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Thursday, January 17, 2013

Educator

Evaluating Students Clinical Practice and Clinical Instructors Competences must bear in mind legal and ethical considerations when evaluating scholarly persons in a clinical setting . Safeguarding patient welfare must always be at the top of the clinical teacher s priorities and as such(prenominal) , the educator must always provide an accurate military rank of learners capacities . This is important since clinical practice demands decision-making abilities in patient concern and errors in such decisions could have life-threatening consequences (Wong Wong 1987 ,. 507 Hence , the clinical instructor is expected to be as objective or unbiased as possible in evaluating students in a clinical setting and to ensure the fairness , reliability , and rigour of evaluations (Mahara 1998 ,. 1341 ) This could only be accomplished when the educator establishes a passkey working relationship and maintains appropriate boundaries between the educator and the students . The clinical instructor must also reflect on and interpret how his or her values intrude on his or her judgments of students clinical practice and behaviors . By being competent to minimize subjectivity associated with their relationships with the students in evaluating students murder , the clinical instructor is also able to deal definitively with poor performance and to focus on reading areas in need of improvement among students . In the same panache , the clinical instructor must safeguard both the patients and students beneficial to confidentiality and ensure that access to student evaluations are restricted to countenance peopleClearly , only the clinical instructor , his or her immediate superiors and concerned faculty are entitled to the content of evaluations of student performance in clinical settings . This safeguards students confidentiality and prevents them from being subject to undue dismay and stigma due to poor performance or errors in clinical practice . Likewise , Mahara (1998 ) argues that students should be involved in their respective evaluation procedures and should be granted access to information regarding their performance (p .
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1341 ) Student involvement in his or her admit evaluative processes is an essential dogma strategy both for scholarship to judge practice in relation to professional standards and for teaching students to appreciate the evaluative process as a requirement mechanism to improve clinical practice (IbidWong and Wong (1987 ) observe that clinical instructors are expected to be competent practitioners as swell up as competent teachers (p . 508 ) This makes the evaluation of the quality of clinical didactics provided to students more difficult and problematic as a the clinical instructor plays a multitude of roles , apart from teaching (Ibid ) As such , an evaluation of the effectiveness of a clinical instructor should deal with both teaching ability and clinical competence . Strategies that could be used to evaluate clinical instructors are student evaluation of the instructor , peer evaluation , or the have evaluation of both students and the instructors peersThe advantage of using a student evaluation is that it is convenient and often easy enough to circulate . On the other hand , students perception of what a beneficial teacher and clinical instructor is may be focused on the interpersonal skills of the teacher and on his or her...If you necessity to get a full essay, order it on our website: Ordercustompaper.com

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