Structured Clinical Evaluation Assignment

Structured Clinical Evaluation Assignment

Structured Clinical Evaluation Assignment

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Submit an initial substantive post of 250 words (about 1 page length) to question.

Use headings for each main key point to clearly communicate to the reader the topic under discussion and leave no room for guessing. Your headings need to be Bold and aligned center-page.At least 3 References and in-text citations should conform to the APA format.

Discuss two types of evaluation models, methods and the instructor’s responsibility in evaluation. Describe one research, practice, or theory – based article that relates to the evaluation of varies teaching methodologies. Search the nursing education website for this assignment.Use Bastable as one of the references and further description of the evaluation models, methods

Response#1The postings should be approximately 100 words (about 1/2 page length) and include references as indicated by the instructor. Need 2 References and in-text citations should conform to the APA format.

Cooper’s Main Post; U7D1

Two Evaluation Models in Evaluation

Structured Clinical Evaluation Assignment

Two types of evaluation models or methods which are the responsibility of the instructor when evaluating learners are objective structured clinical evaluation (OSCEs) and examinations. These evaluation models allow the instructor to evaluate the performance of the learner, and provide feedback to allow the student to adjust or improve as needed. OSCEs has been used in education for many years and is found to be valuable and reliable. According to Rentschier, Eaton, Cappiello, McNaly, & McWilliam, (2007), OSCEs uses simulation to test the student’s knowledge and skills in clinical areas. There are scenarios created which provide students with the ability to perform their nursing skills, critical thinking skills, interpersonal and interview skills, teaching and assessment skills in a calm safe environment.

Examinations is an evaluation tool utilized in the classroom. The instructor would provide the student with education through lecture and/or powerpoint. The instructor would then provide an examination which would test the knowledge of the students based on the results. The examination can be given in mutiple choice questions, true/false questions, and essay question format. The instructor is responsible in evaluating the student’s responses as it relates to the exam questions. The results can be discussed with the student and feedback can be given as needed.

Research Practice/Theory Article

The research practice or theory based article which relates to the evaluation of various teaching methodologies is “Assessment and evaluation in interprofessional education” , written by Blue, Chesluk, Conforti, & Holmboe, (2015). The article discusses interprofessional education (IPEs) which identifies assessment and evaluation methods used by educators, and develop any improvements as needed. The study discussed the recognition of challenges and the need for “rigorous evaluation processes as well as feedback opportunities for learners to assure continued growth along a continuum of knowledge and skills. Educational programs want to demonstrate learners have achieved their learning with passing scores on licensure exams and metrics. ” (Blue, Chesluk, Conforti & Holmboe, 2015, p. 78)

References

Blue, A.V., Chesluk, B.J., Conforti, L.N., & Holmboe, E.S. (2015). Assessment and evaluation in interprofessional education. Journal of Allied Health. Vol. 44, pp. 73-82

Rentschler, D.D., Eaton, J., Cappiello, J. McNally, S.F., & McWilliam, P. (2007). Evaluation of undergraduate students using objective structured clinical evaluation. Research Briefs. Vol. 46., pp. 135-139

Response#2The postings should be approximately 100 words (about 1/2 page length) and include references as indicated by the instructor. Need 2 References and in-text citations should conform to the APA format.

Jurado Initial

In the realm of education there must always be a means to verify validity of the teaching and effectiveness of the learning. The education is two fold in that both the educator and learner must be evaluated in order to assure that the information that was distributed to the learner was accurate and up to date. The evaluation of the teaching method is a means of getting feedback on the instructor. It is a way of validating if his/her method appropriate to those learners and was the material presented in a way in which the learner was easily able to regurgitate the instruction (Diekelman, 2003).

Evaluation Methods For Students

The most effective evaluation for the learner is to be tested whether by quiz or a test. It is the most effective way of allowing the student to show the positive transformation of the material. The information as it is presented in either lecture format, audio or even virtual may have effects on some of the learners. Not all learners are capable of learning in the same capacity and often exceptions must be offered. The students are offered in the beginning of most classes to acknowledge any handicaps or learning deficiencies that may hamper learning in a specified way. The information is then documented and placed in the students record and accomodations are then made. The examination method allows the student to share the knowledge that they were taught through testing (Shelton, 2013). The examination method is the most popular and most effective method.

Evaluation Methods for Faculty

Most schools and colleges have an appointed faculty committee that is formed to look at the educational information that will be presented and it is evaluated. Many teaching plans are evaluated by meta-analysis and are based on the nursing process assuring that the information is based on evidence-based practice. The educator must possess the ability to adapt to change as education can be forced to change methodologies to allow learners to understand the content (Diekelman, 2003).

Evaluations Improve Teaching

With many methodologies of teaching that is offered without appropriate evaluations we would be unable to evaluate the effectiveness of the learning. As students move forward with the ability to critical think the education must be presented in a way that it reflects the nursing process and allows the student to adapt the ability to critical think and understand the goals and objectives that are presented (Myler, Buch, Hagerty, Ferrari & Murphy, 2014).

References

Diekelman, N. (2003). Knowing and connecting: Competing demands and creating students friendly nursing curriculumn.Journal of Nursing Education, 42(9), 385-89.

Myler, L.A., Buch, C.L., Hagerty, B.M., Ferrari, M., & Murphy, S.L. (2014). Mentor Satisfaction Using a New Model of Clinical Education. Nursing Education Perspectives (National League For Nursing) 35(6), 367-371. doi:10.5480/13-1091.1

Shelton, E.N., (2003). Faculty Support and Student Retention. Journal of Nursing Education, 42(2), 68-75.

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