Evaluating student’s competency in the clinical practice setting is challenging for the instructor and students. Nevertheless, for students in the health professions, evaluation of learning takes on various measurements in terms of ensuring students are competent, and can practice safely. Clinical teaching is a critical component of undergraduate nursing programs throughout the world and the evaluation of clinical performance is an integral part of the program. Evaluation of clinical performance is an assessment of whether a learner has achieved the educational outcomes. Healthcare professional students are expected to master course objectives and clinical skills.
This paper is a critique of the effectiveness and ineffectiveness of an evaluation
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Formative evaluation provides students with feedback, observation, self-assessment, curriculum-based measurement and developing portfolios and required clinical competencies. Formative evaluation may be used by instructors to improve their teaching and students to improve their learning. Billings and Halstead (2012) describes formative evaluation as a toll useful in the process to guide revision and facilitates improvements through the use of discussion, feedback and student participation. Formative evaluation may be used as a diagnostic …show more content…
Summative assessments provide essential information about students ' overall learning as well as indications of the quality of classroom instruction. Oermann and Gaberson (2013) states summative evaluations provide a summary of student competencies developed in clinical practice (para. p.239). Summative evaluation is used by the student and instructors to provided improvements. Summative evaluations began and end at a certain period. Strategies used for summative evaluations are short answer, multiple choice, essay and formal papers (Billings & Halstead, 2012).
The evaluation tool does not effectively evaluate student’s clinical performance according to the principle of formative and summative evaluations. It does provide the maximum amount of points students may accumulate. The tool does not evaluate students’ progress in producing positive patient outcomes in any purposeful and systematic manner. Nor does the evaluation tool evaluate the instructor performance at providing effective learning activities that produce positive student
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
Senior nursing students will complete a QSEN weekly clinical journal requirement learn how to self-assess their progress toward demonstrating these nationally-based competencies. The students will select a different competency each week to address and discuss how they applied that competency to patient care or how they hope to better achieve that competency as a graduate nurse. By the end of the clinical rotation each student will have had a chance to focus on each of the six QSEN competencies: patient centered care, teamwork and collaboration, evidence-based practice, quality improvement, safety and informatics. The students’ reflection on their clinical experiences each week will teach them how to integrate the core competencies required before graduation. According to Use of self-evaluative practices puts the power back upon the student to direct and think critically about their learning (Dickensen, 2015). Demonstrating these competencies supports safety and excellence in clinical practice (QSEN,
The NLN has developed eight core competencies for nurse educators. The NLN proficiencies serve as a guide for faculty to follow in order to provide high quality education for nursing students (NLN, 2007). With a diverse student population, educators must be able to incorporate varied teaching strategies into curricula to meet the needs of each student. Older students have a tendency to prefer on line discussion and problem-based learning, while younger students prefer simulations and skills demonstration (Pettigrew, Dienger, & King, 2011). Used as a teaching tool, simulation promotes clinical skills, interperson...
Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653
(2014). Problems and Challenges of Nursing Students’ Clinical Evaluation: A Qualitative Study. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3917184/
Formative assessment to inform instruction and guide student learning is being underutilized. Many students are not given feedback that is effective in helping them see where they are in regard to reaching the learning goals or that provides plan for moving them forward to achieve that goal. Students are not always given the opportunity to take an active role in the learning process by regularly assessing themselves and their peers as they work to achieve their learning goals. The purpose of this study is to determine how the use of formative assessment with immediate feedback using student response systems will impact student learning. This study will also investigate the effect that student involvement in self-evaluation has on learning.
DiClemente (2013) stated, “Although no evaluation is perfect, evaluation research can have a high degree of rigor” (DiClemente, Salazar, & Crosby, 2013, pp. 298). The result of a high degree of rigor can lead to the utilization by program planners and policy experts which would in turn could impact public health policy and promotion practice (DiClemente et al., 2013). This is obtained by a step by step, all equally important, process in what is known as the “Nine Step Stairway to Effective Evaluation”.
Referred to as “assessment of learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5) components of summative learning include evaluating, measuring, and making judgements about student knowledge, both on individual levels and group levels. Rather than supporting learning by way of formative assessment, summative assessment verifies learning, (Chappuis, J., Stiggins, Chappuis, S., Arter, 2012). Naturally, this is what interests educational stakeholders: administrators, parents, teachers, and those who create educational policies. (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). Summative assessment historically and presently presents itself in the form of graded quizzes, tests, graded papers and presentations, district benchmark tests, state standardized tests, and college entrance
It is important that students have the ability of being competent in a clinical setting. To be deemed competent in skills according to nursing regulations and requirements. This is a challenging factor for many students, as they enter transition period. This is due to students feel they do not have the desired clinical competency that promotes the skills and authorities of a registered nurse (Harsin, Soroor & Soodabeh, 2012). Clinical research studies have found that students do have the required expected levels of knowledge, attitude and behaviour’s. However, the range of practical skills aren’t sufficient for the range of practice settings (Evans, 2008). This research has also found that other evidenced based studies found that competency in nursing skills is still lacking (Evans, 2008). These skills are lacked by students and newly graduated nursing how are in the first or second year of
However, a formative assessment is ongoing and is used to check for students’ understanding throughout a lesson. Both work samples “matched learning objectives” and I was able to identify the students’ strength and weaknesses. I was also able to “analyze assessment data to understand patterns and gaps in learning” to guide my future instructions. In the word problem assessment, I recognized where the student was struggling and gave “effective and descriptive feedback” to address the area that she needs work in.
I believe placing student nurses in the clinical setting is vital in becoming competent nurses. Every experience the student experiences during their placement has an educative nature therefore, it is important for the students to take some time to reflect on these experiences. A specific situation that stood out to me from my clinical experience was that; I didn’t realize I had ignored the patient’s pain until I was later asked by the nurse if the patient was in any pain.
Assessments have always been a tool for teachers to assess mastery and for a long time it was just to provide a grade and enter it into the grade book or report card. Through resources in and out of the course, there has been a breath of new life into the research on how to use assessments. They take many forms and fall within the summative or formative assessment category. Sloan (2016) addresses how formative assessments has traditionally been used by teachers to modify instruction, but when we focus on a classroom that is learner-centered “it becomes assessment for learning as opposed to assessment of learning” (slide 4). The fact is, the students are the ones that should be and are the ones using the data we collect through assessments, since it is our way of providing feedback in order
The purpose of formative assessment is to find where students are in their learning. This type of assessment is carried out day-to-day, in every lesson. Its outcomes will help the teacher on making well-founded judgements about pupils' understanding of concepts, deciding what the next learning steps should be and, therefore on planning effectively. In addition, other purpose of formative assessment is to provide students with inmediate feedback about their performance.
Assessment plays an integral part of the teaching and learning process by providing teachers with information on students’ developing mathematical capabilities (Booker, Bond, Sparrow, & Swan, 2010; Reys et al., 2012). Assessment is a daily requirement within the primary school context and when properly developed and interpreted can be used positively to encourage students, provide information to direct and modify teaching and learning activities, provide feedback to students about progress and contribute to reporting (Department of Education and Early Childhood Development [DEECD], 2009; Junpeng, 2012; New South Wales Department of Education and Communities, 2011). This essay will examine formative and summative assessment strategies teachers
Cauley, K.H. & McMillan, J.H. (2009). Formative assessment techniques to support student motivation and achievement. Clearing House, 83(1), 1-6.