Training SiteAssessment Form:

Family Planning TeachinginPreservice Education

Guidelines to Person Conducting the Assessment

  • Notify senior academic administrators at least 10 days prior to the assessment. Ask her or him to prearrange visits with what they believe is a representative group of:
  • Faculty/Tutors
  • Students

Note – Ideally administrators will allow interviews of faculty without their presence in order to decrease bias. Students ideally should be interviewed without administrator or faculty present.

  • Propose a full day for the assessment – It may not take that long but a full day ensures your ability to conduct a complete and comprehensive assessment.
  • The assessment is BEST conducted by two individuals, at least one of whom has academic experience. Ideally both individuals will be proficient in the target clinical competencies.
  • Determine ahead of time, which member of the assessment team will be responsible for leading the interview of focus group. Both should listen actively and take individualized detailed notes.
  • Collect as much of the General/Demographic Information as possible from the academic administrator and then cross check during other interviews.
  • Collect information using the Classroom/Teaching and Family Planning while conducting a facility tour.

General/Demographic Information

Name ofschool of nursing
Location:
Institutional Affiliation: /  Government  Private  Mixed
Cadres (circle all that apply) /  Nursing  Midwifery  LHV
Names of team members conducting assessment:
Clinical sites visited
Dates of assessment:
Administrator Interviewed
Students / Number ____
Average age ___
Estimated Percent Male ___
Faculty / Number teaching Nursing ____
Number teaching Midwifery ____
Number teaching LHV _____
Percent Male ___
Total # with:
Basic Degree Only ___
Masters Degree ______
Preceptors / Number interviewed ______
Cadre precepting:  Nursing  Midwifery  LHV (check all that apply)

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Interview – Academic Administrator

What are the strengths of your education program?

What are the major challenges that you face?

How do you currently develop and assess family planning competencies into your curriculum? Which family planning specific skills are required before graduation?

Describe your faculty in terms of their own family planning competencies and their readiness to teach them.(Which methods can they demonstrate and supervise? Which can they not?)

Describe your students in terms of their recruitment, support and deployment.

Describe the clinical education of your students in terms of location, supervision, and assessment. (numbers in each unit, schedule, rotation)

Describe your faculty and students in terms of their comfort and experience using computers, mobile phones, MP3 players and other electronic gadgets?

Faculty

Students:

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Faculty Focus Group Questions

What do you believe that your students like about their studies?

What are the major challenges faced by your students?

Describe your own ability to deliver competent family planning services. (comfort level w/ various methods and method provision)

How do you go about updating your own knowledge and skills?

What are the most important challenges that you face as an educator?

Describe how you currently teach students in order to prepare them for clinical practice.

Describe your students in terms of use of computers, mobile phones, MP3 players and other electronic gadgets

Describe your own use of computers, mobile phones, MP3 players and other electronic gadgets

How reliable is your access to the Internet?

How available/helpful is your information communication technology support?

Student Focus Group Questions(Midwives)

What do you like most about your studies?

What are the major teaching methods used by your tutors?

How do you prefer to learn (i.e. hearing, seeing, watching, doing)?

What resources do you access in order to study?

Describe the sufficiency of your library in terms of:

Hours of operation

Access to up to date materials

Computers

Comfortable study space

Describe the sufficiency of your clinical skills labs in terms of:

Hours of operation

Organization

Equipment and supplies

What family planning related skills are assessed before graduation and how?

What are the major challenges that you face while in the clinical setting?

Describe your use of computers, mobile phones, MP3 players and other electronic gadgets

How reliable is your access to the Internet?

Student Focus Group Questions (LHVs)

What do you like most about your studies?

What are the major teaching methods used by your tutors?

How do you prefer to learn (i.e. hearing, seeing, watching, doing)?

What resources do you access in order to study?

Describe the sufficiency of your library in terms of:

Hours of operation

Access to up to date materials

Computers

Comfortable study space

Describe the sufficiency of your clinical skills labs in terms of:

Hours of operation

Organization

Equipment and supplies

What family planning related skills are assessed before graduation and how?

What are the major challenges that you face while in the clinical setting?

Describe your use of computers, mobile phones, MP3 players and other electronic gadgets

How reliable is your access to the Internet?

Preceptor Questions

Please describe your role in student education.

How do classroom faculty/tutors work with you to support the clinical education of students?

What preparation were you given prior to becoming a clinical preceptor?

Describe your personal incentives for participating in clinical education.

Describe students in terms of their readiness for performing family planning related skills with clients. Which areas are they good at? Are there general weak areas you see consistently?

What steps do you believe could be taken in order to better prepare students for clinical practice?

Describe your role in assessment of students.

Describe tools, or other instructions or communication that you are given to prepare you to supervise and support students. Please share any samples.

Classroom Teaching for Family Planning

Names of instructors who teach the FP content
Average number of students in a class
Length of program of study
Total number of classes in the curriculum
Semester that clinical component of study begins
Number of semesters with a clinical component of study
Number of total clinical sites available to the program
Average number of students sent to each clinical site
Number of hours for FP
Current location of FP competencies within the curriculum

Teaching Equipment, Supplies, and Resources

Sufficient Resources / Yes / No / Comments/Recommendations
  • Teaching materials
  • Presentation graphics
  • Counseling aids

  • National guidelines

  • Posters, teaching aids

Availability of adequate numbers of:
  • FP reference manual(s)/material(s)

  • FP related Job Aids

  • TV/DVD player

  • DVDs

  • Contraceptive Samples
  • Condoms
  • Pills
  • Injectables
  • Implants
  • IUDs
  • Emergency contraception
  • Other

  • FP Counseling materials

  • Classrooms

  • Computer lab

  • Library

  • Clinical skills lab
  • Anatomic models
  • Medical equipment
  • Reusable supplies
  • Organized around competencies
  • Skills checklists (assessment tools)

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