A Formative Approach to Student Remediation

Evans, Connie J.; Harder, Nicole

doi:10.1097/nne.0b013e318296dd0f

Cited by 15 publications

(4 citation statements)

References 19 publications

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“…An individualized learning plan has been shown to be a strength in the remediation process and allows remediation to leverage the students' motivation for success [13]. Learning methods can be scaffolded to address individualized learning objectives with individualized scenarios which address a specific skills set and learning needs [14].…”

Section: Individualized Learning Planmentioning

confidence: 99%

Fostering Clinical Judgment Abilities during Clinical Remediation: A Multi-Modal Approach

2016

ARC Journal of Nursing and Healthcare

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Remediation has been used for students at risk for clinical failure, with the belief that additional support will enhance the potential for students to be successful their clinical practicums. A multi-modal remediation program was developed which utilized evidence-based approaches to address clinical judgment abilities for students unable to meet the clinical performance objectives. This program incorporated various facets shown to have a positive effect on the development of clinical judgment, including: 1) an individualized remediation plan; 2) low and high fidelity simulation; 3) student self-assessment of their performance compared to actual performance; 4) the Lasater Clinical Judgment Rubric (LCJR) and; 5) a virtual community (VC). This multi-modal approach to remediation appeared to successfully meet the student's learning needs while providing a clearly defined process that used a pedagogically sound framework. The individualized learning plan provided the student with a clear action plan. Simulation provided experiences in a safe environment. The LCJR worked well as a tool for student self-assessment and faculty feedback. The VC aided the students in the 'knowing' of the character as a person and their unique patterns related to their illnesses. This multi-modal remediation program allowed students a chance for success in meeting clinical performance objectives.

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Section: Individualized Learning Planmentioning

confidence: 99%

Fostering Clinical Judgment Abilities during Clinical Remediation: A Multi-Modal Approach

2016

ARC Journal of Nursing and Healthcare

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“…The successful use of simulation-based remediation (SBR) in other specialties and fields such as anesthesia, internal medicine, and nursing have been described, but the concept in general is under-reported 17,18,20,25–27. Evidence supporting the use of SBR within EM training is somewhat contradictory.…”

Section: Introductionmentioning

confidence: 99%

“…They suggest using simulation as one method to evaluate sub-competencies 1–11 and 16–23 29. Some authorities have posited that since simulation could be used for specific sub-competency assessment, it could also be used for remediation within those same sub-competencies 17,18. In 2016, the Council Of Residency Directors (CORD)-EM Remediation Task Force (RTF) recommended simulation for remediating multiple competencies, including patient-centered communication, teamwork and leadership 16,30…”

Section: Introductionmentioning

confidence: 99%

Simulation-based Remediation in Emergency Medicine Residency Training: A Consensus Study

Nadir

Hart

Cassara

et al. 2018

WestJEM

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IntroductionResident remediation is a pressing topic in emergency medicine (EM) training programs. Simulation has become a prominent educational tool in EM training and been recommended for identification of learning gaps and resident remediation. Despite the ubiquitous need for formalized remediation, there is a dearth of literature regarding best practices for simulation-based remediation (SBR).MethodsWe conducted a literature search on SBR practices using the terms “simulation,” “remediation,” and “simulation based remediation.” We identified relevant themes and used them to develop an open-ended questionnaire that was distributed to EM programs with experience in SBR. Thematic analysis was performed on all subsequent responses and used to develop survey instruments, which were then used in a modified two-round Delphi panel to derive a set of consensus statements on the use of SBR from an aggregate of 41 experts in simulation and remediation in EM.ResultsFaculty representing 30 programs across North America composed the consensus group with 66% of participants identifying themselves as simulation faculty, 32% as program directors, and 2% as core faculty. The results from our study highlight a strong agreement across many areas of SBR in EM training. SBR is appropriate for a range of deficits, including procedural, medical knowledge application, clinical reasoning/decision-making, communication, teamwork, and crisis resource management. Simulation can be used both diagnostically and therapeutically in remediation, although SBR should be part of a larger remediation plan constructed by the residency leadership team or a faculty expert in remediation, and not the only component. Although summative assessment can have a role in SBR, it needs to be very clearly delineated and transparent to everyone involved.ConclusionSimulation may be used for remediation purposes for certain specific kinds of competencies as long as it is carried out in a transparent manner to all those involved.

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“…Stark et al 14 also found that the ability to take multiple-choice tests and careful planning for the day of testing contributed to students' success on nursing examinations. Evans and Harder 15 recommended the use of simulation as an effective remedial strategy. It is important to design activities to enhance time management, promote test-taking skills, and correctly evaluate answer choice options.…”

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confidence: 99%

A Multifaceted Progression Approach to Enhancing Student Success

Cole

Adams

2014

Nurse Educator

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This article describes how a faculty rallied together and developed a positive progression approach to promote student success on standardized specialty and comprehensive examinations, which fosters critical thinking, clinical judgment, student self-assessment, and individualized plans of action. Specific strategies implemented are discussed. Aggregate student data related to course grades, specialty and comprehensive exit examination scores, and NCLEX pass rates support this innovative approach to student success.

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A Formative Approach to Student Remediation

Cited by 15 publications

References 19 publications

Fostering Clinical Judgment Abilities during Clinical Remediation: A Multi-Modal Approach

Fostering Clinical Judgment Abilities during Clinical Remediation: A Multi-Modal Approach

Simulation-based Remediation in Emergency Medicine Residency Training: A Consensus Study

A Multifaceted Progression Approach to Enhancing Student Success

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