1. Joan E. Edwards, RNC, CNS, PhD(c) Associate Clinical Professor Fulbright Scholar - Indonesia 2011-2012 Texas Woman’s University – Houston, Texas

4. TIP T Technical know-how Thinking (Critical) I Interpersonal Effectiveness P Professional Role Behaviors

5. EAR E Expectations A Accountability R Reinforcement (feedback)

6. TRACKS (Wiseman, 1994) T Technical Skill Development R Responsiveness to increasing # of client variables A Ability to organize/manage complex assignments. Achieve increasing independence in decision-making and clinical judgment. C Complex care demands – able to manage K Knowledge to recognize typical & atypical response patterns S Safety

7. W hat to wear, what the dress code is for a nursing student to go to the clinical agency or represent the nursing program in the community W hat to bring. Bandage scissors, watch with 2 nd hand, stethoscope, school ID W hat time to be there. They will learn to plan. (part of nursing process) W here to park cars or motor bikes. W hich unit to get to and how to get there. W hat time they will plan to leave for their post conference and home. W here and how they can locate you. You are their lifeline.

8. Give to student at the beginning of the course Base on program and course objectives (peran dan fungsi perawat profesional permula sama objective2 mata kulia yg dihubungkan dengan bagian praktik) Safe care should be addressed on every clinical evaluation tool (e.g. medication safety in administration)

9. Observation Written Oral Simulation Self-evaluation (Billings & Halstead, 2009)

10. Anecdotal notes Checklists Rating scales Videotapes

11. Progress notes, objective in nature re. student performance or behaviors Utilized for formative and summative evaluation

12. List of objective, items or performance indicators/criteria Dichotomous response: satisfactory/ unsatisfactory or yes/no Good for nursing skills checklist

13. Clinical Evaluation Tool – 1 st Semester; 1 st day or week Meet the dress code & professional behavior outlined by the nursing program and the hospital or clinical agency. Determine if vital signs are abnormal. Assess peripheral pulses. 1.Apply principles of infection control 2. Verify identity of the client 3. Assess client’s discomfort or pain 4. Protect client from injury 5. Identify changes in respiratory status 6. Document client care 7. Notify others of client’s change in status

14. Student nurse clinical behavior rating scale (rating code: 1 = marginal; 2 = fair; 3 = satisfactory; 4 = good; 5 = excellent; n/a = not applicable) ___1. Serves as patient caregiver (independently, providing timely patient care) ___2. Functions in the role of team member ___3. Uses correct procedure when performing nursing interventions ___4. Relates self-evaluation to clinical learning objectives ___5. Displays positive behavior when given feedback

16. Videotapes http://www.youtube.com/watch?v=chMd3jjfr mo&feature=relmfu (CPR simulation) http://www.youtube.com/watch?v=chMd3jjfr mo&feature=relmfu http://www.youtube.com/watch?v=B- KxEFVJ33o (simulation with fluids, etc.) http://www.youtube.com/watch?v=B- KxEFVJ33o

17. Charting/progress notes Concept maps Care plans Process recordings Paper and pencil tests Web-based strategies

18. Evaluation of: students’ processing of relevant patient data Capability of using appropriate terminology Evidence of critical thinking

24. Written student/patient interpersonal communication skill encounters. Form of student self- reflection and evaluation.

25. Used for basic knowledge assessment Any format acceptable Pre-clinical, post clinical conference or during slow times

26. Adds variety to evaluation methodologies Incorporates new technology Can be used for case presentations

27. Student interviews & case presentation Case presentations Clinical conferences

31. Interactive multi-media patient simulators Role play and clinical scenarios Standardized patient examinations

36. Self-reflection; Self-evaluation Clinical portfolios Journals and Logs

37. Self-reflection – introspective process Self-evaluation – self assessment in relation to a specific activity

40. Clinical Evaluation Tool – 1 st Semester; 1 st day or week Meet the dress code & professional behavior outlined by the nursing program and the hospital or clinical agency. Determine if vital signs are abnormal. Assess peripheral pulses. 1.Apply principles of infection control 2. Verify identity of the client 3. Assess client’s discomfort or pain 4. Protect client from injury 5. Identify changes in respiratory status 6. Document client care 7. Notify others of client’s change in status

41. Types: 1. Motivational – positive feedback 2. Informational – Corrective feedback in a positive manner 3. Developmental – advice that helps a student to reach higher levels of performance (higher, more complex levels of nursing practice)

42. Issue I Issue S Solutions S State options for improvement U Use reinforcement for positive responses E Exit

43. 1. What was supposed to happen? 2. What actually happened? 3. What accounts for any difference? 4. What can be learned? (so this doesn’t happen again)

44. Billings, D.M. & Halstead, J.A. (2009). Teaching in Nursing: A Guide for Faculty (3 rd Edit.). St. Louis, Missouri: Saunders Elsevier. McDonald, M. E. (2007). The Nurse Educator’s Guide to Assessing Learning Outcomes (2 nd Edit.). Sudbury, Massachusetts: Jones and Bartlett Publishers. Rayfield, S.W. & Manning, L. (2006). Pathways of Teaching Nursing: Keeping it Real. Bossier City, Louisiana: ICAN Publishing Inc.