Saint Marys University Bayombong, Nueva Vizcaya Graduate School

IN PARTIAL FULLFILMENT OF THE COURSE REQUIREMENTS IN MSN 104: CLINICAL TEACHING

Submitted by: MARK JOSEPH S. TUNAC, RN Student

Submitted to MARISSA LYN A. LABANGCOC, RN, MSN Instructor

MSN 104: Clinical Teaching

Unit 4- Clinical Evaluation Clinical Evaluation Overview Clinical evaluation methods are strategies for assessing learning outcomes in clinical practice . Clinical evaluation is a process by which judgments are made about learners competencies in practice. Evaluation in the clinical setting is the process of collecting data in order to make a judgment concerning the students competencies in practice based on standards or criteria. Clinical evaluation is not an objective process; it involves subjective judgments of the teacher and others involved in the process. Three dimensions of student involve in evaluation: Cognitive (intelligence), Affective (emotions), Psychomotor (Skills). Norm- referenced evaluation VS. Criterion-referenced evaluation Norm- referenced evaluation Criterion-referenced evaluation Students clinical performance is compared Comparison of the students performance with with the performance of other students in the a set of criteria. course Formative and Summative Clinical Evaluation Formative Clinical Evaluation Formative evaluation in clinical practice provides feedback to learners about their progress in meeting the outcomes of the clinical course Clinical Evaluation Strategies Clinical evaluation methods are strategies for assessing learning outcomes in clinical practice. Clinical Evaluation using Direct Observation: Checklist Direct Observation The main strategy for evaluating clinical performance .
Prepared by: Mark Joseph S. Tunac, RN Page 2

Summative Clinical Evaluation Designed for determining clinical grades because it summarizes competencies the student has developed in clinical practice.

MSN 104: Clinical Teaching

It is the most obvious form of assessment: watch someone doing something to see if they can do it properly. It is the recommended default form for competency-based programs. Factors affecting clinical evaluation (Direct Observation): Teachers values, attitudes, and biases. Many aspects of performance on which the teacher may focus attention. Incorrect judgments about the observation. Direct Observation: Checklist Checklist A checklist contains specific behaviours or activities to be observed with a place for marking whether they were present during the performance (Nitko & Brookhart, 2007). A guide used for assessing a student on a particular day against a list of specific 'criteria' that should be reached at a certain time. Checklists can be used on all studens on a regular basis to enable you to plan for each students needs. Checklist is a list of specific traits or behavior arranged in logical order. Checklist usually offers a yes/no format in relation to student demonstration of specific criteria. This is similar to a light switch; the light is either on or off. They may be used to record observation of an individual, a group or a whole class. Characteristics of a checklist: positive, short, descriptive, understandable, parallel in constructions, objective, not judgmental, not repeated, and representative of behavior Purpose of Checklist provide tools for systematic recording of observations provide tools for self-assessment provide samples of criteria for students prior to collecting and evaluating data on their work record the development of specific skills, strategies, attitudes and behaviors necessary for demonstrating learning Clarify students' instructional needs by presenting a record of current accomplishments.
Prepared by: Mark Joseph S. Tunac, RN Page 3

MSN 104: Clinical Teaching

Advantage of Checklist observation Easy, quick efficient Dont have to be trained to use it It is a fast way of presenting a great deal of information It can be used as part of a longitudinal study. It can be regularly repeated to assess developmental progress. Focus on many behavior at one time Disadvantage of Checklist observation It may allow you narrow and limited information. The checklist may not give a true picture of students performance It may be tempting to put a tick against a skill you think a student has achieved therefore you are not being objective and may disadvantage the student Tips for Developing Checklists Use checklists in relation to outcomes and standards. Use simple formats that can be understood by students and that will communicate information about student learning to parents. Ensure that the characteristics and descriptors listed are clear, specific and observable. Encourage students to assist with constructing appropriate criteria. For example, what are the descriptors that demonstrate levels of performance in problem solving? Ensure that checklists are dated to track progress over time. Leave space to record anecdotal notes or comments. Use generic templates that become familiar to students and to which various descriptors can be added quickly, depending on the outcome(s) being assessed. Provide guidance to students to use and create their own checklists for self-assessment purposes and as guidelines for goal setting.

Prepared by: Mark Joseph S. Tunac, RN

Page 4

MSN 104: Clinical Teaching

Sample of Checklist Checklist for Insertion of a Peripheral IV Line Name _____________________________Date ____________________________ School _____________________________________________________________ Instructor ___________________________________________________________ Course _____________________________________________________________ Insertion of a Peripheral IV Line Able to Perform Able to Unable Initials Perform to and with Perform Date Assistance

General Guidelines 1. Check physicians order. 2. Prepare child and family. 3. Check child for allergies, especially allergies to tape, latex, and povidone-iodine. 4. Gather equipment. 5. Wash hands. 6. Choose site and type of device. a. Use most distal portion of vein found. b. Avoid using dominant hand if possible. c. Avoid bony prominences. d. Avoid inserting IV through an infection or rash. 7. Apply a warm compress over the area if needed. 8. Put on gloves. 9. Position child. a. For scalp vein insertion, use a mummy restraint. b. For infants and children who are unable to fully cooperate, have a second nurse restrain as necessary. 10. Cleanse the insertion site by using povidoneiodine or alcohol; use a circular motion moving outward from the puncture site.
Prepared by: Mark Joseph S. Tunac, RN Page 5

MSN 104: Clinical Teaching

Insertion of a Peripheral IV Line Able to Perform Able to Unable Initials Perform to and with Perform Date Assistance

a. If using povidone-iodine allow to dry for 1 2 minutes. b. If povidone-iodine makes it difficult to visualize the vein, it can be wiped off with alcohol. c. If using alcohol alone, scrub site until last applicator is visually clean.

References: Checklists, Rating Scales and Rubrics (Assessment). (2008, October 1). Retrieved August 17, 2012, from http://www.learnalberta.ca: http://www.learnalberta.ca/content/mewa/html/assessment/checklists.html My Notes – Early Childhood Education Diploma Blog Archive » Observation using Checklist Method. (2009, April 23). Retrieved August 8, 2012, from http://www.irenelaw.net: http://www.irenelaw.net/2009/04/23/observation-usingchecklist-method/ Bradshaw, M., & Lowenstein, A. (2011). Innovative Teaching Strategies in Nursing and Related Health. Sudbury: Jones and Bartlett Publishers, LLC. Gaberson, K. B., & Oermann, M. H. (2010). Clinical Teaching Strategies in Nursing (3rd ed.). New York, United States of America: Springer Publishing Company. Young, S. (2003). Teaching Strategies For Nurse Educators. Upper Saddle, New Jersey : Pearson Education Inc.

Prepared by: Mark Joseph S. Tunac, RN

Page 6