NURS-FPX6107 Assessment 3 Curriculum Evaluation Paper

NURS-FPX6107 Assessment 3 Curriculum Evaluation Paper

Curriculum Evaluation

Curriculum evaluation is a complex process requiring various considerations before and after implementation. Ongoing curriculum evaluation requires the educators to constantly evaluate a curriculum for as long as it is functional. Evaluation can be long-term or short-term, depending on the objectives of the evaluation. Many evaluation methods focus on the various components of a curriculum, such as the attitude of the affected individuals towards it, learner performance, and the impact of the curriculum. This essay explores the complex concept of curriculum evaluation.

The Importance of Ongoing Curriculum Evaluation

Ongoing curriculum evaluation is vital for any single curriculum. Unlike student evaluation in a course, curriculum evaluation is the keen analysis of learning and teaching methods, timing, environment, learner outcomes, complexity, relevance, and many other aspects of a curriculum to ensure it meets the desired outcomes (Schneiderhan et al., 2020)).

Completing the curriculum design and implementation does not mean that a course is finished. It must be evaluated continually for continuous improvement and the achievement of set goals and objectives. Ongoing evaluation targets the processes and outcomes to determine if it achieves the intended results and meets the objectives (Schneiderhan et al., 2019). Evaluation clears doubt from educators, institutions, the public, and regulatory agencies.

It is vital for the evaluating institution, students, educators, and the public/parents. The public and the parents are interested in knowing if the students receive the best and most effective education. The public includes other educational and non-educational bodies interested in quality outcomes. For the curriculum in question, public and private hospitals and nursing professional bodies such as the American Nurses Association need to understand if the program delivers vital and effective education.

Administrators are also interested in ongoing curriculum evaluation results to determine the effectiveness of the curriculum decisions. Curriculum publishers are also interested individuals. These individuals have to ensure the materials they provide are up to date with the curriculum changes. They use the results to constantly upgrade the materials to deliver the required content and ensure students receive the best education.

The benefits of ongoing curriculum evaluation depend on the elicited outcome of the curriculum evaluation process. Evaluation helps inspire students through a robust motivation plan and allows students to share ideas. As featured earlier, curriculums are inclined to learner-based interventions due to the increased need for learner participation and learner input in the learning process.

They ensure that the curriculum suits learners and does not overburden them with content and time constraints (Pitama et al., 2018). Students in higher learning, especially master’s and doctorate students, have jobs besides their studying career, hence the need to ensure the learning process is too demanding to compromise their other life activities.

Students cannot significantly influence curriculum development because the developers make the final decisions, but curriculum evaluation impacts learning. Educators are significantly affected, and evaluation helps them determine if a curriculum will help achieve the expected results from the institutions and the public (Pitama et al., 2018). Achieving the desired results is a complicated process that requires careful consideration. The methods of achieving results- content, process, design, learning, and teaching strategies- require evaluation for effectiveness.

Ongoing curriculum evaluation helps the evaluator gather data that helps determine the areas that need improvement. Flawed areas may not be openly visible but may significantly affect the institution and students’ performance, hence the need for proper evaluation. For example, in teaching strategies, educators might find that a course requires an explanation of complicated procedures to understand and perform, hence the need for clinical experiences (Ratri et al., 2019). These educators gather enough data to validate their finding and propose changes to the curriculum that meets all the goals and objectives of the course. Other areas that may require improvement include the content and

Criteria That are Important to Consider in Curriculum Evaluation

As seen above, curriculum evaluation is a complex process, and there are various factors to consider in the evaluation. These factors are:

1. Alignment with the standards
2. Consistency with objectives
3. The comprehensiveness of the curriculum (Grock et al., 2019)
4. Relevance
5. Sustainability
6. Impact
7. Effectiveness and efficiency

Education significantly affects professionalism and practice. Education in nursing is the backbone of all pillars, including nursing research. Education is thus highly regulated, creating a massive need for compliance with set laws and regulations. A curriculum must meet the standards such as the minimum required credits, skills, competencies, time, and knowledge. The curriculum must be evaluated to align with the requirements of the organizational and regulatory agencies.

A curriculum must also be comprehensive to encompass all required competencies. Evaluating for comprehensiveness evaluates the depth of the objectives (Grock et al., 2019). Professionals are needed several skills for successful practice. Nurses need competencies to interact profitably with other nurses, professionals, and patients and their families.

