1. Patricia A. Mahoney, MSN, RN, CNE
“Strategies for Effective Clinical Teaching and Evaluation” Assessing Clinical Competence (Part 4)
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. This Section Includes:
Assessment of:
Knowledge
Skills
Attitudes
Strategies for Assessing Clinical Competence
Educator’s Responsibilities
Giving Feedback

3. Knowledge
Widely tested by a range of methods e.g. multiple choice question
Standardized testing
NCLEX®

4. Skills Clinical skills and abilities
Traditionally these have been tested by asking learners to care for a patient or patients, asking them to assess, develop and implement a plan of care and evaluate that care – faculty observe, assess and evaluate
Technical skills and abilities
Skill lab evaluations
Competency Performance Examinations (CPE)

5. Attitude Clinical judgement Interaction with patients and relatives
Ethics
Reliability
Professional development
Teamwork
Image or appearance.

6. Strategies for Assessing Clinical Competence
Piercey suggests that clinical competencies can be assessed by:
Written communication methods:
Case studies
Journaling
Self-assessment
ADDITIONALLY
Observation
Critical incidents
Piercey, C. (1995). Assessing clinical competencies. In Summers, L. (Ed), A Focus on Learning, p Proceedings of the 4th Annual Teaching Learning Forum, Edith Cowan University, February Perth: Edith Cowan University.

7. Self-Evaluation
Useful in formative evaluation of clinical practice as learners can identify their progress towards meeting specific goals.
Include journaling, videotape (skills) and self-rating scales
Can use clinical evaluation tool
Goal of self-evaluation is to have learners work towards an independent state where they will eventually be able to judge and act upon their own behaviors.

8. Observation
In many instances competence cannot be observed directly, it can only be inferred from assessment – communication in mental health
Generally based on one sample of the learner's performance, because it is impossible for the educator to be present in all clinical situations

9. Observation
Since inference on the learner's competence cannot be made from one situation, an adequate number of observations need to be recorded

10. Clinical Considerations
When evaluating learners
If objectives are not met → learners need to repeat →delay in completing education → financial burden or removal from program
Clinical evaluations
Learners held to standards of RN
State Nurse Practice Acts (minimal competence)
Learners are accountable for own actions

11. Educators’ responsibilities:
Communicate expectations to learners
evaluation tool given at beginning of semester
course requirements and grading criteria included in syllabus

12. Educators’ responsibilities:
Determine if learner can successfully transfer knowledge to clinical arena
Provide formative evaluations (positive & negative) and maintain privacy
Maintain anecdotal records (formative evaluation), share with learner
Educators have ethical & legal responsibility to deny academic progress

13. Feedback may be given in a variety of ways:
Immediately after a student has performed a procedure or during the clinical experience.
Via written feedback on care plans in which rationale for actions is questioned or the student’s choice of actions, or comments about observations made during the care.
Observation checklists - these provide set criteria that a student should meet.
Anecdotal notes – various formats may be utilized.
Conferences at set times to discuss progress; these should always be at mid-term and the end of a term but may be at other times.

14. Educators’ responsibilities – unsatisfactory performance:
Provide learning contracts for learners not meeting objectives
Learner understands that there will be increased observation & evaluation
If unsafe can withdraw learner
Maintain effective communication
Maintain privacy
Provide due process

15. Something to consider . . .
Another facet of assessment is your own self-assessment for how well you are doing as a learner or educator
Beginning with classroom research and continuing with a document called an educator’s dossier or portfolio, this is a collection of reflections, samples of learner work, improvements on the syllabus, comparisons with other courses, and many other products of your teaching.

16. TO SUMMARIZE
“When we observe students while they are learning and collect frequent feedback from them, we can learn much about how they learn and, more specifically, about how they respond to particular teaching practices.”
(Angelo & Cross, 1993) 

17. Your Journey Assessment & Evaluation are challenging undertakings!
I wish you well as you head down this winding road
May the detours be short and the journey fulfilling

18. © 2007 Patricia Mahoney