Registered Nurse Participation in Performance Appraisal Interviews

Critical Care nurses' understanding of the NHS Knowledge and Skills Framework. An Interpretative Phenomenological Analysis

“…This supports the learner to discern their strengths and weaknesses and make decisions about their learning (Dunning et al ., 2004). This strategy was not previously utilized in appraisal systems where the emphasis was primarily on receiving feedback (Spence and Wood, 2007) as illustrated below:…”

“…This reflected the principle that assessment is only valid if it measures what it sets out to measure (Race et al ., 2005). They talked about the need to be validated by an external party (Spence and Wood, 2007) and that it mattered who was ‘judging’ them. They also alluded that self‐assessment did not particularly suit them as a learning tool.…”

“…Those who facilitate KSF in Critical Care need to work flexibly with the current system to maximize its potential, embedding KSF into the workplace with regular contact between the KSF reviewer and reviewee, promoting frequent interaction with the online e‐KSF account and to keep momentum going to avoid the ‘once a year’ phenomenon (Berridge et al ., 2007; Spence and Wood, 2007). The responsibility also lies significantly with the KSF facilitators to promote a positive KSF culture in Critical Care that will in turn facilitate engagement (Cooper, 2009).…”

The effects of performance appraisal in the Norwegian municipal health services: a case study

“…A six-item scale was used to measure feedback [4], with Cronbach's alpha (α = .88). Several scales were used to measure independence used by a number of researchers [4,53,67], with Cronbach's alpha (α = .79, 83, 77). Scales about participation were developed by two researchers [4,83], with Cronbach's alpha (α = .71).…”

Exploring Different Effects of Performance Appraisal in Group and Individual Conversations

“…The present study shows that employees in the test-groups participated more during the PA than those in the control-group. Previous research has indicated that participation in PA may lead to new professional learning [4,12,26,27,29]. After post-test 2, the test-groups experienced in increase in professional learning; hence they may have felt that they had participated to a greater degree in the PA.…”