...PL3236 - Abnormal Unit 3 Notes – Assessment and Diagnosis Term | Info | Intro | * Clinical Assessment - the process of gathering information about a person and his or her environment to make decisions about the nature, status, and treatment of psychological problems * Typically begins with a set of Referral Questions developed in response to a request for help * Determine the goals of the assessment and select appropriate psych tests or measures | Goals of Assessment | * What procedures and instruments to use – age, med condition, and symptoms influence tools – psychologist’s theoretical perspective also affects scope. * Integrate findings to develop preliminary answers – shares this – process sometimes has therapeutic effect – feedback | Screening | * Screening - an assessment process that attempts to identify psychological problems or predict the risk of future problems among people who are not referred for clinical assessment * All members of group are given a brief measure for which some identified cutoff score indicates the possibility of significant problems, e.g. Centre for Epidemiological Studies-D (CES-D) – possibility of depression. * General Health Questionnaire (GHQ) – broad-based – indicates if more thorough evaluation is needed. * AUDIT test – 10-item screen to identify substance abuse * To evaluate usefulness of screening, they must have: * Sensitivity – ability of the screener/instrument to identify a problem that actually exists...
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...Failing students: a qualitative study of factors that influence the decisions regarding assessment of students’ competence in practice Kathleen Duffy Caledonian Nursing and Midwifery Research Centre School of Nursing, Midwifery and Community Health Glasgow Caledonian University This study was funded by a scholarship from the Nursing and Midwifery Council (formally The United Kingdom Central Council for Nursing, Midwifery and Health Visiting). January 2003 ISBN 1-903661-40-4 CONTENTS LIST CONTENT PAGE ACKNOWLEDGEMENTS GLOSSARY OF TERMS AND ABBREVIATIONS ABSTRACT CHAPTER 1: BACKGROUND TO THE STUDY 1.1 Introduction 1.2 Background to the study 1.3 Aim of study CHAPTER 2: METHODOLOGY 2.1 Grounded theory 2.2 Data collection 2.2.1 Sampling 2.2.2 Participants 2.2.3 Methods 2.2.4 Ethical considerations and access 2.3 Data analysis 2.3.1 Rigour and trustworthiness 2.4 Chapter summary CHAPTER 3: CATEGORY ONE: THE CURRENT DILEMMAS 3.1 Existing problems 3.2 More fail theory than practice 3.3 Differing agendas 3.4 Chapter summary CHAPTER 4: CATEGORY TWO: THE PROCESS OF MANAGING A FAILED CLINICAL ASSESSMENT 4.1 Identifying the weak student 4.2 Developing a plan of action 4.3 The decision to fail 4.4 After the deed is done 4.5 Chapter summary CHAPTER 5: CATEGORY THREE: FAILING TO FAIL 5.1 Leaving it too late 5.2 Personal consequences 5.3 Facing personal challenges 5.4 Experience and confidence 5.5 Chapter summary PAGE 1 2 3 4 6 6 6 10 11 11 12 12 13 14 14 16 16 19 20 20 23 24 26...
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...Nurses use clinical reasoning to assess their patients, make decisions surrounding interventions, and evaluate these interventions every day in their clinical practice. Having just finished a rotation on a busy surgical unit I had the opportunity to see nurses using their clinical reasoning skills and experience in order to facilitate safe patient care: this paper will discuss clinical reasoning and the processes involved used by nurses to make critical decisions in regards to visibly distressed postoperative patients. Defining Clinical Reasoning Clinical reasoning is an essential part of nursing practice and has even been identified as what could be called “the ‘hallmark’ of an expert nurse” (Simmons, Lanuza, Fonteyn, Hicks, & Holm, 2003,...
