Download
1 / 55
560 likes | 813 Vues
Student Evaluation in a Concept Based Curriculum. Lorraine P. Buchanan, RN, MSN University of Kansas School of Nursing. Contact Information. Lorraine Buchanan, RN, MSN Clinical Instructor, University of Kansas School of Nursing 913-588-3355 lbuchanan@kumc.edu. Objectives.
E N D
Student Evaluation in a Concept Based Curriculum Lorraine P. Buchanan, RN, MSN University of Kansas School of Nursing
Contact Information • Lorraine Buchanan, RN, MSN • Clinical Instructor, • University of Kansas School of Nursing • 913-588-3355 • lbuchanan@kumc.edu
Objectives • The objectives for this session are: • Participants will discuss methods of evaluating a concept in the classroom and the clinical setting. • Participants will describe converting traditional classroom and clinical evaluation methods for use in concept-based courses.
Classroom- Nurs 338/Nurs 474 • N338 is a junior level, second semester nursing course in the KU Undergraduate School of Nursing concept based curriculum, 3 credit hours. • N474 is a senior level , first semester nursing course in the KU Undergraduate School of Nursing concept based curriculum, 4 credit hours. • Involves teaching Health and Illness Concepts • (i.e. Family dynamics, Oxygenation I, Perfusion I, Anxiety) • We do NOT teach to a specialty. • We are educating a Generalist Nurse.
Concept Based Classroom Curriculum • As part of the new curriculum, we wanted students involved in their own learning. • Key points to remember: • Student discover so they will remember and transfer knowledge. • Faculty facilitate and guide student. • More active learning occurs. • Content saturation is minimized.
Team Based Learning Tell me and I’ll forget, Show me and I may remember, Involve me and I’ll understand. --Chinese Proverb
Concepts for Nurs474 Health and Illness III: Diverse Populations
Classroom Concept Delivery • Team based learning has five major components for course delivery. They are: • Individual Quiz • Team Quiz • Concept Mini-Lecture • Case Involvement- Concept Activity-Adobe Connect • Group Discussion-Presentations and ”Huddle”
Classroom Evaluation • The Concept Based, team based courses have six major components of course evaluation. They are: • Individual Quiz score • Team Quiz score • Peer Evaluation/Attendance points • 3 or 4 Exam scores • Critical Thinking (Essay) score • Standardized Testing score (Practice and Proctored Exam)
Adobe Connect • Used to evaluate student understanding of concept. • Wanted each team accountable for their entry and work on case study. • Needed a method that allowed all 16 teams to enter data at the same time=immediate insight. • Wanted a way for faculty to monitor team entry. • Allows faculty to evaluate understanding and challenge student thinking. • Needed to be able to print feedback from case so faculty could use it for a “huddle” or case summary.
Huddle Worksheets from Chat • Use chat to make “huddle” summary worksheets. • Huddle worksheets summarize important points of the case studies for the concept. • Students use Huddle worksheets to study for the exam.
Multiple Choice Exams • Each exam covered 3-5 concepts per exam. • Included general concept questions + exemplar content questions. • Questions assessed understanding of concpet via application and analysis of concept information. • Developed using NCLEX style questions
Exam- Multiple Choice Question- Example • The nurse is planning care for a patient with fatigue from Infectious Mononucleosis. Based on her understanding of this concept, which of the following nursing diagnoses is a priority for this patient? • A. Bowel Incontinence • B. Ineffective Activity Planning • C. Disturbed Body Image • D. Activity Intolerance
Exam- Multiple Choice Question- Answer • The nurse is planning care for a patient with fatigue from Infectious Mononucleosis. Based on her understanding of this concept, which of the following nursing diagnoses is a priority for this patient? • A. Bowel Incontinence • B. Ineffective Activity Planning • C. Disturbed Body Image • D. Activity Intolerance
Exam- Multiple Choice Question- Rationale • Rationale: Fatigue in the patient with Infectious Mononucleosis is aggravated by exertion, so the nurse would choose activity intolerance as a priority nursing diagnosis. The patient with this disease will likely not experience bowel incontinence or a disturbed body image. The problem is not that the client is unable to plan activities, but that the patient does not tolerate the activity due to the fatigue from the disease process.
Concept Critical Thinking (Essay) • Used as part of the final exam to evaluate their comprehensive understanding of the concepts discussed throughout the semester. • 25 pts of the approx 500 or 600 point course. • See handout for sample.
Hands-on Activity • Pair up with someone. • Review the 2 Critical Thinking Exams (Essays) • Select Pediatric or Adult Case Study. • Try to identify for each question the concept that is being evaluated. • Discussion answers as an entire group.