They also require skills for diagnosing and managing common conditions and dealing with patients of all ages. They are thus prepared with specific skills and competencies to manage patients across the lifespan. Grock et al. (2019) note that a curriculum must consider the development of a student in all domains, from understanding and reasoning to application. Feedback from the teachers and students is vital in determining the comprehensiveness of the curriculum.

Any curriculum has several set objectives. The most important aspect of curriculum evaluation is to ensure it is consistent with and meets the objectives. These objectives culminate into program objectives. The criteria resonate with curriculum relevance, and consistency with the program objectives enhances the program’s relevance (Grock et al., 2019). Relevance is the ability of the curriculum to meet the learning needs as seen by the students.

The two objectives have a solid dependent relationship. Students must approve of a curriculum. Students provide vital information on whether it meets their learning needs and expected outcomes. The impact of a curriculum is another important consideration. Unlike other criteria, the impact is a long-term criterion that focuses on the social, economic, and environmental effects on students, institutions, and the public (Grock et al., 2019). The criterion is evaluated years after the implementation of the program.

The sustainability of a curriculum is an important criterion that focuses on the financial, flexibility, and diversity. Sustainability is the ability of the institution to use the curriculum for a long time. The criterion is essential because curriculum development is an expensive and time-consuming activity, and there is a need for less frequent curriculum development processes (Echols et al., 2018). The learners’ needs change considerably over time.

The dynamicity of educational and health needs in the nursing profession calls for the robust flexibility of the program. The curriculum should also not be financially debilitating to compromise other program functions. The selected curriculum should be economically sustainable and used for a long time. The curriculum should also accommodate various learner populations to be implemented for a long time (Tun, 2019). Ensuring the curriculum is sustainable is imperative to save on costs and time.

Efficiency and effectiveness are widely used criteria in curriculum evaluation and evaluating other processes such as programs and interventions. Efficiency refers to using the available resources, such as time, finances, and labor, appropriately to achieve the intended goals and objectives without fail. At the same time, effectiveness measures its ability to meet the set objectives (Fathurrochman et al., 2021). A curriculum should be both practical and should save on time and costs. Effectiveness and efficiency are thematic measures in programs that can make vital decisions such as continuity and termination of a program.

Pilot Testing in Curriculum

Researchers may decide to utilize pilot tests in their innovations in research and evaluation. Pilot studies have been used to test the effectiveness of interventions (Brundin-Mather et al., 2020). They are common in federal and state programs that will require vast resources and logistics. Programs such as the ACA Medicaid expansion, tuberculosis, heart disease, and diabetes management pilot tests were implemented in several hospitals or regions before program implementation.

The program in question is implemented in a regulated setting and highly monitored. The results are collected and analyzed for decision-making. Pilot tests are used for resource use estimates in resource-intensive programs to prevent misuse or deficits (DeHart & Iachini, 2019). They also help test the effectiveness of interventions and the ability to achieve the desired results. They help improve programs by determining weaknesses, thus allowing them to work on them. The pilot program is improved until it achieves the desired results, after which it is replicated and implemented on a large scale.

Pilot tests in curriculums are complex and cumbersome due to the various considerations of relevance and effectiveness and public concern for the importance of the course. The FNP program involves mature students; thus, it is vital to involve them in the pilot test. The relevance of a program is best determined by the ability to elicit the desired outcomes or meet the current needs. It is best explained by the recipient of the intervention, which in this case is the students.

The pilot test can be used in this evaluation program. The main objectives of the pilot test will be to determine areas of weakness that require improvements, determine if the curriculum meets the set goals and objectives, and avoid resource wastage on ineffective curriculum that would readily occur when implemented without a pilot test (Cannon et al., 2020).

Implementing the pilot test will need input from the students. It will also consider various needs, as discussed in this section. The first critical need is selecting the appropriate class. The best group to introduce course two is the students beginning the program. Students already in the program know what to expect, and adding the extra course will face much resistance and may not achieve objectives due to perception bias. The course will be introduced in the second semester of their learning because the first semester is the basic introduction to the course.

