Assessment Policy and Procedure - Diploma of Nursing
OVERVIEW
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Status | CURRENT |
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Classification* | PUBLIC |
Department | ALL |
Review | May 1, 2026 |
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POLICY
Assessment Policy - Diploma of Nursing
Strategix Training Group has detailed policies and procedures to ensure its assessment of students aligns with the requirements of the Standards for RTOs 2015. These policies and procedures are in place to comply with requirements for assessments to be consistent with the requirements of the Training Package; to have sufficient and appropriately qualified trainers and assessors and required resources and to systematically monitor and evaluate assessment strategies and practices.
All assessments must meet the Rules of evidence for Validity, Sufficiency, Authenticity and Currency, and the principles of assessment for Fairness, Flexibility, Validity and Reliability.
In assessing standards for practice for Enrolled Nurse candidates, Strategix Training Group is expected to demonstrate that its workplace experience assessment evaluates student knowledge, skills, behaviours and achievement of the Australian Nursing and Midwifery Board NMBA Enrolled Nurse Standards for Practice.
The following policy has been developed to define how the organisation will comply with the NMBA’s requirements. This policy is to be read and applied in conjunction with Strategix’s https://team-1597131381081.atlassian.net/wiki/spaces/QD/pages/3037167658.
Context
The NMBA has developed a framework for assessing standards for practice for registered nurses, enrolled nurses and midwives. The Framework identifies five key principles to be applied when assessing practice standards for candidates. These align with the assessment principles specified under the Standards for RTOs, but with additional expectations regarding the role and requirements of the assessor and a strong emphasis on performance and evidence-based assessment. These principles are the:
Principle of accountability
Principle of performance-based assessment
Principle of evidence-based assessment
Principle of validity and reliability in assessment.
Principle of participation and collaboration.
Critical issues in assessing performance that underpin the NMBA Practice Standards are identified as:
Accountability
Performance assessment
Contextual-based assessment and
Evidence-based assessment.
Key elements identified in the NMBA’s assessment model are:
Self-assessment
Observation by the assessor
Interviewing skills of the assessor
Documentation
Enhancing validity and reliability of assessment (by using the professional judgement of experienced nurse)
Validity
Reliability
Participation and collaboration.
The NMBA Enrolled Nurse Standards for Practice are the core practice standards that provide the framework for assessing enrolled nurse (EN) practice. These Standards relate to:
Professional and collaborative practice
Reflective and analytical
Provision of care practice.
NMBA Principles for Assessment
Principle | Descriptor |
Accountability | Assessors are accountable to the public and to the profession to perform a valid and reliable assessment of nurse and/or midwife candidates Assessors are accountable for assessing nurse and/or midwife candidates as:
Assessors will ensure that nurse and/or midwife candidates are assessed in the practice setting Nurse and/or midwife candidates who have not demonstrated competence in the practice setting should not be recommended for registration. |
Performance-based assessment | Clinical competence is performance based. Assessors must therefore carry out the assessment in the context of the nurse and/or midwife interaction with the person receiving care Assessment of practice is a valid model of assessing core competencies for licensing nurses and/or midwives. This model is useful as a multipurpose procedure because it enables global assessment of the nurse and/or midwife candidate’s knowledge, skills, values, and attitudes Regulatory authorities have a responsibility to make sure the assessment model focuses on knowledge and performance that is closely related to the demands of the practice situation The NMBA recognises that the nature of professional nursing and/or midwifery practice is multifaceted and requires comprehensive knowledge; attempting to assess competence in a single and narrowly prescribed procedural model is a failure to recognise this The context in which competence assessment occurs is an essential component in the competency standards assessment framework The practice setting involves many contextual factors including the environment, the relationship with people receiving care and the behaviour of others in the practice setting that cause the nurse and/or midwife candidate to act in a particular way. The assessment process should take these factors into account. |
Evidence-based assessment | Evidence-based assessment requires a model of evidenced-based professional judgement The process of assessing competence requires an accumulation of data or evidence about performance over a period of time and in a range of nursing situations The judgement about whether a nurse and/or midwife candidate has reached a satisfactory standard of performance is based on the interaction between the:
Assessors can obtain data to provide evidence of performance through:
Assessors work with, and observe, the nurse and/or midwife candidate being assessed in the practice context. This enables the assessor to gather pieces of evidence about the nurse and/or midwife candidate’s practice to draw inferences about competence. Assessors use professional judgement, which involves drawing inferences and using tacit knowledge to form a conclusion about a particular nurse and/or midwife’s competence. Assessors should always check inferences to validate the assessment judgement. For confident use of tacit knowledge as a basis for assessment, it is essential that assessors have a full understanding of the expected standard of performance. |
Validity and Reliability
