Evaluation of an Objective Based Formative Clinical Evaluation Tool

The co-investigators, as nurse educators, identified a problem with the current formative evaluation tool that was used in a beginning clinical course in a baccalaureate nursing program.  Specifically, the students and faculty reported that the tool was a cumbersome list of expected behaviors and did not facilitate documentation of student learning in the clinical setting.  Also, when using the current tool, students’ reflection on the clinical experience was minimal. As students enter the clinical setting, it is important that they receive clear feedback and guidance regarding their clinical competence. Students need well-defined expectations for clinical performance and consistent evaluation in order to progress in the acquisition of clinical knowledge.  In the study, the co-investigators described the effectiveness of a clinical evaluation tool that was used by both students and faculty.  Three focus groups were conducted to gather data using semi-structured interview style questions.  The focus groups were taped and transcribed.  Line by line analysis of the data was performed with coding and the formation of themes.  Participant checking was used to confirm the meaning constructed by the co-investigators. The study was approved by the Queens University of Charlotte Institutional Review Board and was funded by a grant from Mu Psi at-large chapter. The following themes were identified:  value, confusion/need for guidance, differing clinical experiences, critical thinking, and self-efficacy.  Implications for nursing education practice include: faculty role modeling, engaging students in reflective and critically thinking, promotion of student self-efficacy, building clinical competence based on effective faculty and student self-evaluation.