A Formative Program Evaluation of Electronic Clinical Tracking System Documentation to Meet National Core Competencies

Abstract

Electronic clinical tracking systems are used in many educational institutions of higher learning to document advanced practice registered nursing students' clinical experiences. Students' clinical experiences are constructed according to the National Organization of Nurse Practitioner Faculties core competencies. These competencies form a basis for evaluation of advanced practice registered nursing programs. However, no previous studies have evaluated the use of electronic clinical tracking systems to validate students' clinical experiences in meeting national core competencies. Medatrax, an electronic clinical tracking system, is evaluated using a formative program evaluation approach to determine if students' clinical documentations meet Family/Across the Lifespan Nurse Practitioner Competencies in a midsouthern family nurse practitioner program. This formative program evaluation supports the use of an electronic clinical tracking system in facilitating accreditation and program outcome goals. The significance of this study is that it provides novel evidence to support the use of an electronic clinical tracking system to assist a midsouthern school of nursing in meeting national core competencies.

Reform and Practice of Medical Fundamental Curriculum System Based on “Three-Early Education”: A Case Study on Youjiang Medical University for Nationalities Located in the Minority Areas of Southwest China

“…The teaching objectives are to improve students' professional attitude, communicative skills, ability to cooperate, learning ability and critical thinking, and it is hoped that a multi-level, multi-module, progressive and coherent curriculum system can be established, including medical humanistic practice, clinical practice on operating skills, preventive medicine and general family medicine and so on. The teaching mode of community clinical practice "Early Clinical Practice" (Smith & Branstetter, 2016), which combines "education, practice and service" differs from the classroom teaching concentrated on cognitive learning in that the idea of educating "knowledge, passion, affection and behaviour", benefiting the cultivation of medical students' correct values and core competence. The role of national medical education of practice training bases is played via national medical clinic.…”

Evaluation of the Early Impact of COVID-19 on Physiotherapy Clinical Placement Learning Models and Client Case-Mix

“…A Clinical Portfolio provides a strategy to document a holistic 'snapshot' of a student's clinical learning experience (Coffey, 2005). Utilisation of a Clinical Portfolio in clinical education is not a new concept, and has been used previously to document not only clinical experience, but to facilitate reflective practice, by providing a means to reflect on events and experience (Constantinou & Kuys, 2013;Rawlins et al, 2018;Smith & Branstetter, 2016). Whilst reflective practice is regarded as a key component of clinical education, incorporating both reflection and documenting clinical experience in the one portfolio requires consideration and is time consuming.…”