The Evaluation Process

Evaluation Process – AGACNP, AGPCNP, & FNP students

There are various evaluation processes that will occur with each clinical practicum as required for credentialing and accreditation purposes.

  • Mid semester submissions will include:
    • Student evaluation of self-identified clinical learning goals.
    • Preceptor evaluation of student clinical performance after review with the student.
  • End of semester submissions will include:
    • Student evaluation of self
    • Student evaluation of preceptor
    • Student evaluation of site
    • Clinical practicum faculty site evaluation (student & site)
    • Preceptor evaluation of student performance
  • The purpose of preceptor feedback and evaluation is multifactorial. It is an opportunity to
    • Mentor the student in role and professional development
    • Assist the student in meeting both course and student identified clinical learning goals
    • Improve and enhance the student’s clinical performance
    • Assist the clinical practicum faculty in evaluation of the student’s performance.
  • For any preceptor that a student has worked with for more than 56 hours a Clinical Evaluation & Site Evaluation must be completed.

Documentation of continuous self-evaluation of the personal clinical learning goals

  • The student will provide evidence of continuous self-evaluation of attainment of personal clinical learning goals and meeting course objectives as indicated in the course syllabi.
  • This process is implemented at the start of the semester and then evaluated at mid & end of semester with the preceptor and the clinical practicum faculty.
  • The student should communicate with the preceptor and clinical practicum faculty immediately if any problems arise during the clinical practicum.


Competency Based Evaluations

The AGACNP, AGPCNP and FNP student evaluations are based on the NONPF identified entry to practice competencies (Appendix G). The expectations for performance of these competencies build with each semester, that is, fewer competencies are expected to be met during the first APN Practicum but all are expected by the third and final APN Practicum. In APN Practicum I and II those areas that are “grey” could be exhibited by the student but are not required of that level of student. There are distinct evaluation documents for APN Practicum I, II and III (Appendices G & H). A final semester student must have satisfactory ratings in all the competencies.

The NNP student evaluations use those tools developed by the National Association of Neonatal Nurses (2002). The evaluation tool is “… based on work of Patricia Benner (1984) as modified for NNP by Buus-Frank (1996). The tool is designed to evaluate the NNP student at the conclusion of the educational program. The competencies listed in the tool reflect content NNP programs must include to adequately prepare graduates for the job market. While an individual student may receive a score of “unsatisfactory” for some of the competencies, the majority of students should perform at the novice level if the appropriate content is provided in the NNP curriculum.” (NANN, 2002, pg. 5) (Appendices G & H)