PROFICIENCY APPRAISAL DURING SUPERVISED CLINICAL PRACTICE: A KEYSTONE FOR COMPETENCY ENHANCEMENT

Abstract

The future of the nursing profession depends on excellent preparation of its students. Vital to this preparation is the cooperation between nurses in education and nurses in service. The student performance assessment or evaluation is effective as motivators and will serve as a tool on identifying the students’ performance on their supervised clinical practice. This study determined the proficiency appraisal of student nurses during their supervised clinical practice from January 2016-March 2016. The findings served as a basis for a proposed enhancement program on nursing competencies. Specifically, it determined the following: (A) The profile of the external and internal evaluators; (B) The proficiency of student nurses as evaluated by the evaluators on the Beginning of the Nurse’s Role on Client Care with corresponding comments; (C) The difference on the proficiency of student nurses; (D) Proposed competency enhancement program. The researchers utilized the descriptive co-relational method and T-test was utilized to compute the significant differences of the proficiency evaluation.

For the level 2, the external evaluators are female in charge and staff nurses while the internal evaluators are two females and a male who are all clinical instructors. Most of them had more than 5 years’ experience. Most of them belonged to the age group of the young and middle adulthood. Generally, the external evaluators rating are significantly higher than the internal evaluators. Exposures in VCMC-OB and UCMED-6A had a rating of NEEDS IMPROVEMENT by internal evaluators while a PROGRESS ACCEPTABLE coming from external evaluators from all areas.

For the level 3, the external evaluators who are mostly nurses wherein six are females and five are males and majority have less than a year-1 year experience. The internal evaluators are both clinical instructors, a male and a female and had 5 years or more in experience. Most of them are in the young and middle adulthood stage. The external evaluators rating are still significantly higher than the internal evaluators. The internal evaluators rating falls under NEEDS IMPROVEMENT while a PROGRESS ACCEPTABLE from external evaluators.

For the level 4, majority of the external evaluators are females and are charge nurses who mostly had 2–3 years’ experience. The internal evaluators are female clinical instructors and had been in the service for more than 5 years. Most of the respondents belonged in the age group of the young adulthood. The external evaluators rating are slightly higher than the internal evaluators with the exception of VCMC-Annex 5 wherein the external evaluator had a rating NEEDS IMPROVEMENT. VCMC-Annex 2 exposure had the lowest rating for the internal evaluators which falls on NEEDS IMPROVEMENT. The researchers conclude that the proficiency appraisal of the evaluators is an integral component in improving teaching programs.

The researchers recommend strengthening and improving the basic skills and theories of the competencies in the following areas: Obstetrical-Gynecological Ward and Pediatric ward, Special Education, Medical-Surgical Ward and Operating Room. A curriculum review targeting the beginning of nurse’s role on client care on the areas mentioned. Future researchers must include all affiliating agencies and study on the evaluation of UCnian nurses in the Healthcare Industry.