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...Skill): Medical Students Pre-clinic Education and Assessment System based on "Socio Cultural Community" to face the AEC Jodii Arlan Kurnia1 and Arlinda Silva Prameswari2 1Third Year Medical Student, University of Muhammadiyah Malang (UMM), Indonesia 2Second Year Medical Student, University of Muhammadiyah Malang (UMM), Indonesia Abstract Problems of communication in medical field, exactly for clinical phase frequently happen. Fault diagnosis on patients is one of those effect. In some case, doctor and patient himself have different perception to understand the meaning of "mbliyur" (dizziness) from Javanese Language. In fact, 60% diagnosis comes from anamnesis, which is one implementation of the ability to communicate in society. On the other hand, the graduates of Indonesian doctors will be faced with the medical world job competition as an impact of the AEC (ASEAN Economic Community). In order to answer these two problems, new education system and assessment needed and must be developed. EESS (Education and Examination for Social Skill) expected to be a solution to train and develop the capacity of “community-based physicians” who only owned by Indonesian doctor (something unique). EESS is able to educate students to understand the socio-cultural community, Includes two aspects: communication and socialization. As the education system and assessment, EESS final score will be added in the total assessment system within a block or half of the semester system...
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...The learning, teaching and assessment experience This assignment is a written account of a learning, teaching and assessment experience within a clinical setting. It considers how the mentorship of a student can be influenced by the learning experience. It also discusses the learning, teaching and mentorship theories and considers the principles of an assessment. It will look at the reliability, validity and different factors that may influence the learner’s needs. It will reflect on the responsibilities and boundaries of the mentor and discuss the legal, ethical and professional accountability. The clinical setting as a learning environment will be analysed and the effectiveness of the roles and responsibilities of a mentor will be discussed. Finally, the importance of effective teamwork within a clinical setting environment will be examined. To comply with the Nursing and Midwifery Council (NMC 2008) all confidential information will be withheld and names changed. According to the NMC (2006) students on an NMC approved pre-registration nursing course must be supported and assessed by a mentor. The mentor must be registered on a local register and must demonstrate their knowledge, skills and competences on an ongoing basis. As a qualified nurse the NMC (2008) also states “you must facilitate students and others to develop their competences”. Student nurses in their final year of study are allocated placements within the community setting every six months. Most students...
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...(ELAC) ANNOTATED BIBLIOGRAPHY ON ASSESSMENT AND EVALUATION ELAC Members: Marilyn H. Oermann (Chair) Karen Saewert (Chair-elect) Pamela Rutar Suzanne Yarbrough Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c) clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1 CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional...
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...provides a quality higher learning environment preparing competent practitioners for health-care professions. Continuous quality improvement guides the educational process as students prepare to deliver culturally congruent health care, perform as responsible citizens within the global community and seek avenues for life-long learning. Our Goals Program goals for each department in the College derive from the philosophy of the College and the domain competencies, as follows: Knowledge • ability to examine and explain phenomena • ability to construct and organize knowledge • ability to integrate and synthesize knowledge • ability to apply quantitative and qualitative concepts Proficiency • ability to solve practical problems • ability to collaborate with multiple disciplines • ability to communicate effectively • ability to practice competently and skillfully in a changing health-care environment Culture Care Values • ability to preserve/maintain cultural identities • ability to accommodate/negotiate diverse life ways • ability to re-pattern/restructure health-care delivery methods • ability to apply ethical and legal principles to health care The Associate of Science in Nursing Program (ASN) is a two-year program of study combining didactic and clinical nursing courses as well as general education courses. The Program prepares beginning nurses who function as providers and leaders of direct and indirect nursing...
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...learning prior to Project 2000, and then moving to present day and the different documents that were implemented and the benefit these had on the mentoring process. Several definitions of mentorship will be addressed due to the lack of consensus regarding this. As a result, a clear distinction will be made between the differences of clinical supervision, perceptorship and the mentoring process. This will lead onto the role of the mentor, focusing upon relationships and the different theoretical perspectives around the formation of these. Also being explored in this section will be characteristics needed by the mentor as well as their responsibilities. The following topic to be explored will be learning styles and the environment. A definition of learning will be offered leading onto the learning environment and audits that are in place to ensure placements are up to scratch. This is followed by a description of learning models, looking at research that displays deficits with these. Also being looked at are the individual learning styles and characteristics. The final topic will be assessment; the author will offer a definition of assessment. This will lead onto formative and summative assessment, looking at the advantages and disadvantages of both. Finally, the author will discuss the numerous techniques of assessment. Throughout the assignment conflicting research will be offered thus giving a balanced debate for the chosen topics. The aim of this will be to equip the...