The course will be introduced to the whole class, and the various tests and evaluations, including clinical practice, will be included. The course will be taught without being first integrated into the curriculum to avoid negatively affecting the students’ results because it is not yet refined. The students will be observed and the competencies evaluated.

The institution will then determine the added costs of teaching and assess the course, and the information will help improve the process (Cannon et al., 2020). Three classes will receive the education in the course before its integration into the curriculum. The results evaluation is based on achieving all domains, such as psychological, physical, cognitive, and emotional changes in students’ knowledge and skills and mental perspectives.

The results in the three years will be analyzed and compared, and the course will be implemented when the desired results are achieved. Ongoing evaluation of the course in the test program will determine if the program will be implemented. The evaluation results will be used to improve the curriculum until it meets all the desired outcomes. Not all the time, the course may be practical even after improvement, and failure to meet objectives consecutively will lead to the exclusion of the course from the curriculum. A pilot test and clinical trials are some of the most robust and powerful evaluation tools.

According to Goodrich et al. (2020), pre-implementation tests are vital to any program or policy, and incorporating their feedback significantly increases the chances of success. A pilot test can help determine the course to ensure it achieves the objectives, improves learning, and prevents problems from integrating an ineffective course in a curriculum design. Not all courses are fit for inclusion due to the various considerations mentioned earlier hence the need for robust evaluation. These courses are filtered out in ongoing assessment, and the courses that pass the tests continue to improve the educational program, meeting the desired goals and objectives.

Short-term ad Long-term Evaluations and their Importances

Short-term and long-term curriculum evaluations are both vital to curriculum development. Summative evaluations are long-term evaluation methods that target specific outcomes, while formative evaluations evaluate ongoing processes. Short-term evaluation refers to curriculum evaluation over about one to three terms/semesters, while long-term evaluations take more prolonged periods, such as two to twenty or thirty years.

Most short-term evaluations are formative and occur during the curriculum’s implementation. Short-term evaluation can also be long-term, depending on the frequency of evaluation. For example, ongoing evaluation evaluates a curriculum in every period for a long time or as long as the curriculum is functional. More than 20 evaluation models exist, such as Tyler’s objective model and Kirkpatrick’s evaluation model. These models measure short-term outcomes, and the Kirkpatrick’s can be used to evaluate even a lesson or a course (Tatum, 2019). The model is majorly used in assessing the effectiveness of training, and the principles can be transferred to curriculum evaluation.

The model focuses on change in behavior and performance from learned materials. It can evaluate the effectiveness of teaching and learning strategies and their ability to promote behavior change. Tyler’s objective model is a short-term evaluation model that evaluates a curriculum based on student performance and outcomes (Tatum, 2019). This behavioral model measures the achievement of set goals and objectives and addresses shortfalls by proposing methods to boost learners’ education performance and outputs.

Unlike formative assessment, the countenance evaluation matrix holds that a curriculum should be judged and described, which focuses mainly on administrative details (Kaya, 2018). The method focuses on the process and outcomes and evaluates factors and conditions affecting learning and teaching. Responsive evaluation is an attitude evaluation method that focuses on determining the response to the curriculum (Tapia-Pancardo et al., 2020).

It is a short-term curriculum evaluation method. The method focuses on the program’s acceptance among various individuals such as educators, students, regulatory agencies, and the institution. These individuals all have different perspectives on a curriculum, depending on how it affects them. Collecting the different perspectives can help determine the effectiveness and effects and thus inform its improvement. The naturalistic evaluation paradigm, illuminative, and democratic evaluation methods are vital strategies that focus on different areas critical to curriculum design and effectiveness (Al Hmaimat et al., 2021). The overall goal is to ensure the curriculum achieves its goals and objectives.

Importance of short-term evaluation

The short-term evaluation focuses on the immediate results and the implementation process and helps determine the general acceptance of the curriculum by the different affected individuals. The feedback helps change aspects that affect them negatively. It also assists the curriculum committee in planning to improve the flawed processes and enhance their successful implementation (Tapia-Pancardo et al., 2020).

The short-term evaluation also provides feedback on the teaching and learning strategies and content, which helps moderate the course to ensure comfort for students and educators. The methods also evaluate the outcomes of the course, primarily evaluated through students’ performance. Curriculum evaluation also helps evaluate educators and processes to eliminate and replace flawed ones to ensure students get the best learning experiences and outcomes.

