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DEVELOPMENT OF A SINGLE COMPONENT OF A PERFORMANCE EVALUATION PROTOCOL

The Faculty Impression Score

Authors

  • Judith T. Fullerton PhD, CNM,

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    • Judith T. Fullerton is Assistant Dean, University of California, San Francisco, School of Nursing, and Associate Professor of Clinical Family Medicine, Department of Family and Preventive Medicine, University of California, San Diego, School of Medicine, where she is the administrative director of UCSF/UCSD Intercampus Graduate Studies, Family Nurse-Practitioner and Nurse-Midwifery Education Programs. She received her baccalaureate in nursing from Wayne State University, Detroit, Michigan, her master of science and certificate in nurse-midwifery from Columbia University, and the Ph.D. in health education from Temple University.

  • Deborah M. Piper MPH, CNM,

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    • Deborah Morrison Piper is the Associate Director of Nurse-Midwifery Education and Assistant Clinical Professor in the Division of Family Medicine, Department of Family and Preventive Medicine, at the University of California, San Diego, School of Medicine. Ms. Piper is a graduate of the Medical University of South Carolina Nurse-Midwifery Education Program, and the San Diego State University Graduate School of Public Health.

  • Lauren Hunter MS, CNM

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    • Lauren Hunter is a Clinical Instructor in the Department of Reproductive Medicine, University of California, San Diego, School of Medicine, and member of the nurse-midwifery education program faculty. Ms. Hunter received a baccalaureate in nursing from the University of Colorado, a master of science in newborn-maternal nursing from the University of Arizona, and the certificate in nurse-midwifery from the University of Utah.


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ABSTRACT

The issues of uniformity, consistency, and fairness in the measurement of behavioral skills constitute the ongoing debate of clinical evaluation. Evaluation tools, particularly those that propose to measure observed phenomena, have been judged to be limited in validity or reliability and are, therefore, more subjective than is desirable. Nurse-midwifery educators are challenged to identify or develop clinical and professional performance instruments, and to achieve interfaculty reliability in their application. In addition, nurse-midwifery educational programs that make use of nonsalaried and/or off-site preceptors to contribute to student education must accept the dual challenges of development of clinical teaching skills and also the consistent application of the program's evaluation instruments and methods. The development of the “faculty impression score” as a supplemental, but critical, element within a behaviorally anchored, criterion-referenced evaluation protocol is presented.

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