Nursing as a practice discipline requires development of higher-level cognitive skills, values, and psychomotor and technological skills for care of patients across settings. Acquisition of knowledge alone is not sufficient; professional education includes a practice dimension where students develop competent cies for care of patients and learn to think and act like professionals. Through clinical evaluation the teacher arrives at judgments about the students’ competent cies, that is, their performance, in practice. This chapter describes the process of clinical evaluation in nursing; in the next chapter specific clinical evaluation methods are presented.
There are many outcomes that students can achieve through their clinical practice experiences. In clinical courses students acquire knowledge and learn about concepts and theories to guide their patient care. They have an opportunity to transfer learning from readings, face-to-face lectures and discussions, online classes, and other experiences to care of patients.
Clinical experiences also provide an opportunity for students to use research findings and evidence for making decisions about interventions and other aspects of patient care. In the practice setting, with guidance from the teacher, students learn the process of evidence-based nursing and how to use that framework for their clinical decision making. Equally important is for students to be committed to providing evidence-based care as graduates (Pierce, 2005); the teacher can promote and reinforce this value through clinical learning activities.
In practice students deal with ambiguous patient situations and unique cases that do not fit the textbook description and require students to think critically
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Publication information: Book title: Evaluation and Testing in Nursing Education. Edition: 2nd. Contributors: Marilyn H. Oermann - Author, Kathleen B. Gaberson - Author. Publisher: Springer. Place of publication: New York. Publication year: 2006. Page number: 199.
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