Importance of Long-term Evaluation

Long-term evaluations are majorly summative evaluations, as seen earlier. Long-term evaluation provides insight into the overall effectiveness of the curriculum. The learner needs change with time, and there is a need to ensure the curriculum meets these needs. The emergence of new evidence-based practices outdating older methods creates the need for curriculum evaluation.

Long-term evaluation helps educators determine methods and new ways of incorporating practices into the curriculum (Waseem & Aslam, 2019). These practices continually improve the curriculum to ensure it remains effective, efficient, and relevant to achieve the desired outcomes. Regulatory requirements and policies are dynamic, and they can change at any minute when the need arises. Long-term curriculum evaluation ensures the curriculum aligns with updated policies and regulatory requirements (Cannon et al., 2022).

Long-term evaluation of the curriculum determines the effects on other cohorts of life, such as the social, economic, and cultural aspects of life (Kaya, 2018). The interaction is known as the impact of the curriculum. For example, a high-school or primary school curriculum that focuses on developing skills in children, a competency-based curriculum, may be evaluated in the long run on its effectiveness in reducing the unemployment rates.

The curriculum of the FNP program can be evaluated in its efficacy in reducing the number of mothers having skilled attendants’ births and changes in the number of outpatient department deaths due to a lack of skilled labor. Education focuses on producing professionals with vast skills and competencies that change the communities and promote national development, hence the need for long-term career evaluation. It goes beyond the classroom and results to include other vital facets vital to society.

Education is a sensitive affair, and curriculums are essential in learning and replicating behavior. The purpose of education is to observe change, and these changes form the basis for evaluation. Long-term and short-term curriculum evaluations are critical to any curriculum. They stretch beyond classroom results to include professional perspectives into improvements. They also factor in the public, regulatory agencies, and the communities to ensure the curriculum meets the community needs it was created to achieve. Institutions should utilize these evaluation methods for ongoing curriculum evaluation and quality outcomes.

Evidence-Based Nursing Concepts, Theories, and Best Practices to Improve Curriculum Development.

Nursing is a caring profession that relies heavily on evidence and best practices. Evidence-based practices in nursing education include nursing simulations such as Shadow Health and Sentinel City. These simulations have elicited good results in increasing skills and competencies in physical assessment, delegations, and basic calculations in nursing practice. Best practices are determined and chosen from evidence-based practices tested, and results have proven they are best in achieving various specific outcomes. Theories are the backbone of nursing education and practice, form the frameworks for education programs, and should be incorporated into the curriculum to achieve specific outcomes.

No single curriculum framework can be used to elicit learning outcomes in all fields, and educators have to consider various factors such as learner needs, environment, and available reading materials. Jager et al. (2020) note that curriculums in nursing and healthcare require continuous evaluation and utilization of evidence-based practices to help remain relevant in this ever-changing field. Evidence-based practices are incorporated in parts for easy evaluation and replicability of the curriculum.

The areas that benefit most from evidence-based practices are teaching and learning strategies and learning content. Content is majorly updated depending on the needs identified and regulatory requirements. Research and review of evidence-based practices show the most produces the most productive concepts. Hsiao-Ying (2019) identifies that collecting data on students’ perspectives regarding teaching strategies is vital in developing an effective evidence-based curriculum.

The study further identifies that research into the application of the teaching and learning strategies offered leverage in determining the best teaching strategies. For example, research shows that nursing ethics are best learned through practical experiences gained through tackling ethical problems (Hoskins et al., 2018). Khatiban et al. (2019) show that problem-based strategies are better than lecture-based strategies in teaching and enhancing nursing ethics.

The study further identifies that nursing simulations and clinical practices offer the best learner-based experiences for nursing ethics. Thus, the evidence shows that nursing simulations and clinical teaching are the best teaching strategies for nursing ethics. Curriculum developers can use such knowledge to incorporate the practices in nursing ethics education, thus leading to improved performance and outcomes. Researchers identify reliable studies that feature teaching and learning strategies in identified courses in a curriculum and use the evidence to improve and change faulty processes.