Concepts in the Adult Essay • Sara Jones case had these concepts: • Metabolism • Anxiety and Mood/Affect • Clinical Reasoning * • Nutrition * • Electrolyte Balance (Calcium) • Perfusion I • Comfort * • Human Development • Family Dynamics • *Denotes concepts from Health and Illness: I Foundations
Concepts in the Pediatric Essay • Maggie case had these concepts: • Fluid Balance • Clinical Reasoning * • Electrolyte Balance (Potassium) • Acid- Base Balance • Oxygenation I • Family Dynamics • Human Development • Patient Education * • *Denotes concepts from Health and Illness: I Foundations
Moving on to Clinical Evaluation • During a comprehensive curriculum revision, faculty developed a plan to scaffold core clinical competencies/concepts through the undergraduate clinical experiences. • Eight broad core competencies/ clinical concepts were developed from the QSEN competencies and The Essentials of Baccalaureate Education for Professional Nursing Practice (AACN, 2008.
Clinical Evaluation • How do we evaluate the student in clinical? • What is an FLA and DPC? • Review evaluation tools. • How are the Health and Illness and Professional nursing concepts included and evaluated in clinical?
What is a DPC and FLA? • DPC= Direct Patient Care • FLA= Focused Learning Activity • Let’s take a look at some evaluation tools and a few examples of what we use to evaluate the students.
Clinical Performance Evaluation Tool • PURPOSE: • The clinical performance evaluation tool is used to measure the student’s clinical performance as described by the course objectives in the clinical practicum. • INSTRUCTIONS: • The evaluation tool is used in an ongoing manner as eachstudentprogresses through the course.
Clinical Performance Evaluation Tool- Student Instructions • Student performance is to be monitored by both student and instructor, and behavior documented with supporting comments. The student is responsible for supplying sufficient data for evaluation. The student should seek assistance, guidance and/or consultation of his/her instructor as necessary to evaluate or improve student performance. • Students must obtain a satisfactory grade in the DPC and all FLAs to pass the clinical course. The student can only fail an FLA one time and repeat it once otherwise they receive an unsatisfactory in clinical. The student will then have to repeat the clinical practicum next time it is offered. • Student and faculty will also complete a mid-term and final evaluation. Conferences will be held at these times to discuss clinical progress and final grade. It is the student's responsibility to attend the mid-term and final evaluation conference prepared to discuss their progress toward meeting the objectives of this course. The student is to initial and date evaluation tool each time he/she reviews the faculty's evaluation
Junior Level, 2nd Semester- Lifespan Clinical DPC- Student Instructions • Go to the unit, find your assignment posted and review the EHR of your patient(s) to become prepared for clinical practicum. • Utilize Preclinical Conference patient workup, Laboratory/Diagnostic Tests, Medication Information sheets to guide this preparation. • Bring completed preparation forms to pre-conference on the clinical day. This will guide you in your presentation to faculty. The faculty may ask to review them. • At end of each clinical day of DPC, complete reflection in the on-line Reflective Practice Journal (ANGEL Nurs 339 Health and Illness: Nursing Across the Lifespan Practicum). There are different reflection questions for the first part of clinical (prior to spring break) and the last part of clinical (after spring break).
Clinical Grade Profile Tool- Instructions • Grade Determination for Clinical Performance • Students must complete all assignments with either “proficient”, ”satisfactory” or a grade of 80% to pass this clinical course satisfactorily. The student may repeat an assignment only once to achieve the satisfactory standard. Inability to complete any assignment satisfactorily in two tries indicates failure of the course. • If a student demonstrates unprofessional behavior or delivers unsafe patient care, the NURS 333 clinical faculty will discuss the student’s situation with the Clinical Coordinator and make a decision regarding the student’s status in the clinical course and grade.
Clinical Grade Profile Tool Sample A grade of 80% must be obtained on this component of the Clinical Grade Profile to pass this course satisfactorily. *FLA: Focused Patient Assessment & Care Plan __________ A grade of “Proficient” or “Satisfactory” must be obtained on these components of the Clinical Grade Profile to pass this course satisfactorily. Direct Patient Care (DPC) __________ FLA: Pump Lab __________ FLA: Interdisciplinary I-SBARR Lab __________ FLA: Safety Simulation-Sam Jayhawk & James Robinson __________ *FLA: Change Intervention __________ *FLA: Focused Assessment __________ *FLA: Medication Administration Observation __________ *FLA: Intraprofessional Team Member Interview __________ *FLA: Evidence-based Practice __________ *FLA: Therapeutic Communication-Process Recording __________ *Print and bring all of these FLAs to each clinical experience because the clinical environment is dynamic and you need to be prepared to do other learning activities besides the one assigned that day.
Senior Level- 2nd semester- Diverse Clinical- FLA-Interdisciplinary Team Conferences/Rounds
