Area of Learning Skill - Cone Biopsy of the Cervix Care after Surgery - Term Paper Example

Student Name: (please insert here) Student Number: (please insert here) Course Name: (please insert here) Course Code: (please insert here) Assignment Number/Title Year of Student(s): (please insert here) Due Date Word Count Area of Learning Skill: Cone Biopsy of the Cervix care after surgery Table of Contents 1.0.Assessment 1: Managing post operation anaesthesia 4 1.1.Overview of the assessment 1: 4 2.0.Objectives/Purpose of assessment task 1 (Managing post operation anesthesia) 5 3.0.Design of assessment 1: 5 4.0.Timing of the assessment 1 6 5.0.Adopted principles 6 6.0.Marking criteria 7 7.0.Assessment 1 feedback 7 8.0.Assessment 2: Managing post cervical biopsy operation bleeding and pelvic cramping 8 8.1.Overview of the assessment 2 8 9.0.Objectives/Purpose of assessment task 1 (Managing post cervical biopsy operation bleeding and pelvic cramping) 8 10.0.Design of assessment 8 11.0.Timing of the assessment 2 9 Due to complications associated with cone biopsy surgery, proper management of patients help in controlling complications such as dark brown pre-menstrual discharge early menopause, miscarriages. It is for this reason that treatment is essential within the field reproduction. As noted by Beetham (2007), skills needed in assessment 2 require summative approach to establish skills obtained through management of post-operative complications. Other than the assessment that will be executed by the tutor, summative approach determines whether objectives of the assessment have been achieved (Boud, 1995). Considering literatures that have been reviewed, there is need for integrating different approaches within a given assessment so as to achieve wider scope of performance and component of skills (Volante, 2006; McAleer, 2009; Biggs & Tang, 2011). It is for this reason that the assessment has incorporated constructive alignment to help students improve on their skills (Bloom, 2007). 10 13.0.Marking criteria 10 As explained by Friedman Ben – David (2009) a criterion referenced system will be used in assessment 2 to conceptualise the aspect of approaches used by the student to manage post cervical biopsy operation bleeding and pelvic cramping. Appendix 4 provides more information on the marking criteria. 10 14.0.Assessment 2 feedback 11 Feedback for assessment 2 will be based on literatures reviewed and objectives outlined in assessment 1. Since marking criteria for the assessment has been established as criterion referenced system, it will help in ascertaining personal skills for outlined management practice after surgery. Just like as advised by Boud (1995) the assessment will comply with performance and a clear distinction from personal characteristics. To consider the above factors and abide by objectives of the assessment will provide a feedback within a period of 2 weeks (Boud & Higgs, 1999). 11 15.0.References 12 Nurses in their practice encounter myriad of health related complications that a clear strategy must be taken to deal with such situations. Based on this premise, assessments have become critical in the process of determining specific knowledge and competence with regard to the different situations that nurses find themselves in. This study recognises from evidence based research that critical assessment is a function of learning and conceptual framework that aid in practicing nursing (Biggs & Tang, 2011). Within this context, registered nurses (RN) are obligated by national authority to conform to the requirement of assessment in order to give patients safe and competent care within a given area of practice (Volante, 2006). Contrariwise, there has been continued debate on the feasibility of carrying assessment. Assessment may not reflect the actual situation in the environment in as much as it can be well structured on the paper. Despite this argument, McAleer (2009) notes that assessing whether learning has taken place is an integral part in nursing training and practice. It is on this breath that Volante adds that with the dynamics in nursing, there is need for positive alignment of nursing practices that can be utilized so as to provide learning objectives. In his recent analysis of nursing practices in dentistry and pediatrician Price et al. (2010) present data showing that assessment is a tool that supports the necessary fundamentals while medical practitioners attempt to understand learning process. Though there has been arguments from researchers like Seale et al. (2010) arguing against the connectedness between assessment and quality of learning among nurses, evidence based researches indicate that assessments do not only motivate the process of learning but it is also an impetus that significantly contributes towards nurses’ study approaches and quality of learning (Miller, 1990; Ramsden, 2003; Ben-David, 2009). It needs to be noted however, that there are some technicalities that are usually attached with assessments (Wass et al., 2001). As Centre for the Study of Higher Education postulated, medical practitioners in general and nurses in particular ought to be keen on the available assessment methods that ultimately aid in elimination of risks and bias (Centre for the Study of Higher Education n.d). From the literature reviews it is apparent that assessment and nursing related challenges are interrelated. The interrelationship in this case is the influence it has with regard to intrinsic design and quality of services offered to patients. To conceptualise the tenets of assessment as reviewed, this report develops two critical assessments based on the identified area of skills, best practices of assessment design and literatures reviewed. 1.0. Assessment 1: Managing post operation anaesthesia 1.1. Overview of the assessment 1: Patients from theatre rooms should be assessed especially as they recover from the effects of anaesthesia. It will be a critical assessment of the patient for any leading signs, level of recovery or any other anaesthesia related complications. To ensure that the management conforms to the set standard, the process will integrate self-assessment as well as an overview and feedback from the tutor. This report as included the methodology of managing the patient to recover from anesthesia after Cone Biopsy of the Cervix surgery (see the details in Appendix 1). 