability and safety (Holomboe et al, 2010). As educators, we must therefore seek to reassure ourselves, students, professional regulators and the public that the assessment processes we use are valid and reliable.
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.urlhttps://journals.beds.ac.uk/ojs/index.php/jpd/article/view/224/365en
dc.subjectpracticeen
dc.subjectclinicalen
dc.subjectassessmenten
dc.subjectgradingen
dc.subjectmidwiferyen
dc.subjectstudentsen
dc.subjectX300 Academic studies in Educationen
dc.titleGrade inflation in the assessment of clinical practiceen
dc.typeArticleen
dc.contributor.departmentUniversity of Bedfordshireen
dc.identifier.journalJournal of pedagogic developmenten
html.description.abstractAssessment of performance and achievement in the work place is integral to pre-registration midwifery programmes. The value of hands-on clinical care is so essential to midwifery practice that the professional regulatory body, the Nursing and Midwifery Council (NMC), stated that practice should be graded and contribute to the final award (NMC, 2009). The NMC confirmed the importance of work based learning by stating that a minimum of fifty per cent of a full time course must be situated within the practice environment compared with a minimum of forty per cent in theory (NMC, 2008). Assessment of student performance will be a key component of any programme that has a large work based element (Wilson & Scammell, 2011). The grading of practice in midwifery at this institution contributes to half of the final grade and thus the overall degree classification (NMC, 2009). Assessment in healthcare education is becoming increasingly important for public accountability and safety (Holomboe et al, 2010). As educators, we must therefore seek to reassure ourselves, students, professional regulators and the public that the assessment processes we use are valid and reliable.


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