ACCREDITATION & EVALUATION

ACCREDITATION

Introduction

All professionals have one thing in common, that is concern for the

quality of their service, which is ensured by developing and enforcing the

standards. Two important ways of setting standards are accreditation of the

education programme and the professional licensure.

The programme of action of the national policy on education 1986,

has proposed the establishment of an accreditation and assessment

council (ACC) for maintaining and raising the quality of the institution of

higher education. The University Grants Commission (UGC) has constituted

a committee with Dr. Vasant Gowarker as the convener in November 1986.

Institutional accreditation originated in the USA.

Definition

“Accreditation is the process whereby an organization or agency

recognizes a college or university or programme of study as having met

certain predetermined qualifications or standards” (Selden, 1962).

Accrediting is carried on mainly by voluntary organizations. Although

these organizations are advisory in nature and do not have legal power to

control institutions of higher education they do exert pressure.

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 Purposes of Accreditation

 For the maintenance of adequate administration requirement.

 Maintaining a uniform standard for nursing education and nursing

service.

 Stimulation of institutional self-improvement by evaluation and

inspection.

 It safeguards the institution from social education and political

pressures.

 It helps in the registration of nurses.

 It prescribes the syllabus.

 It grants recognition to school and colleges.

 It guides the school / college of nursing, according to

recommendation and criteria.

 It also services to prepare the competent to serve the public.

Functions of Accreditation

1. It aims to protect the autonomy of various health service progremmes.

Eg: Nursing education and medical education.

2. It preserves the quality of nursing education.

3. It protects the public from ill prepared nurses.

4. It protects the institutions unsound and unsafe political pressure.

5. It helps the practitioner for the broad scope of nursing practice.

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 TYPES OF ACCREDITATION AGENCIES

REGIONAL PROFESSIONAL

STATE NATIONAL

Regional Accreditation Agencies

Regional agencies are concerned with as institution as a whole. They

are general in nature. They are concerned with appraising the total of the

institution of higher learning and with safeguarding the quality of education

and foundation of professional programmes in colleges and universities. Each

agency establishes criteria for the evaluation of institution in its region.

It receives those institutions periodically and publishes from time to

time a list of those institution which it has accreditated.

Professional Accrediting Agencies

Professional accrediting agencies are specialized and each is

concerned with particular profession.

State Accrediting Agencies

Accreditation in certain stages may be the function of state agencies. It

assumes the responsibility mainly for teacher education. State universities

commissions and other agency are authorized in some state to evaluate

college, to give initial approval to institutions to higher learning to formulate

standards, to issue licenses and to have various other responsibilities.

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 Many state agencies accept the accreditation of regional and national

accrediting agency as a basis for their approval of the institutions.

National Accrediting Agencies

In 1904 started with the accreditation of medical school. Membership in

some agencies composed number of some combination of nurses and

doctors.

National Commission of Accreditation

As the number of accreditation agencies were established to control

the activities of accreditation agency.

Functions of National Commission of Accreditation

 To study and investigate the accreditation agency.

 Publish a list of accreditating agencies, it has approval.

 To collect and publish information on higher education, that is

pertinent to accreditation.

Important Features of the Accreditation Programme

The accreditation and the assessment council is proposed as a

voluntary body of member institutions.

There are two categories of accreditation – institutional of professional.

The important concern of the accreditation and assessment council is to

develop an institutional accreditation mechanism. Institutional accreditation is

a means for the self-regulation of the academic institution.

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 Institutional accreditation is done in two parts. The first part starts with

self-study by the institution, involving in this activity all of its major constituents

including facility, students and the institutional management.

The second part of the institutional accreditation process involves an

outside evaluation by a team of professional educators constituted

independently by the accrediting agency.

The institutional accreditation process involves the judegement of the

responsible members of the profession to see whether the institutional goals

conceived are appropriate that is the educational programme is intelligently

planned and competently conducted, the institution is fulfilling the professional

goals and has the adequate resources to run the programme to be effective in

imparting quality education.

In order to be accredited an institution must fulfill the criteria set by the

accrediting agency. The institution will be assessed in each of the principle

areas of the institutional functioning and responsibility as follows:

A. Institutional mission and objectives.

B. Evaluation and planning

C. Organization and governance

D. Programme of instruction

E. Special activities

F. Faculty

G. Student services

H. Library and learning resources

I. Physical resources

J. Financial resources

K. Advertising and publication

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 The accreditation agency is not simply a body of assurance of the

educational quality it is a process which encourages institutional improvement

through continual self-study and evaluation and it also develops guide lines

for assessing institutional effectiveness.

