Feedback and Evaluation

Nurturing clinical excellence through constructive guidance

Providing effective feedback and conducting thorough evaluations are essential components of the precepting process. These practices help guide students' development and ensure they meet the necessary clinical competencies.

Feedback vs. Evaluation: What's the Difference?

Feedback

An important part of precepting is to provide regular, timely and constructive feedback to your student in order to guide their development as a clinician and a professional. This feedback should be part of the ongoing relationship between you and your student, and be included with every patient encounter.

Characteristics of Feedback

• The act of providing the student with specific information with the purpose of improving their performance in their knowledge, skills and/or attitudes
• The goal is formative, meaning to assist the students grow in their abilities
• Can be direct or indirect, formal or informal
• To be given frequently and regularly and focus both on what the student is doing well and what the student needs to correct

Resources

• National Organization of Nurse Practitioner Faculties Preceptor Portal
• University of Washington Interprofessional Preceptor Training

Evaluation

Preceptors will be asked to evaluate students at midterm or about halfway through the student’s required hours, and when the student has completed all of the practicum hours using an electronic evaluation form in Typhon, a web-based clinical tracking system.

Characteristics of Evaluation

• A formal, planned process and summative in nature
• Involves observing and making a judgment about a student's performance (knowledge, skills and attitudes)
• Based on predetermined criteria identified in the evaluation assessment tool
• Completed at midterm and at the end of the clinical rotation (if the student is with you for less than a full rotation, you may only need to complete one evaluation)

Final Evaluation: Special Note

The final evaluation is an important record of the student’s performance in the clinical practicum; as such, plan to complete the evaluation form in the presence of the student. These evaluations will appear in Typhon two weeks before the semester’s midterm and four weeks before the semester ends. If your student is assigned to do less than 90 clinical hours with you, the clinical faculty member may request only one evaluation to be completed. Speak with the clinical faculty member assigned to your student if you have any questions about the evaluation process.

Completing the Evaluation Form

In the evaluation form, you will be asked to rate the student on several parameters.

Student Level

1. Dependent

   Omits critical element(s) in performance of competency

2. Novice

   Often requires extensive guidance in the performance of the competency

3. Supervised

   Often requires guidance

4. Assisted

   Performs competency with occasional guidance

5. Self-Directed

   Performs competency accurately without guidance

Passing Scores

• Students in their first or interim semesters of practicum must have a minimum score of a 3 for each competency to pass the course
• Students in their final semester of practicum must have a minimum score of 4 for each competency to pass the course

Key Competencies

1. Knowledge Application, Interviewing and Physical Exam
   • Obtains a relevant health history
   • Obtains relevant problem focused health history
   • Performs indicated examination
   • Identifies health promotion needs and goals based on patient demographics
   • Identifies indications for diagnostic tests
   • Proper interviewing skills, thorough and complete
2. Assessment, Formulation and Clinical Application
   • Identifies pertinent positive and negatives
   • Prioritizes among identified problems
   • Develops appropriate differential diagnosis with rationale
   • Formulates health promotion interventions
   • Interprets results of diagnostic tests
   • Prescribes evidence based non-pharmacological treatment
   • Provides appropriate education to patients and families
3. Interpersonal and Communication Skills
   • Demonstrates patient rapport/bedside manner
   • Presents a concise, organized patient encounter to preceptor
   • Identifies available resources
   • Communicates courteously to patients, colleagues and staff
   • Explains plan to patients and others
   • Provides safe and effective care seeking consultation and redirection when indicated
   • Receives feedback and constructive criticism in a professional manner
4. Systems-Based Practice
   • Facilitates the patient’s transition within health care setting and across levels of care
5. Documentation
   • Documentation is accurate, timely and thorough
6. Procedural Skills
   • Identifies reason for procedure
   • States and demonstrates proper technique
7. Dependability
   • Arrives punctually for all events
   • Takes initiative in seeing students
   • Comes prepared
   • Completes assigned readings or other activities as suggested by the preceptor
8. Professionalism
   • Collaborates well with other health professionals
   • Exhibits understanding of the health system and the impact on patient care
   • Presents self in a professional manner through dress, communication and behaviors