Kaleeyah Hopkins Aug 24 4:59pmManage Discussion by Kaleeyah HopkinsReply from Ka

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Kaleeyah Hopkins
Aug 24 4:59pmManage Discussion by Kaleeyah HopkinsReply from Kaleeyah Hopkins
Hello class,
When considering clinical evaluation strategies that are fair and accurate in measuring student learning, competence, and safety in the clinical setting, it’s important to choose methods that address the cognitive, psychomotor, and affective domains of learning. Three clinical evaluation strategies that align with a holistic approach to nursing education are Objective Structured Clinical Examinations (OSCEs), clinical performance rubrics, and reflective journals and self-assessment.
Objective Structured Clinical Examinations (OSCEs) are structured practical exams where students rotate through stations and perform specific clinical tasks within a set timeframe. Each station assesses a different skill or component of clinical practice, ranging from history-taking and physical examinations to emergency response and communication skills. OSCEs are designed to be objective, standardized, and consistent, which helps reduce evaluator bias. In terms of learning domains, OSCEs assess the cognitive domain by requiring students to make clinical decisions, prioritize care, and apply theoretical knowledge to practical scenarios. They evaluate the psychomotor domain through tasks that require students to perform specific clinical skills, such as administering injections or inserting IVs. The affective domain is assessed through scenarios requiring interaction with standardized patients, thereby evaluating communication skills, empathy, professionalism, and ethical decision-making. This strategy aligns with my teaching philosophy, which emphasizes fairness, consistency, and providing students with opportunities to demonstrate their competencies in a controlled, realistic setting.
Clinical performance rubrics are detailed assessment tools that outline specific criteria for evaluating various aspects of clinical competence. Rubrics provide clear expectations and allow both students and instructors to understand what is being evaluated and how performance is measured. They are particularly useful for ongoing, formative assessments during clinical rotations. Rubrics assess the cognitive domain by measuring students’ ability to apply theoretical knowledge in clinical settings, including decision-making, problem-solving, and critical thinking. They evaluate the psychomotor domain by assessing hands-on clinical skills through direct observation and evaluation of technique, safety, and adherence to best practices. The affective domain is evaluated by including criteria related to interpersonal skills, professionalism, teamwork, and ethical conduct, such as communication with patients and colleagues, cultural sensitivity, and response to feedback. This method aligns with my teaching philosophy by promoting transparency and continuous feedback, encouraging self-reflection and growth within a supportive learning environment.
Rafii F, Ghezeljeh TN, Nasrollah S. Design and implementation of clinical competency evaluation system for nursing students in medical-surgical wards. J Family Med Prim Care. 2019 Apr;8(4):1408-1413. doi: 10.4103/jfmpc.jfmpc_47_19. PMID: 31143730; PMCID: PMC65

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