| Clinical competence is performance based. Assessors must therefore carry out the assessment in the context of the nurse and/or midwife/ interaction with the person receiving care. Assessment of practice is a valid model of assessing core competencies for licensing nurses and/or midwives. This model is useful as a multipurpose procedure because it enables global assessment of the nurse and/or midwife candidate’s knowledge, skills, values, and attitudes. Regulatory authorities have a responsibility to make sure the assessment model focuses on knowledge and performance that is closely related to the demands of the practice situation. The National Board recognises that the nature of professional nursing and/or midwifery practice is multifaceted and requires comprehensive knowledge; attempting to assess competence in a single and narrowly prescribed procedural model is a failure to recognise this. The context in which competence assessment occurs is an essential component in the competency standards assessment framework. |
Participation and Collaboration | Performance assessment should be based on a participative and collaborative relationship between the assessor and the nurse and/or midwife candidate. A principle of impartiality, confidentiality and declaration of any conflict of interest will underpin this participative and collaborative relationship. This will help to ensure that participants in the assessment process feel confident in the assessment methods. Participation and collaboration in the assessment process involve high levels of communication, reflection and reinterpretation of performance. Formalised review processes established by organisations undertaking assessments will address grievances held by nurses and/or midwives who are being assessed and will assist in ensuring participation and collaboration between others in the assessment process. These processes also provide a mechanism for rigorous scrutiny of the assessment results. |
NMBA Principles for Assessment Mapped to Strategix Methodologies
Assessment Principle | How we address these principles |
Accountability
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Performance-Based Assessment |
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Evidence-Based Assessment
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Validity and Reliability in Assessment
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Participation and Collaboration |
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Standards for Practice for the Enrolled Nurse
Domain | Description | Standards |
Professional and Collaborative Practice | Relates to the legal, ethical and professional requirements Reflects responsibilities to remain current and use best practice. |
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Provision of Care | Relates to the ‘intrinsic care of individuals or groups’ in EN’s care Includes assessment of care; engaging in, and evaluation of, care; health education. |
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Reflective and Analytical Practice | Relates to EN reflection on evidence-based practice and currency Reflects need for self-care of personal, physical and psychological needs of themselves and others. |
10. Engages in ongoing development of self as a professional. |
Adapted from Enrolled nurse standards for practice, 2016
The NMBA’s Framework for Assessing The Standards for Practice for Registered Nurses, Enrolled Nurses and Midwives is a further consideration in meeting assessment expectations.
PROCEDURE
Assessment Design Procedure
Design Principles
Our assessments have been designed and are monitored to ensure they meet the following requirements:
The Standards for RTOs 2015 to meet with requirements for the:
Principles of Assessment (Reliability, Fairness, Flexibility and Reliability), and
Rules of Evidence (Valid, Authentic, Sufficient and Current).
NMBA assessment requirements for meeting the principles of accountability performance-based assessment, evidence-based assessment, and validity and reliability
Evaluating student knowledge, skills, behaviours and achievement of the NMBA Enrolled nurse standards for practice.
Assessment tools are mapped to all ANMAC, NMBA and Training Package (to Unit of Competency) requirements. Assessment tools are validated by qualified nurses. An ongoing program of validation and moderation of assessments and assessment judgements is in place.
Assessment is undertaken on a formative and summative basis and both are mapped to requirements.
Guidance is provided for assessment tools including assessor instructions, marking guides and observation notes, to provide guidance to assessors on the expectations of all assessment tasks and to aid assessment reliability and validity.
Assessment is undertaken in numerous contexts and over time, to reflect the multifaceted nature of nursing and the comprehensive knowledge requirements. Assessment is conducted in a simulated environment prior to work placement wherever stipulated within the Training Package. A final summative assessment against the EN standards occurs near the end of the course, conducted in an Australian clinical context and assessed by an RN. This enables global and contextualised assessment of the candidate’s knowledge, skills, values, and attitudes.
Assessment materials and other materials such as the Course Handbook include clear statements to students about assessment and program progression requirements at program commencement and at the start of each unit.
Assessment Methods
Assessment data is obtained through a range of methods, including:
Analysis of scenarios and case studies
Feedback from third parties
Knowledge quizzes and theory tests
Self-reflection and self-assessment
Observations in a simulated workplace
Observations in the real workplace
Questioning and interviewing of candidates, peers, patients, supervisors
Analysis of relevant workplace documentation
Research projects
Role play assessment.
Assessment methods will be determined, evaluated and improved, in collaboration with health providers, teaching staff and students, via the Curriculum Advisory Committed, Curriculum Delivery Advisory Committee and validation processes.
Observed Assessments
All assessments that involve observation by the assessor must be:
Of sufficient duration, and
Performed in a reasonable variety of contexts to achieve valid and reliable assessment. This requirement must be documented and recorded within the assessment tools.
Simulated Workplace Assessment
Assessment is conducted in a simulated environment prior to work placement wherever stipulated within the Training Package. All facilities used for simulation will be resourced according to industry expectations, as reviewed by clinical nurses currently working in a hospital environment. Detailed lists of resources available and used in simulation laboratories will be maintained.
Professional Experience Placement (Workplace Experience)
All students will undertake Professional Experience Placement (PEP) as per the documented Training and Assessment Strategy for the course, and associated schedules and timetables.