Theories, as identified above, form robust theoretical and conceptual frameworks for developing successful practice and education programs. Waseem & Aslam (2020) argue that while there are vast curriculum development and improvement questions, learning theories provide a consistent rationale for decisions, especially teaching and learning methods. A theory helps choose relevant perspectives about how learning occurs and helps curriculum developers ensure consistency among the goals, course objectives, and subsequent assessment and evaluation.

Grand, middle-range, and practice theories can be applied to a curriculum to guide the design and the goals and objectives with the specific curriculum activities. Learning theories applied to a curriculum help determine the most effective ways of achieving the desired teaching and learning objectives in an educational setting. Educators extract concepts from learning theories to develop and improve a curriculum (Waseem & Aslam, 2020). Examples of helpful nursing and healthcare theories include Roy’s adaptational model, the theory of human caring, the health belief model, and the self-care deficit theory.

The health belief model is vastly utilized in educational programs to create awareness. The model is used to moderate their content to increase individuals’ knowledge of diseases and conditions and the risks for illnesses. The model helps drive change in healthcare settings by provoking individuals to seek healthcare. Keshani et al. (2018) argue that the theory helps provoke change in behavior of risky behavior (irresponsible sex, drug abuse, and poor eating habits) among individuals, utilization of health promotion services (cancer, diabetes, and hypertension screening), and the acceptance of healthy practices (such as physical activity, good eating habits). All the concepts/ constructs of the theory are used to plan educational programs and drive change.

In nursing education, behavioral theories are widely applied to promote different aspects of learning. The concepts of a theory are extracted, analyzed, and implemented. For example, classical conditioning, operant conditioning, and reward and punishment are concepts that can be incorporated into a curriculum to improve outcomes (Waseem & Aslam, 2020). Classical conditioning concepts have several implications, including the generalization whereby bad experiences from one classroom can be transferred to another.

The curriculum can be modified to ensure lessons are taught in varying environments to wear off experiences and promote the learning process. Operant conditioning calls for rewarding a particular behavior to increase its performance (Waseem & Aslma, 2020). Rewards are pleasant experiences such as physical presents or psychological rewards such as positive remarks. The curriculum can be modified to include a reward system that will motivate students to remain active and achieve the desired results. Evaluations and grading assignments are simple yet effective psychological motivators that ensure students work hard to maintain their grades.

The concept of reinforcement and punishment is widely applied in nursing curriculums. Reinforcements are interventions applied to strengthen a behavior, whether desirable or undesirable interventions, while punishments are interventions that target to suppress a particular behavior (Moon 2021). They can be negative or positive, and the elicited outcome is essential.

The concept requires educators to evaluate their teaching methods and content and eliminate those methods that do not produce the desired results. The educators can also introduce punishing activities such as sending a student out of class to complete assignments or assigning them a zero for late submissions to ensure they change behavior by completing assignments and delivering them on time.

A significant concept in the social learning theory is that individuals can learn by observing others perform a particular behavior. Chang et al. (2022) explain that social learning theorists believe humans learn more by seeing others perform a behavior than by being taught. The concept delivers the importance of clinical learning, presentations, and peer interactions in learning (Clark, 2018).

The educator can also help moderate the learning experiences to ensure students learn the required materials online and model the desired behaviors. Curriculums can be modified to accommodate these concepts from the social learning theory by increasing problem-based and learner-based learning methods. These methods are group assignments, peer discussions, and presentations which increase the learners’ chances of observing performance.

Theories, evidence-based practices, and best practices can improve curriculum development, and evidence-based practices stem from well-randomized control trials and well-structured analyzes of studies. The teaching strategies benefit most from evidence-based practices, best practices, and theories. Theories from many fields besides medicine and nursing can be utilized in whole or arts to influence a curriculum. Components of theories that focus on motivation, retention, memory, behavior, and perspective changes can be applied to the curriculum to promote its output. Thus, it is imperative to utilize theories, evidence-based practices, and best practices to improve curriculum improvement.

Appropriate Accreditation Body and Appropriate Accreditation Evaluation Criteria.

An accrediting body must approve changes to any program or curriculum. These accrediting bodies perform keen curriculum evaluation before accrediting them and allow students under the program to be evaluated by examining bodies (ACEN, 2020). Accreditation is vital as it affects the recognition of a course or learning program—any certificate from a non-accredited institution. The selected curriculum is the FNP curriculum derived from the FNP program by Goodwin University.

