Practice to Perform: Formative Mini-Skills Checkoffs Prior to High-Stakes Summative Assessment for Practice-Ready Students.

Background: In previous years, students expressed their concerns regarding the high-stress nature of the summative skills checkoff, and pass rates were not as high as expected.

Purpose: To evaluate the impact of mini-skills checkoff assessments and the use of standardized patients (SPs) on summative skills pass rates and nursing students' perceptions of this teaching approach.

Methods: A mixed-methods approach was used with a convenience sample of 46 sophomore nursing students.