Orientation to Scoring Process for VPNPP Feedback Tools

1. Orientation to Scoring Process for VPNPP Feedback Tools Self Report, Manager and Peer Feedback Tools

2. Definitions • Key Functions: 6 key functions of the RN job descriptions • Criteria: specific behaviors identified as indicators of performance of a key function • Above level criteria: behaviors not expected for subject’s RN level, but evaluator should answer if subject is performing them

3. Dimensions for Scoring Tools For each criteria evaluator considers 2 dimensions and responds for both: • How well the subject performs this behavior, the quality or degree of expertise • The subject’s effect of the team when performing this behavior Scoring descriptors are listed on the last page of each evaluation tool; evaluators pull off and use as guide

4. Scoring: Quality Dimension … in simple terms… • Does not perform • Performs inconsistently or not to standard • Competent = performs to standard • Proficient = model performance exceeding standard with big picture view • Expert = exceptional, masterful performance, specialist

5. Scoring: Quality Dimension Benner’s definitions • Competent = uses experience-based practical knowledge to apply this criteria appropriately and efficiently while mindful of goals • Proficient = has achieved a global “big picture” perspective, attends to total situation, proactive • Expert = highly skilled performance intuitively knowing what to do and expected results • Exhibits the stated level of practice at least 80% of the time

6. Scoring: Effect on Team Dimension • Unaware or ignores standards &/or direction • Requires much direction • Requires some support • Performs independently • Role model & resource to others (outside preceptorship) • Initiates informal coaching 1:1 (outside preceptorship) • Facilitates improved group practice • Formally mentors individuals or groups by mutual agreement • Exhibits the stated effect on team at least 80% of the time

7. Scoring: Effect on Team Definition of Terms • Requires some support = what would be expected of a new nurse within their first year • Role model = a positive example for others to attempt to meet • Resource = demonstrates knowledge & expertise that others recognize and go to (outside the preceptor relationship). Personal behavior demonstrates interest in sharing knowledge/expertise with others.

8. Definition of Terms, continued Initiates informal coaching = • Takes opportunities to share expertise with the intention of facilitating other’s professional development • Isn’t waiting until asked (resource), sees a situation and spontaneously coaches • Not telling how, but uses questions, etc. to prompt critical thinking • Random, and persons and topics vary

9. Definition of Terms continued • Facilitates improved group practice = beyond 1:1 individual coaching, does something to improve the practice group’s performance: • In-service • Poster, posting, group email • Develop or update a standard, protocol, etc. • Debrief a critical incident for the benefit of the group present

10. Definition of Terms continued Formally mentors individuals/group… = Individual • Active, personal relationship by mutual agreement focused on specific personal &/or professional goals Group • Commits to perform an operational or clinical activity or service for a group or practice area, e.g. chart rounds, competency training, review of policies, pathways, area super-user, etc.,

11. Scoring continued As the evaluator • read each criteria- even above level criteria • choose the 1 descriptorfor each of the 2 dimensions that fits best with the subject’s performance of that specific criteria If above level criteria is not applicable, skip it, do not select any descriptors The selected descriptors eventually are tallied from all evaluation tools into overall key function scores related to the subject’s RN level

12. Specific Examples • One specific exampleis required for each key function: Planning & Managing Care, Patient/Family Ed, etc. • For advancement evaluations only: One specific example is required for each RN 3-4 level criteriain addition to key function examples • If one example will cover > 1 criteria or key function, you can refer to it rather than add another

13. Example of the Competent MICU RN • Competent = when assigned to a pt. with ARDS, implements the orders, provides care based on the orders and the routine practice guidelines for a level IB pt. Once Physical Therapy (PT) is involved, this nurse will assist with the PT plan of care (i.e. getting the pt. up to the bedside chair).

14. Example of the Proficient MICU RN • Proficient = when assigned to the same pt. with ARDS, this RN may be the one to initiate the PT consult. Knowing the role gravity plays in improving diaphragmatic function, this nurse will start getting the pt. up in the neuro chair and/or place the Hill-Rom Sportbed in the chair position. The proficient RN coaches other RNs and families in the role of repositioning and ARDS.

15. Example of the Expert MICU RN • Expert = with the “spirit of inquiry”, the expert RN identifies questions regarding pt. care and outcomes. After analyzing nursing research articles about repositioning pts. with ARDS, the expert nurse shares the research findings with staff in a Unit Board meeting, and compares audit results of MICU pts. with ARDS and our practice of getting them out of bed.

16. Questions??? • Contacts: • E-mail or call • Nancy O’Hara, Director VPNPP • 343-1401 (if leaving voice message indicate best way/time for response) • Rachael Hamilton, Program Coordinator, VPNPP • 343-2428 • 835-9721 (VPNPP pager, 8:00 – 5:00 PM)