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Nursing Curriculum Essay

Nursing Clinical performance can be graded in two different ways. Letter grades are the most common, but some places choose to use the pass/fail technique instead. In that option, there is no letter grade given. The person being graded is simply told whether they have passed or failed the clinical examination. As a member of the committee, I would favor using the letter grades for clinical experiences. This provides much more feedback for the person taking the clinical examination, and a person who would clearly receive an A grade is not in the same league with a person who would barely pass with a low C. Or even a D. grade. It is necessary to note this, because both of those people passed, but yet they are not at all equal to one another. With that in mind, it would be inappropriate to simply tell both people that they passed, when there are many things one person needs to work on and significantly fewer things the other person needs to work on (Tyler, Gagne, & Scriven, 1967). Passing a clinical examination is important, but those who barely pass it will still need important instruction on how to improve.

This is what is done in a clinical assessment, since the goal is to sum up how well the person is doing with what he or she is learning and how that information can and should be applied to a clinical setting. From that point, any problems the person has can be worked on, and a formative assessment of that work can be addressed as the person moves toward stronger abilities and a better understanding of any issues that need to be taken care of (Glickman, Gordon, & Ross-Gordon, 2009). Clinical assessments are great ways to determine what a person still needs to work on where his or her weaknesses are.
Educational regulation relates to the curriculum that can and should be taught in schools, and the information that has to go into a particular program in order for a degree or certificate to be awarded in that program. Accreditation, on the other hand, comes from…

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References

Glickman, C.D., Gordon, S.P., & Ross-Gordon, J.M. (2009). Supervision and instructional leadership: A developmental approach. Boston, MA: Allyn and Bacon.

Lakshmi, R. (2012). Unaccredited, even fake, colleges in India add to education crisis. Seattle Times.

Lenn, Dr. M.P. (1992). Global trends in quality assurance in higher education. World Education News & Reviews, 5(2).

Tyler, R.W., Gagne, R.M. & Scriven, M. (Eds.) (1967). The methodology of evaluation. Perspectives of curriculum evaluation. Chicago, IL: Rand McNally.
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