Analysising Current Student Assessment Practices in Clinical Settings
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Analysising Current Student Assessment Practices in Clinical Settings
Establishing the competency and safe practice of a student is never more valuable then with the provision of patient care. In nursing education, instructors are not only responsible for assessing student progress towards course objectives, they are responibile for ensuring the student has demonstrated the ability of safe practice as well as extending learning beyond a task mentality to include application of critical reasoning (Henderson, 2012). The challenge is to determine criteria and develop a tool with sufficient written, non-task driven standards that can guide clinical instructors in evaluation (Henderson, 2012). Many evaluation tools have been developed in an effort to produce valid and reliable results. Examples of clinical evalution tools are direct observation of patient interaction, simulation, care plans, portfolios, journals, scenarios, case presentations, videotaping or recordings, self-evaluations and self-reflections, as well as written or oral tests.).
Research Analyses of Evaluation
A literary review of research regarding evaluation of students in clinic settings was conducted to analysis current evidenced-based practice. Three articles were selected for review with focus placed on the three of the many evaluation methods currently applied to clinical assessement; Simulation, Structured Observation and Assessment of Practice (SOAP), and Self-assessment. The use of simulation was assessed in two of the articles reviewed with favorable results.
One project was called the Simulation and Practice Learning Project which was conducted in 17 educational institutions with the goals of determine for simulation could be successfully used as part of the clinical experience to promote safe and effective direct patient care skills without placing the student at a disadvantage (Fitzgerald, Gibson, and Gunn, 2010). Although simulation was the primary focus of the project, several...
Establishing the competency and safe practice of a student is never more valuable then with the provision of patient care. In nursing education, instructors are not only responsible for assessing student progress towards course objectives, they are responibile for ensuring the student has demonstrated the ability of safe practice as well as extending learning beyond a task mentality to include application of critical reasoning (Henderson, 2012). The challenge is to determine criteria and develop a tool with sufficient written, non-task driven standards that can guide clinical instructors in evaluation (Henderson, 2012). Many evaluation tools have been developed in an effort to produce valid and reliable results. Examples of clinical evalution tools are direct observation of patient interaction, simulation, care plans, portfolios, journals, scenarios, case presentations, videotaping or recordings, self-evaluations and self-reflections, as well as written or oral tests.).
Research Analyses of Evaluation
A literary review of research regarding evaluation of students in clinic settings was conducted to analysis current evidenced-based practice. Three articles were selected for review with focus placed on the three of the many evaluation methods currently applied to clinical assessement; Simulation, Structured Observation and Assessment of Practice (SOAP), and Self-assessment. The use of simulation was assessed in two of the articles reviewed with favorable results.
One project was called the Simulation and Practice Learning Project which was conducted in 17 educational institutions with the goals of determine for simulation could be successfully used as part of the clinical experience to promote safe and effective direct patient care skills without placing the student at a disadvantage (Fitzgerald, Gibson, and Gunn, 2010). Although simulation was the primary focus of the project, several...