Clinical Evaluation: Concepts and Processes Copyright 2008 by The Health Alliance of MidAmerica LLC.
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Transcript of Clinical Evaluation: Concepts and Processes Copyright 2008 by The Health Alliance of MidAmerica LLC.
Clinical Evaluation: Concepts and Processes
Copyright 2008 by The Health Alliance of MidAmerica LLC
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Objectives Review concepts applied in the evaluation of
clinical performance. Discuss factors related to the acquisition of
clinical knowledge. Determine the relationship of standards to evaluating
clinical competence. Examine the roles of the clinical teacher. Describe a process for clinical evaluation. Examine strategies to develop skill in clinical
evaluation of students.
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Assumptions
“Evaluation is a process by which judgments are made about performance.”
“Clinical evaluation is NOT objective.” “The teacher’s values influence evaluation.”
- Oermann and Gaberson, 1998, p. 167
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Evaluation Concepts Norm or Criterion Referenced Evaluation Formative and Summative Evaluation Subjectivity and Fairness
- Oermann & Gaberson, 1998, pp. 168-169
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Norm or Criterion Referenced Norm referenced
• Comparing student's performance to others in clinical group
Criterion referenced• Compare student to criteria which
constitute satisfactory performance
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Norm or Criterion Referenced Combination approach
• above average / average / below average • outstanding / satisfactory / unsatisfactory
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Formative and Summative Evaluation
Formative • Diagnostic• Frequent feedback • Permits improvement
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Summative• Summarizes achievement• Determination competency• Occurs at the end
Formative and Summative Evaluation
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Formative and Summative Both should be
• Documented and shared • Based on multiple sources of data
Frequent formative Periodic summative
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Subjectivity and FairnessDevise a fair system by Recognizing teacher values Use pre-determined objectives or
competencies Provide supportive learning environment
- Oermann & Gaberson, 1998, p.169-170
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Clinical Knowledge Acquired over time Ability to recognize qualitative distinctions,
common meanings, early warnings of distress Understand situations in a global way, taking in
multiple cues and processing them at once- Benner, 1984, p. 4
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Novice Learners Preparation involves learning facts and rules
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Novice Learners Have little to no experience in situations in
which they are performing
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Novice Learners Require time, repetition and guidance to “put
things together” (i.e. think critically)
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Stress in Clinical Learning “in public” Being “evaluated” all the time Fear of “harming a patient”
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Determining Competency Derive standards for performance or
clinical objectives from• Program objectives or outcomes • Course objectives
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Determining Competency: Standards Must Be clear and understandable Identify the expected level of performance Be applied consistently
- O’Connor, 2006, p. 219
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Levels of Safety Independent
• Performs safely and accurately each time, without supportive cues
Supervised and Assisted• Performs safely and accurately each time observed
Provisional• Performs safely under supervision, not always safe
Dependent• Performs in unsafe manner
- Krichbaum, K., et al as cited in O’Connor, 2006, p. 223-224
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Roles of the Clinical Teacher Coach Role Model Observer Evaluator
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Roles Coach
• Plans experiences• Monitors and makes adjustments• Provides collaboration• Guides actions• Supports and encourages
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Roles Role Model
• Demonstrates professional practice• Complements care that student cannot
incorporate • Maintains collegial relationships
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Roles Observer of Student Performance
• Maintain safety of patient and student Students ARE accountable for their own actions
• Insure appropriate and correct behaviors • Accurate communication with staff
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Roles Observer
• “Written work” Clinical Documentation Written Assignments
• Use of Anecdotal Notes
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Roles Evaluator
• Compare to standards and expectations• Provide Feedback
Verbal Written
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Clinical Evaluation: Process Preparation Clinical Activity Documentation Interpretation - Adapted from: Bonnel, W., Gomez, D.A.,
Lobodzinski, S., Hartwell West, C.D. (2005), p. 534
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Confidentiality FERPA Private conference Maintain security of records
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Due Process Students must Understand expectations Receive timely feedback Comprehend consequences Have opportunity to improve Be informed of rights
- Johnson, E.G. & Halstead, J.A. 2005, p. 44
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Performance Deficits Compare performance to
standards Reflect patterns of
performance Communicate privately Document thoroughly Follow college/school
procedures Determine a plan to improve Follow-up at predetermined intervals
- O’Connor, 2006, pp. 263-264; Bonnel, 2005, 538-540
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Summary: Strategies for Evaluation Make course and personal expectations clear Allow adequate observations Provide feedback Document and look for patterns Compare performance to standards Seek guidance