Before an institution is accredited, a provisional one-year candidate

status is given to the institutions after satisfying certain criteria and this can be

extended to 3 years.

Accreditation bodies have the right to review the member institutions at

any time and can drop any institutions of their recognization at any time which

shows serious weaknesses.

The annual dues from the candidate and accredited institutions support

accreditation associations.

The accrediting bodies elect the accreditation commission, the bodies

which make the final decisions on accreditation after receiving the institutional

self-study report and the evaluation report of the evaluation team.

Though the accrediting agency are non-governmental, their

accreditation has come to be recognized as a necessary qualification for the

federal government, which in turn recognizes for a period of 4 years duration

those accrediting agencies which it finds to be reliable indicator of educational

quality.

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 Purposes of Accreditation

1. To ensure safe practice of nursing by setting standards for

schools and colleges preparing the professionals.

2. To encourage study and self-evaluation within the educational

units for the development and improvement of the educational

programme.

3. To ensure maximum benefit for the students and to protect

the students interests.

4. To ensure the graduates of the accredited schools the

eligibility for admission to the licensing examinations.

5. It acts as a monitoring and controlling agency.

6. To provide a list of accredited schools of nursing and this

assist students and counselors in selection of schools, which

offer accredited programmes in nursing.

Policies for Accreditation

A. Board Approval of the Initial Development of the Nursing Program

1. Letter of intention should be submitted to the board describing the

reasons for establishing the school and the predicted timetable of

development.

2. Qualification forms to be submitted to the board, by the full time person

responsible for the program, who is qualified with the Master Degree in

nursing accredited by the national leaguer for nursing and with

appropriate preparation for administration in nursing education. Faculty

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 qualification is to be on file in the board office on all nurse faculty

members.

3. The nurse director or chairman of the department nursing be employed

on a full time basis for one academic year before the admission of

students to the nursing program. This period is known as the “planning

year”. There should be funds available for the departure chairman to

have nurse faculty members participate in developing the philosophy,

objectives and course content in the nursing subjects prior to their full

appointment of the faculty.

B. Board Approval for the Admission of Students

1. A statement describing the philosophy, objectives nature of

organization and administration should be submitted to the board, at

least three weeks prior to the board meeting at which time the program

will be reviewed. This must occur at least 6 months to the admission of

the first batch.

2. The statement should contain descriptions of the following as well:

a. Student body (number to be admitted to the first batch maximum

number to be admitted with projected time table containing

source of qualified students desiring this type program).

b. Faculty: Number to be employed, dates of appointment, for

faculty recruitment, qualification or appointed members.

Note: not more than 10 students should be the responsibility one

faculty member in a clinical area at any one time.

c. Curriculum, educational and clinical facilities

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 d. Projected budget for a five year period

e. Plans for evaluation.

Further Procedures regarding Board Approval

1. An application for accreditation should be filled with concerned

authority

2. Request will be reviewed at regular board meeting and institution

advised of board actions.

3. Initial accreditation is granted for a period of one year, after which time

an evaluation visit is made, the evaluation determined on the basis of

the total programme in relation to the stated purposes and the degree

to which these have been achieved.

4. Renewal accreditation is based on survey visits, conference and

correspondence during the period, the annual report etc.

Process of Accreditation

1. Applying for the institution to be accredited.

2. Preparing a report by the institutional head according to the criteria and

format sent by the accrediting agency. This report is referred to as self-

study.

3. Visit to the site by the inspectors appoint by the accrediting agency to

verify the self study report.

4. Preparing a report by the visitors.

5. Report made by the visitors along with the institutional report is sent to

the review board of council.

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 6. The board of review on the basis of all data and reports makes the final

decisions whether accreditation should be granted or not.

Criteria for Accreditation: report of the inspection of the college held on,

1. Type of training given

2. Date of previous inspection

3. Recognition of the college by the government order no., date and no. of

seats sanctioned for the year. Number of the students admitted for the

year after the cost date of inspection and regarding the detail of staff

qualification.

Register no, registration valid, non-nursing teachers, other staff

members, physical facilities available in the school.

