study purpose only. Kindly share to others.

1. Presented By
Mr. Abhijit Bhoyar
1st Yr. M.Sc. (Nursing)

3. At the end of the seminar, students will be able to acquire
more knowledge regarding evaluation of clinical practices
and use this knowledge in evaluating the students’ abilities
in clinical practice.

4. At the end of the class the students will be able to;
 Define evaluation.
 Enlist the purposes of clinical evaluation
 Enumerate the principles of clinical evaluation
 List down the participants in the clinical
evaluation

5.  Explain the clinical evaluation process
 Classify the methods of clinical evaluation
 Explain the various types of evaluation tools and
methods.

6. Evaluation is a process of determining to
what extent the educational objectives are
being realised.
Definition

7.  To assess the quality and standard of clinical
performance of students.
 To reinforce excellent and good performance and to
help those students whose work is at just acceptable
level.

8.  To identify performance deficiencies, and areas of
unsatisfactory performance.
 To decide whether student needs further training,
supervision or guidance.
 To establish a basis for guiding and counselling
students.

9. Objective
Reliable
Valid
Acceptable
Feasible

10.  Faculty
 Students
 Nursing staff
 Clinical Instructors

11.  Peer Evaluators
 Patient
 Evaluation timing
 Evaluation assess and privacy

12. 1. Preparation
2. Clinical activity
3. Final data
interpretation and
feedback
CLINICAL
EVALUATION

13.  Determines objectives and competencies to be evaluated
 Identify evaluation methods and tools
 Choose clinical site
 Orient students to the evaluation plan
 Focus on objectivity in evaluation

14.  Orient student and staff to the student role
 Provide students with the clinical
opportunities
 Ensure patient safety
 Observe and collect evaluation data

15.  Provide student feedback to enhance learning
 Document findings and maintain privacy of
records
 Contact with students regarding any
deficiencies

16.  Interpret data in fair, consistent and
reasonable manner
 Assign grade
 Provide summative evaluation conference
(ensure privacy and respect confidentiality)

17. 1. Preparation phase
 Choosing the clinical setting and patient assignment
as a part of evaluation process
 Determining the standards and measurement tools
 Reasonable
 Consistent and applied equally
 Established and communicated before
implementation.

18.  In both obtaining and analyzing clinical evaluation
data, faculty need to make professional judgement
about the performance of the students. Because of
the subjective nature of evaluation, there may be
concern that evaluation is biased.

19. a) Clinical Evaluation Conference
b) Student response
c) Working with students with questionable performance
and supporting at risk students
d) Unsatisfactory performance
e) Student reactions
f) Dismissing an unsafe student from the clinical practice

20. Observational
techniques
Written
communication
methods
Oral
communication
methods
Clinical Evaluation Methods

21. 1. Observational techniques:
 Checklists
 Rating scales
 Anecdotal Records
 Critical incidents

22. 2. Written communication methods
 Nurses notes
 Problem oriented records
 Nursing care studies
 Process recording

23. 3. Oral communication methods
 Nursing patient care conference
 Team conference

25.  Provides a continuous check on progress of student.
 The errors and problems can be immediately
directed and corrective action taken quickly.
 Observation techniques are not so time consuming.
 Observational data provides teachers with valuable
data which could not be obtained in other way.

26.  Plan in advance what is to be observed.
 The observer must be aware of the sampling errors.
 Coordinate the observation with your teaching otherwise
there is a danger that invalid observations will result.
 Record and summarize the observations immediately
after it has occurred. Make no interpretation regarding
the observation until later on to prevent interference in
objectivity of gathering observational data.

27. 1. CHECKLIST
A check list consists of steps activities or behaviour
which the observer records when an incident occurs. A
check list enables the observer to note whether or not a
trait or characteristic is present. They can be used when
components of competence specified. A two column
format is often used.

29.  They are adaptable to most subject matter areas.
 They are useful in evaluating those activities that
involve a procedure process and some aspects of
personal social adjustment.
 They are useful for evaluating those procedures
which can be divided into separate actions.

30.  When properly prepared they constrain the observer
to direct his attention to clearly specified traits.
 They allow interindividual comparison to be made on
a common set of traits.
 It is a simple method of recording

31.  Express each item in clear, simple language
 Avoid lifting verbatim from the text.
 Avoid negative statements
 Make sure each item is clearly yes or no.
 Review each item independently.

32.  Use checklist only when you are interested in ascertaining
whether a particular trait is present or absent.
 Use carefully prepared checklist.
 Observe only one student at a time.
 Confine your observations to the points in the checklist.
 Have a separate checklist for each student.
 The observer must be trained how to observe, what to
observe and hoe to record the observed behaviour.

33.  Quality of the observed trait or the degree to
which the attribute is present cannot be
assessed.

34. Definition: (by Randall)
“Anecdotal record is a record of some significant item
of conduct, a record of an episode in the life of student,
a word picture of a student in action, a word snapshot at
the moment of the incident, ant narration of events
which may be significant about his personality.”

