A diversity of evaluation strategies
Alexandra Kaduc RN, BSN, CCRN
TinaMarie Cieri, RN, BSN
Jennifer Austin RN, BSN
Kelly McCabe RN, BSN
Norvella Hill RN, BSN
TinaMarie Cieri, RN, BSN
Jennifer Austin RN, BSN
Kelly McCabe RN, BSN
Norvella Hill RN, BSN
Questions:
1. A patient asks about disposal of medications. What are the nurses’ best responses? (Select all that apply.)
1. Describe the role of the respiratory system in relation to acid-base balance
0 points=student did not answer or has no understanding of the concept
1 point= student has some information correct but does not grasp the entire concept
2 points= student grasps the concept
2. Describe the role of the kidneys in relation to acid-base balance
0 points= student did not answer or has no understanding of the concept
1 point= student has some information correct but does not grasp the entire concept
2 points= student grasps the concept
3. Explain one point of today’s class that was the most confusing for you?
0 points= student did not answer or answer was vague
1 point= student did answer but the answer was lacking in thought
2 points= student completely described an area of confusion
A short video on simulation and the importance of an effective evaluation tool:
1. A patient asks about disposal of medications. What are the nurses’ best responses? (Select all that apply.)
- “Mix medications with coffee grounds before disposal.”
- “Pour medications down the sink.”
- “Remove identifying information on the original container.”
- “Pulverize all tablets before disposal.”
- “Dilute the medication with bleach before disposal.”
- “I’m glad I can take the medication with or without food.”
- “It is good that no lab tests and monitoring are required.”
- “This drug is expensive; I’m glad I have prescription coverage.”
- “I prefer to chew the drug before swallowing it.”
- Store medications alphabetically on their usual shelf.
- Limit access to the drugs.
- Use special labels for these drugs.
- Provide increased information to staff.
- QD
- h.s.
- T.I.W.
- B.i.d.
- Explain the benefits and side effects of the drug.
- Leave the medication at the patient’s bedside to be taken later.
- Persuade the patient to take their medication.
- Explain the risks of not taking the medication.
- Necessity to document all medications given at the end of the shift.
- Correct site of injectable medication.
- Patient response to antiemetic.
- Drug name, dose, and route.
- Date and time of dose necessity for RN initials/signature.
- Aspirin 81mg, PO, daily.
- Multivitamin 1 daily.
- Vitamin D, 2000 units, PO.
- Ciprofloxacin HCL (Cipro) 500mg PO q 12h x7d.
- Promethazine 50 mg IV q3-6h prn for nausea.
- Administering irritating drugs with foods.
- Enteric-coated capsules may be chewed or crushed.
- Oral medications should be held if the patient is vomiting.
- Cut all transdermal patches to the correct dose.
- “I do not drink or when I have sublingual nitroglycerin in place.”
- “I mix all these meds in my dessert and hope that I am not too full to finish.”
- “I keep the meds in their original labeled containers.
- “I store medications away from my children and pets.”
- Assess the patient for risk for aspiration.
- Mix 2 of the 4 ordered medications into the meal.
- Administer drugs on a full stomach if food interferes with medication absorption.
- Administer irritating drugs without food to decrease gastrointestinal discomfort.
- a, c
- d
- b, c, d
- a
- d
- b, c, d, e
- a
- a, b, d
- b
- a
1. Describe the role of the respiratory system in relation to acid-base balance
0 points=student did not answer or has no understanding of the concept
1 point= student has some information correct but does not grasp the entire concept
2 points= student grasps the concept
2. Describe the role of the kidneys in relation to acid-base balance
0 points= student did not answer or has no understanding of the concept
1 point= student has some information correct but does not grasp the entire concept
2 points= student grasps the concept
3. Explain one point of today’s class that was the most confusing for you?
0 points= student did not answer or answer was vague
1 point= student did answer but the answer was lacking in thought
2 points= student completely described an area of confusion
A short video on simulation and the importance of an effective evaluation tool:
The Creighton Competency Evaluation Instrument (CCEI) has proven to be an effective evaluation instrument for simulation experiences as it focuses on 22 general nursing behaviors split up into 4 categories - assessment, communication, clinical judgment, and patient safety. Therefore it would be useful in assessing how well students meet the identified learner-specific objectives related to students' assessment of the patient's cardiovascular system and identification of the correlating cardiac diseases.
Clinical Competency/OSCE
This video shows an example of OSCE on hand washing:
Clinical Competency/OSCE
This video shows an example of OSCE on hand washing:
References
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Cant, R., Mckenna, L., & Cooper, S. (2013). Assessing preregistration nursing students' clinical competence: A systematic review of objective measures. International Journal of Nursing Practice, 19(2), 163-176. doi:10.1111/ijn.12053
Competency evaluation instrument. Creighton University: College of Nursing. Retrieved from http://nursing.creighton.edu/academics/competency-evaluation-instrument
Dolan, G. (2003). Assessing student nurse clinical competency: will we ever get it right?. Journal of Clinical Nursing, 12(1), 132-141. doi:10.1046/j.1365-2702.2003.00665.x
Herrman, J.W. (2008). Creative teaching strategies for the nurse educator. Philadelphia: F. A. Davis Company
Kee, J, Hayes, E., & McCuistion, L.E. (2015) Pharmacology: A patient-centered nursing Process Approach. Elsevier: St. Louis: Missouri
Oermann, M. H., Saewert, K. J., Charasika, M., & Yarbrough S. S. (2009). Assessment and grading practices in schools of nursing: National survey findings part 1. Nursing Education Perspectives, 30(5), 274-278.
Vanderbilt University Medical Center. (2015). Evidence based practice and nursing research. Retrieved from: http://www.mc.vanderbilt.edu/root/vumc.php?site=evidencebasedpractice&doc=37886
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Cant, R., Mckenna, L., & Cooper, S. (2013). Assessing preregistration nursing students' clinical competence: A systematic review of objective measures. International Journal of Nursing Practice, 19(2), 163-176. doi:10.1111/ijn.12053
Competency evaluation instrument. Creighton University: College of Nursing. Retrieved from http://nursing.creighton.edu/academics/competency-evaluation-instrument
Dolan, G. (2003). Assessing student nurse clinical competency: will we ever get it right?. Journal of Clinical Nursing, 12(1), 132-141. doi:10.1046/j.1365-2702.2003.00665.x
Herrman, J.W. (2008). Creative teaching strategies for the nurse educator. Philadelphia: F. A. Davis Company
Kee, J, Hayes, E., & McCuistion, L.E. (2015) Pharmacology: A patient-centered nursing Process Approach. Elsevier: St. Louis: Missouri
Oermann, M. H., Saewert, K. J., Charasika, M., & Yarbrough S. S. (2009). Assessment and grading practices in schools of nursing: National survey findings part 1. Nursing Education Perspectives, 30(5), 274-278.
Vanderbilt University Medical Center. (2015). Evidence based practice and nursing research. Retrieved from: http://www.mc.vanderbilt.edu/root/vumc.php?site=evidencebasedpractice&doc=37886