answer discussion posts

Today, we live in an era of constant change in health; hence, constant clinical evaluation is needed. Clinical evaluation is critical since it provides information about performance and data that students can use to assign grades, decide, and develop their curriculum. My teaching philosophy would aim to develop a student-centered environment that encourages critical thinking and continuous learning. Besides, I believe that the notion of caring in nursing is often developed in class. The first method of clinical evaluation is observation which faculty members often utilize. Individuals can utilize observational guides, especially during skill demonstrations. The second method is a written assignment, including a nursing evaluation plan which can aid in comprehending an individual understanding process. Besides, it has the concept map, which has a diagrammatic teaching strategy that can aid in demonstrating ways in which patient assessment tool is configured. Lastly, individuals can utilize student self-evaluation, where an instructor can ask students to evaluate themselves based on a clinical performance rubric (Billings and Halstead, 2019). Students can evaluate what they have learned, their strengths or weaknesses, and areas that require improvement. 

Reference

Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing e-Book: A guide for faculty. Elsevier Health Sciences. https://books.google.com/books?hl=en&lr=&id=h1aWDwAAQBAJ&oi=fnd&pg=PP1&dq=(Billings+%26+Halstead,+2016)&ots=2ugKKnShhY&sig=xoXQvuYRedR_dQPmCNehzWaW_OQ (Links to an external site.)

Evaluating students in the clinical setting can be difficult.  You are often managing multiple students across multiple units in the hospital.  As an instructor, you cannot physically be there for every task that the student does while in the clinical setting.  To effectively evaluate students in this environment, clear planning and guidelines are necessary for success. My three preferred methods include direct observation using a checklist, written assessment via a concept map and the use of simulation.   Using observation, which I primarily use at my student’s orientation day to validate specific critical skills necessary for their success, is a great way to clearly evaluate their understanding of how to complete a task with specific steps on a checklist (Halstead, 2016).  This strategy aligns with my teaching philosophy in the sense that it allows me as an instructor to directly work with my students and give them constructive feedback to improve their practice.  Although the bane of many students’ nursing experience, Concept Maps are another effective tool to evaluate students’ cognitive understanding of their patient and critical thinking skills.  I appreciate this tool because it allows me to see how students are taking the patient’s information from their chart and making sense of it.  It is an “…opportunity to complete a quick review of students’ thinking patterns and determine further learning needs” (Halstead, 2016, pg. 449).  This method about my teaching philosophy, allows me to evaluate how students are taking in the “big picture” of their patient and looking beyond the numbers.  Finally, simulation is fantastic way to be able to provide students a high-fidelity scenario to apply all their skills and critical thinking, to a scenario that normally would not be safe on an actual patient. Also, it allows you the opportunity to debrief with your students and discuss overall how the scenario went and reflect on their performance. “These debriefing sessions provide opportunity for students to gain insight into their performance and consider opportunities for improvement” (Halstead, 2016, pg. 452).  This reflects my teaching philosophy of applying concepts learned in theory and their application on real world scenarios.  It builds student confidence in their ability to manage their patient and apply it to the clinical site.  Using these combined methods, as an instructor I can evaluate my students’ ability in the clinical setting to effectively care for patients in their future career.

Halstead, D.M.B.J. A. (2016). Teaching in Nursing: A Guide for Faculty (5th Edition). Elsevier Health Sciences (US). https://online.vitalsource.com/books/9780323290548