1. Integrating Best Practices of Participant Evaluation Clinical Instructor Intensive Adrienne Small, DNP, FNP-C, CNE, CHSE Medical Instructor Duke University School of Nursing

2. Standards of Best Practice For Participant Evaluation
Reference: INACSL Standards of Best Practice: SimulationSM

3. All simulation-based experiences require participant evaluation
Determine the type of evaluation prior to the simulation experience:
- Formative evaluation
- Summative evaluation
- High-stakes evaluation 

4. Participant evaluation is:
Directed by desired objectives and outcomes 
Guided by the type of evaluation:  formative, summative, or high-stakes

5. Formative Assessment •Learner-centered
•Ongoing, focused on learning and growth
•Provides feedback to learners
•Measures progress toward outcomes
•Can be ungraded

6. Methods of Formative Assessment

7. Know the difference between a pattern and an isolated incident
Know what to look for
Observations should be recorded so that you are able to give students clear examples
Know the difference between a pattern and an isolated incident
Instructor's biases and values
Staff or preceptor feedback
Simulations:  feedback from lab faculty or SPs

8. Observation

9. Questioning

10. SUMMATIVE EVALUATION -Graded -Focused on competencies and outcomes
- May occur at the end of a unit or module
- End-of-course or end-of-program testing
*Students should be told what to expect
* For instructors:  end-of-course evaluations
SUMMATIVE EVALUATION

11. Tools for Summative Evaluation:
•Anecdotal notes •Clinical evaluation tools •Written work •Written exams •Practical exams •OSCEs

12. Clinical Evaluation Tools
Objective assessment of clinical abilities and professionalism
Can be formative (e.g. Midterm eval) or summative (e.g. Final eval)
Specific to programs/program outcomes
Evaluate competencies and behaviors
Include student self-eval and faculty eval
Increased complexity and autonomy are expected as students progress

13. Types of simulations that can be used for evaluation
Simple:  Task trainer with a skilled observer
Mechanical:  hi-fidelity mannikin with a skilled observer
Standardized patients
Virtual reality: programs like I-Human and Shadow Health

14. Objective Structured Clinical Examination An instructor observes the students perform a certain task, or an examination. Standardized patients are often used for OSCEs.
OSCE

15. High Stakes Testing – benefits for students
Conducted at the end of a learning process 
Can also be used at other times to assess gaps in knowledge
Identifies safety issues in learning.
Provides proof of learners' clinical competencies
Assesses readiness for real-world practice

16. High Stakes Testing – Caveats for instructors
MUST be pilot tested to work out bugs
Consequences and outcomes must be explained to participants
Participants should have been exposed to simulation in the past
Needs a comprehensive rubric or checklist that clear outlines expectations
Train the raters on the tool
Establish interrater reliability
Video recording is preferable
Use more than 1 evaluator for each participant, either live or recorded