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...MODULE 2 Standards of Care | Met | Unmet | Example | Recommendation | 1. Patients have access to the health care organizations’ services based on their identified health care needs and the organizations’ mission and resources. | * | | Patients are being cared of according to their complaint: * The patient is complaining of flank pain, the health care provider in the institution performs assessment and laboratory examinations. | | 2. The patient has a process for admitting patients to the organization. | * | | The institution has the TRIAGE system. * The institution utilizes this system in determining priorities and intervening to needs. | | 3. Patients with emergency or immediate needs are given priority for assessment and treatment. | * | | | | 4. At admission, the health care organization provides the following information to patients’ and appropriate family member and decision makers; information on the proposed care, the expected results of the care, and any expected cost to the patient for the care. | * | | Consent for admission is being explained to and signed by the significant other and the patient. | | 5. The organization seeks to reduce physical, language, cultural and other barriers to access and delivery of service. | * | | * As much as possible, patients having different dialect are being entertained by using the same dialect. * During blood transfusion, patients’ cultures are being respected after...
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...Educational Supervisor 1.6 Deanery Ultrasound Co-ordinator 1.7 Ultrasound Educational Supervisor 1.8 Subspecialty Training Programme Supervisor (STPS) 4 5 5 7 8 10 12 13 15 16 Section 2: Structure of postgraduate education 2.1 The curriculum 2.2 Postgraduate training, assessment and appraisal 2.3 Annual review of training 2.4 RCOG forms for appraisal 2.5 MRCOG examinations 2.6 DRCOG examination 18 22 25 30 31 32 34 Section 3: Managing local/regional education 3.1 Guidance for dealing with the poorly performing trainee 3.2 Regional education 3.3 Welcoming the new trainee 3.4 Training needs for trainers 3.5 Top tips for College Tutors and Educational Supervisors 35 35 36 39 39 40 2 Section 4: Resources 4.1 Bibliography for medical education 4.2 List of educational resources 42 42 42 Section 5: Appendices 5.1 Appendix 1: Sample letter of welcome 5.2 Appendix 2: Example of introductory programme 45 45 47 3 Introduction The delivery of training and education is a core responsibility for the National Health Service (NHS). The General Medical Council sets the standards for undergraduate and postgraduate medical education and works with the Colleges to determine the curriculum, assessments and implementation. The Royal College of Obstetricians and Gynaecologists (RCOG) has established specific educational roles to support the delivery of training. This document is provided as guidance for those undertaking these important roles. The main roles are College...
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...SID NO : 0711950 WORDS : 2,000 SUBMISSION DATE: 10TH OF MAY 2013 The purpose of this essay is to provide a reflective account of mentoring a pre-registration nursing student in practice. A reflective model (Gibbs 1988, appendix 1) I will analyse the experience between myself as a mentor and the student under the supervision of a qualified mentor. The learning styles, The name of individuals involved shall not be mentioned in order to protect confidentiality in accordance to the Nursing and Midwifery Council (NMC, 2008) Emphasis will be put on how an environment may be created to foster a long life learning and teaching and the learning strategies that were utilised, coupled with principles of assessment and the assessment tools that were used. The role of a mentor in facilitating learning will also be appraised. What is reflection? According to, Taylor (2000), “reflection means the throwing back of thoughts and memories in cognitive act such as thinking, contemplation, meditation and any other form of attentive consideration in order to make sense of them, and to make contextually appropriate changes if they are required”. The purpose of reflection as stated by John (1999) is to promote desirable practice through the practitioner's understanding and learning about their lived experiences. John (1999) mentorship reflection. This mentorship encourages practitioners to work through a series of reflective cues, the last of which is concerned with...
