clinical education

2. Assessment and Evaluation
in clinical education
Maj Fouzia Jabeen ( R)
A/P FUCN

3. Objectives:
By the end of this presentation learners will be able to;
• To Define Assessment and Evaluation
• To develop understanding about KAP theory
• To describe methods for assessment and examples of their use in nursing
education.
• To illustrate the tools of evaluation
• To differentiate b/w Assessment and evaluation

4. KAP Theory
The KAP theory divides the process of
human behavior change into three steps:
acquiring knowledge, generating
attitudes/beliefs, and forming
practice/behaviors, during which human
health behaviors can also be effectively
changed.

5. Assessment
• Assessment is a fundamental component of the
educational curriculum, which has a traditional primary
objective of measuring and judging students’
knowledge or abilities.
• Assessment refers to a systematic and continuous
process used to measure, document and evaluate the
effectiveness of teaching methods, learning processes and
identification of the learning needs of students, in
order to facilitate learning (Murtagh and Webster,
2010).

6. The purpose of assessment is to:
• To drive students toward learning.
• To certify the competence of future practitioners.
• To direct attention to the competencies specified by accrediting or qualifying bodies.
• To specify the levels of knowledge or skill required for entry into different categories of
practitioner.
• Identify underperformance and enable targeted remediation.
• Discriminate among candidates for awards, scholarships, advanced training or specialization.

7. George Miller
Assessment Model
In 1990 psychologist George Miller
proposed a pyramid of hierarchy in the
assessment of clinical competence. From
lowest to highest, the levels were defined
as knows, knows how (competence),
shows how (performance), and does
(action). Assessment of the highest level
of ‘action’ involves identifying acceptable
performance during typical practice.

8. Methods to assess learning needs
• Informal conversation
• Structured interviews
• Focus group
• Questionnaires
• Tests
• Observations
• Documentation

9. Informal conversation Structured interviews

10. Focus group Questionnaire

11. Test Observations

12. Documentation

13. Evaluation
• Evaluation is the process of making judgments about student
learning and achievement, clinical performance, employee
competence, and educational programs, based on the
assessment data. In nursing education, evaluation typically
takes the form of judging student attainment of the outcomes
of the course and knowledge gained in it, and the quality of
student performance in the clinical setting.

14. Roles of evaluation
• Evaluation fulfills two major roles:
• formative evaluation. Formative evaluation judges students’ progress in
meeting the outcomes of learning and developing competencies for practice. It
occurs throughout the instructional process and provides feedback for
determining where further learning is needed.
• Summative evaluation, on the other hand, is end-of-instruction evaluation
designed to determine what the student has learned in the classroom, an online
course, or clinical practice. Summative evaluation judges the quality of the
student’s achievement in the course, not the progress of the learner in meeting
the outcomes.

15. Roberta Strassele Abruzzese (RSA)
evaluation Model
The RSA model of evaluation is
presented as a framework for the
evaluation of professional development.
It is appropriate for an educational
process, learning content, outcomes,
impact, and the total program.

16. Assessment v/s Evaluation

17. Key performance indicators (KPI)
• A healthcare Key Performance Indicator (KPI) or metric is a well-defined
performance measure that is used to observe, analyze, optimize, and transform a
healthcare process to increase satisfaction for both patients and healthcare providers
alike.
Four major KPIs for healthcare systems:
• Patient safety
• Prevention and primary care
• Quality of mental health care
• Quality of health promotion

18. Summary
…

20. Discussion session
• Q no 1: Fundamental component of educational curriculum is…
• Assessment
• Planning
• Diagnosis
• Evaluation

21. • Q no 2: The process of making judgments about student on the basis of
assessment data is called…
• Diagnosis
• Evaluation
• Assessment
• Planning

22. • Q no 3: ______ occur through out instructional process and provide
feedback for determining where further learning is needed.
• Summative evaluation
• Formative evaluation
• Impact evaluation
• Total program evaluation

23. • Q no 4: ______ is the end of instruction evaluation design to determine
what the student has learned…
• Formative evaluation
• Summative evaluation
• Impact evaluation
• Content evaluation

24. • Bastable, S. B. (2003). Nurse as educator: Principles of teaching and learning
for nursing practice. Jones & Bartlett Learning.
• Miller, G. E. (1990). The assessment of clinical
skills/competence/performance. Academic medicine, 65(9), S63-7.
• Kwol, V. S., Eluwole, K. K., Avci, T., & Lasisi, T. T. (2020). Another look into
the Knowledge Attitude Practice (KAP) model for food control: An
investigation of the mediating role of food handlers’ attitudes. Food Control,
110, 107025.
• Model, R. S. A. Another Look at Evaluation Models.
References