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

2. Introduction Why practical period?
Comprehension of development competence
Life Long Learning

3. 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

4. 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

5. 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

6. 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

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

8. 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.

9. 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

10. 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

11. 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

12. 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.

13. 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.

14. 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.

15. 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.

16. 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

17. 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.

18. 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

19. Thank you for your attention. Johan van Wieren Presov, February 2015 j
Thank you for your attention ! Johan van Wieren Presov, February 2015