Assessment Strategies Introduction There are a number of approaches that can be designed in order to measure the effectiveness of nurses in hospitals and the nursing colleges. Of the great importance is to understand that nursing is a very critical profession to human life. In this regard, there should be no room for guesswork or mistakes when carrying out this noble activity. In order to avoid the mistakes and to produce perfect outcome, there should be developed satisfying assessment strategies that would guarantee the effectiveness of the nurses both at their training and places of work.
The developed assessment strategies should also conform to the personal digital assistants (PDAs) technology which helps in ensuring the nurses’ effectiveness. It should be noted that assessment comes in two categories. Assessment strategies Unlike most of the professions, nursing should be more practical than theoretical (Schiemer, 2000). In this case, the assessment is better done in a clinical setting whereby the students are put in a health care facility so as to review their performances in the field of nursing. This is to say that the first assessment strategy is to keep the students in the field where there will be a direct assessment.
This strategy will give them experience that they will apply in their future nursing practices. This strategy is also applicable to the nurses who are already in practice, and it helps in the employee education. The nursing students are monitored by either their instructors or qualified colleagues who assist them whenever the need arises. However, qualified nurses receive a minimal monitoring because their experience and qualifications leaves little doubt in the minds of their seniors. Nevertheless, mistakes can happen, and this is the reason why these nurses should be equipped with the knowledge of using PDA technology.
This will support them in focusing less time in tracking down of information and more time in the care of patients. The other direct assessment strategy in nursing is the observation of the individual’s performance. This can be done effortlessly in a hospital environment whereby their practical performance can be observed and recorded for improvement or recommendation. The observation of performance can be carried out in different fields. The first is the clinical performance observation, and it deals with how the nurse or the nursing student performs her medical duties at the hospital (Suskie, 2009).
Here, observation can be done to monitor how the nurses track the patients’ data and how they capture the return information at the hospital. In most cases, observation is also applicable in monitoring how the nurses and nursing interns review the dosage of the patients and the prescription of medication. The other performance observation is to monitor how the nurses manage and measure patients’ data outcomes. This deals with the ways in which they supervise the response of patients to the medication that they are receiving.
After the supervision of the response, they measure the extent, in relation to time that the patient has recovered and when they should be discharged from the hospital. This timing should be accurate because a patient cannot afford to be released when they have not recovered fully of their ailment. The service learning experiences is the other part of observing the performance of nurses and the nursing students. This is where the learning experiences of nurses and their capability to adapt to the hospital environment are assessed.
This ensures that they are ready and qualified to be in the nursing profession. Nursing is a profession that calls for a lot of care and commitment by the individuals. This is because it deals with the life of people of which, if a lot of care is not taken, it can turn out to be dreadful. An individual presentation is the other strategy that can be applied in the inspection of the performance of the nurses. This is where the nurses and the nursing students as well prepare and present the report on their field experiences in this profession.
The reporting ranges from the diagnosis of the patients’ ailments, and the possible remedies for the treatment of those ailments. The presentations are made to the supervisors at the hospitals or their course instructors in the case of students. It is important to keep it in mind that these presentations should be accurate in such a way that shows that they are competent in the profession (Schiemer, 2000). The other form or strategy of assessment is by the use of teacher-made exams that are designed for the nurses.
This is a method of evaluation that is meant to weigh up the skills the nurses have practically learnt in the field. The benefit of these tests is that they are capable of distinguishing the high performers from the low performers through the grading process (Kendall & Hollon, 1981). Standardized tests and quizzes are also developed for nurses and their purpose is almost the same as the exams. That is to mean that they are meant to provide an analysis of knowledge and understanding of the nursing skills student or nurses that the students and nurses have acquired.
The exams and tests have also the benefit of disallowing the students who have failed them from entering into the practice. There are other basic and direct strategies that are applied in the assessment of the nursing practitioners. These strategies require a direct monitoring in order to decipher the level of the nurses’ problem solving skills. The first strategy is to observe the nurse during the complex situations where they are required to apply their cognitive skills (Gilmore & Campbell, 2005).
When doing this observation, the observer should assess the decision of the nurse in solving critical medical problems. The communication methods should also be evaluated through the use of situation, background, assessment and recommendation (SBAR) tool that encourages safety and efficiency. The other important strategy is to evaluate the nurse’s display of empathy to the patient. In psychological terms, the nurses should lend maximum support to their patients especially when they (patients) are emotional. This gesture will make the patients confide in the nurses about their anxieties and fears.
Lastly, the nurse’s clinical competence in autonomy should be analyzed so as to review their skill when they engage in the patient care without notes and verbal signals. How to achieve learning outcomes There are several ways of achieving the nurses and nursing students’ learning outcomes. These ways are divided into four domains that prepare them for the nursing practice. The first domain is the patient-centered care. This includes the nurse’s collaborative care for patients, and their families but the patient remains the center of this care. Inquiry and reasoning is the other domain achieving their learning outcomes.
This domain includes the sound medical judgment and critical thinking by the nurse. The nurse should show her ability to generate and apply information to the practice. The third domain is referred to as the roles and collaboration. This entails the individual’s personal commitment to the profession, and their ability to perform jointly with healthcare institutions as a team member. The last domain is the quality and safety. This domain entails the individual’s ability to protect the patient from harm while also applying evidence to progress individual and group processes to achieve positive results.
Achieving administrative processes There are different ways of achieving the administrative processes that the nursing profession seeks to address. One of the ways is through assessment. This includes the date collection and analysis of the workflow in relation to efficiency and effectiveness. The second way is the diagnosis, and it seeks to identify and procure enough resources that will help in analyzing the organizational problems (Costa & Kallick, 2004). The nurses play a pivotal role in identifying these problems because they are at the field most of their working hours.
The third way is the identification of the results that are targeted. When this is done, several improvements are made when it is felt that the results are not plausible. Planning is the other way of achieving the administrative efficiency. Through this, development, maintenance and evaluation of the institution’s systems are considered in facilitating the delivery of healthcare. The last way is the implementation and evaluation of the design. Appropriate personnel are chosen to implement the design while evaluation is done by the administrative authorities. Conclusion
The assessment strategies for both nurses and nursing students play a major role in ensuring that the nurses remain efficient and effective in their profession. As the saying goes, to err is human, and the nurses also are human. This means that they can make some mistake. However, to reduce the occurrences of mistakes, the personal digital assistants (PDAs) are employed in order for individuals to monitor themselves in their places of work. This will improve the nurses’ efficiency and effectiveness in the practice of this profession. References Costa, A. & Kallick, B. (2004).
Assessment strategies for self-directed learning. California: Corwin Press. Gilmore, G. & Campbell, D. (2005). Needs and capacity assessment strategies for health education and health promotion. Massachusetts: Jones & Bartlett Learning. Kendall, P. & Hollon, S. (1981). Assessment strategies for cognitive-behavioral interventions. Massachusetts: Academic Press. Schiemer, S. (2000). Assessment strategies for elementary physical education. Champaign, Illinois. Human Kinetics. Suskie, L. (2009). Assessing student learning: a common sense guide. New Jersey: John Wiley and Sons.