 No. of classrooms

 Demonstration room

 Library

 Office of principal, tutors

 Laboratory

Process of Registration of School/Colleges

Trial Basis – recognition given on the temporary basis based on the

application submitted plus pending inspection and is done after the favourable

report of accreditation.

Permanent recognition – after the inspection and evaluation that is

when the school / college meet all the criteria prescribed by the INC

permanent recognition is given.

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 Services rendered by accredited:

 Registration and admission of students. Accredited institutions are

also expected to counsel students as to assist them in proper

selection of the subjects.

 Distribution of study materials

 Organization of personal contact program

 Registering students for external examination.

 Distribution of marks sheets and certificates.

The School and Colleges are expected to Keep Ready the following:

I. General Information

a. The name of the university it is affiliated.

b. Date of establishment of program

c. Date recognition by state nursing council, INC or university

d. Number of students graduating per year

II. Philosophy

 Aims and objectives of the institution and departments

III. Organization and Administration

 Organization chart of institution and colleges

 Placement of principal

 Line of authority

 Teaching staff and non-teaching staff

IV. Teaching Staff

 Internal lectures

 External lectures

 Staff selection procedures

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  Staff development programme

 Seminars attended

V. Administration and Physical set up

 Office and room for principal

 Staff, clinical staff, number of classrooms, nutrition lab etc.

 Hostel, cafeteria, dining hall, reading hall, toilet facility etc.

 Number of books, periodical

VI. Finance

 Total budget sanctioned

 Drawing offices – separate and combined

VII. Committees

 Advisory committee, development committee, student

welfare committee

VIII. Staff Teaching

 Monitoring technique

IX. Construction and Institution Facilities

 Syllabus, prospectus, application forms, bond paper, etc.

X. Health Facilities for Students and Staff

1. Medical checkup

XI. Clinical set-up

2. Community experience, family people co-curricular activities

3. Research of students, application forms and bond paper

signed

4. Attendance registers, practical record, leave record

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 5. Evaluation form, master plan, examination results and

assignments

6. Drug study, lesson plans, nursing care plans and clinical

presentation

XII. Accrediting agencies – INC, KNC and Universities

A. Indian Nursing Council

Introduction: Indian nursing council is considered to be the statutory body that

influences nursing education at the national level. The INC was constituted to

establish a uniform standard of education for nurses, midwives, health visitors

and auxiliary nurses. the Indian nursing council act was ordained in 1947.

Composition and constitution: The Indian Nursing council consists of the

following members:

1. Elected members – 25

2. Nominated member – 4

3. Ex-officio members – 33

Elected Members – 25

a) Nurses from state council

b) Heads of institutions giving training for degree. Nursing and

certificate courses – 2

c) Head of an institution training health visitors – 1

d) Medical council of India – 1

e) Central council of Indian Medical Association – 1

f) TNAI – 1

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 g) State Nursing Councils (ANMS) – 3

h) Parliament – 3

i) Nominated members – 4

j) Government of India nominee

Ex-officio Members - 33

k) Director general of the health sciences – 1

l) The chief Principal / matron – 1

m) The chief Nursing superintendents

n) The Director of maternal and child welfare

o) The Chief administration medical officers of each state

p) Superintendent of nursing services

Composition

Nurses – 30, Doctors – 24

The president shall be elected by the members of the council among

themselves. Members of the council are elected by the state council

Philosophy

INC, states that, nursing is the unique function of the nurse, that is to

assist the individual, sick or well in the performance of those activities

contributing to health or recovery, that he would perform unaided if he had the

necessary strength, will or knowledge.

Keeping this in mind, the nursing is a formal educational preparation,

which should be based on sound educational principles. It recognizes the

programmes as the foundation on which the practice of nursing is built and on

which depends further professional education. It recognizes its responsibility

to the society for the continued development of students as individuals,

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nurses and citizens. The INC recognizes the necessary of developing a deep

pride in the nursing profession among students to enable to further profession

among the students and to enable further professional growth.

Aims of INC

 To establish uniform standard of training throughout the state

 Prohibit training centre, which are in adequate

 Prohibit practice of nursing by non-qualified nurses

Functions and Role of INC

The INC provides a framework for nursing in India. It has many roles

1. Prescribing of Syllabi

INC is prescribing syllabi and curriculum for various courses of nursing

and conducting qualifying examination based on the development in

science and technology. Syllabi have also been prescribed for all post

certificate courses, degree courses, diploma and for health visitor

courses.

