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; 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
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleEvaluation of an Objective Based Formative Clinical Evaluation Toolen
dc.contributor.authorBest, Janieen
dc.contributor.authorHines, Annetteen
dc.contributor.departmentMu Psi-at-Largeen
dc.author.detailsJanie Best, DNP, RN, ACNS-BC, CNL; Annette Hines, PhD, RN, CNEen
dc.identifier.urihttp://hdl.handle.net/10755/316837-
dc.description.abstractSession 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.en
dc.subjectself-evaluationen
dc.subjectclinical evaluationen
dc.subjectfocus groupsen
dc.date.available2014-05-13T16:43:39Z-
dc.date.issued2014-05-13en
dc.date.accessioned2014-05-13T16:43:39Z-
dc.conference.date2014en
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
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