Evaluation of an Objective Based Formative Clinical Evaluation Tool

2.50
Hdl Handle:
http://hdl.handle.net/10755/316837
Category:
Full-text
Type:
Presentation
Title:
Evaluation of an Objective Based Formative Clinical Evaluation Tool
Author(s):
Best, Janie; Hines, Annette
Lead Author STTI Affiliation:
Mu Psi-at-Large
Author Details:
Janie Best, DNP, RN, ACNS-BC, CNL, email: bestj@queens.edu; Annette Hines, PhD, RN, CNE
Abstract:

Session presented on: Saturday, April 5, 2014

The co-investigators, as nurse educators, identified a problem with the current formative evaluation tool that was used in a beginning clinical course in a baccalaureate nursing program.  Specifically, the students and faculty reported that the tool was a cumbersome list of expected behaviors and did not facilitate documentation of student learning in the clinical setting.  Also, when using the current tool, students’ reflection on the clinical experience was minimal. As students enter the clinical setting, it is important that they receive clear feedback and guidance regarding their clinical competence. Students need well-defined expectations for clinical performance and consistent evaluation in order to progress in the acquisition of clinical knowledge.  In the study, the co-investigators described the effectiveness of a clinical evaluation tool that was used by both students and faculty.  Three focus groups were conducted to gather data using semi-structured interview style questions.  The focus groups were taped and transcribed.  Line by line analysis of the data was performed with coding and the formation of themes.  Participant checking was used to confirm the meaning constructed by the co-investigators. The study was approved by the Queens University of Charlotte Institutional Review Board and was funded by a grant from Mu Psi at-large chapter. The following themes were identified:  value, confusion/need for guidance, differing clinical experiences, critical thinking, and self-efficacy.  Implications for nursing education practice include: faculty role modeling, engaging students in reflective and critically thinking, promotion of student self-efficacy, building clinical competence based on effective faculty and student self-evaluation.
Keywords:
self-evaluation; clinical evaluation; focus groups
Repository Posting Date:
13-May-2014
Date of Publication:
13-May-2014
Conference Date:
2014
Conference Name:
Nursing Education Research Conference 2014
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing; National League of Nursing
Conference Location:
Indianapolis, Indiana, USA
Description:
Nursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolis

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.type.categoryFull-texten_GB
dc.typePresentationen_GB
dc.titleEvaluation of an Objective Based Formative Clinical Evaluation Toolen_GB
dc.contributor.authorBest, Janieen_GB
dc.contributor.authorHines, Annetteen_GB
dc.contributor.departmentMu Psi-at-Largeen_GB
dc.author.detailsJanie Best, DNP, RN, ACNS-BC, CNL, email: bestj@queens.edu; Annette Hines, PhD, RN, CNEen_GB
dc.identifier.urihttp://hdl.handle.net/10755/316837-
dc.description.abstract<p>Session presented on: Saturday, April 5, 2014</p>The co-investigators, as nurse educators, identified a problem with the current formative evaluation tool that was used in a beginning clinical course in a baccalaureate nursing program.  Specifically, the students and faculty reported that the tool was a cumbersome list of expected behaviors and did not facilitate documentation of student learning in the clinical setting.  Also, when using the current tool, students’ reflection on the clinical experience was minimal. As students enter the clinical setting, it is important that they receive clear feedback and guidance regarding their clinical competence. Students need well-defined expectations for clinical performance and consistent evaluation in order to progress in the acquisition of clinical knowledge.  In the study, the co-investigators described the effectiveness of a clinical evaluation tool that was used by both students and faculty.  Three focus groups were conducted to gather data using semi-structured interview style questions.  The focus groups were taped and transcribed.  Line by line analysis of the data was performed with coding and the formation of themes.  Participant checking was used to confirm the meaning constructed by the co-investigators. The study was approved by the Queens University of Charlotte Institutional Review Board and was funded by a grant from Mu Psi at-large chapter. The following themes were identified:  value, confusion/need for guidance, differing clinical experiences, critical thinking, and self-efficacy.  Implications for nursing education practice include: faculty role modeling, engaging students in reflective and critically thinking, promotion of student self-efficacy, building clinical competence based on effective faculty and student self-evaluation.en_GB
dc.subjectself-evaluationen_GB
dc.subjectclinical evaluationen_GB
dc.subjectfocus groupsen_GB
dc.date.available2014-05-13T16:43:39Z-
dc.date.issued2014-05-13-
dc.date.accessioned2014-05-13T16:43:39Z-
dc.conference.date2014en_GB
dc.conference.nameNursing Education Research Conference 2014en_GB
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen_GB
dc.conference.hostNational League of Nursingen_GB
dc.conference.locationIndianapolis, Indiana, USAen_GB
dc.descriptionNursing Education Research Conference 2014 Theme: Nursing Education Research, held in Hyatt Regency Indianapolisen_GB
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