An expanded look at evaluating clinical performance: Faculty use of anecdotal notes in the U.S. and Canada

Hall, Mellisa A.

doi:10.1016/j.nepr.2013.02.001

Cited by 7 publications

(10 citation statements)

References 18 publications

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“…Hemşirelik alanında araştırmalar incelendiğinde birçok eğitim programında kullanıldığı görülmekte olup; ön lisans11, lisans 15,21,25,26,29 , yüksek lisans 23 ve doktora 22 programlarını değerlendirme sürecinde CIPP modeli kullanılmaktadır. Bu model hemşirelik lisans derslerinin program kalitesini, öğrencilerin uygun hemşirelik girişimlerinin kullanım durumunu, eğitim programına ilişkin öğrenicilerin bakış açısını, üreme sağlığı doktora programının girdi göstergelerini, yüksek lisans programının zorluklarını, Ön lisans programının içerik entegrasyonu, Ulusal Hemşirelik Yeterlilik sınavlarında hemşirelik okullarının performansını değerlendirmek ve eğitim programının iyileştirilmek amacıyla kullanıldığı görülmektedir 4,11,15,21-26.…”

Section: Cipp Modelinin Hemşirelik Eğitiminde Kullanım Alanlarına Yön...unclassified

Context, Input, Process, and Product (CIPP) Evaluation Model in Nursing Education: A Systematic Review

GÜNGÖR¹,

AKKOÇ²,

Akince

et al. 2023

Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi

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Amaç: Bu sistematik derlemede, hemşirelik eğitiminde Bağlam, Girdi, Süreç ve Ürün Değerlendirme (CIPP) modelinin kullanım alanlarını ve kullanıldığı çalışmaların özelliklerini ortaya koymak amaçlanmıştır. Gereç ve Yöntem: Çalışma, Web of Science, Google Scholar, Science Direct, PubMed, Medline veri tabanlarında 1991-2021 yılları arasında yayınlanan “nursing education ve CIPP” anahtar kelimeleri ile ulusal ve uluslararası çalışmalar taranarak gerçekleştirilmiştir. Tarama sonucunda 433 veriye ulaşılmıştır. Çalışmada, toplam 9 araştırma değerlendirmeye alınmıştır. Bulgular: Hemşirelik alanında önlisans, lisans ve doktora programlarını değerlendirme sürecinde Bağlam, Girdi, Süreç ve Ürün Değerlendirme Modelinin kullanıldığı görülmektedir. Program geliştirme çalışmalarına ek olarak, iyileştirme ve değerlendirme çalışmalarında da modelin kullanıldığı saptanmıştır. İncelenen çalışmalarda, dört basamağın tamamından yararlanılabileceği gibi; model programın bir veya bazı bölümlerini değerlendirme imkânı da sağlanmaktadır. Sonuç: Bağlam, Girdi, Süreç ve Ürün Değerlendirme Modeli, hemşirelik eğitim programlarının uygulanması sırasında bütünsel bir yaklaşımla, nicel ve nitel verilerden yararlanılarak kullanılması uygundur. Bununla birlikte, sınırlı sayıda araştırma olması bu çalışmanın bulgularını doğrulamak için daha ileri çalışmalara ihtiyaç olduğunu göstermektedir.

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Section: Cipp Modelinin Hemşirelik Eğitiminde Kullanım Alanlarına Yön...unclassified

Context, Input, Process, and Product (CIPP) Evaluation Model in Nursing Education: A Systematic Review

GÜNGÖR¹,

AKKOÇ²,

Akince

et al. 2023

Hacettepe Üniversitesi Hemşirelik Fakültesi Dergisi

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“…Anecdotal notes are the collections of information that instructors record, either by hand or electronically, to describe student performance in clinical practice (Hall, 2013). Notes are usually completed daily or weekly on all students and provide snapshots of their clients/patients and skills.…”