2.0. Objectives/Purpose of assessment task 1 (Managing post operation anesthesia) This assessment has been incorporated to ensure that students are conversant with the post-anaesthetic care unit (basically know in this report as recovery room). Monitoring patients after cone biopsy of the cervix operation needs to ensure that patients are taken care of until they are fully awake. Therefore including this task will help students demonstrate proficiency in specific areas such as blood pressure, pulse rates and rates of respirations. On the other hand, this assessment has ensured that the objectives as set above conforms to theoretical underpinnings and to that extent adopted Cognitive Domain as postulated by Bloom to help understanding the necessary steps nurses are supposed to use in dealing with patients recovering from anaesthesia (Bloom, 1956). Additionally, Biggs & Tang (2007) note that since caring for patients recovering from the effects of anaesthesia experience some changes in the body such as nausea and dizziness, Bloom’s taxonomy of sequential learning is essential in helping how to deal with one issue before moving to another. Finally, the assessment 1 one has been incorporated to ensure that basic knowledge expected from students caring for cone biopsy of the cervix surgery conform to utilization of language from the taxonomy reflecting comprehension of physical changes observed. 3.0. Design of assessment 1: In order to conform to the objectives that have been identified, assessment 1 has been designed and embedded on two critical approaches; constructive and formative approaches. Since the assessment aims at assessing the comprehension of students, it follows recommendations from Biggs & Tang (2007) advocating for constructive alignment (this report finds constructive alignment essential in integrating feedbacks from tutors, objectives identified and teaching activities). In addition, it has to be noted that since the study is self-assessment but with guidelines from the tutor, the tutor will be giving feedback based on the changes reported from patients on recovery. Secondly, there will be no structured guidelines used by the tutor in assessing the Post-Anaesthetic Care Unit instead; the assessment will be expressed verbally with key areas requiring improvements communicated. As Boud & Higgs (1999) notes, if the assessment deems that critical aspects have not been followed then a repeat will be done until minimum threshold is achieved. 4.0. Timing of the assessment 1 The timeframe for this assessment is attached to other activities of the semester. Students will undertake the session fortnightly (but such will be during weekly simulation laboratory programmes). Due to other requirements within the semester, the assessment must be completed satisfactorily but with due consideration and acceptable level as deemed by the tutor. The level is considered to be the period when students will successfully understand managing patients until they wake up from anaesthesia. 5.0. Adopted principles As already noted above, this assessment has integrated two critical principles. Firstly, it adopts self and tutor assessment strategies. Secondly, it incorporates constructive alignment. In totality, the two approaches have been used to conform to the identified objectives. As found by Friedman Ben-David (2009), integration of the two principles ensure consistency and reliability especially when dealing with complex health related issues. Also related, constructive alignment is prerequisite for dealing with clinical signs of post-anaesthetic patients. As noted by McAleer (2009) integration of constructive alignment and self and tutor assessment strategy necessitate definition of learning outcomes, monitoring every stage of learning and specifying outcomes that students will cover. Researches have documented that when the two approaches are used interchangeably, they ensure reliability and even performance across different levels (Beetham, 2007; McAleer, 2009). 6.0. Marking criteria Marking criteria as detailed in Appendix 2 reflects tenets of the two approaches detailed (self and tutor assessment strategy and constructive alignment). Going by Appendix 2, the marking criteria assesses student’s performance vis-à-vis learning objectives unlike previous incidences where such criterion assessed against the objectives of students (Seale et al., 2000). 7.0. Assessment 1 feedback Considering research such as Biggs & Tang (2011), incorporation of feedback is necessary as it conceptualises the aspect of formative assessment. Since this assessment expects students watching patients recovering from anaethesia to exhibit unique signs, feedback is essential to help them assess their reactions towards such changes thus understanding strengths and areas that they may seek attentions from either tutors or doctors under which they operate. As such, students will receive dully marked and commented feedbacks from their tutors. Such comments will include among other suggestions, strong points noted as well as areas that still need improvements. To ensure that assessment schedules are not compromised, tutors will be obligated to return feedbacks one week after collection. 8.0. Assessment 2: Managing post cervical biopsy operation bleeding and pelvic cramping 8.1. Overview of the assessment 2 This assessment will involve detailed analysis on how students can manage bleeding and management of pelvic cramping following the aftermath of the cone biopsy and post-anaesthesia recovery as detailed in assessment 1. This assessment will be oral presentation but summative in its approach so as to capture rationale for controlling unusual bleeding (especially if such is heavy and bright) and pelvic cramping. In the process, the tutor will be observing. 