2. Inspection

Inspections are done and granting of recognition based as the

requirements, their set up and the strength of the institutions. They also

have full freedom to withdraw recognitions. A right of appeal against

any disciplinary action takes by the council is provided for in the acts.

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Nature of Inspections by INC

There are three types of inspections by INC since 1996.

a. First Inspections

Institutions are inspected by the INC when they apply for starting a

course in nursing.

This is the first step towards INC recognition.

The schools that seek recognition are required to submit

1 Permission letter for state government

2 Permission letter for state nursing councils

3 A copy of the inspection report of the state nursing council

b. Re-Inspections

These are done for those institutions which are found unsuitable

on first or subsequent inspection by INC.

Once the institution takes necessary steps to remove the

deficiencies and informs the INC’s reinspection is done within one year

or earlier.

c. Periodic Inspections

Once an institution is give recognition by INC the institute is

required to send an annual inspection fee regularly. The INC inspects

the institute generally after 3 years.

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 PROCESS OF INSPECTION BY INC

School / college after it has INC asks the requisite

been inspected by state documents and 1st
nursing council writes to inspections fees
INC for recognition

INC sends a reminder for Has the college / school

the missing documents to No sent all the requisite
school or college documents?

Yes

The general body meeting The 1 inspection is

of INC reviews the case conducted by INC and
and forwards it with a original report submitted for
decision evaluation

Is the school / college Recognition granted by INC

suitable or unsuitable

unsuitable Re-inspection within one

year

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Karnataka Nursing Council

The Karnataka Nursing Council was started in the year 1961

Function of KNC

1. Regulation of training programmes

2. Supervision of practice and profession

3. Accrediting the training institutions

4. Implementing and prescribing syllabus and curriculum

5. Registration and granting certificates

6. Take action against malpractices

Accrediting the Nursing institutions

By an inspection committee – constituted with several members reports

of adequacy of training programmes.

For various courses and conduct qualifying exam.

Registering and Granting Certificate to Qualified Person to Practice

Nursing

The council maintains a register of nurse, midwives, register.

ANM register known as Karnataka state nurses. The state registration

councils are autonomous to a great extent except that they do not have

powers to prescribe syllabi for the various training courses, recognize

examining bodies and to negotiate reciprocity.

Registration in state nursing council is very necessary for every nurse.

It is necessary to be registered in order to function officially as a professional

nurse.

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Affiliations

Meaning connect as a member or branch. When all the required clinical

experiences cannot be provided in the parent hospital it becomes necessary

for the nursing school to select another hospital to which students may be

sent to acquire further experience. Such a hospital is known as an affiliating

agency and the types of experience for which a nursing school commonly

affiliates are the nursing of children, nursing of tuberculosis and other

communicable disease patients, psychiatric nursing and the nursing of men.

Criteria for the selection of an affiliating agency

1. The primary reason for its selection should be its ability to provide the

experience required by the students

2. The staff of the hospital should be prepared to recognize that the students

are being posted there as a part of their planned, educational programme,

and that though a certain amount of service can be expected from them

while they are gaining the required experience, their educational needs

should receive their rightful place.

3. The nursing care given, and the physical facilities, staffing and equipment

of the hospital should be of the same standard as required in the parent

hospital.

4. The living arrangements for the students should be provided on the same

principles as in the school hospital. Where residents is not part of the

agreement, there should be satisfactory transport arrangements which will

save the students from under fatigue and inconvenience.

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5. The agency should be able to take in students on a regular basis in

mutually agreed times.

6. The agency should be prepared to accept responsibility for the education

and welfare of the students in accordance with a written agreement

entered into by the school and the agency.

Affiliation Agreement

Factors to be considered

In a written statement or letter of arrangement with the affiliating

agency attention should be focused on the experience required and on the

special needs of the students created by their separation from the school.

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 EVALUATION OF NURSING SERVICE

Introduction:

Evaluation is term used to describe the process of finding out whether

what was expected, desired or aimed at has been achieved. It is an on-going

process and an integral part of an organization. It is an intellectual activity,

here the outcomes are compared with pre-determined standards and criteria,

to know to the extent to which the goals or predetermined outcomes are

achieved.