Section: Anecdotal Notesmentioning

confidence: 99%

Creative Clinical Teaching in the Health Professions

Melrose¹,

Park²,

Perry³

2020

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Constructivist thinking, as espoused by seminal educationalists such as Jean Piaget (1972) and Lev Vygotsky (1978), suggests that knowledge is constructed by learners themselves. Those who view the world through a constructivist lens believe that learners bring valuable existing knowledge to their learning experiences. They view the role of the teacher as building on that knowledge by providing personally meaningful activities.Constructivist teachers also believe that learning will be enhanced by interactions with informed others such as teachers, practitioners, and peers.Therefore, an important aspect of any constructivist teacher's practice is to plan for and facilitate opportunities for helpful social interaction. In clinical teaching environments, instructors who use a constructivist conceptual perspective will create impactful connections individually with students and ensure that opportunities for connections with other students and staff members are possible. Melrose et al. (2013, p. 71) summarize constructivism as a conceptual framework: Constructivist learning environments incorporate consensually validated knowledge and professional practice standards, and competencies are comprehensively evaluated. Students' miscon-1.Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. 2.Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and on a sense of place). 3.Learning involves recognizing the consequences of one's actions. 4.Learning involves generational roles and responsibilities. 5.Learning recognizes the role of Indigenous knowledge. 6.Learning is embedded in memory, history, and story. 7.Learning involves patience and time. 8.Learning requires exploration of one's identity. 9.Learning involves recognizing that some knowledge is sacred and only shared with permission and or in certain situations.

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“…[4] Subjective evaluations do not always provide detailed feedback or identify proficiencies or deficiencies in a timely manner. [5] According to Hall, standardize models for evaluating student nurses' skills performance are not in existence and clinical evaluations are usually subjective. [5] The evaluation of healthcare professional's clinical proficiency was insufficient and there was lack of consistency in the evaluation of clinical outcomes amongst instructors in the clinical setting.…”

Section: Introductionmentioning

confidence: 99%

“…[5] According to Hall, standardize models for evaluating student nurses' skills performance are not in existence and clinical evaluations are usually subjective. [5] The evaluation of healthcare professional's clinical proficiency was insufficient and there was lack of consistency in the evaluation of clinical outcomes amongst instructors in the clinical setting. [6] The authors also shared that a well developed criterion-referenced rating scale was more reliable and valid than a checklist for clinical evaluation of a student's performance.…”

Section: Introductionmentioning

confidence: 99%

Testing an objective structured assessment technical skills tool: A pilot study

Dixon¹,

Burns²

2015

JNEP

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Purpose: The purpose of this prospective pilot study was to test the feasibility, reliability and validity of an adapted version of an objective structured assessment technical skills (OSATS) tool using a criterion-reference rating scale while evaluating student registered nurse anesthetists (SRNAs) performing mask ventilation, laryngeal mask airway (LMA) insertion, and endotracheal intubation. Methods: Prior to testing, three OSATS evaluation tools were developed with nurse anesthesia faculty input. Six facultyevaluators pilot tested an adapted version of three OSATS tools for feasibility and validity with 23 SRNAs performing mask ventilation, LMA insertion, and endotracheal intubation with an airway management trainer. SRNAs had 15 minutes; five-minute each to perform mask ventilation, insert an LMA, and perform endotracheal intubation. Paired observations from six facultyevaluators determined inter-rater reliability. Separate survey questionnaires were created for faculty-evaluators and SRNAs; using three four-point Likert-type rating scales to measure feasibility and validity. Results: Descriptive statistics revealed that faculty-evaluators' found the OSATs tools to be feasible based on six out of seven somewhat favorable to strongly favorable responses. The Kendall's Coefficient of Concordance W showed statistical significance for mask ventilation and endotracheal intubation (p-value of .041 and .036). Six faculty-evaluators found the OSATs tools to have face and content validity based on six out of seven somewhat favorable responses. Twenty-three SRNAs found the OSATS tools to have face validity based on somewhat strongly favorable responses. Conclusions: An adapted version of OSATS tool for evaluating SRNAs performing mask ventilation, LMA insertion, and endotracheal intubation demonstrated feasibility, reliability, and validity. The inter-rater values obtained from Kendall's Coefficient of Concordance W in this project correlated with the Cook and Beckman report.

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An expanded look at evaluating clinical performance: Faculty use of anecdotal notes in the U.S. and Canada

Cited by 7 publications

References 18 publications

Context, Input, Process, and Product (CIPP) Evaluation Model in Nursing Education: A Systematic Review

Context, Input, Process, and Product (CIPP) Evaluation Model in Nursing Education: A Systematic Review

Creative Clinical Teaching in the Health Professions

Testing an objective structured assessment technical skills tool: A pilot study

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