The impact of a change to assessment policy on students from a New Zealand school of nursing.
This article reports the findings of a small scale research project in one multi-sited nursing school in New Zealand. The project sought to evaluate the impact on students of a change in assessment policy which effectively removed resubmission opportunities for academic work in Year Three of a Bachelor of Nursing programme. The instrument was a brief questionnaire distributed to all students (n=125) who enrolled in the third year of the degree in 2005. Students were surveyed at the start (74% response rate) and end of the 2005 academic year (64% response rate). Their responses revealed the stress arising from the policy changes; limited knowledge of policy details; and changes in study habits and relationships with faculty. More specifically the study indicated that most students do not overly concern themselves with the detail of assessment policy even in the light of significant change. Secondly, although most students viewed themselves as potentially disadvantaged by the change, some considered it to be a positive quality improvement initiative. Finally, despite the anxieties students held about the perceived negative impact of the changes, a positive outcome was closer working relationships with lecturers, to ensure that their one and only submission was their best work.
Bland
Marian
M
School of Nursing, Faculty of Health, Science and Technology, Universal College of Learning (UCOL), P.O. Box 11022, Palmerston North 4442, Manawatu, New Zealand. m.bland@ucol.ac.nz
Gallagher
Peter
P