The Role Specific Advancement Model Assessment Forms for:
provides each applicant with a grid of behaviors that describes the Domains of practice identified as key elements for advancement to Expert and Mastery levels. As you look over these behaviors, think carefully about which ones best describe your practice and circle those behaviors. It is unlikely that all of the circles will fall within the same level.
*These are in MS Word format. You may type into them and then print and/or save to your own file system.
Here is an example of the Self Assessment process—utilizing the Educational Nurse Coordinator Behaviors in the Domain “Facilitator of Learning and Professional Development”. It may be helpful to have those behaviors available for reference as you study the example. This same process would apply for any other role specific title.
- Expert level: “Demonstrates computer skills in relation to teaching:learning environments”
- Mastery level: “Collaborates in the design of computer-based educational programs”
Further examination of the behaviors leads to reflection on the use of competency based approaches to nursing education. Recently, you worked with the manager and CNS to make your unit orientation program competency based. It was a huge undertaking, and your first in-depth exposure to the “competency based” concept. Therefore you circle the following behavior:
- Role entry/Competent level: “Applies competency based approaches to nursing education and development: orientation, annual requirement, regulatory requirements and policy/procedure”
You are now well-versed in the development of instructional objectives that incorporate the cognitive and psychomotor domains of learning. While you appreciate how attitudes and values, or the “affective” domain enhances educational outcomes, and are working to address these within educational programs, you are not yet doing this consistently, and so you circle the following behavior:
- Expert level: Develops instructional objectives in the cognitive and psychomotor domains
With regard to the Novice to Expert developmental principles, you note that you have read extensively on Benner. You have gained new insight into the new graduates that are frequently hired onto your unit, and ways to make their initial education appropriate to their knowledge and skills. You have done this through preceptor development as well as direct 1:1 with new nurses. While you have tried to assist the more experienced nurses on your unit in their professional development and advancement, your focus has been more on the application of Benner to orientation, therefore you circle the following behavior:
- Expert level: Applies developmental principles (Novice to Expert) to the design and implementation of educational programming
As you consider the remainder of behaviors within the first section, you consider how you have involved staff in education and professional development. Most notable is how you have developed unit preceptors, promoting their understanding of the unit orientation program, nurse development in the first year, and clinical teaching. You have regular and well attended Preceptor meetings, and have developed a reward program for preceptors based on their many contributions to the success and retention of new graduates. Through your efforts, preceptors always attend the central programs on the preceptor role development, and several just attended a regional conference that you identified. With your help, they did a poster presentation. The individual preceptors as well as unit preceptor program has thrived under your leadership, therefore you circle the following behavior:
- Mastery level: Creates opportunities for staff to enhance their professional growth within and beyond the unit/area.
Throughout the self evaluation, you provided examples and comments to substantiate why you rated yourself at the level you selected. These examples may be written directly on the behaviors document, or on an attached sheet.