dec. 8, 2011 deborah navedo, phd, cpnp, cne neasc annual meeting cihe assessment forum 1
TRANSCRIPT
Simulation in the context of
NEASC Standards: The common ground and future directions
Dec. 8, 2011Deborah Navedo, PhD, CPNP, CNE
NEASC Annual Meeting CIHE Assessment Forum
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◦ Navedo’s employer is accredited by NEASC.◦ Otherwise none.
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Disclosures:
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Simulation-based Assessment and NEASC Standards
*Physical Therapy, Medical Imaging, and Communication Science and Disorders (CSD)
#Includes post-professional Certificate programs such as Health Professions Education.
http://www.mghihp.edu/files/about-us/fact-sheet-fall-2010.pdf
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Enrollment 2010
Masters Students
Doctoral Students
Other
Nursing 446 68% 10% 22%
School of Rehab. Sciences*
443 35% 47% 18%
Non-Degree#
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Simulation-based Assessment and NEASC Standards
The Total Knee Replacement (TKR) home visit for nursing students…
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Simulation-based Assessment and NEASC Standards
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“Expectations are graduated by degree level …” (4.4)
Medication reconciliation activity (Sample)
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Group (Scenario)
Goal Assessment
BSN Students •Medications are being taken as ordered
•Effective interview skills•Inspects medications
MSN Students •Manages side effects• Identifies and manages common complications, following established protocols
•Plans medication adjustments based on history and physical findings•Follows appropriate protocols
Simulation-based Assessment and NEASC Standards
“Expectations are graduated by degree level …” (4.4)
BSN Students
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Simulation-based Assessment and NEASC Standards
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Confirm the right ones are there
“Expectations are graduated by degree level …” (4.4)
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Expectations are graduated by degree level… (4.4):
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Recognize context and environmental cues• Can’t reach medications from recliner• High sugar foods for diabetic
Identify and manage complications• Signs of confusion from pain medication• Signs of blood clots from immobility
MSN Students
Student Outcomes examples: Skills checklists Procedural compliance Time to completion
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“Direct and Indirect measures of learner performance” (4.54)
Simulation-based Assessment and NEASC Standards
Student outcome examples. Comprehensive physical assessment Avoidance of common complications Documentation (such as medical record) Clear communication of problem
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“Direct and Indirect measures of learner performance” (4.54)
Summative Assessments
Simulation-based Assessment and NEASC Standards
“Direct and Indirect measures of learner performance” (4.54)
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“Graduates … demonstrate competence in … the capability for continuing learning” (4.19)
Simulation-based Assessment and NEASC Standards
Can this be applied to formative assessment?
Assessment for
Learning
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Simulation-based Assessment and NEASC Standards
“Graduates … demonstrate competence in … the capability for continuing learning” (4.19)
“Students … are provided with regular and constructive feedback designed to help them improve their achievement” (4.53).
◦ Debriefing that emphasizes Reflection Supportive environment Fosters student self-evaluation and life-long learning skills. Facilitator as guide, not judge
◦ Adult learners (Knowles, 2005)
Autonomous and self-directed (internally motivated) Need to connect learning with their own experiences Goal-oriented Need to see relevancy of learning Need immediate feedback on progress
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Simulation-based Assessment and NEASC Standards
“Graduates … demonstrate competence in … the capability for continuing learning” (4.19)
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How is the efficacy of simulation being studied?
Simulation-based Assessment and NEASC Standards
“… encourages experimentation with [teaching] methods to improve instruction.” (5.18)
Study coordinated by National Council of State Boards of Nursing
Randomized controlled longitudinal study, replacing parts of hospital-based clinical experience with structured simulation experience (up to 50%).
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Assessment and Instructional Improvement (Standard 5):
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Assessment and Instructional Improvement (Standard 5):
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https://www.ncsbn.org/2094.htm
Assessment of student outcomes and teaching methods are evolving
Curricular and instructional reform
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Future Directions in Assessment:
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• Interprofessional Education• Team-based competencies
Robust approach to assessment Variety of methods and perspectives Emphasis on improving learning outcomes
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Future Directions in Assessment:
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The real potential for simulation may be formative…
◦ Popham, W. J. (2008). Classroom assessment: What teachers need to know (5th ed.). Boston: Allyn & Bacon.
◦ Knowles, M., Holton, E. F., III; Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Elsevier
◦ National Council of State Boards of Nursing, Simulation Study https://www.ncsbn.org/2094.htm
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References:
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