Online Mentor Update

Assessing using a Skills Escalator

The introduction of the OAR gave us the opportunity to review our assessment strategy too. We had concerns that students could not always achieve an increasing skill level as they progressed through their placements especially in branch. For example in a critical care placement in semester 5, it could be difficult for a student nurse to work and be assessed as a ‘participant’ in practice when the care required was so specialised. For this reason we have introduced a new assessment strategy based on the work of Bondy known as a ‘skills escalator’. It has 4 levels of achievement and as students progress through their placements they have minimum levels to achieve from 1-4. They can however meet a higher level in some outcomes or proficiencies if their mentor assesses they are working at that level. In each placement they must meet the minimum level or the outcome/proficiency is not achieved. The levels are indicated in the OAR on the corresponding ‘assessment results’ sheet for that semester. The level achieved for each outcome/proficiency should be recorded and not merely a tick in the box.

As in the past the mentor should be confident in their assessment decision at the time of recording this and is professionally accountable for the decision they have made. If there are concerns that a student cannot achieve at the required minimum level, the feedback should be recorded and the student informed. They will have opportunity in their net placement to achieve this as a second attempt. Mentors should inform the student's personal tutor and also involve the Practice Learning Team representatives at the earliest opportunity to provide advice and support. Mentors should not be worried about the implications of failing a student if they believe the student has presented insufficient evidence of their achievement of any of the outcomes/proficiencies at the required minimum level.

Skills Escalator Pre-Registration Nursing Courses
Adapted from Bondy (1983)