A Clinical Facilitators - Nursing Assignment Help

Assignment Task

Elevance:
As clinical facilitators one of your primary responsibilities will be to assess student competence in clinical domains. This authentic assessment task requires you to use validated communication and assessment theory to develop an effective tool to evaluate competence in a domain of your choice. Once developed this tool will have direct utility in practice. 

Task Instructions:
• Select and introduce a domain or area of competence that you wish to assess. This may be anything relevant to your discipline from a simple clinical skill to critical thinking ability.
• Outline the key criteria that you wish to assess using current best-practice evidence and policy as appropriate.
• Employing relevant assessment theory, design a tool to be utilised in assessing the domain/competency that you have outlined above. It may take any form as appropriate to the context. Some examples that you may consider are an OSCE or an observational/audit style tool.
• Please note that the tool itself will not be included in the word count, but rather attached as an appendix.
• Using assessment theory to support your discussion, rationalise your choice and design of the assessment tool.
• Describe your proposed implementation and evaluation process. Include any instructions that will be provided to the student/staff member being assessed.
• Provide a conclusion.
• Provide a reference list in CDU APA 7th format to encompass current and valid resources utilised to inform and create the tool.
• Academic writing standards apply to the task as set out in the rubric (provided below).

Throughout healthcare education we can see examples of standardised assessment tools. Some of the advantages to such tools is that they have been 'tried and tested', meaning that they have been evaluated as fit for purpose by a number of educational bodies. Some other advantages are listed below;
• They can also be advantageous by virtue of sheer familiarity. If facilitators recognise them, they will be more confident in utilising them.
• The same goes for students, given a consistent assessment style/tool this can reduce the energy required by the student to understand the assessment and free it up for development of the skills required.
• Familiarity may also help with setting of expectations.
• They allow for comparison of outcomes when student education and placements vary
• They enable benchmarking across clinical sites and/or universities
• They facilitate reporting that aligns with the threshold learning outcomes for health.
(Adapted from Ossenberg et al (2015)
• Scaffolding Assessment

Standardised assessment tools have the advantage of being able to be used across levels of experience throughout undergraduate study and beyond. However, it is crucial to understand the level of competence expected at each year level in order to perform a valid assessment. This can be done through seeking prescribed learning outcomes and scopes of practice for the student cohort that you are supervising from the institution concerned and ensuring that you understand how these translate into competent practice.

Bloom's Taxonomy is widely used in higher education and can be helpful in conceptualising the stage of skill development that is expected at each level of undergraduate study;
(Source: Vanderbilt University Center for Teaching)

A first year undergraduate student will start at the base of this pyramid and move upwards as they progress through the course.

The following two videos are drawn from the resources available in relation to the AMSAT tool. They focus on illustrating how various standards of practice may be successfully achieved by midwifery students with varying levels of experience in response to the same scenario. They provide an excellent example of varying expectations across the year levels or 'scaffolding'. As you watch them, note where you feel each student sits in relation to Bloom's taxonomy;
 

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