9.0. Objectives/Purpose of assessment task 1 (Managing post cervical biopsy operation bleeding and pelvic cramping) The objective of this assessment is to aid students in dealing with unusual bleeding and pelvic cramping usually associated with cone biopsy operations especially after successfully managing assessment 1. As Volante (2006) explains that clear learning objective reflects the level of complexity and cognitive domains required, this assessment will help students relate challenges encountered in assessment 1 and thereafter manage practices of clinical skills. Appendix 3 provides more details on the objectives. 10.0. Design of assessment Assessment 2 relies on the theory of constructive alignment to ensure connectedness of principalities entailed in assessment 1 with objectives outlined here. Secondly, since assessment 2 is formative and oral presentation to show the rationale for the management strategy, it does so to show challenges students might have in managing post cervical biopsy operation bleeding and pelvic cramping. Ben-David (2009) also recognises that formative approach help assessors to help students in clarifications of issues and errors made in their assessments. 11.0. Timing of the assessment 2 The timeframe allocated for assessment 2 is dependent on attainment of objectives for assessment 1. After the tutor has ascertained the completion of assessment 1, second assessment will take 10 minutes presentation on managing post cervical biopsy operation bleeding and pelvic cramping. In that connection, the assessment follows the guidelines proposed by Bhati (2012) that 5-10 minutes presentation is recommended for students who need to review their presentation and take questions concerning the presentation 12.0. Adopted principles Due to complications associated with cone biopsy surgery, proper management of patients help in controlling complications such as dark brown pre-menstrual discharge early menopause, miscarriages. It is for this reason that treatment is essential within the field reproduction. As noted by Beetham (2007), skills needed in assessment 2 require summative approach to establish skills obtained through management of post-operative complications. Other than the assessment that will be executed by the tutor, summative approach determines whether objectives of the assessment have been achieved (Boud, 1995). Considering literatures that have been reviewed, there is need for integrating different approaches within a given assessment so as to achieve wider scope of performance and component of skills (Volante, 2006; McAleer, 2009; Biggs & Tang, 2011). It is for this reason that the assessment has incorporated constructive alignment to help students improve on their skills (Bloom, 2007). 13.0. Marking criteria As explained by Friedman Ben – David (2009) a criterion referenced system will be used in assessment 2 to conceptualise the aspect of approaches used by the student to manage post cervical biopsy operation bleeding and pelvic cramping. Appendix 4 provides more information on the marking criteria. 14.0. Assessment 2 feedback Feedback for assessment 2 will be based on literatures reviewed and objectives outlined in assessment 1. Since marking criteria for the assessment has been established as criterion referenced system, it will help in ascertaining personal skills for outlined management practice after surgery. Just like as advised by Boud (1995) the assessment will comply with performance and a clear distinction from personal characteristics. To consider the above factors and abide by objectives of the assessment will provide a feedback within a period of 2 weeks (Boud & Higgs, 1999). 15.0. References Beetham, H. (2007). An approach to learning activity design. In Beetham, H., & Sharpe, R (Eds.), Rethinking pedagogy for a digital age: Designing and delivering E learning. Oxon, UK: Routledge. Ben-David, M.F. (2009). Principles of assessment (Ch 40). In J. Dent & R. Harden (Eds.), A practical guide for medical teachers (2nd ed.). Livingston, Edinburgh: Elsevier Churchill. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university. Maidenhead: McGraw-Hill and Open University Press. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university (3rd ed.). Buckingham UK: Mc Graw Hill. Bloom B. S. 1956, Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. David McKay Co Inc, New York. Boud, D. (1995). Assessment and learning: Contradictory or complementary? In P. Knight (Ed.), Assessment for Learning in Higher Education. London: Kogan Page. Boud, D., & Higgs, J. (1999). Assessment and learning. In J. Higgs & H. Edwards (Eds.), Educating beginning practitioners. Oxford: Butterworth-Heinemann. Centre for the Study of Higher Education (CSHE). (n.d.). Core principles of effective assessment. Australia: AUTC. Friedman Ben-David, M. (2009). Principles of assessment. In Dent. J,. & Harden, R. (Eds.), A Practical Guide for Medical Teachers (2nd ed.). Edinburgh: Elsevier Churchill Livingston. McAleer, S. (2009). Choosing assessment instruments. In Dent J.A & Harden R.M (Eds.), A Practical Guide for Medical Teachers. Edinburgh: Churchill Livingston. Miller .G. (1990) The assessment of clinical skills/competence/performance. Academic Medicine, 65 (Suppl) 63–70. Price, M., Caroll, J., O’Donovan, B., & Rust, C. (2010). If I was going there I wouldn’t start from here: A critical commentary on current assessment practice. Assessment & Evaluation in Higher Education, 1-14. doi:10.1080/02602930903512883 Ramsden, P.(2003). Learning from the Student's Perspective. In Learning to teach in Higher Education (2nd Ed.). Oxon, UK: Routledge Falmer. Seale, J., Chapman, J., & Davey, C. (2000). The influence of assessment on students' motivation to learn in a therapy degree course. Medical Education, 34 (8): 614 – 621. Volante, L. (2006). Principles for effective classroom assessment. Brock Education, 15(2), 134-147. Wass, V., Van Der Vlleuten, C., Shatzer, J., & Jones, R. (2001). Assessment of Clinical Competence. The Lancet, 357, 945-949. Read More