A model for clinical performance evaluation.
The model facilitates clinical evaluation in four ways. First, teaching and evaluation are easier to distinguish. By allowing students "learning time" early in the stage of maturity and focusing on formative rather than summative evaluation, teaching becomes the primary focus. Later in student maturity, evaluation time is more prominent, when students are more aware of the expectations and more ready to be evaluated. Secondly, the model individualizes evaluation. An assessment of each student's maturity level is imperative when applying the model. For example, when assessing a lower maturity level in a given student, the instructor applies the evaluation methods that best fit with the student's level of maturity--not the method that is best for the other students in the clinical experience. A third benefit is that students can be informed of the model and can participate actively in the evaluation process. Knowing how they will be evaluated, students will understand what to expect, and anxiety will decrease. Finally, the model helps in understanding the student who is not maturing--often called the "failing" student. If the student can be viewed as lacking maturity or the readiness to progress to the next level of clinical performance, rather than as a "failure," not passing the student is easier for the instructor. This view of students also preserves their self-concept and their ability to make future plans. Clinical performance evaluation is very complex and requires considerable time and effort. An evaluation model offers guidance in this complex task.
Pavlish
C
C
College of Saint Catherine, St. Paul, Minnesota.
D002983:Clinical Competence; D004521:Educational Measurement; D006801:Humans; D007858:Learning; D008962:Models, Theoretical; D009732:Nursing Care / Q000592:standards*; D013338:Students, Nursing; D013663:Teaching / Q000379:methods