1 / 13

Clinical Conferences as an Evaluation Method

Clinical Conferences as an Evaluation Method. Margaret Delks BSN, RN, BC NUGR 550 Dr. May November, 2011. Food for Thought…. What is your experience with Clinical Conferences? When and where do you feel Clinical Conferences are best utilized? Unit setting? Clinical student debriefing?

dian
Download Presentation

Clinical Conferences as an Evaluation Method

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Clinical Conferences as an Evaluation Method Margaret Delks BSN, RN, BC NUGR 550 Dr. May November, 2011

  2. Food for Thought… • What is your experience with Clinical Conferences? • When and where do you feel Clinical Conferences are best utilized? • Unit setting? Clinical student debriefing? • What do you feel are advantages/disadvantages of Clinical Conferences?

  3. Educator Challenges • Emphasis of educational activities • Meet facility needs and goals • Enhance patient outcomes • Facilitate excellence in nursing practice • Maintain cost efficiency • Provide support and validation for programs

  4. Clinical Conferences • Shared information about a patient case, clinical scenario, clinical issue, clinical practice • Usually via presentation in a group format • Discussion among group members facilitated by a leader • Captures domains of learning- cognitive, psychomotor, affective • Support adult learning theory/principles • Learner focus is desired

  5. Clinical Conferences • Conference Types • Student presented clinical practice issue or case study • Student competency evaluated on presentation and facilitation of group • Educator presented clinical issue case study • Student competency evaluated on participation and subsequent performance/testing • Pre and Post conferences traditionally used in nursing • Nursing school • Orientation

  6. Criteria for Evaluation • Clinical Reasoning- strength of the clinical conference • Process of discussion and conclusions • Knowledge level- • presentation delivery • questioning and answers- testing/quiz • development of plan of care • Communication skills-excellent method of evaluation • Level and quality of communication • Verbal, non-verbal, written, technology • Learner participation

  7. Criteria for Evaluation • Attitude- open forum for feedback will reveal • Direct observation of discussion/results • Written evaluation • Use of rubric • Choices of topic/subject matter • Formative- evaluation during course or module (better) • Summative- final presentation (difficult for poor speakers)

  8. Criteria for Evaluation • Validity- Clarity around expectations • Rubrics, objectives- what you want the learner to do • Reliability- Much variability • Learner dependent • Nurses differ based on experience, ethics, world view

  9. Criteria for Evaluation • Educational Effect- Preparation and participation may influence • Feasibility- not only feasible- recommended method • Practicality- very practical and relevant • Efficiency- in the clinical setting with practice topics • Acceptability- can be disparity between educator and learners • Generalizability- Wide variability, not best method

  10. Conclusion • Clinical conferences good choice to evaluate many criteria • Cognitive, affective domains • Knowledge level, communication skills, attitude • Best for formative but can use for summative • Feasibility, practicality, efficiency and acceptability • May not be best choice for psychomotor domain, validity and reliability, educational effect and generalizability

  11. Conclusion • Supports adult learning theory • Need clear objectives, expectations and desired outcomes • Use rubrics or other evaluation tools • Best for clinical topics • Strong for flexibility and adaptability

  12. References • Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: A revision of bloom’s taxonomy of educational objectives. New York, NY: Longman. • Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing a guide for faculty (3rd ed.). St. Louis, MO.: Saunders Elsevier. • Gaberson, K. B., & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3rd ed.). New York, NY.: Springer. • Holmboe, E. S., & Hawkins, R. E. (2008). Practical guide to the evaluation of clinical competence. Philadelphia PA.: Mosby Elsevier. • Hsu, L. L. (2007). Conducting clinical post-conference in clinical teaching: a qualitative study. Journal of Clinical Nursing, 15251533. doi: 10.1111/j.1365-2702.2006.01751.x • Knowles, M. S., Holton, E. F., II, & Swanson, R. A. (2005). The adult learner the definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elsevier. • Polit, D. E., & Beck, C. T. (2008). Nursing research generating and assessing evidence for nursing practice (8th ed.). Philadelphia, PA: Lippincott Williams & Wilkins. • Yehle, K. S., & Royal, P. A. (2010, July/August). Changing the post clinical conference: new time, new place, new methods, equal success. Nursing Education Perspectives, 31(4), 256-258. Retrieved from www.EBSCOhost.com

More Related