Improving Consistency of Assessment of Student Performance during Simulated Experiences

Assessment of student practicum performance is a complex process, fraught with difficulties. The challenges associated with assessment of performance are multifactorial. The authors contend that these challenges have three main foci: the difficulty in determining which behaviors are necessary and sufficient to demonstrate competence, the potential subjectivity of evaluators, and the possible alteration of student performance based on the expectations of individual faculty members. An innovative strategy was implemented to improve consistency among nurse educators during simulated clinical experiences. This article describes the development of an orientation process for users of a simulation evaluation instrument, the C-SEI^©. Furthermore, this orientation process may provide a framework for nurse educators to improve consistency of evaluation in any realm of student performance.