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Related Concept Videos

Nursing Assessment01:29

Nursing Assessment

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The two sources for collecting information are primary and secondary. After gathering information, interpretation and validation help to complete the data. The purpose of assessment is to establish data with the initial information, to interpret data about the patient's perceived needs and health problems, and to respond to these problems identified.
The nurse collects all aspects of the patient's health in the initial assessment, establishing priorities for ongoing focused assessments...
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Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
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Often, psychologists develop surveys as a means of gathering data. Surveys are lists of questions to be answered by research participants, and can be delivered as paper-and-pencil questionnaires, administered electronically, or conducted verbally. Generally, the survey itself can be completed in a short time, and the ease of administering a survey makes it easy to collect data from a large number of people.
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Nursing Evaluation01:15

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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.
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Self-Evaluation Maintenance Model01:29

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The Self-Evaluation Maintenance (SEM) model offers a psychological framework to understand how individuals’ self-esteem is influenced by the achievements of others, particularly those with whom they share close personal bonds. The SEM model operates when personal rather than social identity guides individuals. Central to this model is the notion that individuals have an inherent desire to preserve a favorable self-image, which is continuously shaped by interpersonal comparisons and...
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Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
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Setup and Execution Of the Blindfolded Code Training Exercise
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Supervisor perspectives on the summative in-training assessment.

Catherine E Scarff1, Margaret Bearman1, Robert M Corderoy2

  • 1Health Professions Education and Educational Research (HealthPEER), Monash University, Melbourne, Victoria.

The Australasian Journal of Dermatology
|July 15, 2015
PubMed
Summary

Supervisors

Keywords:
in-training assessmentinfluencessupervisortrainee

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Area of Science:

  • Medical Education
  • Dermatology Training
  • Assessment

Background:

  • In-training assessments are crucial for medical education, providing feedback to trainees.
  • Numerous factors beyond trainee performance can influence assessment outcomes.
  • Understanding these influences is key to improving feedback quality.

Purpose of the Study:

  • To investigate supervisor perceptions of influences on assessments for Australian dermatology trainees.
  • To focus on the summative in-training assessment (SITA) format and its limitations.

Main Methods:

  • An anonymous survey was distributed to supervisors.
  • Investigated perceptions regarding factors influencing dermatology trainee assessments.

Main Results:

  • A 41% response rate was achieved.
  • Supervisors agreed on the importance of feedback but noted limitations in the SITA tool.
  • Identified implications for supervisor education, support, and logistical considerations.

Conclusions:

  • Quality feedback is vital for trainee development.
  • External influences on supervisors can compromise assessment quality.
  • Addressing identified areas may enhance the assessment process and trainee development.