Determining Practice Readiness with Davis Advantage

Semester 2 Explains procedures & performs teaching to the patient/family using textbook descriptions Distinguishes between abnormal and abnormal but anticipated findings Distinguishes between normal and abnormal assessment findings Explains procedures & performs teaching to the patient/family using textbook descriptions Distinguishes between abnormal and abnormal but anticipated findings Semester 2 Distinguishes between normal and abnormal assessment findings Explains procedures & performs teaching to the patient/family using textbook descriptions Recognizes active patient problems requiring assistance when identifying priority actions. Follows all safety procedures when delivering care; identifies unsafe situations and reports Summarizes available information for documentation and communication with health care team Semester 2 Explains procedures & performs teaching to the patient/family using textbook descriptions Distinguishes between abnormal and abnormal but anticipated findings Recognizes active patient problems requiring assistance when identifying priority actions. Distinguishes between normal and abnormal assessment findings

Semester 4 Modifies teaching based on patient/family response, cultural and language variations and learning barriers. Organizes relative importance of multiple assessments over time Analyzes trends in lab data and compares to patient response documentation and communication. Uses a standardized handoff/report form, but able to move away from it to answer questions. Semester 4 Semester 4 Modifies teaching based on patient/family response, cultural and language variations and learning barriers. Analyzes trends in lab data and compares to patient response Safely implements appropriate nursing actions in a timely manner; consistently delegates Organizes relative importance of multiple assessments over time Draws conclusions based on available information for Follows all safety procedures when delivering care; identifies unsafe situations, corrects then reports Organizes relative importance of multiple assessments over time

Semester 3 Rephrases into lay terms for patient/family when teaching medical information Recognizes changes in condition, reports when appropriate; intervenes safely with guidance; and evaluates outcomes Rephrases into lay terms for patient/family when teaching medical information Identifies the relationship of lab data, medications, and pathophysiology as it relates to patient care Safely implements routine nursing actions and evaluates effect; lacks ability to delegate Follows all safety procedures when delivering care; identifies unsafe situations; reports then corrects Semester 3 Semester 3 Recognizes changes in condition, reports when appropriate; intervenes safely with guidance; and evaluates outcomes Identifies the relationship of lab data, medications, and pathophysiology as it relates to patient care Rephrases into lay terms for patient/family when teaching medical information Safely implements routine nursing actions and evaluates effect; lacks ability to delegate

Seeks guidance to answer patient/family questions

Patient Teaching

Semester 1

Lab Data & Diagnostics

Reports abnormal lab data

Performs complete assessment with guidance/prompts

Assessment

Performs basic nursing actions with prompts

Nursing Actions

Semester 1 Seeks guidance to answer patient/family questions Performs complete assessment with guidance/prompts Reports abnormal lab data Repeats basic information with prompting for documentation and health care team communication Semester 1 Performs complete assessment with guidance/prompts

Patient Teaching

Recognizes changes in condition, reports when appropriate; intervenes safely with guidance; and evaluates outcomes Rephrases into lay terms for patient/family when teaching medical information Identifies the relationship of lab data, medications, and pathophysiology as it relates to patient care Prioritizes available information for documentation and communication with team. Uses a standardized handoff/report form

Assessment Communication

Assessment Lab Data & Diagnostics

Modifies teaching based on patient/family response, cultural and language variations and learning barriers. Analyzes trends in lab data and compares to patient response Draws conclusions based on available information for Safely implements appropriate nursing actions in a timely manner; consistently delegates documentation and communication. Uses a standardized handoff/report form, but able to move away from it to answer questions. Safely implements appropriate nursing actions in a timely manner; consistently delegates Draws conclusions based on available information for documentation and communication. Uses a standardized handoff/report form, but able to move away from it to answer questions. Follows all safety procedures when delivering care; identifies unsafe situations, corrects then reports Follows all safety procedures when delivering care; identifies unsafe situations, corrects then reports Draws conclusions based on available information for documentation and communication. Uses a standardized handoff/report form, but able to move away from it to answer questions. Follows all safety procedures when delivering care; identifies unsafe situations, corrects then reports Modifies teaching based on patient/family response, cultural and language variations and learning barriers. Analyzes trends in lab data and compares to patient response Safely implements appropriate nursing actions in a timely manner; consistently delegates