Definition:

Evaluation is a judgemental process and as such, it reflects the beliefs,

values and attitudes of the participants of the programme.

Evaluation is a decision making process that leads to suggestions for

actions to improve participants effectiveness and programme

efficiency.

Purposes of Evaluation

 Clarify and define education/programme objectives.

 Facilitate the improvement of curriculum and instruction/programme.

 Determine participant’s progress towards the achievement of the goals

of the programme.

 Facilitate the maintenance of strength and elimination of weakness on

the part of participants.

 Motivate the participants.

 Provide sense of accomplishments (psychological security) for the

participants and consumer.

 Develop more reliable and valid instruments for measurement.

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  Determine the overall value (e.g. cost, efficiency) of undertakings for

both participants and consumer immediately over long period.

 Establish and maintain standards to meet legal, professional and

academic credentials.

Principles of Evaluation

1. Objectivity: It is the degree to which the evaluation judgments are

based on the facts, observed behaviour, and measurable aspects or

the performance.

2. Feasibility: The methods techniques, and tools used for evaluation

should not be too costly and time consuming.

3. Relevance: The criteria used for evaluation should be related to the

important and critical aspects of services.

4. Validity: It is the degree to which the evaluation measures what it is

intended to measure.

5. Reliability: It is the stability and consistency with which an evaluation

should be acceptable not only to supervisors but also to the staff whose

performance is evaluated.

6. Acceptability: The criteria for evaluation should be acceptable by all.

7. Achievable: The standards set for evaluation should be realistic and

achievable with available resources.

Types of Evaluation

1. Summative evaluation serves traditionally for rank ordering students and

justifying decisions regarding their passage to the following year or the

obtaining degree. Usually it occurs at the and of the programme, course or

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 unit and is concerned with whether the learner has mastered all designated

behavioural objectives. It is a certifying evaluation used by the teacher to

make a certifying judgment.

2. Formative evaluation occurs throughout the programme, course or unit, and

through feedback enables teacher and students or authority and worker to

diagnose learning needs or any specific needs to provide appropriate

remedial strategies and pace the student or worker learning or equip

according to needs and abilities. It is a diagnostic evaluation, which consists

of evaluating the progress or the gains made by the participant and the

programme.

Model of the Evaluation Process

Programme actions Observing

Measuring Information
Describing Relevance
Analysing Relatedness
Accountability
Monitoring
Development
Validity of goods
Synthesising worth of actions
support and
Recommending constraints
Evaluation

Explanations of the Model

There are many ways to consider nursing programme. Nursing

programme consists number of related parts, i.e. curriculum, teaching of

nursing, practice of nursing and research and administration, functioning

together to achieve common goals or purposes. The values that reflect the

development of a programme are thought to be:

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 i. the relevance of the goals, activities, and outcomes of the

programme to the particular client or community;

ii. the relatedness of the different parts of the programmes in seeking

common goals and in discovering means to achieve them; and

iii. the accountability of the programme in assuming responsibility for

its goals, methods and outcomes.

Thus, relevance, relatedness and accountability are viewed as the

critical attributes or criteria of programme development. When these criteria

applied in the nursing practice, assist in describing the development of that

programme or performance of the nursing procedures or carrying out nursing

measures for client and form the basis of the evaluations process. The model

outlines the process of evaluation. First the evaluator observes measures and

describes the programme goals arid actions and in general collects

information to provide a data base for analysis. The criteria provide the

structure for the analysis and the results, conclusions or inferences indicate

the development of the programme.

The state development provides the information base for monitoring the

programme so that the direction of goals and activities may be changed, and

the accumulated information provides a jeed forward into the programme

plans or nursing care plans. This process describes the every day monitoring

and shaping of the nursing programme by the person involved. Next the

information of developments in scrutinized and synthesized in relation to the

questions that the evaluation seeks to answer. This phase usually leads to a

series of recommendations for the purpose of directing the future

development of the nursing care programme.

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Evaluation and Community Health Nursing Programme

Evaluation is the process of collecting data, presenting them in a

convenient form and using them to form judgments to reach a decision about

an activity on other type of process. A community health service is a process

which starts with planning and ends with evaluation of that programme. The

purposes of evaluation of community health programme are as follows.

