Celebration of Scholarship and Creative Activity 2021
“Formative and Summative Assessment following Simulation in SRNA’s“
Angie Guns
Graduate, Doctor of Nursing Practice
Natalie Mercier
Graduate, Doctor of Nursing Practice
Abstract
This quality improvement (QI) project will help assess the impact that both high and low fidelity simulation can have on student registered nurse anesthetist (SRNA) confidence and competence levels when integrating formative and summative assessment. Formative assessment is an informal means of evaluation and helps promote future success in the more formal method, summative assessment. Performing simulated scenarios aimed toward the level of education at certain points in the nurse anesthesia program amongst first, second, and third year graduate students can aid with increasing SRNA clinical confidence and competence. Formative assessment was performed by corresponding simulation content with the level of education of first- and second-year student self-efficacy scores using an L-SES assessment tool before and after high-fidelity operating room (OR) simulations. Summative assessment analyzed competence levels of third-year SRNAs by utilizing an objective structured clinical examination (OSCE) during a low-fidelity procedural simulation. Integrating formative and summative assessment into high- and low-fidelity simulations support the reliability, validity, and acceptability of this type of teaching method while improving student confidence and competence levels on subject material. This will additionally support the educational growth of the simulation program at the University of Wisconsin Oshkosh College of Nursing Nurse Anesthesia (NA) emphasis.
Project Background
Student Registered Nurse Anesthetists (SRNA) endure a demanding 3-year-long educational journey and are faced with a significant level of increased liability that carries into their desired future career as a Certified Registered Nurse Anesthetist (CRNA). Formative assessment is an informal means of assessing self-efficacy and promoting confidence in student learners. Summative assessment is the more formal method of assessing competency which ultimately allows for students to continue moving forward in a program. The integration of both formative and summative assessment into simulation with SRNA’s at University of Wisconsin Oshkosh (UWO) has demonstrated a positive correlation between such assessment methods and increased levels of both self-efficacy and self-perceived competence levels. Proving that both forms of assessment tools are affective in increasing self-efficacy and competence will continue to validate the reliability of these methods which will further aid with the incorporation of a simulation platform into the newly developed Nurse Anesthesia (NA) curriculum at UWO.
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