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Related Concept Videos

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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Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation01:20

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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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Nursing Assessment01:29

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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.
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Metacognition01:26

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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Nursing Process for Patient and Caregiver Teaching I: Assessment and Diagnosis01:24

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The nursing process provides a clinical decision-making framework for patients and families to establish and implement a personalized care plan. Since part of the nurse's duties is to teach patients, the steps of the nursing process are the most effective way to approach instruction. The nursing process and the teaching-learning process are inextricably linked.
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Role of Communication in the Nursing Process III: Evaluation and Documentation01:08

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A successful patient outcome depends mainly on the evaluation stage of the nursing process. Evaluation determines effectiveness by reviewing what was done previously after the completion of nursing interventions. Every time a healthcare professional steps in or administers treatment, they must reassess or evaluate the action to ensure the intended result. During the evaluation phase, there are three probable patient outcomes:
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Assessing trainee's performance using reported observations: Perceptions of nurse meta-assessors.

Patricia Blanchette1, Marie-Eve Poitras2, Christina St-Onge3

  • 1University of Sherbrooke, Sherbrooke, Quebec, Canada.

Nurse Education Today
|May 11, 2023
PubMed
Summary

This study explored factors influencing the quality of trainee performance assessments by meta-assessors. Key themes include role clarity, information sharing, and identified challenges to improve assessment quality.

Keywords:
Assessment practiceNursing educationObservationPerformance assessmentPreceptorshipWorkplace-based assessment

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Area of Science:

  • Medical Education
  • Healthcare Professional Education
  • Assessment in Health Professions Education

Background:

  • Limited literature exists on preparing meta-assessors for evaluating trainee performance based on observations.
  • Understanding factors affecting the quality of performance assessments is crucial for educational and healthcare organizations.
  • This study addresses a gap in knowledge regarding the elements influencing the quality of observed performance assessments.

Purpose of the Study:

  • To explore the perspectives of meta-assessors on key elements for assessing trainee performance using reported observations.
  • To identify factors that can enhance or hinder the quality of performance assessments in healthcare education.

Main Methods:

  • Qualitative descriptive approach using Sandelowski's methodology.
  • Semi-structured interviews with nurse meta-assessors from two nursing programs.
  • Thematic analysis of interview transcripts and collection of sociodemographic data via survey.

Main Results:

  • Thirteen meta-assessors participated, revealing three core themes.
  • Theme 1: Meta-assessors' understanding and execution of their assessment roles and activities.
  • Theme 2: The importance of a supportive team climate for information sharing.
  • Theme 3: Challenges encountered in assessing trainee performance based on reported observations.

Conclusions:

  • Clarifying meta-assessor roles and activities is essential for optimizing assessment quality.
  • Interventions promoting information sharing and addressing identified challenges are recommended.
  • Findings will guide educational and healthcare organizations in better preparing and supporting meta-assessors and preceptors.