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Clinical Evaluation Tools
Copyright 2008 by The Health Alliance of MidAmerica LLC
6-2
Objectives Discuss a variety of clinical evaluation tools. Discuss the development and use of a clinical
performance rubric. Discuss methods of providing feedback
to students. Compare the traditional nursing care plan with the
concept map. Discuss how to develop positive student-faculty
relationships. Practice using the performance rubric for a
selected case study.
6-3
Clinical Evaluation Tools
Direct Observation Preceptor Observation Anecdotal Notes Clinical Performance Rubrics
6-4
Tools for Evaluation: Assignments
Journaling/Reflection Papers Process Recordings Portfolios Patient Assessment Tools Nursing Care Plans Concept Maps Student Self-Evaluation
6-5
Observation
Observation Guides
• Checklists
• Simulation Lab Direct Clinical Observation
• Anecdotal Notes
• Clinical Rubrics
• Preceptor Observation
6-6
What is a clinical performance rubric? Predetermined behaviors/criteria Delineates safe and satisfactory student
performance Derived from course outcomes Describes different levels of quality such as:
• Satisfactory• Needs Improvement• Unsatisfactory
6-7
Why develop a clinical rubric?
Provide new students with expected behaviors Provide students with a concrete view of
their performance Identification of poor levels of performance early Provide new faculty with examples of behaviors
6-8
Rubric Rating Scale Examples
Clinical Competence Rating Scale
• Independent
• Supervised
• Assisted
• Marginal
• Dependent
• Not Applicable
• Not Observed
Keele University Clinical Criteria
• Outstanding
• Very good
• Good
• Average
• Poor
• Unacceptable
• Not Assessed
6-9
Faculty Guidelines for Clinical Rubric Management Give student a copy of the rubric Allow student to review and ask questions Checkmark the behaviors observed Write comments in space available Give student a copy of the rubric with feedback Review your comments with the student
6-10
Example of Clinical Outcomes
1. Provide care for clients in a variety of settings based on the relationship of the client, health, and environment.
2. Demonstrate professional nursing knowledge, attitudes, and behaviors in the delivery of person-oriented health care.
3. Apply critical thinking skills when caring for clients in a variety of settings.
4. Employ effective communication with clients, health team members, faculty, and peers.
5. Implement therapeutic nursing interventions to meet client needs.
6-11
Clinical Outcome 1.1a Identifies disease processes, psychological and
sociocultural factors that affect the client's health
SatisfactoryThe student defines/describes patient’s primary medical diagnosis and/or surgical intervention.
Needs Improvement
The student defines patient’s medical diagnosis or surgical intervention with assistance of faculty.
UnsatisfactoryThe student is unable to identify patient’s primary medical diagnosis or surgical procedure.
6-12
Patient Assessment
May accompany the nursing care plan and/or concept map
Graded weekly
One assessment per assigned patient
Configuration may vary
6-13
Patient Assessment
Patient Demographics Chief Complaint History Current/Past Medical & Surgical Allergies and Current Medications IV Information Laboratory, Diagnostic Tests, and Procedures Physician Orders Pathophysiology Review
6-14
Nursing Care Plan
Application of nursing process Preparation for clinical experience Standardized format Key points for evaluation Formative evaluation Graded
6-15
Nursing Care Plans
Advantages
• Standard approach or format
• Thought to show critical thinking
• Helpful in learning to think like a nurse Disadvantages
• Standardized care plans
• Use of critical thinking skills
• Linear approach
• Real nurses do not write care plans
6-16
Concept Maps
Diagrammatic strategy Demonstrates relationships Organizes data Used in place of nursing care plans Formative evaluation Graded
6-17
Concept Maps
Advantages
• Synthesis of knowledge
• Less writing
• Shows student understanding Disadvantages
• Map may be large
• No two will be alike in format
• Attractiveness may influence assessment
6-18
Concept Maps
Types of Maps
• Pathophysiologic Focus
• Nursing Care Focus
• Combination Pathophysiologic and Nursing Care Focus
6-19
Clinical Evaluation Activity
Handouts Needed:
• Student Scenario
• Clinical Performance Rubric
• Patient Assessment Tool
• Nursing Care Plan
• Concept Care Map
6-20
Clinical Evaluation Activity
Issues
Concerns
Likes and Dislikes
What if…?
6-21
Student Self-Evaluation
Clinical performance
Strengths
Areas of improvement
Strategies for improved performance
6-22
Student-Faculty Relationships
Positive relationships require:
• Confidence
• Respect
• Realistic clinical expectations
• Honest and direct
• Approachable
• Caring behaviors
• Support and encourage
Gaberson & Oermann, 1999
6-23
Summary: What was accomplished? Introduced a variety of clinical evaluation tools available
to faculty. Discussed the development and use of a clinical
performance rubric. Reviewed guidelines for providing clinical feedback to
students. Compared the traditional nursing care plan with the
concept care map. Discussed how to develop positive student-faculty
relationships. Practiced using the clinical performance rubric based
on a case scenario.