Placements will be formalised and guided by a signed Memorandum of Understanding (MOU) between Strategix Training Group and the organisation agreeing to take the student(s) for PEP. The MOU will specify, among other matters, assessment arrangements and responsibilities.
Ultimate accountability for the assessment of students in relation to their workplace experience rests with Strategix. This is included in the PEP MOUs for work placement.
PEP is scheduled throughout the course, toward the end of each semester and only after the student is deemed to have gained the requisite knowledge and skills (as assessed by an RN). As a key component of risk management and to scaffold learning, students will not be scheduled to enter a workplace for training and assessment until they have been, formally and fully, assessed, by an RN assessor, as having the skills and knowledge to undertake their on-the-job training safely and competently.
PEP will be undertaken in a variety of healthcare locations, which may include:
Aged care facilities
Medical centres focussed on primary healthcare
Acute Care health facilities
Sub-acute care health facilities (eg: rehabilitation, mental health)
Community care (eg: in-home care and disability)
Remote/rural nursing (if available and suitable for students).
The student’s final placement must be conducted in an acute care environment with access to acute facilities, equipment and patients, and the student must be able to be finally assessed against the NMBA Standards for Practice for ENs within the context of each of these settings.
Workplace tasks and activities are documented in PEP Records (workplace books), which ensure that on-the-job assessment meets the requirements of the NMBA Standards of Practice for Enrolled Nurses as well as the Diploma of Nursing. The underpinning mapping for these workbooks is contained in each mapping document specific to each unit of competency within the HLT54121 Diploma of Nursing.
Workplace PEP Records contain:
Log of attendance hours
Workplace requirements
Clinical Skills observations that link the NMBA domains
Inclusiveness reflection
Intra/Inter-Professional Assessment
Facilitator evaluations to assess how the student has performed according to the NMBA Standards for Practice for ENs.
Assessment judgements will be recorded in the PEP Record for each semester.
Competency Determinations
Competency in a unit can only be determined once all assessment tasks for that unit have been passed. Assessment tasks are marked satisfactory or not yet satisfactory (S/NYS).
If a task is marked NYS the student will be given:
Reasons for the decision
Feedback on how to improve
Further practice if needed (as appropriate to the task)
One further attempt at the assessment task.
If the student’s performance in the assessment task is again found not yet satisfactory the student will only be given one further attempt, provided they attend a meeting with the Course Coordinator and comply with the terms of an agreed Diploma of Nursing Intervention plan.
If a student continues to be found unsuccessful in an assessment task, they cannot be found compliant in the related unit. To continue in the qualification, the student will need to repeat the Unit of Competency. This may also result in the need for the student to repeat a placement, depending on the particular unit.
Any additional fees and charges applicable to repeating a unit/placement will be made available to students in Strategix’s schedule of course fees.
Assessors
Assessors will have the required qualifications, vocational competence and currency as expected and set out in the standards for RTOs 2015 and the Health Training Package.
The majority of our assessors will be Registered Nurses who have all the relevant experience and qualifications, as specified in the individual unit of competency. All clinical units will be assessed by Registered Nurses who have the requisite qualifications in Training and Assessment (as specified in the Training Package).
Assessors will have skills and experience that are current and relevant to the unit of competency they are assessing in. Strategix has policies and procedures in place for trainer/assessor scholarship, currency and ongoing professional development.
Assessors, particularly those conducting workplace assessments, will be sought with highly developed skills in interviewing, to establish relationships with other individuals in the practice setting and source adequate and essential information. Strategix recognises this information is essential in validating assessor inferences and judgements about competence.
Documenting Judgements
All assessment decisions and judgments must be supported by documented evidence. Data will be collected over a period of time and in a range of situations, allowing for reflection on the candidate’s practice and the assessor’s interpretation. New pieces of evidence will be used to consider previous data, with the process of reflection and reinterpretation adding to the reliability of the assessment judgement.
Conflict of Interest in Assessment
Strategix is aware of the potential for conflict of interest in assessment, and the significant impact this could have ultimately in terms of risk. As such, Strategix takes steps to avoid any potential for conflict of interest. Steps include:
Professional development and ongoing support for assessors
Moderation activities and validation of assessment outcomes
The trainer/assessor who assesses students in the workplace is not the same as the person who is responsible for their training
Requirements for the assessor to declare any potential conflict of interest, such as prior knowledge or relationship with the candidate. Any potential conflict of interest must be disclosed to the Course Coordinator in writing as soon as possible after it becomes known. The course coordinator will act to eliminate or manage the potential conflict of interest and document the steps taken.
Validation
Validation will be undertaken according to a specified timetable. Validation activities will include Registered Nurses and may include industry representatives. Validation activity will align with Strategix Training’s overarching validation procedures.
Grievances
All assessment judgements and decisions will be subject to Strategix’s https://team-1597131381081.atlassian.net/wiki/spaces/QD/pages/3037233161.
Confidentiality
Confidentiality in assessment judgements is an expectation of all Strategix assessors, as stipulated in their position description.
STANDARDS AND REGULATORY REQUIREMENTS
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