Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Critical Thinking II

Critical Thinking II

Critical thinking is a cognitive process with several attributes. The attributes of critical thinking include the following:

Current Trends in Nursing II

Current Trends in Nursing II

Trends in nursing are multifactorial and associated with changes in society, within the nursing profession, and in other professions. Notably, telehealth and remote nursing contribute to successful healthcare delivery for numerous patients and help reduce stress for nurses due to nursing shortages. Nurses can reach patients, monitor their conditions, and interact with them using computers, audio, visual accessories, and telephones—for example, remote patient monitoring systems. Likewise,...

Data Collection III

Data Collection III

The physical assessment examines the patient for objective data that defines the patient's condition, and aids in formulating the nursing care plan. The purpose of physical assessment is a health status appraisal, which includes identifying health problems, and establishing a database for nursing intervention.
The principles to begin the physical assessment include conducting a comprehensive or problem-related history in a quiet, well-lit room, emphasizing privacy and comfort for the patient.

Critical Thinking I

Critical Thinking I

Critical thinking helps decision-making and allows nurses to recognize barriers to success and find solutions to possible issues. It helps to brainstorm and implement ideas to achieve goals. Critical thinking helps acknowledge and state workflow inefficiencies while improving management techniques. Nurses understand the value of critical thinking and look for fellow nurses with critical thinking skills to upgrade their professional standards. Critical thinking can advance a nurse's career with...

Nursing Evaluation

Nursing Evaluation

The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
Section...

Methods of Documentation III: PIE

Methods of Documentation III: PIE

Problem-intervention-evaluation (PIE) is a systematic approach to documentation used in healthcare settings for clinical decision-making and patient care planning. It is a structured approach to organizing patient data based on problems, interventions, and evaluations. Here's a breakdown of its key features and considerations:

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Impact of Team Communication Training on Performance and Self-Assessment of Team Functioning during Sophomore Surgery.

Journal of veterinary medical education·2018

Same author

Is verification of peer review service necessary to support scientific growth?

American journal of surgery·2017

Same author

Surgical views.

Compendium (Yardley, PA)·2013

Same author

Evaluation of intermittent infusion of bupivacaine into surgical wounds of dogs postoperatively.

Veterinary journal (London, England : 1997)·2010

Same author

Item generation and design testing of a questionnaire to assess degenerative joint disease-associated pain in cats.

American journal of veterinary research·2010

Same author

Outcome of permanent tracheostomy for treatment of upper airway obstruction in cats: 21 cases (1990-2007).

Journal of the American Veterinary Medical Association·2009

Search research articles

Related Experiment Video

Updated: Jun 27, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Current methods in use for assessing clinical competencies: what works?

Elizabeth M Hardie¹

¹Department of Clincal Sciences, College of Veterinary Medicine, North Carolina State University, Raleigh, NC 27606, USA. lizette_hardie@ncsu.edu

Journal of Veterinary Medical Education

|December 11, 2008

Summary

Veterinary colleges primarily use medical record reviews and skill checklists to assess student clinical competencies. Other methods include procedural logs and various simulation-based examinations for comprehensive evaluation.

Related Experiment Videos

Last Updated: Jun 27, 2026

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Using Simulation Models to Train Clinicians in the Use of Point-of-Care Ultrasound

Published on: August 9, 2024

Area of Science:

Veterinary Medical Education
Clinical Skills Assessment

Background:

Assessing clinical competencies is crucial for veterinary education.
Standardized assessment methods are needed to ensure graduates meet professional standards.

Purpose of the Study:

To survey veterinary colleges on their methods for assessing student clinical competencies.
To identify commonly used assessment tools and compare them with established guidelines.

Main Methods:

An online survey was distributed to associate deans at veterinary colleges globally.
Data were collected from 24 out of 32 veterinary colleges regarding their assessment practices.
Survey questions focused on tools from the Accreditation Council for Graduate Medical Education and American Veterinary Medical Association.

Main Results:

The most frequent assessment methods were medical record review and skill checklists (16 colleges each).
Procedural logs and multiple-choice skill exams were also commonly used (11 colleges each).
A variety of other methods were employed, including simulations, oral exams, and externship evaluations.

Conclusions:

Veterinary colleges utilize a diverse range of methods to evaluate clinical skills.
Medical record review and skill checklists are predominant assessment tools in veterinary education.
Further standardization and adoption of best practices in clinical competency assessment are recommended.