How organisational processes influence assessors' experiences of marginal students' performances in clinical assessments

Abstract Background Competence assessment has become the accepted modality of assessing practice based disciplines, such as nursing. However, assessment of clinical competence remains a challenge for assessors. Aim This study sought to describe assessorsu0027 experiences of grading undergraduate studentsu0027 performances in clinical courses when that performance is marginal; not a clear pass or fail. Methods Fourteen semi-structured interviews and two focus groups were undertaken with university employed assessors from a pre-registration bachelor of nursing programme at a multi-campus Australian university. Findings Thematic analysis identified two distinct theme themes from the textual data: ‘human influencesu0027 and ‘organisational processesu0027. The first theme of human influences was reported elsewhere. ‘Organisational processesu0027, including three emerging themes: time demands and pressures ; assessment processes and learning and teaching practices, were identified as key impacts on assessorsu0027 experiences of grading student clinical performances and is addressed in this paper. The impact of organisational policies and processes on the assessor around workload, teaching and learning practices and assessment processes were significant to assessors. Discussion Tertiary assessment processes were found to significantly influence, both in a positive and negative manner, assessorsu0027 experiences of grading student performances in clinical courses. Provision of a holistic approach to clinical assessment that includes robust assessor support measures should be developed and implemented to enhance student success and assist assessors to meet their professional responsibilities. Conclusion Tertiary institutions play a key role in supporting effective and meaningful assessment of clinical programme components. Through understanding the significance of the organisationsu0027 role, key stakeholders can start to examine and enact measures to bolster the enabling factors and reduce the barriers to assessing student performances that are not a clear pass or fail.