Chapter 13 ppt eval & testing 4e formatted 01.10 mo checked
-
Upload
stanbridge -
Category
Documents
-
view
156 -
download
4
Transcript of Chapter 13 ppt eval & testing 4e formatted 01.10 mo checked
© 2013 Springer Publishing Company, LLC.
Chapter 13Clinical Evaluation
Oermann & GabersonEvaluation and Testing in Nursing Education4th edition
© 2013 Springer Publishing Company, LLC.
Outcomes of Clinical Practice
♦ Acquire concepts, theories, and other knowledge for clinical practice
♦ Use research and other evidence in clinical practice
♦ Develop higher-level thinking and clinical judgment skills
2
© 2013 Springer Publishing Company, LLC.
Outcomes of Clinical Practice (cont’d)♦ Develop psychomotor and technological skills,
competence in performing other types of interventions, and informatics competencies
♦ Communicate effectively with patients, others in the health system, and nursing and interprofessional team members
3
© 2013 Springer Publishing Company, LLC.
Outcomes of Clinical Practice (cont’d)♦ Develop values and knowledge essential for
providing patient-centered care to a culturally and ethically diverse patient population
♦ Develop knowledge, skills, and values essential for continuously improving the quality and safety of health care
4
© 2013 Springer Publishing Company, LLC.
Outcomes of Clinical Practice (cont’d)♦ Demonstrate leadership skills and behaviors of
a professional♦ Accept responsibility for actions and decisions♦ Accept the need for continued learning and
self-development
5
© 2013 Springer Publishing Company, LLC.
Concept of Clinical Evaluation
♦ Process of making judgments about performance in clinical practice
♦ Involves observing performance and judging the student’s competence
♦ Subjective process– Judgment influences what is observed– Teacher’s values affect inferences about observations– Key is fairness—judge all students by same standards
6
© 2013 Springer Publishing Company, LLC.
Clinical Evaluation vs. Grading
♦ Evaluation– Teacher observes performance and collects other
types of data, then compares this information to standards to make a judgment
♦ Grading– Assigning a symbol to represent the judgment
made
7
© 2013 Springer Publishing Company, LLC.
Clinical Evaluation Standards
♦ Norm-referenced evaluation– Compares student’s performance with that of other students– Indicates that student has more or less knowledge, skill, or
ability than the comparison group
♦ Criterion-referenced evaluation– Compares student’s performance to predetermined criteria – Indicates whether student has achieved clinical
competencies, regardless of how other students performed
8
© 2013 Springer Publishing Company, LLC.
Purposes of Clinical Evaluation
♦ Formative– Give feedback to the learner during the learning process– Diagnostic—provides information to improve subsequent
performance; not graded
♦ Summative– Assess whether learner has achieved clinical outcomes at
the end of instruction – Determines clinical grades
♦ Evaluation protocols should include both
9
© 2013 Springer Publishing Company, LLC.
Fairness in Clinical Evaluation♦ Teacher identifies own values, attitudes, beliefs, and biases
that may influence evaluation– Can affect data collected and inferences made
♦ Evaluation based on predetermined outcomes or competencies– Provides framework for teacher to use in observing performance and
making judgments
♦ Teacher develops a supportive clinical learning environment– Students need to believe that feedback is intended to help them
improve performance
10
© 2013 Springer Publishing Company, LLC.
Student Stress in Clinical Evaluation♦ Common student-identified stresses– Fear of making a mistake and harming a patient– Lacking knowledge and skills for patient care– Uncertainty about how to respond to changing patient
conditions – Being unfamiliar with the staff, policies, other aspects of the
clinical setting– Caring for difficult patients– Being observed and evaluated by teacher – Interacting with patient, family, nursing staff, other health care
providers
11
© 2013 Springer Publishing Company, LLC.
Student Stress in Clinical Evaluation
♦ Learning in a clinical setting is public– Students cannot hide lack of knowledge or skill
♦ Student is a learner, not a nurse– Some teachers and staff members expect students
to perform competently without enough time to practice and refine performance
12
© 2013 Springer Publishing Company, LLC.
Feedback in Clinical Learning
♦ Principles– Precise and specific– For procedures, technologies, and psychomotor
skills, provide both verbal and visual feedback– Give at time of learning – Students need different amounts of feedback and
positive reinforcement– Should be diagnostic
13
© 2013 Springer Publishing Company, LLC.
Clinical Outcomes and Competencies♦ Represent what is evaluated in clinical practice ♦ Need to be specific enough to guide clinical
evaluation
14
© 2013 Springer Publishing Company, LLC.
Clinical Learning Outcomes
♦ Objectives to be achieved in clinical practice♦ May identify common outcomes that are used
throughout the program – Specify how they are progressively achieved at
each level and in each clinical course ♦ May state broad outcomes for the program– Indicate course-specific behaviors that students
should demonstrate to meet those outcomes
15
© 2013 Springer Publishing Company, LLC.
Clinical Competencies
♦ Abilities to be demonstrated by the learner in clinical practice
♦ Knowledge, skills, and attitudes that students need to develop
♦ Avoid specifying too many competencies
16
© 2013 Springer Publishing Company, LLC.
Purposes of Clinical Evaluation
♦ Identify existing competencies♦ Identify learning needs to be addressed during
clinical practicum♦ Assess progress toward achieving clinical
competencies♦ Make judgments if competencies achieved at
end of clinical experience
17