Seeks guidance to answer patient/family questions Performs basic nursing actions with prompts

Seeks guidance to answer patient/family questions Follows all safety procedures when delivering care

Patient Teaching Nursing Actions Safety

Patient Teaching

Distinguishes between abnormal and abnormal but anticipated findings

Identifies the relationship of lab data, medications, and pathophysiology as it relates to patient care

Lab Data & Diagnostics

Reports abnormal lab data

5. Identify benchmarks for all classroom and clinical assessment and evaluation. If benchmarks are not achieved, a remediation plan should be in place. Davis Advantage Analytics Davis Advantage analytics allows for students, faculty, and administration to obtain evaluation and feedback at the individual, classroom, and institutional level. Performs basic nursing actions with prompts Recognizes active patient problems requiring assistance when identifying priority actions. Safely implements routine nursing actions and evaluates effect; lacks ability to delegate Repeats basic information with prompting for Summarizes available information for documentation and communication with health care team Prioritizes available information for documentation and communication with team. Uses a standardized handoff/report form Nursing Actions Performs basic nursing actions with prompts Recognizes active patient problems requiring assistance when identifying priority actions. Safely implements routine nursing actions and evaluates effect; lacks ability to delegate Communication Repeats basic information with prompting for documentation and health care team communication Summarizes available information for documentation and communication with health care team Prioritizes available information for documentation and communication with team. Uses a standardized handoff/report form Repeats basic information with prompting for documentation and health care team communication Summarizes available information for documentation and communication with health care team Prioritizes available information for documentation and communication with team. Uses a standardized handoff/report form Safety Follows all safety procedures when delivering care Follows all safety procedures when delivering care; identifies unsafe situations and reports Follows all safety procedures when delivering care; identifies unsafe situations; reports then corrects Student Evaluation & Feedback Faculty Evaluation & Feedback Administration Evaluation & Feedback • Results • Correct answers • Rationales • Clinical judgment cognitive skill • Book page references • Test-taking tips • Classroom performance • Average time spent • Participation • Strengths • Weakness • Curriculum usage • Class averages • Aggregate data • Performance by assignment type • Data trends • Overall usage documentation and health care team communication

Nursing Actions Communication

Communication

• Visual feedback dashboard • Time-stamped completion • Quick review

Follows all safety procedures when delivering care; identifies unsafe situations and reports

Follows all safety procedures when delivering care; identifies unsafe situations and reports • Classroom performance • Average time spent • Participation

Follows all safety procedures when delivering care; identifies unsafe situations; reports then corrects

Follows all safety procedures when delivering care Student Evaluation & Feedback Safety Student Evaluation & Feedback • Results • Correct answers • Rationales • Clinical judgment cognitive skill • Book page references • Test-taking tips • Results • Correct answers • Rationales • Clinical judgment cognitive skill • Book page references • Test-taking tips • Visual feedback dashboard • Time-stamped completion • Quick review Personalized Learning • 70% performance score • 25 minutes time spent per activity • 100% participation score Clinical Judgment • Results • Correct answers • Rationales • Clinical judgment cognitive skill • Book page references • Test-taking tips Semester 1

Faculty Evaluation & Feedback

Administration Evaluation & Feedback

Follows all safety procedures when delivering care

Safety

Administration Evaluation & Feedback • Curriculum usage • Class averages • Aggregate data • Performance by assignment type • Data trends • Overall usage Semester 4 • Curriculum usage • Class averages • Aggregate data • Performance by assignment type • Data trends • Overall usage Personalized Learning • 100% performance score • 10 minutes time spent per activity • 100% participation score Clinical Judgment • Curriculum usage • Class averages • Aggregate data • Performance by assignment type • Data trends • Overall usage • 70% performance score • 15 minutes time spent per activity • 100% participation score Quizzing

