There is some good literature out there on this topic.

Bourbonnais, F. F., Langford, S., & Giannantonio, L. (2008). Development of a clinical evaluation tool for baccalaureate nursing students. Nurse Education in Practice, 8(1), 62-71.

OERMANN, M. H., YARBROUGH, S. S., SAEWERT, K. J., ARD, N., & CHARASIKA, M. (2009). Clinical evaluation and grading practices in schools of nursing: National survey findings part II. Nursing Education Perspectives, 30(6), 352-357.

Oermann, M. H., & Gaberson, K. B. (2013). Evaluation and testing in nursing education. Springer Publishing Company.

Hope this helps.

Melissa

Structured teaching programmes like ATLS and ACLS have specifics detailed for each step of clinical activity, Also the 'station' based assessment like that done in USMLE of US or PLAB of UK also have similar concepts.

In clinical activity (say diagnosis / examination and deriving a differential diagnosis) or for clinical procedures (say securing a central line or tapping of peritoneal fluid etc; ) such assessment would be of much value. The assessment can be based on each step and all procedures have critical and semi-critical steps / procedures. It is imperative that the student understands it all. A mock on a manniquin is a good idea. But it must be remembered that all procedures take a different turn and a visible downgrade in performance when it's done in real life scenarios or in case of emergency. Competent individuals should be tested on real life scenarios overseeing their work at that time ... in the same way they were assessed in the mock scenarios.

And a discussion of the same later with them will help them correct and reinforce the correct method of the procedures.

Thanks for all you comments and references.

but in fact I would like to build an assessment tool concerning clinical evaluation.

Any assessment tool for clinical evaluation must have the following dimensions:

1. Primary Diagnosis

2. Differential diagnosis

3. Identification of Associated factors

4. Management Strategy - Main and Alternate routes

5. Follow up / Modification / Referral

The assessment tool cannot be used for one day evaluation - rather it should be based on the case sheet evaluations of the patient maintained in the log book of student.

Thank you

I built an assessment which focusing on 1% on uniform 1% on activities such as nursing management 2% nursing diagnosis and implementation 1% for reports about patients assessment. = 5 marks daily

To date you (and many others clinical teachers in medical Schools) should be prepared to teach Person Centered Medicine and Person Centered Medicine Clinical Method and its assement method, The paradigm in Medical Education is changed.

We can indicate you a next possibiity to update yourself.

http://www.unambro.it/html/pdf/Pre-Conference%20Courses.pdf

Giuseppe R.Brera MD LD MA

www.unambro.it

.

We have developed the assessment guides (total score to be collected if all the necessary steps have been fulfilled)

What is ? Can you offer your assessment guides please

thank you

regards

Dear Dr Hasan, there are many tools you can use. We use objective structured clinical examination where we have role-play patients who answer the students questions and exhibit behaviour during the clinical exam. This is done in a tight time frame, and due to a pre-developed check-list and some testing, students are happy with the easy-to follow objective results. We also contain some feedback at the end of the session.

I agree with Jan De Laffolie. In addition, assessment of performance of students in clinical areas should be based on learning objectives and learning activities. How do we expect the students to perform is based on clear understanding of how and why of what to do.

Thank you

what is you Idea about OSCE model ?

OSCE is preferable for such assessment, but how we can assess their knowledge?

OSCEs can be used most effectively in students to assess safe practice in terms of performance of psychomotor skills, as well as the declarative and schematic knowledge associated with their application. OSCEs should be integrated within a curriculum in conjunction with other relevant student evaluation methods.

Clinical teaching to date should be oriented by Person Centered Medicine and the Person Centered Clinical Method. PBL and Evidence based medicine are obsolete and wrong models, because medical science is changed.

In the assessment of clinical skills in learning Person Centered Medicine, the method we use is correspondent to the Person Centered Medicine Clinical method  learning of its steps trough a questionnaire fulfilled by three clinical teachers after a simulation session, concerning the learning step and, at the end, of  the full procedure.

The problem is to prepare clinical teachers to teach Person centered Medicine and its epistemological basis which is founded on the paradigm shift of Medical Science , born in 1998, and that will be formalized in Milan on 13-14-15 October 2017 in the Congress:

" Medical science and health paradigm change"

Sign if you agree "la Charte Mondiale de la Santé-the World Health Charter"

Text and info on the Congress website

an on line-live course on Person Centered Clinical Method:

http://www.unambro.it/html/Person-Centred-Medicine.htm

https://www.healthparadigmchange.it