1. “Strategies for Effective Clinical Teaching and Evaluation” Assessment & Evaluation – (Part 2) Patricia A. Mahoney, MSN, RN, CNE This presentation is a portion of one presented at ASUCONHI May 2, 2007 Used with permission of P. A. Mahoney – All rights reserved

2. Assessment & Evaluation Assessment & Evaluation in nursing education is a complicated issue! There is a large debate about the tools that we use to measure learning Traditionally nursing education has focused on evaluation via multiple-choice items - There is a current trend of spending money to utilize standardized testing

3. There are other ways to assess learners' progress and learning!

4. Let’s make some puzzle pieces fit!

5. Essential Considerations

6. Assessment Provides a way to measure learners' demonstration of learning It helps us answer the questions: – "How much did they learn?" – "How well did they learn it?" – "How well did we teach it?" Performance, not placing value - reporting learners’ achievement

7. Learners benefit most when assessment is provided on a regular, ongoing basis. Assessment should be seen as an opportunity to promote learning rather than as a judgment, it shows learners their strengths and suggests how they can develop further. Learners can use this information to redirect efforts, make plans, and establish future learning goals.

8. Essential Considerations (cont) Assessment should be carried out in a variety of ways in various environments Learners particularly benefit when they participate in developing the assessment criteria. Consistent feedback is particularly important

9. Learner Assessment Should: Improve Performance Be a Feedback Tool Be Consistent with Course Goals

10. Evaluation Both a process and a product; the word ‘evaluation’ refers to the process of systematically and objectively determining the merit, worth and value of things, and it also denotes the products of that process

11. Evaluation (cont) It is a process that includes data collection, the subsequent interpretation of the data, and the formation of judgments and conclusions about the meaning of data. The process through which educators judge the quality of work – grading - to indicate its strengths and its weaknesses (Scriven 1991)

12. Considerations for Evaluation Select instrument(s) Collect & interpret data Report findings Utilize findings Determine purpose of the evaluation Time frame When to evaluate Who are evaluators Determine design or framework Billings (2005), pp. 445-446

13. Evaluation Learner performance is evaluated from the information collected through assessment activities. Educators use their insight, knowledge about learning, and experience with learners, along with the specific criteria they establish, to make judgments about learners performance in relation to learning outcomes.

14. Evaluation Identify learning outcomes for every activity to make clear what the learner is expected to know and be able to do It is helpful for learners to be involved in establishing criteria in this way they understand what is expected of them.

15. Evaluation Evaluate learners' levels of performance in relation to established criteria. Evaluation of each learner's performance is based on the assessment data collected and is compared to the established criteria.

16. Assessment & Evaluation Teaching, assessing and evaluating are intertwined Assessment is used to promote and diagnose learning Emphasis is learning from errors Desired learning is evaluated directly through observations, papers, projects, performances, portfolios, etc. Professor and learners - learn together

17. Types of Assessment & Evaluation Formative assessment – Takes place during the program or learning activity – Identifies progress & how to improve

18. Types of Assessment & Evaluation Summative evaluation – Data collected at end of program or learning activity – What extent outcomes were met – Assign grade – Pass/Fail or specific grade – Nothing can be done to alter

19. AssessmentGrades FormativeSummative DiagnosticFinal Non-JudgmentalEvaluative PrivateAdministrative Often AnonymousIdentified PartialIntegrative SpecificHolistic Mainly SubtextMostly Text SuggestiveRigorous Usually Goal-DirectedUsually Content-Driven http://www.siue.edu/~deder/assess/cats/gradesv.html SummativeFormative

20. How does the learner know what is expected of them during a given clinical experience?

21. Clinical Objectives/Learning Activities Clinical Objective – need to design learning activities to meet objective Learning activities – – Instructional strategies – Learner center – Designed to facilitate acquisition of Knowledge Competencies Behaviors Values

22. Learning Activities Purposeful Planed – related to desired outcome Organized Articulate with previous learning Provide a base for subsequent learning Occur before, during and after clinical experience In writing for learners and staff

23. CLINICAL FOCUS SHEET: Clinical Objective: Administer influenza vaccine to selected clients Prior to the Experience: 1.Review injection techniques. 2.Complete a medication card on the influenza vaccine. 3.Practice utilizing carpujet. During the Clinical Experience: 1.Attend pre-clinical conference. 2.Determine if assigned client has a medical prescription for flu vaccine. 3.Determine if assigned clients have consented to flu vaccine administration. 4.Assess assigned clients for risk factors for flu vaccine. 5.Administer flu vaccine with faculty assistance. 6.Chart vaccine administered according to agency protocol. 7.Attend post conference. Following Clinical Experience: 1.Review injection techniques. 2. Submit a journal entry noting caring behaviors you utilized and teaching principles incorporated