Paper
Friday, 21 July 2006
A New Model for the Evaluation of Achievements of Community Nursing Students
Liat Furman, MA, RN, Academic Generic Program, Shoenbrun Academic School of Nursing, Tel Aviv, Israel, Chaya Balik, RN, PhD, Nursing Department, Shoenburn Academic Nursing School, Tel Aviv, Israel, Shosh Kalishek, MRN, MPA, Principle of Academic Nursing School, Shoenbrun Academic School of Nursing, Tel aviv Medical Center, Tel Aviv, Israel, and Yehudith Marcus, MA, RN, Nursing Program, Shoenbrun Academic School of Nursing, Tel aviv Medical Center, Tel Aviv, Israel.
| Learning Objective #1: identify the different components of the model and understand the stages of assimilation in the field |
| Learning Objective #2: use a unique tool that evaluates student's achivments in the community. |
The evaluation and measurement of nursing are complex and important subjects which nursing education must deal with on both theoretical and clinical levels.In order to guarantee an objective and reliable evaluation, we developed a model for the acquisition of skills for the evaluation of students in clinical practice in the community. The model comprised eight stages of direction by the clinical trainers. The stages of the model were implemented from three primary aspects: · The design of an appropriate tool for the evaluation of student achievement in the community, based on measurable operative criteria, study requirements and academic demands.
· Implementation and practice of the model by means of workshops designed for clinical trainers.· Personal instruction for every trainer in the performance of evaluation, and recording evaluation results on a custom designed form developed by the school.
The project was evaluated according to three main indices:
- Participants’ response to the training program and the theoretical content of the workshop – this was examined by means of verbal feedback and questionnaires.
- Behavioral changes within the job – the process was accompanied by instructions for the use of evaluation tools, under the ongoing supervision and control of the project coordinator.
3. The students’ response to the evaluation process was examined by means of verbal feedback and a tool for student evaluation of clinical experience.
The evaluation tool enabled the students to define clearly the training planning, establishment of evaluation skills and significant improvement in achievement for both trainers and students.
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