1. The modification of the programme to be at par with the problem

arising in the community or with the felt need of the community.

2. Ensuring objectives for the continuing education of the staff members

for their development.

3. Serving as a basis for diagnosis of professional problems and

potentialities.

4. Forming a basis for future plan of the programme.

5. Helping in research studies for innovation in community health nursing

service

6. Providing a review of the standards of work for both the supervisor and

staff.

An evaluation process has its own steps which include:

i. Setting objectives

ii. Establishing standards

iii. Allocation of resources

iv. Selection of appropriate methods

v. Comparison of output

vi. Replace if necessary.

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For any programme the process of evaluation will be:

 Programme input

 Programme activity

 Programme output

 Impact on health structure

In forming health programme, the output is considered as target. The

programme activities are planned according to the inputs (staff, supplies etc)

available. Evaluation objectives are formed according to the performance

objectives. The method of evaluation should be selected according to the

level of evaluation, i.e.

 Primary service units (individual, family, groups) · Administrative units

(agency, community)

 Supportive and co-ordinating units.

Criteria of Evaluation in Community Health Nursing

The criteria of evaluation in community health nursing can be categorised as follows.

1. Observable and objectively measurable evidences (incidences) of

change of status, which include morbidity and mortality rates, e.g. IMR,

MMR etc.

2. Subjective or judgmental evidences of change of status. Which means-

these values of performances or work can be analysed against the

standards formulated by the profession or agency.

3. Internal-introduction of change, based on the assumption that if a

specific action is taken in specific way, specific outcome may be

expected, e.g. promptness and home visits.

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Methods of Evaluation in Community Health Nursing Practice

In community health nursing practice, the evaluation falls into two

categories, i.e. evaluation of the individual job performance and evaluation of

the programme or agency.

Evaluation of the individual job performance can be made on the basis of:

i. Observation of the staff in the field.

ii. Conference with the workers.

iii. Analysis of written reports.

iv. Maintenance of anecdotal records.

v. Maintenance of checklist.

Evaluation of the programme or agency can be made on the basis of:

1. Adult or review of programme or agency.

2. Field observation and discussion.

3. Community survey.

Sample of checklist to evaluate programme of field work Date

Name Position

Department

Evaluation

List of behaviours Satisfactory Non-satisfactory

I. Knowledge

 Clinical knowledge

 Nursing care needs

 Needs of subordinates

II. Skills and ability

 Teaching

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  Guiding and supervision

 Communication Leadership

 Reports and records.

III. Attitudes

 Initiative

 Dependability

 Commanding

 Teaching spirit

 Reaction to supervisor

 Professional ethics

Remarks Signature of Head

Evaluation of Employees

Usually the supervisory personnel have long been held responsible for

mentally at least, evaluating the progress of their subordinates performance.

These supervisors have been expected to communicate those in higher

authority only information about their employees which should be used as

basis for action. It may be written or unwritten report. But now it is very

important and it is always better to use more carefully planned, organised

written reports for evaluation of the strength and weakness for their

subordinates.

Written reports are have more value than unwritten ones, and are more

advantageous. It requires supervision to observe all employees in regard to

certain required types of achievements instead of looking only for attributes to

which specific supervisor might attach great weight. It gives administrative

personnel a routine time when they can see the evaluated strengths and

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weaknesses of their employees. It provides objective evidence and can be

used to give unmistakable warning when an employee is in danger of being

terminated on the basis of unsatisfactory achievement. It can help those

planning the in-service education programme to see where the greatest

training needs lie and most important it can serve as a basis for a progress of

periodic progress interviews where an employee can learn how his

achievements are being rated and where he can make improvements.

Principles of Performance Evaluation

To fair and accurate evaluation of the subordinates', job performance,

certain principles must be followed.

1. Assess performance in relation to behaviourally stated work goals

Evaluation of the employee should be based on behaviourally stated

performance standards for the position occupies, e.g. a nurse's job

performance should be evaluated with reference to progress towards

those work goals.

2. Observe a representative sample of employees total work

activities An adequate, representative sample of the nurse's job

behaviour should be observed to provide a basis for evaluation. Care

should be taken to be evaluated nurse's usual or consistent job

behaviour and to avoid undue attention to a single, typical instance of

superior or incept behaviour.