The educational curriculum focuses on advancing nursing students and equipping them with adequate knowledge and skills to manage various health conditions. ACEN (Accreditation Commission for Education in Nursing) accredits all graduate nursing programs. Students should ensure that the organization they enroll in for a program is accredited by accrediting bodies such as the ACEN and CCNE because the organization and program accreditation are different entities. CCNE is the accrediting institution of choice for the FNP program.

ACEN evaluates a program on the merits of six standards: outcomes, resources, curriculum, faculty and staff, students, and mission and administrative capacity. The institution reviews all aspects of a program, but this evaluation focuses on curriculum evaluation criteria. ACEN requires any curriculum to support the achievement of end-program expected learning and program outcomes consistent with safe practices in healthcare environments.

ACEN requires curriculums to be consistent with professional practice, align to program standards, and include appropriate competencies, standards and guidelines, certification requirements, and the learning outcomes to be clearly articulated (ACEN, 2020). It also requires the curriculum to be developed by the faculty and regularly reviewed hence the need for evidence of regular review.

The curriculum should reflect theoretical concepts, interprofessional collaboration, research, and current practice standards. The evaluation methods should also be varied to measure acquired professional and practice competencies and the achievement of expected learning outcomes. ACEN also focuses on the timing of a curriculum and requires that the total number of credit hours be congruent with the achievement of expected learner and program outcomes and aligns with the institutional, local, state, and federal policies, and meets the nationally established health and safety goals (ACEN, 2020).

Lastly, ACEN requires the curriculum to have current written agreements, specify expectations for all affected, and protect students. The learning methods, materials, and evaluation methods must be appropriate and consistent with the end-pf-programed expected learner outcomes. The curriculum must meet the expectations of ACEN and the National Task Force Guidelines for Evaluation of Nurse Practitioner Programs (ACEN, 2020). The curriculum evaluates the use of the information and analyzes it to ensure it meets the specific criteria, enhancing its implementation and success.

Conclusion

Curriculum evaluation is a complex process with various considerations, as seen above. Evaluation reviews the curriculum’s effects on all affected individuals, such as students, the community, and the institution. Evaluation can be short-term or long term focusing on either the student outcomes or the impact of the curriculum. The chosen evaluation method should align with the evaluation needs. Curriculum design, development, and evaluation focus on retaining a curriculum’s relevance, efficacy, and effectiveness. Selecting the right accreditation body and meeting its evaluation criteria can help in ensuring its successful implementation. To plan adequately and succeed, curriculum developers should be aware of the cumbersome curriculum analysis, development, and evaluation process.

References

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Curriculum Evaluation Scoring Guide

CRITERIA	NON-PERFORMANCE	BASIC	PROFICIENT	DISTINGUISHED
Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.	Does not explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.	Explains the importance of ongoing curriculum evaluation, including why it is important and for whom it is important, but the explanation is incomplete or somehow inadequate.	Explains the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.	Explains the importance of ongoing curriculum evaluation, including why it is important and for whom it is important and provides examples of what can happen when curriculum is not evaluated.
List criteria that are important to consider in curriculum evaluation.	Does not list criteria that are important to consider in curriculum evaluation.	Lists criteria to consider in curriculum evaluation, but the criteria are not relevant, important, or measurable.	Lists criteria that are important to consider in curriculum evaluation.	Lists criteria that are important to consider in curriculum evaluation and explains why they are important.
Explain how and why pilot testing can be used in curriculum evaluation.	Does not explain how and why pilot testing can be used in curriculum evaluation.	Explains how and why pilot testing can be used in curriculum evaluation, but the explanation is incomplete, inaccurate, or somehow inadequate.	Explains how and why pilot testing can be used in curriculum evaluation.	Explains how and why pilot testing can be used in curriculum evaluation and provides an example of successful pilot testing.
Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.	Does not provide examples of both short-term and long-term evaluations for process improvement, and does not explain why both types are important to curriculum development.	Provides an example of either short-term or long-term evaluation for process improvement, but does not provide examples of both, or does not explain why both types are important to curriculum development, or the examples provided are somehow inadequate.	Provides examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.	Provides examples of both short-term and long-term evaluations for process improvement, and explains why both types are important to curriculum development. Suggests a process for implementing both types of evaluation.
Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.	Does not describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.	Describes how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development, but the description is incomplete, unclear, or somehow inadequate.	Describes how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.	Describes how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development, and provides examples.
Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.	Does not identify the appropriate accreditation body for a selected curriculum or does not describe appropriate accreditation evaluation criteria.	Identifies an accreditation body for a selected curriculum and describes accreditation evaluation criteria, but the accreditation body is not appropriate or the evaluation criteria are incomplete or inadequate.	Identifies the appropriate accreditation body for a selected curriculum and describes appropriate accreditation evaluation criteria.	Identifies the appropriate accreditation body for a selected curriculum and describes appropriate accreditation evaluation criteria. Explains how the results of the evaluation should be applied.
Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.	Does not apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.	Applies academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation, but the feedback is inappropriately applied, or the evaluation has multiple errors or flaws.	Applies academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.	Applies academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation. Includes appropriate introductory and summary statements.
Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.	Does not write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.	Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting with multiple errors and lapses.	Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.	Writes effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting. Supports conclusions by citing relevant sources.

