ABSTRACT
Although the use of anecdotal notes by faculty to document clinical performance is thought to be a common practice, no empirical study of this evaluation tool has been conducted. To investigate the frequency and pattern of use, a faculty questionnaire was developed using the Context, Input, Process, Product (CIPP) evaluation model as a framework. The model was adapted to focus on clinical nursing education. Sixty-four nursing faculty from six schools participated in the regional study. A descriptive design was used to collect quantitative data from clinical faculty. Findings indicated that 97% of clinical faculty use anecdotal notes during the student evaluation process, and the majority of faculty do so on a weekly basis. Based on faculty feedback and the CIPP evaluation model, a clinical nursing faculty tool was developed after study completion to support clinical faculty in note use.
AUTHORS
Received: June 20, 2008
Accepted: January 27, 2009
Posted: October 30, 2009
Dr. Hall is Assistant Professor, University of Southern Indiana, Evansville, Indiana; Dr. Daly is Professor, and Dr. Madigan is Associate Professor, Frances Payne Bolton School of Nursing, Case Western Reserve University, Cleveland, Ohio. Dr. Daly is also Director, Clinical Ethics Program, University Hospitals of Cleveland, Cleveland, Ohio.
Address correspondence to Mellisa A. Hall, DNP, ANP/FNP-BC, Assistant Professor, University of Southern Indiana, HP 2133, 8600 University Blvd., Evansville, IN 47712; e-mail: mhall@usi.edu.
doi:10.3928/01484834-20090915-03
