It is these criteria which form the crux of the assessment and reduce the amount of subjectivity and variability amongst assessors. It is important that before completing each learning tool, the student and the assessor revisit these criteria. The 5 levels, Independent; Proficient; Assisted; Supported; Dependent are designed for students at a beginning level of midwifery practice. It is quite acceptable that students would regularly be assessed at levels Independent and Proficient during their 2nd and final year, as this would inform others that they practice safely, effectively, with appropriate behaviour, are coordinated and complete tasks in a reasonable time frame. The scale is not designed so that is “Independent” something that can only be attained when the student is ready to be endorsed as a midwife. Alternately, there is scope to assess the student at levels, Assisted; Supported or Dependent. We anticipate that all students be assessed at a minimum level of Assisted in their 1st year to pass the learning tool assessment and that Supported and Dependent would signal that the student requires further practice or assistance. The Modified Scale Scale label Professional standards and Quality of performance Assistance required procedures Independent (I) Safe and accurate Proficient, coordinated, Without supporting Effective each time confident, occasional cues expenditure of excess energy Appropriate behaviour and within an expedient time demeanour each time frame Safe and accurate Efficient, coordinated, Occasional supportive Proficient (P) Effective each time confident, cues Appropriate behaviour and Some expenditure of demeanour each time excess energy within a reasonable time frame Assisted (A) Safe and accurate Skilful in parts of behaviour Frequent verbal and Effective most of the time Inefficiency and lacking occasional physical Appropriate behaviour and coordination directive cues in demeanour most of the time Expends excess energy addition to supportive Within a delayed time cues frame Supported (S) Safe but not alone Unskilled, inefficient, Continuous verbal and Performs at risk considerable expenditure frequent physical cues Accurate not always of excess energy Effective occasionally Prolonged time period Appropriate behaviour and demeanour occasionally Dependent (D) Unsafe Unable to demonstrate Continuous verbal and Unable to demonstrate behaviour procedure/behaviour physical cues Lacks confidence, coordination, efficiency K,N. (1983). Criterion-referenced definitions for rating scales in clinical evaluation. Journal of nursing education 22(9) 376-382. Thank you for participating in educating the next generation of Australian Registered Midwives
It is these criteria which form the crux of the assessment and reduce the amount of subjectivity and variability amongst assessors. It is important that before completing each learning tool, the student and the assessor revisit these criteria. The 5 levels, Independent; Proficient; Assisted; Supported; Dependent are designed for students at a beginning level of midwifery practice. It is quite acceptable that students would regularly be assessed at levels Independent and Proficient during their 2nd and final year, as this would inform others that they practice safely, effectively, with appropriate behaviour, are coordinated and complete tasks in a reasonable time frame. The scale is not designed so that “Independent” is something that can only be attained when the student is ready to be endorsed as a midwife. Alternately, there is scope to assess the student at levels, Assisted; Supported or Dependent. We anticipate that all students be assessed at a minimum level of Assisted in their 1st year to pass the learning tool assessment and that Supported and Dependent would signal that the student requires further practice or assistance. The Modified Scale Scale label Professional standards and procedures Quality of performance Assistance required Independent (I) Safe and accurate Effective each time Appropriate behaviour and demeanour each time Proficient, coordinated, confident, occasional expenditure of excess energy within an expedient time frame Without supporting cues Proficient (P) Safe and accurate Effective each time Appropriate behaviour and demeanour each time Efficient, coordinated, confident, Some expenditure of excess energy within a reasonable time frame Occasional supportive cues Assisted (A) Safe and accurate Effective most of the time Appropriate behaviour and demeanour most of the time Skilful in parts of behaviour Inefficiency and lacking coordination Expends excess energy Within a delayed time frame Frequent verbal and occasional physical directive cues in addition to supportive cues Supported (S) Safe but not alone Performs at risk Accurate not always Effective occasionally Appropriate behaviour and demeanour occasionally Unskilled, inefficient, considerable expenditure of excess energy Prolonged time period Continuous verbal and frequent physical cues Dependent (D) Unsafe Unable to demonstrate behaviour Unable to demonstrate procedure/behaviour Lacks confidence, coordination, efficiency Continuous verbal and physical cues K,N. (1983). Criterion-referenced definitions for rating scales in clinical evaluation. Journal of nursing education 22(9) 376-382. Thank you for participating in educating the next generation of Australian Registered Midwives
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