Examination and assessment of practical period at the Hanze Univeristy By: Johan van Wieren

Introduction Why practical period? Comprehension of development competence Life Long Learning 24-4-2019

Overview Practical period Large number of students Year 2, 3, 4 : 20 weeks Total: 2300 hours of practice Large number of students Varying routes/ backgrounds of students Different profiles of expertise

Overview Placements needed (400 per semester) General Institutional Care ( hospital, nursing home, revalidation)   70% of student’s choice Community Care ( Public health, homecare) 15% of student’s choice Psychiatric care & mental health care/ learning disabilities  15% of student’s choice

MINOR or SPECIALISATION Overview (1) U2 Practical period U3 Research MINOR or SPECIALISATION U1 Practical period+ extra theory Unit 2.1 Theory Unit 2.2 Unit 2.3/2.4 Practical Period Unit 1.1 Unit 1.2 Unit 1.3 Unit 1.4

Competence based Nursing roles: In 2016: Canmeds roles Caregiver: Nursing/prevention Plan Director: coordinate the care of a patient Designer: develop a protocol Coach: Give lessons to colleague's Professional: Vision on Nursing/Health/etc. In 2016: Canmeds roles

Practical period year 2: level 1 Difference: Complexity and Coaching by lecturer

Learning in practice Basic principles: The student is supernumerary There is a continuous integration of theory and practise Roles/competences are key in every practical learning period Reflecting on one’s own thinking and actions is considered a condition for learning.

Student code of conduct Actually work on the competences Student is responsible for: Regularly evaluating and asking feedback The learning process and, together with the coach, indicating any stagnation Report progress, among other things in a portfolio

Competence Cyclus START Orientation and training FOLLOW-UP Choices made for specific goals, plan is drawn and implementated ASSESSMENT Completion and review Orientationplan Competence Development Plan & timetable Portfolio and Criterion-based Interview

What does that mean for the lecturer START (4) Orientation and training FOLLOW-UP (14) Choices made for specific goals, plan is drawn and implementated ASSESSMENT (2) Completion and review Check matching process Attend the start in practice Information for mentors Instructions for students Education sessions every 2 wk Plenary presentation of plans Interim evaluation ( 8 weeks) Feedback for students Extra coaching Visit the ward Check portfolios Criterion-based Interview Evaluation with mentors

Orientation: week 1-4 The first four weeks of the practical period the student is focused on orientation. The goal is to get a picture of the possibilities at the practical learning place to achieve the competences at the right level. This phase starts with writing an orientation plan. This plan consists of several parts: starting situation using a competence card, orientation activities and a SWOT analysis with personal learning goals.

Competence Development Plan: week 5-20 This plan describes the learning activities and the way the student think he will achieve the roles/competence. This way, the lecturer and the work coach (mentor) also get an insight into what the student wants to learn and how he wants to learn. The plan is a means for learning.

Competence Development Plan In order to be able to make a CDP, the competences and professional tasks and the accompanying learning outcomes are used as a basis. The student describes the following parts for each competence: 1. the starting situation (as described in the orientation) 2. the learning goals: this involves specifying the general learning outcomes for the student’s own practical learning situation 3. the activities the student is going to undertake in order to achieve his learning goals 4. the evidence the student is going to collect in order to prove competences 5. the planning as to what, when, where and with whom.

Explanation of evidence During the practical learning period, the student collects evidence. Evidence consists of three parts, namely: - Theoretical substantiation of the actions of the student The learning outcomes direct the way the student can substantiate his actions in a theoretical way. - Tailored feedback on the actions of the student When executing a role/competence, the student ask tailored feedback on his actions and include the feedback in his portfolio. He can use it in his reflections. - Reflection on one’s own actions Reflect on the execution of competences based on a STARRT methodology.

Assessment The closing test of the practical period is a Portfolio Assessment (PFA), which consists of a portfolio and a Criterion-based Interview. Step 4 is divided into: 1. Portfolio composition (roles/competence) 2. Portfolio assessment (evidence matrix) 3. A Criterion-based Interview 4. Credits and a resit

Criterion-based Interview What does a CBI involve: It is a semi-structured assessment meeting about the competences, related to situations in which the student have demonstrated those. Semi-structured means that a student has input and the assessors will ask questions based on the portfolio. This will take place based on the STARRT methodology. During the CBI, the student is assessed by two or three assessors. Besides a teacher (own teacher coach or someone else), the work coach (own coach or someone else) and/or a practice educator/educational officer might also act as assessors. The School of Nursing requires at least 1 independent assessor present at the CBI. Independent means that this assessor has not been directly involved with the coaching process of the student.

Criterion-based Interview The questions are structured, for example, by using the STARR(T) model: S = Situation – in which the student has demonstrated the competency T = Task – the student’s input in the given situation A = Action – which the student performed in the situation R = Result – the effect of the action R = Reflection – on the actions in the situation T = Transfer – application in different kinds of situations

Thank you for your attention. Johan van Wieren Presov, February 2015 j Thank you for your attention ! Johan van Wieren Presov, February 2015 j.d.van.wieren@pl.hanze.nl