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.

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.

TYPES OF ACCREDITATION AGENCIES

REGIONAL

PROFESSIONAL

STATE Regional Accreditation Agencies

NATIONAL

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.

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.

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 5

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.

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. 6. It acts as a monitoring and controlling agency. 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

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 8

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 selfstudy. 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. 9

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 b. The name of the university it is affiliated. c. Date of establishment of program d. Date recognition by state nursing council, INC or university e. Number of students graduating per year i. Philosophy Aims and objectives of the institution and departments ii. Organization and Administration Organization chart of institution and colleges Placement of principal Line of authority Teaching staff and non-teaching staff iii. Teaching Staff Internal lectures External lectures 11

 Staff selection procedures Staff development programme Seminars attended iv. 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 v. Finance Total budget sanctioned Drawing offices separate and combined vi. Committees Advisory committee, development committee, student

welfare committee vii. Staff Teaching Monitoring technique viii. Construction Facilities Syllabus, prospectus, application forms, bond paper, etc. ix. Health Facilities for Students and Staff 1. Medical checkup x. Clinical set-up 2. Community experience, family people co-curricular activities and Institution

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3. Research of students, application forms and bond paper signed 4. Attendance registers, practical record, leave record 5. Evaluation form, master plan, examination results and assignments 6. Drug study, lesson plans, nursing care plans and clinical presentation xi. 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. 2. 3. Elected members 25 Nominated member 4 Ex-officio members 33

Elected Members 25 a) Nurses from state council

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b)

Heads of institutions giving training for degree. Nursing and certificate courses 2

c) d) e) f) g) h) i) j)

Head of an institution training health visitors 1 Medical council of India 1 Central council of Indian Medical Association 1 TNAI 1 State Nursing Councils (ANMS) 3 Parliament 3 Nominated members 4 Government of India nominee

Ex-officio Members - 33 k) l) m) n) o) p) 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 Director general of the health sciences 1 The chief Principal / matron 1 The chief Nursing superintendents The Director of maternal and child welfare The Chief administration medical officers of each state Superintendent of nursing services

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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 principals. 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, 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

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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 2 3 b. Permission letter for state government Permission letter for state nursing councils A copy of the inspection report of the state nursing council

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 INCs 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 been inspected by state nursing council writes to INC for recognition

INC asks the requisite documents and 1st inspections fees

INC sends a reminder for the missing documents to school or college

No

Has the college / school sent all the requisite documents?

Yes

The general body meeting of INC reviews the case and forwards it with a decision

The 1 inspection is conducted by INC and original report submitted for evaluation

Is the school / college suitable or unsuitable

Recognition granted by INC

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. 2. 3. 4. 5. 6. Regulation of training programmes Supervision of practice and profession Accrediting the training institutions Implementing and prescribing syllabus and curriculum Registration and granting certificates 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 participants 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. 22

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 23

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

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: 24

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. ii. iii. iv. v. vi. Setting objectives Establishing standards Allocation of resources Selection of appropriate methods Comparison of output 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 meansthese 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. ii. iii. iv. v. Observation of the staff in the field. Conference with the workers. Analysis of written reports. Maintenance of anecdotal records. 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 I. Knowledge Clinical knowledge Nursing care needs Needs of subordinates Satisfactory Non-satisfactory

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 Signature of Head

Remarks 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 29

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 supervisors 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 employees 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 employees 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 fot 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. Per 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 1st 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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