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Kim Tolley, Di Marks-Maran, Linda Burke
British Journal of Nursing, Vol. 19, Iss. 14, 21 Jul 2010, pp 905 - 911

This article presents a pilot study that was undertaken to test the Snapshot tool-an innovative tool for making judgements about clinical practice performance. An evaluative research design was used. The Snapshot tool was designed and was piloted on two groups of students (n=180; n=152) in a university-based simulation setting. Data were collected through questionnaires containing a mixture of Likert-style and open-ended questions. First-year students found the Snapshot process and criteria to be realistic and relevant/applicable to practice, useful for receiving feedback and for structuring feedback to others, and the Snapshot was largely perceived as more preferable for university-based assessment than Objective Structured Clinical Examinations (OSCEs). Third-year students evaluated the Snapshoot tool in terms of both the Snapshot process (40% of statements made) and the Snapshot criteria used (60% of statements), finding the criteria realistic, appropriate, clear and comprehensive, and the process helpful to their learning, helping them to identify their strengths and weaknesses and helping them to identify specific skills that they need to improve. This article makes a contribution to the clinical assessment agenda for two reasons. Firstly, with the introduction of the use of simulation as part of legitimate clinical practice experience it offers a tool for assessment of students in simulation activities. Secondly, it explores the potential for this tool to be used as a part of the assessment of students during their clinical placements.

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