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


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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Clinical Outcomes and Competencies♦ Represent what is evaluated in clinical practice ♦ Need to be specific enough to guide clinical

evaluation

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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

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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

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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

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chapter 13 ppt eval & testing 4e formatted 01.10 mo checked

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