DEFINITIONS OF PERFORMANCE DIMENSIONS AND RATING SCALE ANCHORS
Level and extent of assistance required by the student to achieve entry-level performance.
As a student progresses through clinical education experiences, the degree of supervision/guidance
needed is expected to progress from 100% supervision to being capable of independent
performance with consultation and may vary with the complexity of the patient or environment.
Degree of knowledge and skill proficiency demonstrated.
As a student progresses through clinical education experiences, quality should range from
demonstration of limited skill to a skilled performance.
Number of elements that must be considered relative to the task, patient, and/or environment.
As a student progresses through clinical education experiences, the level of complexity of tasks,
patient management, and the environment should increase, with fewer elements being controlled by
Frequency of occurrences of desired behaviors related to the performance criterion.
As a student progresses through clinical education experiences, consistency of quality performance
is expected to progress from infrequently to routinely.
Ability to perform in a cost-effective and timely manner.
As the student progresses through clinical education experiences, efficiency should progress from a
high expenditure of time and effort to economical and timely performance.
Rating Scale Anchors
• A student who requires close clinical supervision 100% of the time managing patients with constant
monitoring and feedback, even with patients with simple conditions.
• At this level, performance is inconsistent and clinical reasoning* is performed in an inefficient manner.
• Performance reflects little or no experience.
• The student does not carry a caseload.
• A student who requires cli