Using the FOCUS PDCA (Find, Organize, Clarity, Understand, Select, Plan, Do, Check, Act) Framework To Revise an Undergraduate Nursing Clinical Evaluation Tool

2.50
Hdl Handle:
http://hdl.handle.net/10755/308228
Category:
Abstract
Type:
Presentation
Title:
Using the FOCUS PDCA (Find, Organize, Clarity, Understand, Select, Plan, Do, Check, Act) Framework To Revise an Undergraduate Nursing Clinical Evaluation Tool
Author(s):
Grantham, Carol Hall; Kirkendoll, Kenya D.; Sims, Traci; DiFalco, Nancy A.
Lead Author STTI Affiliation:
N/A
Author Details:
Carol Hall Grantham, PhD, CPNP-PC, cgrantham@gsu.edu; Kenya D. Kirkendoll, MSN, MPH, RN; Traci Sims, BS, MS; Nancy A. DiFalco, BSN, MSN
Abstract:

Session presented on: Tuesday, November 19, 2013

Clinical education which complements didactic instruction is foundational to nursing education. Clinical experiences provide pre-licensure nursing students the opportunity to apply and relate theoretical content to real patient situations in clinical settings. Clinical instructors in these settings must provide guidance and support to facilitate students’ professional development into competent, conscientious nurses. When assessing mastery of clinical proficiencies, an evaluation tool based on evidence based principles and sound research is vital. The presentation will describe use of the FOCUS-PDCA (Find, Organize, Clarify, Understand, Select, Plan, Do, Check, Act) model as a seminal organizational framework as revisions to an undergraduate clinical evaluation tool were completed. With use of this model, consistency was maintained throughout revisions to the clinical evaluation tool in order to ensure that clinical faculty can effectively evaluate whether or not undergraduate nursing students’ are competent and capable of providing evidence based, safe, quality patient care.

With the revisions to the clinical evaluation tool, it was important that adherence to the Essentials of Baccalaureate Education and Professional Nursing and Quality and Safety Education for Nurses (QSEN) indicators was maintained. In addition, after applicable revisions, the evaluation tool included more content specific evaluative criteria. Additionally, the revised evaluation form was designed to facilitate dialogue and mutual goal setting between the clinical instructor and student. This approach supports the belief that students should have both input and ownership with the evaluation process.

The opportunities and obstacles that were faced, and overcome, throughout this process will also be discussed. A positive outcome would be for other nursing programs currently undergoing revision of their clinical evaluation tool to be able to benefit and learn from the process that our faculty went through in order to maintain evidence based practice for continuous quality improvement in the education of undergraduate nursing students.

Keywords:
evaluation; FOCUS-PDCA; clinical
Repository Posting Date:
19-Dec-2013
Date of Publication:
19-Dec-2013
Conference Date:
2013
Conference Name:
42nd Biennial Convention
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriott
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryAbstracten_GB
dc.typePresentationen_GB
dc.titleUsing the FOCUS PDCA (Find, Organize, Clarity, Understand, Select, Plan, Do, Check, Act) Framework To Revise an Undergraduate Nursing Clinical Evaluation Toolen_GB
dc.contributor.authorGrantham, Carol Hallen_GB
dc.contributor.authorKirkendoll, Kenya D.en_GB
dc.contributor.authorSims, Tracien_GB
dc.contributor.authorDiFalco, Nancy A.en_GB
dc.contributor.departmentN/Aen_GB
dc.author.detailsCarol Hall Grantham, PhD, CPNP-PC, cgrantham@gsu.edu; Kenya D. Kirkendoll, MSN, MPH, RN; Traci Sims, BS, MS; Nancy A. DiFalco, BSN, MSNen_GB
dc.identifier.urihttp://hdl.handle.net/10755/308228-
dc.description.abstract<p>Session presented on: Tuesday, November 19, 2013</p>Clinical education which complements didactic instruction is foundational to nursing education. Clinical experiences provide pre-licensure nursing students the opportunity to apply and relate theoretical content to real patient situations in clinical settings. Clinical instructors in these settings must provide guidance and support to facilitate students’ professional development into competent, conscientious nurses. When assessing mastery of clinical proficiencies, an evaluation tool based on evidence based principles and sound research is vital. The presentation will describe use of the FOCUS-PDCA (<b>F</b>ind, <b>O</b>rganize, <b>C</b>larify, <b>U</b>nderstand, <b>S</b>elect, <b>P</b>lan, <b>D</b>o, <b>C</b>heck, <b>A</b>ct) model as a seminal organizational framework as revisions to an undergraduate clinical evaluation tool were completed. With use of this model, consistency was maintained throughout revisions to the clinical evaluation tool in order to ensure that clinical faculty can effectively evaluate whether or not undergraduate nursing students’ are competent and capable of providing evidence based, safe, quality patient care. <p>With the revisions to the clinical evaluation tool, it was important that adherence to the Essentials of Baccalaureate Education and Professional Nursing and Quality and Safety Education for Nurses (QSEN) indicators was maintained. In addition, after applicable revisions, the evaluation tool included more content specific evaluative criteria. Additionally, the revised evaluation form was designed to facilitate dialogue and mutual goal setting between the clinical instructor and student. This approach supports the belief that students should have both input and ownership with the evaluation process. <p>The opportunities and obstacles that were faced, and overcome, throughout this process will also be discussed. A positive outcome would be for other nursing programs currently undergoing revision of their clinical evaluation tool to be able to benefit and learn from the process that our faculty went through in order to maintain evidence based practice for continuous quality improvement in the education of undergraduate nursing students.en_GB
dc.subjectevaluationen_GB
dc.subjectFOCUS-PDCAen_GB
dc.subjectclinicalen_GB
dc.date.available2013-12-19T17:28:34Z-
dc.date.issued2013-12-19-
dc.date.accessioned2013-12-19T17:28:34Z-
dc.conference.date2013en_GB
dc.conference.name42nd Biennial Conventionen_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.description42nd Biennial Convention 2013 Theme: Give Back to Move Forward. Held at the JW Marriotten_GB
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission.en_GB
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