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This document contains a clinical instructor's performance rating scale used by the University of La Salette College of Nursing in Santiago City. The scale rates instructors in two main areas: clinical teaching skills and professionalism. For clinical teaching skills, instructors are rated on their planning, teaching, and evaluation abilities. For professionalism, instructors are rated on behaviors such as punctuality, relationships, appearance, and role modeling. Instructors receive a qualitative rating of excellent, very satisfactory, satisfactory, fair, or poor for each item on the scale.
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The document discusses the nature, purposes, and levels of assessment. It defines assessment as samples taken from content and skills that examine student behaviors. The purposes are to inform instruction, and provide information to students and parents. There are four levels of assessment: knowledge, process/skills, understanding, and products/performances, each with a defined percentage weight. The levels form the basis for quality assurance and grading.How to evaluate clinical practice
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This document outlines the steps for undertaking clinical audits, clinical research, and service evaluations to evaluate clinical practice. It begins by defining key terms like clinical audit, clinical research, and service evaluation. It then describes the typical steps for each process. For clinical audits, the key steps include planning, identifying a topic, choosing standards, collecting and analyzing data, and interpreting results to improve practice. For clinical research, the steps involve identifying a problem, reviewing literature, clarifying the problem, defining terms, and defining the population. Service evaluations follow steps like establishing a team, planning, engaging stakeholders, designing the evaluation, collecting data, communicating results, and incorporating findings. The document aims to clarify how to properly evaluate clinical practice usingGrading and reporting of results
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This document outlines a grading and reporting plan for evaluating student success. It discusses how marks will be calculated based on major tests, projects, labs, and quizzes. Final marks are the total of term marks and exam marks. Grading is meant to communicate student achievement, provide self-evaluation, and select students for programs. Marks can be reported as percentages, pass/fail, or scales. Computerized grading programs make record keeping easier and allow flexible reporting formats like displays, reports, and portfolios.Analysis of Relationship Between Associate Degree Nursing Students Self-Conf...
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This dissertation analyzes the relationship between associate degree nursing students self-confidence in learning and their perceptions of five instructional design characteristics in high-fidelity simulation experiences. The research highlights the importance of realism and debriefing in enhancing self-confidence among nursing students while using high-fidelity simulations to prepare them for real clinical environments. Findings suggest the need for further quantitative research to evaluate the effectiveness of simulation as a learning strategy in nursing education.Clinicalteaching
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The document discusses clinical teaching in nursing education. It describes the purposes of clinical teaching as bringing together theory and practice, mastering skills, observation, refining problem-solving, and developing time management. It also discusses the misuse of clinical settings and different models of clinical teaching, including traditional methods, preceptorship, and their benefits. Effective teaching techniques discussed include observation assignments, nursing rounds, shift reports, and technology use. The document also covers preparing for, conducting, and evaluating clinical instruction as well as challenges and choices in the evaluation process.From paddock to plenary: Reimagining the WIL assessment of pre-clinical veter...
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This document provides information about an online nursing education course titled Principles of Teaching and Learning. The 8-week course covers topics related to the nurse educator role including learning theories, instructional methods, and assessment. Students will develop a teaching plan and presentation. The course aims to help students understand learning and the educator role in academic and clinical settings.EDUCATIONAL THRUST AND CURRENT TRENDS.pptx
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Community evaluation tool
- 1. University of La Salette College of Nursing Santiago City CLINICAL INSTRUCTORS PERFORMANCE RATING SCALE NAME OF CLINCAL INSTRUCTOR: ____________________________________________________ Qualitative Description: 5 Excellent 4 Very Satisfactory 3 Satisfactory 2 Fair 1 Poor I. A. 1. 2. 3. 4. 5. 6. 7. 8. CLINICAL TEACHING SKILLS PLANNING Present objectives and expected competencies. Provides schedule of activities. Determine learning needs of students. Selects appropriate cases based on concepts discussed. Maximizes times for learning. Provides opportunities for leaning Makes use of available resources. Comes toward prepared. B. 1. 2. 3. 4. 5. TEACHING Has mastery of the subject matter. Correlates learned concept into clinical practice. Answers questions based on the theories, concepts, and principles. Performs nursing procedures competently based on standard principles. Develops problem solving skills among students especially in conference, rounds and case presentations. 6. Has decision making ability in case of emergencies / problems of Students. 7. Supervises students in nursing activities. 8. Motivates students interest towards learning. 9. Stimulates student clinical judgment. C. EVALUATION 1. Identifies students strengths, weakness and limitations. 2. Makes comments, suggestions and or recommendations for Improvement of student learning. 3. Gives grades based on objectives set and expected competencies 4. Administer remediation measures. 5. Not bias in giving grades. II. 1. 2. 3. 4. 5. 6. 7. PROFESSIONALISM Reports on duty on time. Maintains a perfect attendance. Has a good interpersonal relationship with clients, students, and members of the health team. Dresses in proper uniform code. Observes proper grooming. Serves as a role model for the students. Accepts feedback constructively. 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4 4 3 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 1 1 1 1 1 1 1 1 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 5 4 3 2 1 5 5 5 4 4 4 3 3 3 2 2 2 1 1 1 5 4 3 2 1 5 4 3 2 1 5 5 5 5 4 4 4 4 3 3 3 3 2 2 2 2 1 1 1 1 5 5 4 4 3 3 2 2 1 1 5 5 5 5 5 4 4 4 4 4 3 3 3 3 3 2 2 2 2 2 1 1 1 1 1