3. Compare supervisor’s evaluation with employees self evaluation

The nurse should be given a copy of her or his job description,

performance standards, and performance evaluation form to review

before the evaluation conference, so that the nurse and supervisor can

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 approach their discussion from the same frame of reference.

4. Cite specific examples of satisfactory and unsatisfactory

performance While documenting nurse's performance, the supervisor

should indicate areas of performance that are satisfactory and the

areas that need improvement or that are unsatisfactory with evidence.

5. Indicate which job areas have highest priority for improvement

When served areas of job performance need improvement, the

supervisor should specify which areas are to be given highest priority.

6. Evaluation conference should be held in good atmosphere For

which the evaluation conference should be scheduled at a time

convenient for nurse and supervisor, and should be held in pleasant

surroundings, and should allow adequate time for discussion.

7. The purpose of evaluation is to improve work performance and

job satisfaction The goal of evaluation process should be improve

employee performance and satisfaction, rather than to threaten or

punish the employee for performance inadequacy. An employee can

withstand strong criticism from supervisor who is considerate of the

employee’s feelings and offers to coach her/him towards improved

performance.

HINTS OF PERFORMANCE APPRAISAL

The employee performance appraisal is a sensitive and important part

of the management process, requiring much skill. In performance appraisal,

actual performance should be evaluated; this helps the employees know

where they stand and what is expected of them.

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 The following points are to be kept in mind for apprising fairer and

more accurate assessment.

1. The appraiser should develop an awareness of his or her own biases

and prejudices.

2. Consultation should be sought frequently.

3. Information should be gathered appropriately.

4. Information should be written down and not trusted to memory.

5. Collected assessment should contain positive example of growth and

achievement and areas where development is needed.

6. The appraiser needs to guard against the three common pitfalls of

assessment-halo effect, horn effect and central tendency.

 The "halo effect" occurs when the appraiser lets one or two

positive aspects of assessment or behaviour of the employee

unduly influence all other aspects of the employee's

performance.

 The "horn effect" occurs when the appraiser allows some

negative aspects of the employee’s performance influence the

assessment to such an extent, that other levels of job

performance are not accurately recorded.

 The manager who falls into the central tendency trap is resistant

to risk true assessment and therefore, reties all the employees

as average. These appraisal behaviours lead employees to

discount the entire assessment of their work.

7. Some efforts must be made to include the employees own appraisal of

his or her work.

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Tools of Performance Appraisal

1. Trait rating scales (TRS) A rating scale is a method of rating an

individual against a set standard, which may be the job description,

desired behaviours, or personal traits. The rating scale is probably the

most widely used one.

2. Job dimension scales (JDS) The technique that a rating scale be

constructed for each job classification. The rating factors are taken

from the context of the written job description.

3. Behaviourally anchored rating scales (BARS) It is also called

behavioural expectation scale, that overcome some of the weakness of

the rating system. As in JDS, the BARS technique requires that a

separate rating form be developed for each job classification.

4. Checklists There are several types of checklist appraisal tools. The

weighted scale is composed of many behavioural statements that

represent desirable job behaviours. Each of these behaviour

statements has a weighted score attached to it. Score is based on

employees behaviour or attributes.

 The forced checklist requires that supervisor select an undesirable and

desirable behaviour for each employee. Both have quantitative values

and employee gains ends up with total score.

 The simple checklist is composed of numerous words or

phrases describing various employees’ behaviours or traits, e.g.

assertiveness or interpersonal skill etc.

5. Essays This method is often referred to as the "free from review". Here,

the appraiser describes in narrative form, the employee strengths and

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 area where improvement or growth is needed.

6. Self appraisals.

7. Management by objectives.

8. Peer review-performance carried out by peers.

Conclusion

Regular evaluation of all aspects of the total college programme is

necessary in order to keep up with the changes; technological, social,

scientific and advancement in knowledge in the particular discipline.

Evaluation by accrediting agencies is a means of keeping up standards of

education.

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Bibliography:

1) B.T. Basavanthappa, Nursing administration 1 st ed., Jaypee brothers; New

Delhi: 2005 p

2) TNAI Nursing administration 1st ed. Academy press: Noida: 2000 p

3) Sr. Lucita, Nursing administration, 1st ed. Bharat Publishers: Jabalpur:

2002: p.

4) Patricia. Text book of administration, 3rd ed. Jaypee brothers: New Delhi:

2004: p.

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