RUBRIC_ASSMT_3

Final_Assessment_3_Instructions (1)

Assessment 3 Instructions: Curriculum Evaluation

Top of Form

Bottom of Form

• PRINT
• Create a 15-20 page curriculum evaluation that incorporates the curriculum analysis and course design you created for Assessments 1 and 2.

Introduction

Nurse educators are responsible for many areas of evaluation, including students, curriculum, and program evaluation. Additionally, they have a responsibility to the internal and external stakeholders when it comes to the evaluation process. There are two types of evaluation: summative and formative evaluation. Formative evaluation takes place during the learning process (Billings & Halstead, 2019). Summative evaluation refers to the outcomes of the learning when the learning environment has ended (Billings & Halstead, 2019.)

Reference

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Saunders Elsevier.

You will use the work you completed for Assessments 1 and 2 as parts of this assessment. Combine Assessments 1 and 2, and add a section about curriculum evaluation. The evaluation you create should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from faculty.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• • Who should perform curriculum evaluation: individual faculty, a curriculum committee, or full faculty?
  • When should curriculum evaluation be done: each semester, each academic year, at the end of a program cohort, or prior to accreditation visits?
  • How can a curriculum be revised to ensure that program outcomes are met without compromising the whole curriculum?
  • How can a curriculum be revised to reflect changes in society, nursing, health care delivery, health care needs, educational practice, learner diversity, and emerging technology when curriculum revision entails a lengthy process involving state regulations and accreditation standards?

Requirements

Consider curriculum evaluation and address the following:

• • Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.
  • List criteria that are important to consider in curriculum evaluation.
  • Explain how and why pilot testing can be used in curriculum evaluation.
  • Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why both types are necessary to curriculum development.
  • Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.
  • Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.

• • • For example, a school of nursing might be accredited by CCNE or ACEN, whereas a hospital staff development program might be accredited by JCAHO, HFAP, or others.

Additional Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements:

• • Written communication: Written communication is free from errors that detract from the overall message.
  • APA formatting: Resources and citations are formatted according to current APA style and formatting.
  • Number of resources: Cite a minimum of five resources that are not included in the resource activities for this assessment.
  • Length of evaluation: 15-20 typed double-spaced pages, excluding the title page and the reference page.
  • Appendix: Included appropriate material from Assessments 1 and 2. The appendix will not be included in the page count.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:

• • Competency 1: Examine the development of a curriculum for a nursing program.

• • • Describe how evidence-based nursing concepts, theories, and best practices can be applied to improve curriculum development.

• • Competency 2: Analyze factors that impact the design of a nursing curriculum.

• • • List criteria that are important to consider in curriculum evaluation.

• • Competency 3: Select an appropriate organizing/curriculum framework for the design of nursing curriculum.

• • • Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.

• • • Explain how and why pilot testing can be used in curriculum evaluation.

• • • Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.

• • Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.

• • • Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.

• • Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.

• • • Apply academic writing skills to incorporate faculty feedback in the creation of a complete, succinct, professionally flowing curriculum design evaluation.

• • • Write effectively using appropriate spelling, grammar, punctuation and mechanics, and APA style and formatting.