Semester 2

Semester 3

• Strengths • Weakness

Student Evaluation & Feedback

Faculty Evaluation & Feedback

Administration Evaluation & Feedback

• Strengths • Weakness Personalized Learning • 80% performance score • 20 minutes time spent per activity • 100% participation score Clinical Judgment • 50% performance score • 25 minutes time spent per activity • 100% participation score Quizzing

Personalized Learning • 90% performance score • 15 minutes time spent per activity • 100% participation score Clinical Judgment • 60% performance score • 20 minutes time spent per activity • 100% participation score Quizzing

• Classroom performance • Average time spent • Participation

• Strengths • Weakness

• 40% performance score • 30 minutes time spent per activity • 100% participation score Quizzing

Using Davis Advantage to Set Benchmarks A benchmark is a pre-identified criteria that serves as a standard of measurement. When benchmarks are established with reflective thought, they are effective in measuring progressing outcomes. If benchmarks are unrealistic, students feel they are being set up to fail. Here is an example of how to level benchmarks with Davis Advantage. • Visual feedback dashboard • Time-stamped completion • Quick review • Visual feedback dashboard • Time-stamped completion • Quick review Semester 1 Semester 2 Semester 3 Semester 4 • 70% performance score • 120 minutes time spent • 100% participation score • 80% performance score • 120 minutes time spent • 100% participation score • 90% performance score • 120 minutes time spent • 100% participation score • 100% performance score • 120 minutes time spent • 100% participation score

Semester 1 Personalized Learning • 70% performance score • 25 minutes time spent per activity • 100% participation score Clinical Judgment Personalized Learning • 70% performance score • 25 minutes time spent per activity • 100% participation score Clinical Judgment • 40% performance score • 30 minutes time spent per activity • 100% participation score Quizzing • 70% performance score • 120 minutes time spent • 100% participation score Semester 1 • 40% performance score • 30 minutes time spent per activity • 100% participation score Quizzing • 70% performance score • 120 minutes time spent • 100% participation score

Semester 2 Personalized Learning • 80% performance score • 20 minutes time spent per activity • 100% participation score Clinical Judgment Personalized Learning • 80% performance score • 20 minutes time spent per activity • 100% participation score Clinical Judgment • 50% performance score • 25 minutes time spent per activity • 100% participation score Quizzing • 80% performance score • 120 minutes time spent • 100% participation score Semester 2 • 50% performance score • 25 minutes time spent per activity • 100% participation score Quizzing • 80% performance score • 120 minutes time spent • 100% participation score

Semester 3 Personalized Learning • 90% performance score • 15 minutes time spent per activity • 100% participation score Clinical Judgment Personalized Learning • 90% performance score • 15 minutes time spent per activity • 100% participation score Clinical Judgment • 60% performance score • 20 minutes time spent per activity • 100% participation score Quizzing • 90% performance score • 120 minutes time spent • 100% participation score Semester 3 • 60% performance score • 20 minutes time spent per activity • 100% participation score Quizzing • 90% performance score • 120 minutes time spent • 100% participation score

Semester 4 Personalized Learning • 100% performance score • 10 minutes time spent per activity • 100% participation score Clinical Judgment Personalized Learning • 100% performance score • 10 minutes time spent per activity • 100% participation score Clinical Judgment • 70% performance score • 15 minutes time spent per activity • 100% participation score Quizzing • 100% performance score • 120 minutes time spent • 100% participation score Semester 4 • 70% performance score • 15 minutes time spent per activity • 100% participation score Quizzing • 100% performance score • 120 minutes time spent • 100% participation score

Personalized Learning • 70% performance score • 25 minutes time spent per activity • 100% participation score Clinical Judgment • 40% performance score • 30 minutes time spent per activity • 100% participation score Quizzing • 70% performance score • 120 minutes time spent • 100% participation score

Personalized Learning • 80% performance score • 20 minutes time spent per activity • 100% participation score Clinical Judgment • 50% performance score • 25 minutes time spent per activity • 100% participation score Quizzing • 80% performance score • 120 minutes time spent • 100% participation score

Personalized Learning • 100% performance score • 10 minutes time spent per activity • 100% participation score Clinical Judgment • 70% performance score • 15 minutes time spent per activity • 100% participation score Quizzing • 100% performance score • 120 minutes time spent • 100% participation score