Nr 505 Clinical Practice Guideline Handout

Nr 505 Clinical Practice Guideline Handout

Clinical Practices
For the needs of the patients, families, and the health care consumers, and health care practice current assessment practices should be maintained by using evidence –based practices. Health care professionals are expected to demonstrate competent practice within the society.

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Determining sufficient of clinical assessments and the evaluation of the nursing students has redesigned a large amount of nursing school curriculum to remain relevant.

Assessing students educational outcomes based on current clinical practices can be more challenging than just relaying on typical classroom theory in which the evaluation of cognitive knowledge can be tested. Within the clinical setting, students are required to reach a particular level of competency in areas of knowledge, psychomotor, and safety.

The clinical performance measurements and determining the how to grade the clinical course has caused debate and concern among nursing educators for years (McCarthy & Murphy, 2010).

The purpose of this paper is to examine current assessment practices through current research : reflective journaling (self-evaluation), competency-based performance assessment, and faculty/agency personnel observation/communication that are designed accurately to document competency within the framework of accelerating and fluctuating needs in education and practice.

There are numerous requirements that have been established by national agencies and association to perform competence-nursing practice in the health care system.

By having the students understand what the importance of his or her role on what they can and cannot do. The use of competency-based performance assessment has been used to determine what practices will be assessed and to allow where there may be a need for skill correction or finding knowledge deficits. A competency- based assessment is outcome oriented the purpose is to evaluate a student’s skill in the clinical setting.

Competency-based assessments can be adapted to a specific clinical course specialty. Hand states (2006), “the competency-based assessment holds value in providing a cost effective valuable tool in assessing students ”(p .50 ) .

Walsh (2008) performed a research study in which there was a structured clinical assessment and evaluation done during the first year of the nursing students. From the analytical review of the article it was found that there is much of a consensus from other literature that supports for the educator to provide a valid and reliable assessment of the students affective and psychomotor elements, student cognition, and competence.

Another suggested assessment tool clinical assessment practicing is allowing students to perform self-assessments. A research study performed by Wan, Lui, Wai Tong, Lee, Lai Wah, and Lee, (2012) for promoting self reflections in the clinical practice helped student nurses to be able to manage clinical situation better.

Their study used the Johns’ Structured Reflection Model to develop a program on how to utilizes the skill of reflecting. Self-assessments are a common form of assessments used in clinical practices. Self-assessment is suggested to be used as an initial starting point to allow other forms of clinical assessments. The subjectivity of a self-assessment can come with time-constraints and provided light on negative experiences (Wan, Lui, Wai Tong, Lee, Lai Wah, & Lee, (2012).

The question is how effective can self- assessment be in clinical practice because students may need extra assisted ion reflecting in a purposeful and meaningful way.

For student performing self-assessments this is done with reflective journaling. From the research analysis

There are indications that show when student use reflective journaling that clinical reflection skills and significantly improve but only a…………………..