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There is much personal and financial investment in professional nursing education, and failure can be a demoralizing, stressful experience for students and faculty alike. The responsibility of the nurse educator in assessing students' performances is not just to grade but also to promote growth, provide assistance, and maintain equity. Nurse educators have an ethical responsibility to recognize when students are in difficulty academically and, or clinically and provide them with the necessary prompt assistance. This could involve tutoring, referring to tutoring resources, simulation practice, or personal counseling. Billings & Halstead (2024) reinforce the idea that evaluation should not be viewed solely as a product of formative or summative evaluation, but feedback should be designed to improve the learning process, not just measure the end results of that learning. Teachers are asked to work in such a way that they encourage students to seek help without feeling afraid of being stigmatized (Gaberson et al., 2021). Adult students are responsible for their own learning success as well. The principles of andragogy specify self-direction, autonomy, and responsibility as central aspects of adult learning (Merriam & Baumgartner, 2020). Nursing students can be assumed to work on clarification, take advantage of the available learning offers and engage in self-reflection in order to close knowledge deficits or skills bottlenecks. When students are in control of their learning, development is a joint effort.
Educators should follow the legal, ethical criteria for the use of fair, clear, valid and reliable methods of assessment. This includes matching assessments to learning objectives, grading fairly, and giving students unbiased feedback. Due process is key; students should receive clear expectations, regular communication around performance problems, and chances to remediate their performance prior to final decisions (Billings & Halstead, 2024). It safeguards the students from arbitrary decisions and has a level-playing field in academic advancement.
As I recall my own journey, what I appreciated the most was someone telling me the bitter truth and advising me on how to fix it. I found it helpful when teachers would explain to me specifically why it was that I lost points or did not do well and gave me points on what to work on. This type of feedback was commentarial in nature and helped to demystify expectations as well as emboldening me to tackle challenges with increased confidence and resilience. Need Assignment Help?