When numbers become unimaginable: The need to explore innovation to skills testing in undergraduate nursing students
- 330083
Project Abstract
Abstract
- Introduction (Context/Justification)
- As one of Canada’s largest undergraduate nursing programs experiences rapid enrollment growth, the existing clinical skills evaluation model faces significant strain. Ensuring scalability while maintaining quality and equity in skills testing has become a pressing challenge. To address this, Phase 1 of a multi-phase project revolved around the conduct of an environmental scan of psychomotor nursing skill evaluation practices across Canadian post-secondary nursing programs. Understanding national trends and innovative approaches provides a foundation for redesigning evaluation processes that meet evolving demands for clinical readiness.
- Goals and Methods (Research design, data collection, and analysis techniques/instruments)
- The objective of the qualitative environmental scan was to identify patterns, innovative strategies, and gaps in skills evaluation methods, with attention to scalability and EDIA (equity, diversity, inclusion, and accessibility) considerations. Data collection included reviews of 46 institutional websites, examining formats, frequency, faculty-to-student ratios, and remediation supports. When data were unavailable online, informal qualitative interviews using a structured interview guide with educators were conducted to capture institutional practices and contextual insights. This study was exempt from formal ethics approval due to the interviews asking questions about objective not subjective information or opinions from participants. Data were analyzed using qualitative content analysis to identify approaches applied across institutions, reflecting trends and challenges in the current landscape.
- Results (Obtained or expected)
- Preliminary findings reveal substantial variation in evaluation frequency, assessment models, EDIA considerations, and remediation strategies. Innovative practices, such as Objective Structured Clinical Examination, emerged alongside common challenges related to faculty workload and resource constraints.
- Conclusions
- Findings provide a critical baseline for institutions seeking to redesign clinical evaluation processes amid growing enrolment and changing competency expectations. This study demonstrates how an environmental scan, combined with informal interviews, serves as a robust qualitative approach to capturing complex, system-level educational practices and informing evidence-based change.
Programme
Institutions
- 1 University of Toronto
- 2 Toronto Metropolitan University
Track
- 2. Qualitative Research in Education
Keywords
Nursing
Nursing education
Skills testing
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