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...Nursing Process and Clinical Decision Making Janet NUR/300 Kimberly Tomsai October 12, 2011 Nursing Process and Clinical Decision Making Not all nurses have the same knowledge and experience therefore nurses need to understand clinical judgment, decision making, and the nursing process to administer the best nursing care regardless of personal skill level. Nurses make clinical decisions based on knowledge and experience. A variety of theories and conceptual frameworks have developed to explain the science of nursing and clinical judgment, one of the most notable is that of Patricia Benner. Benner’s theory presents that nurses operate in five stages of clinical judgment from novice to expert (Bias, Hayes, Kozier, & Erb, 2011). The novice is the student nurse who has very little or no knowledge whose main concern is with rules and guidelines to complete tasks. Next is the advanced beginner or the graduate nurse who understands the concepts of nursing but sees difficult situations as more difficult tasks to complete and more rules to learn and often feels overwhelmed frequently consulting with more experienced nurses. For example a new patient arrives to the unit the nurse has not completed the tasks for the patients she already has becomes overwhelmed with how to prioritize and meet each patient’s needs. At the competent stage the nurse no longer functions entirely within a set of rules. Organizational and technical skills have improved the nurse is...
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...Critically Reflective Account of My Experience of Mentoring and Assessing a Student in Practice Carole Smith Student Number COX07411185 Module Title: Supporting Learning and Assessment in Practice Module No: GM6411 Attempt: First Deadline Date: August 1 2008 Submission Date: August 1 2008 Word Count: 2000 For this assignment I will give an account of my experience while mentoring and assessing a 2nd year student nurse during a six week placement. I will critically reflect on the experience, looking at learning theories, giving feedback and the importance of reflecting on experiences in practice. For reasons of confidentiality I will refer to my student as Sam. A mentor can be defined as a nurse that has reached the Nursing and Midwifery Councils (NMC) mentor requirement and has achieved the knowledge, skills and competence required to assess a pre-registration student nurse in practice placement (NMC 2006). The NMC (2006) has also identified eight mandatory standards that nurses must achieved to become a mentor they include Establishing effective working relationships, Facilitation of learning, Assessment of accountability, Evaluation of learning, Creating an environment for learning, Context of practice, Evidence based practice and leadership. An alternative definition of a mentor as defined by English National Board (ENB) & Department Of Health...
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...Running head: PRACTICUM EXPERIENCE 1 Nursing 740 Practicum Experience Ginger VanDenBerg Ferris State University PRACTICUM EXPERIENCE Abstract 2 Orienting to the role of an academic nurse educator is a dynamic and challenging process. While engaging in this role with a preceptor, this novice nurse educator was guided by the core competencies developed by the National League for Nursing to teach Bachelor’s of Science in Nursing (BSN) degree students. Utilizing teaching, assessment, and evaluation strategies learned throughout the Master’s in Nursing Science program, this educator developed a didactic presentation on building cultural competence for Health Assessment nursing students, demonstrated and assisted in the development of essential skills to conduct an adult physical examination, and coordinated a perioperative clinical rotation for senior level nursing students. This practicum experience has played a pivotal role in strengthening this novice educator’s ability to assist students in identifying their learning needs, strengths, and limitations, while providing opportunity to experience the teaching-learning environment of the academic arena. Keywords: nursing students, learning, practicum learning, nurse educator PRACTICUM EXPERIENCE Nursing 740 Practicum Experience New nurse educators transforming into their new role often discover they are not as prepared as they would hope to be (Poindexter, 2008). Being an experienced or expert nurse is not sufficient...
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...Analysis of the Clinical Informatics Job Description Ann Miller American Sentinel University Analysis of the Clinical Informatics Job Description What is an Informatics Nurse, an Nurse Informaticist? When people ask me what job that I do and I reply “Informatics”, they get an interesting look on their face. The look is of concern and of that is not what a nurse does. The public is not educated in what this position’s importance really is and that is too bad. What is a typical day like for an informatics nurse like myself? That question is easy. There are no typical days! I can honestly say that this is what I like about my job position. Some days I am going to staff meetings where I am educating on a new process to a page from the floor that a provider needs my help. I have many computer classes to teach for staff, nursing students, providers, and soon 80 or so high school students who will be joining us for the next seven months to learn patient basic care and documentation. In my spare time- I do get some from time to time, I have many projects that I am working on to optimize the electronic medical record. The projects can be getting rid of any paper processes that remain and doing whatever it takes to get them all electronic from the development of provider order sets (Powerplans), to nursing processes, and education. You cannot forget about the education. Education has to come in many formats, including group settings (staff meetings), one-on-one, on-line...
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