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Clinical Evaluation

Clinical Evaluation. Undergraduate Clinical Committee Spring 2011. Concept of Clinical evaluation. Student performance is observed Performance is compared to a set of pre-defined outcomes Judgments are made about students’ competency Judgments are subjective

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Clinical Evaluation

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  1. Clinical Evaluation Undergraduate Clinical Committee Spring 2011

  2. Concept of Clinical evaluation Student performance is observed Performance is compared to a set of pre-defined outcomes Judgments are made about students’ competency Judgments are subjective Performance is converted into a Pass/Fail grade for the clinical lab portion of the course (Gaberson & Oermann, 2010). Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  3. Formative Evaluation Goal is to improve subsequent performance during current rotation Occurs weekly Is not a grade Provides feedback about progress during clinical rotation Formative evaluation is timely and allows students to respond to feedback and move forward in their learning (Gaberson & Oermann, 2010). Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  4. Summative Evaluation Designed to assign a grade to summarize competencies determined throughout the rotation. Summative evaluation is done at mid-term and at the end of the clinical rotation Is a pass/fail grade Comes too late for the student to improve performance (Gaberson & Oermann, 2010). Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  5. Fairness in Evaluation Our goal is to provide fair clinical evaluations of our students. Because evaluation is not objective, clinical faculty must understand their own: • Values • Attitudes • Beliefs • Biases That may affect the evaluation process Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  6. Fairness in Evaluation (cont’d) OUTCOMES Base evaluation of pre-defined set of outcomes Outcomes are the framework for observing performance Outcomes are the framework for judging performance Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  7. Fairness in Evaluation (cont’d) SUPPORTIVE LEARNING ENVIRONMENT Students respond well to a environment where there is mutual respect and trust Students need to understand that feedback from the instructor is intended to help them learn Students need to feel comfortable coming to the instructor for guidance Students should not be avoiding the instructor Faculty and facility staff need to work together and communicate effectively to create a supportive environment Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  8. Providing Feedback to the Student Five principles for student feedback: Precise and Specific – avoid general statements such as “You need to work in the lab a bit more.” Provide both verbal and visual feedback for skills – talk about the skill and demonstrate the skill. Give prompt feedback – at the time of learning or immediately after. Earlier in the program, students require increased frequency of feedback and positive reinforcement. Feedback should be diagnostic – feedback guides learning. Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  9. Post-Conference Students need to be able to present their cases and ideas orally. Discussion leads to problem solving. Post-conference should involve formative evaluation for improvement Student should be able to: Present ideas clearly Contribute relevant ideas Engage in group critical thinking Assume leadership role as appropriate Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  10. Self-Evaluation Students should be able to assess their own competency and learning needs Student’s skill at self-evaluation develops as they progress through the program Student’s self-evaluation is helpful for instructors to develop plans to assist students in their learning Self-evaluation is useful for formative evaluation and should not be graded Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  11. Failing Clinical Instructors are faced with students who do not meet outcomes and fail the clinical lab portion of the course. Principles to keep in mind: 1. Clinical faculty must know and follow clinical requirements of the course – available in the course syllabus 2 Explore your own feelings about meaning and grading of clinical performance 3. Understand what failing clinical means for the course grade. Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  12. Failing Clinical (cont’d) 4. Document student performance 5. Give timely feedback on clinical issues 6. Use appropriate forms for Clinical Warnings 7. Have students sign all Clinical Warnings, narrative, and anecdotal feedback 8. Identify performance problems early and develop learning plans with remediation if needed Follow course policies for clinical failure of the course Gaberson, K. & Oermann, M., (2010) Clinical Teaching Strategies in Nursing. Spring Publishing Company. New York, NY. 3rd ed. Pp371-414

  13. Hyperlinks to CONHS Resources Clinical Issues of Concern Flow Chart Clinical Failure Defined Clinical Issues of Concern Purpose State Clinical Warning Form Remediation Form

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