Learning Objective 1: 1) Discuss the application of Lenburg’s Competency Outcomes and Performance Assessment (COPA) model to enhance the clinical evaluation process;
Learning Objective 2: 2) Discuss the process of developing and implementing an evidence-based (EB) tool for clinical evaluation.
Methods: A mixed-method descriptive design was used in the project. A literature review of educational assessment research across disciplines was conducted to identify EB student evaluation tools, processes, and methods. Unit-specific rubrics based on Lenburg’s COPA model were developed and implemented by instructors as clinical evaluation tools for senior-level students. Research questions for the study are 1) Does the use of the evaluation tool increase student clinical engagement and competency measured by faculty evaluation through course and clinical grades? 2) Does the use of the evaluation tool increase student self-reported engagement, competency, and attainment of course outcomes?
Results: Data was collected from a population of students (n=250) over a two-year period in a diploma nursing program. After implementation of the grading rubrics, clinical grades increased from an average score of 93.7% to 97.2%. Overall course grades increased from 85.0% to 85.2%. Likert-type responses indicated 89.4% of students believed the new evaluation method motivated them to be more engaged in the clinical setting. Narrative course evaluation questions elicited themes of increased motivation to excel, greater proficiency, and clearer expectations.
Conclusion: Innovative use of evidence-based evaluation methods in the clinical setting is needed. Utilizing a grading rubric based on Lenburg’s COPA model for evaluating student clinical experience suggests increased engagement, competency, and attainment of course outcomes. Further research is merited.
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