Effectively Evaluating Students

1. Effectively Evaluating Students Lorrie Campbell, CST lacampbell@gtcc.edu

2. Why Do We Evaluate Students? Provide Feedback Your feedback is important to students progress as well as the care the patient receives What type of feedback are we providing Is it constructive or destructive Are you speaking in terms they can understand Let�s focus on that question!! Why do you evaluate your students? We use the evaluation tool to provide the students information about their performance. We also use it as means to communicate to the students on ways they can improve What Let�s focus on that question!! Why do you evaluate your students? We use the evaluation tool to provide the students information about their performance. We also use it as means to communicate to the students on ways they can improve What

3. Why Do We Evaluate Students? Guidelines Evaluation tools should be utilized as coaching tools Ways to help the student improve their techniques or skills Another reason we use the evaluation tool is to establish coaching methods.Another reason we use the evaluation tool is to establish coaching methods.

4. How Do We Evaluate Students???? Don�t be concerned about hurting the students feelings. All evaluations should be balanced. Not being honest with your students only hinders their progress. Don�t be concerned about hurting the students feelings. Now I am not saying insult them, but give honest feedback Don�t tell them what you think they want to hear, tell then what they need to hear. If you don�t give them something to work with they can�t improve1Don�t be concerned about hurting the students feelings. Now I am not saying insult them, but give honest feedback Don�t tell them what you think they want to hear, tell then what they need to hear. If you don�t give them something to work with they can�t improve1

5. If you don�t give them clear balanced expectations you only get half the performance.If you don�t give them clear balanced expectations you only get half the performance.

6. BENEFICIAL FEEDBACK To be effective and help build high performance, feedback needs to be balanced and honest Criticism can have both positive and negative components. Sugar coating is ineffective. Honest Feedback should consist of 80% Positive 20% Negative

7. BENEFICIAL FEEDBACK If feedback is more than 50% negative, the confidence in the students abilities will be affected.

8. HOW TO EFFECTIVELY EVAULATE STUDENTS Before evaluating the students make sure there is a clear understanding of the instructor, and in many cases, preceptor expectations. Provide feedback as soon as possible Breaks in aseptic technique Bad attitudes Think beyond what you are going to say to the results you expect to get If there are issues that come up don�t wait until the end of the day to talk about then discuss them as soon as the case is over or even right then and there if the situation allows it. If there are issues that come up don�t wait until the end of the day to talk about then discuss them as soon as the case is over or even right then and there if the situation allows it.

9. THE EVALUATION TOOL!! What information are you trying to capture in your evaluations? What style or format do you use? Who does the evaluations? Are you doing the evaluating? Are the preceptors doing the evaluating? Are the tools easy to use? SUR Folder\SUR 123 Clinical\New SUR 123 Evaluation with S1 and S2 roles.xls

10. THE EVALUATION TOOL! How frequently are you evaluating the students? How do you intend to use the information that you have gathered? Are there clear expectations for the preceptors? Do you provide an orientation before the students start clinical?

11. THE EVALUATION TOOL! When filling out the eval�s give clear examples and explanations. Always follow up with expected outcomes. Have clear reasonable goals established? Discuss these goals with both the student and the Preceptor. SUR Folder\SUR 123 Clinical\GOALS FOR SUR 123 and SUR 111.doc

12. Let�s talk about how to conduct an EVALUATION Be sure that your student has a clear understanding of what is expected and knows what they are being evaluated against. Let the student have a blank copy of the evaluation form and have them to evaluate themselves.

13. Let�s talk about how to conduct an EVALUATION 3. When going over evaluation with the student, meet where you will have privacy to discuss issues and outcomes. Set aside an adequate amount of time. Outline your goals for student in the evaluation. Be specific with you explanations. Feedback

14. Let�s talk about how to conduct an EVALUATION 6. Avoid doing all of the talking. Ask questions and let the student tell you how they feel and what they need. 7. Offer the student the option of writing an alternate point of view for the evaluation

15. Let�s talk about how to conduct an EVALUATION 8. Do your best to put the student at ease but be honest with the student. 9. Avoid focusing only on areas that need improvement. Every student wants and needs to be praised, so spend just as much, if not more, time describing what he or she is doing right. This is crucial! 10. Both the student and Instructor, or student and preceptor must sign the evaluation.

16. Helpful Hints and Suggestions! If the student gets angry at something you say, let him or her vent while you listen. Don't become defensive and argue. Even if you and the student disagree on a point, you can both express your opinions. Be careful about what you say, and make sure you have consistent expectations of all of your students. DO NOT play favorites. DOCUMENTATION!!!! DOCUMENTATION!!!! DOCUMENTATION!!!!