Remediation In Nursing Education
What Is Remediation
Remediation is the act or process of correcting a fault or deficiency (American Heritage Dictionary, 2009). Remediation in nursing education is the process by which review and reinforcement of the material covered during instruction can be performed in such a way as to improve the learners' understanding and application of the information (Reinhardt, Keller, Ochart Summers, & Schultz, 2012 )
Remediation In Nursing Education
Remediation in nursing education can take a number of forms. As an avenue for review of content covered in a didactic setting, the remediation can be an additional lecture, a question and answer review, a practice test and multiple questions, an oral presentation to peers, or a paper presented to the instructor.To review and correct a clinical practice situation, the skills learning laboratory is an apt place for remediation, thus keeping patients safe until the skill is mastered.
Practice is a form of remediation when the skill is witnessed and corrected by an instructor, practitioner, or peer. In essence, remediation in nursing education is the reteaching or review of content previously given in course instruction. Student concerns during remediation activities are an excellent opportunity to clarify content and expand the learner's understanding of the topic.
Implementation of Remediation In Nursing Education
The use of remediation has been a solid tool used during instruction activities since the inception of nursing education, Content and skills are taught, demonstrated, return demonstrated, corrected, and retaught. The skills check off is in essence the final step in instruction and is a document that verifies remediation.Of recent concern is the efficacy of remediation in preparation of nursing students for standardized progression, exit examinations, and National Council Licensure Examination-Registered Nurse (NCLEX RN) licensing examination.
Research demonstrates that progression and exit examinations can predict NCLEX RN success. There are numerous reports in nursing education literature describing remediation programs developed to assist students with success on the NCLEX-RN (Bonis, Taft, & Wendler, 2007; Frith, Sewell, & Clark, 2005; Heroff, 2009; McGann & Thompson, 2008 ; Mills, Wilson, & Bar, 2001; Morrison, Free, & Newman, 2008; Sifford & McDaniel, 2007). A set of best practices for remediation can be synthesized from this literature.
Common to these reports was a structured approach to remediation delivered through a faculty-facilitated specialized course. Using best practices as described in the nursing literature, individualized remediation plans are created and address the barriers to success for each student. A systematic review by Pennington and Spurlock (2010) offers an empirical model of evaluation as the gold standard for the development and evaluation of a remediation course.
Also, common in these reports is the need to address individualized student needs. To accomplish this, each student is asked to identify strengths and weaknesses and develop a personal plan of study for remediation. Test taking strategies, measures to alleviate test anxiety and improve self-confidence, and learning to read and answer NCLEX style questions are also part of many of these programs.
The effect of low self-esteem can complicate remediation and plays a critical role in the remediation process. The faculty member must be able to provide both mentorship and motivation to students who are quite likely suffering from a lack of self esteem and confidence. At the same time, the faculty must also encourage students to take control of their own learning to meet their identified learning goals. In a situation where each individual represents a unique combination of strengths and needs, a remediation approach has to be tailored to serve the interests of the individual student (Reinhardt et al. 2012).
Remediation and Nursing Knowledge
While content review for specific areas of nursing knowledge is included in most remediation programs, this is not the sole focus of remediation activities. Test taking strategies, measures to alleviate test anxiety and improve self confidence, and learning to read and answer NCLEX style questions are also a part of many of these programs. Using best practices as described in the literature, a faculty facilitated remediation course can be established with the goal of assisting students to determine their own learning goals, create individualized remediation plans, and address barriers to success (Reinhardt et al., 2012).
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