36.  They should contain factual description of what
happened.
 The interpretation and recommendation should be noted
independently.
 Each anecdotal record should contain a single incident.
 The incident recorded should be that which is significant
to the student’s growth and development.

37.  Help in clinical service practices
 Provide a factual record of our observation of a simple
significant incident in Student’s life.
 They stimulate teacher to use records contribute to
them.
 They provide specific and exact description of
personality and minimize generalizations.

38.  They tend to less reliable than other observational tools
as they are less formal.
 They are time consuming to write.
 Difficult to maintain objectivity.
 The observer tends to record only undesirable incidents.
 They present only verbal description of incident. They
do not reveal causes.

39.  It is a method of assessing the student’s analytic and problem
solving competencies.
 Rivers and Gosnell defined Critical Incident as “one that
makes a significant difference in the outcome of an activity.”
 The critical incident technique is effective for formative
evaluation; it enables the learner and the teacher to assess the
learner’s behaviours in relation to their impact an outcome of
an action.

41.  A rating scale is a method by which we systematize
the expression of opinion concerning a trait.
 A rating scale resembles a checklist but in this instead
of merely indicating the presence or absence of a trait
or characteristic, it enables us to indicate the degree to
which the trait is present.

43.  It is a standard device for recording qualitative and
quantitative judgements about observed performance.
 They measure specified outcomes or objective which are
significant.
 They evaluate procedures.
 They evaluate products
 They evaluate personal social development.

44.  They help teachers rate their students periodically.
 They can be used with large number of students.
 They are adaptive and flexible
 They are efficient and economical.

45.  Since the scales are standardized items, it sometimes may not
be consistent with the objectives.
 There is a lack of uniformity with which terms are interpreted
by the evaluators.
 There are several common sources of errors in rating scales.
 Errors may be due to
 Ambiguity
 Personality of the rater: halo effect, personal bias,
logic error; attitude of rater
 Opportunity for adequate observation.

46.  Numerical Rating Scale
 Graphic Rating Scale
 Ranking

51. E.g. of Scoring in the rating scale:
 5. Very Good Always Excellent performance
 4. Good frequently good performance
 3. Fair usually satisfactory performance
 2. Poor rarely unsatisfactory performance
 1. Very poornever very poor performance

52. According to Phaneauf quality of care provided
to the patient is assessed by using the patient’s
charts as a source of information. The reason for
this are;
 The chart is a service instrument essential
for the safety of the patient.

53.  It serves as a major means of communication
between the various professionals involved in
the care.
 It provides legal documentation of the care
provided.
 Recording is one essential function of the nurse.
 The chart is readily available to the authorized
nurses for purpose of auditing.

55.  Problem oriented record is a systematic record of
patient’s health problem. According to Weeds it has
four components as follows:
 Database – all appropriate information about
the patient for assessing his condition.

56.  Problem list – listing the conditions, systems
or circumstances identified from the
database, which have implication for the
patient’s health.
 Initial plans – diagnostic and therapeutic
orders for each problem listed.
 Progress notes

57. Schweer defines a nursing care study as “a
problem solving activity whereby the student
undertakes the comprehensive assessment of a
particular patient’s problems leading to planning,
implementing, and evaluation of nursing care
measures.”

58. The student’s written description of actions implicit
in meeting patient needs enables the evaluator to
determine ability in cognitive and affective
domains and also the ability to establish meaningful
relationships among the steps of the process.

59.  Schweer defines process recording as “the
verbatim serial reproduction of the verbal and
nonverbal communication between two individuals
for the purpose of assessing interaction on a
continuum leading towards mutual understanding
and interpersonal relationships.”

60.  There are four main components
 Client communication
 Nurse communication
 Nurse’s interpretation of patient
communication.
 Implication of communication for nursing
action.

62.  They are problem solving group
discussions about some facet of clinical
practice.
 In this the student represents a patient
situation to the peer group for critical
analysis of the plan or action or implications.

63.  The peers evaluate the action, raise relevant
questions and propose alternatives as
appropriate.
 In some instances the presentation may be
preceded by nursing rounds in which the
participants have the opportunity to observe the
patients whose nursing care will be discussed.

64.  The team conference is a small group activity that
serves as an effective medium for evaluating
clinical practice. It involves managerial decision
making.
 Managerial decision making as defined by
Feinstein are “decisions for therapeutic
interventions or to prevent or alter disease.”

65.  The most common team activity is problem
solving in which through group process, plans for
patient care are developed.
 The learner is evaluated in terms of his her
participation in the group in reporting
observations, making relationships among data,
making proposals for action, evaluating actions as
they are reported

66.  According to Borbasi and Koop standardised
patient examination referred to as objective
structured clinical examination (OSCEs) can
be described as “pretend patients” in an artificial
environment designed to stimulate actual
clinical condition.

67.  Standardised patients can provide feedback to
students and ensure competence before students
begin practice in real world.
 Multiple evaluators can observe and test students
in the performance of numerous skills during
brief examination periods.