Assessment and Evaluation in Nursing Education

Assessment and Evaluation in Nursing Education

Criteria and Rubric Development

Part 1: Course Evaluation Template

C#	Criteria	Non-Performance	Basic	Proficient	Distinguished
C1	Concept of social determinants of health (SDOH), and their role in health	Does:·         Describes the concept of SDOH but not extensively Does Not: ·         Provide examples of SDOH and elaborate on them ·         Explain how SDOH affects thinking and healthcare institution’s utilization ·         Explain a clear link between these SDOH	Does:·         Describes the concept of SDOH ·         Provides examples of SDOH and elaborates them Does Not: ·         Explain how SDOH affects thinking and healthcare institution’s utilization ·         Explain a clear link between these SDOH	Does:·         Describes the concept of SDOH ·         Provides examples of SDOH and elaborates them ·         Explains how SDOH affects thinking and healthcare institution’s utilization Does Not: ·         Explain a clear link between these SDOH	Does:·         Describes the concept of SDOH extensively ·         Provides examples of SDOH and elaborates them ·         Explains how SDOH affects thinking and healthcare institution’s utilization ·         Explains a clear link between these SDOHs.
C2	The various components of culture and how they affect health	Does Not:·         Describe the various cultural components ·         Describe how they affect culture	Does:·         Describes two or fewer components of the culture Does Not: ·         Explain how they vary among cultures ·         Explain a clear link between these components and health	Does:·         Describes three to four components of culture ·         Explain the variation in cultures among different ethnicities Does Not: ·         Provide a clear link between the cultures and health	Does:·         Describes four or more components of culture ·         Explains how they vary among cultures ·         Explains a clear link between these components and health
C3	Local, state, and federal laws addressing cultural competence in healthcare	Does Not:·         Identify or explain the local, state, and federal laws that address cultural competence in healthcare ·         Identify gaps in knowledge, areas of uncertainty, and areas that require improvement	Does:·         Identifies the local, state, and federal laws that address cultural competence in healthcare Does Not: ·         Explain adequately the identified laws and how they impact cultural competence in healthcare ·         Identify gaps in knowledge, areas of uncertainty, and areas that require improvement	Does:·         Identifies and explains the local, state, and federal laws that address cultural competence in healthcare Does Not: ·         Identify gaps in knowledge, areas of uncertainty, and areas that require improvement	Does:·         Identifies and explains the local, state, and federal laws that address cultural competence in healthcare ·         Identifies gaps in knowledge, areas of uncertainty, and areas that require improvement
C4	Consequences of the lack of cultural sensitivity to patient safety, care quality, and interprofessional collaboration.	Does Not:·         Explain the consequences of the lack of cultural sensitivity to care quality, patient safety, and interprofessional collaboration ·         Explain the need for cultural sensitivity ·         Provide examples of cultural sensitivity issues and their healthcare implication	Does:·         Explains the consequences of the lack of cultural sensitivity to care quality, patient safety, and interprofessional collaboration Does Not: ·         Explain the need for cultural sensitivity ·         Provide examples of cultural sensitivity issues and their healthcare implication	Does:·         Explains the consequences of the lack of cultural sensitivity to care quality, patient safety, and interprofessional collaboration ·         Explains the need for cultural sensitivity Does Not: ·         Provide examples of cultural sensitivity issues and their healthcare implication	Does:·         Explains the consequences of the lack of cultural sensitivity to care quality, patient safety, and interprofessional collaboration ·         Explains the need for cultural sensitivity ·         Provides examples of cultural sensitivity issues and their healthcare implication
C5	Write clearly and logically, using correct spelling, grammar, punctuation, and mechanics	Does Not:·         Write clearly and logically, with the correct use of spelling, grammar, punctuation, and mechanics	Does: ·         Writes with errors in clarity, logic, spelling, grammar, punctuation, or mechanics.	Does:·         Writes clearly and logically, using spelling, grammar, punctuation, mechanics Does Not: ·         Provide adequate relevant evidence to support a central idea.	Does: ·         Writes clearly and logically, using spelling, grammar, punctuation, mechanics ·         Provides relevant evidence to support a central idea.

Part 2: Executive Summary

Learning and teaching are two distinct words that are frequently and incorrectly used interchangeably. While teaching refers to an educator delivering, administering, or giving lessons on a specific subject or topic, learning refers to the acquisition of knowledge through study, being taught, or experience (Welch, 2021). As a result, it is very possible that teaching can occur without actual learning taking place. Continuous assessment and evaluation are essential for determining whether course objectives have been met.

A course evaluation’s primary function is to (1) assess whether the course served its intended purpose and (2) evaluate the learning outcomes and instructional content (Kern, 2019). The assessment is also key in determining the course’s potential to trigger students’ cognitive, psychomotor, and affective domains.

How Cognitive, Psychomotor, and Affective Domains have been addressed in the Course Evaluation.

            Human learners have three yet interdependent components of learning outcomes, which include the cognitive, psychomotor, and affective domains. The cognitive domain includes knowledge acquisition as well as mental and intellectual processes, whereas the psychomotor domain refers to learning behaviors achieved through neuromuscular motor activities (Mallillin, 2022).

The affective domain, on the other hand, reflects the learners’ emotional arena. A seemingly important question is how the evaluation tool addressed all of the learning domains. Concerning the first learning objective, describing the SDOH and elaborating on how they affect health is intended to solidify the cognitive domain, as it requires critical thinking and reflection on the surrounding social factors and how they affect health.

This domain enables a person to acquire knowledge, comprehend concepts, apply, analyze, synthesize, and evaluate information obtained from various sources. The psychomotor domain, which involves the use of neuromotor and motor activities, is reflected in the evaluation tool by a learner’s ability to search for literature online, filter the articles, and decide which source to use (Mallillin, 2022). This domain also improves a student’s research skills by requiring the examination of reliable databases for peer-reviewed sources.

The other domain, affective, requires learners to be in their natural affective nature to address some of the concepts of the assignment. For example, in the second learning objective, cultural components and how they affect health, the learner must express their emotions most appropriately, as they reflect on their cultures, and correlate it with health. It is thus appropriate to state that the above evaluation tool meets the cognitive, psychomotor, and affective domains of learning.

Evaluation Format that adequately assesses Learning and Program Outcomes

            Several tools can be used to assess learners’ comprehension. In this case, an assignment serves as the best evaluation tool to assess the learners’ SDOH outcomes and the impact cultural sensitivity has on health. The assignment will be available to all students, with the only requirement being that they have attended at least 80% of all course sessions. The marks assigned, out of 100, will reflect the student’s amount of knowledge acquired during the course sessions and will determine whether or not learning occurred.

An assignment is an effective way for educators to determine students’ learning strengths and weaknesses, necessitating the implementation of strategies to maximize learning (Huang et al., 2021). Some of the assignment questions will be as follows: describe the concept of SDOH and its impact on health; describe the various components of culture and how they affect health, and describe the various components of culture and how they affect health.

Other questions include: identifying and explaining the local, state, and federal laws governing cultural competence in healthcare, and finally, what are the consequences of cultural sensitivity on patient safety and quality of care. Since students have different learning strengths, educators do not expect everyone to score above the average, which is usually 50%. The scores are expected to be distributed so that students fall into one of four categories: distinctions, credit, pass, or fail.

According to Akçakoca and Orgun (2021), assignments provide an opportunity for students to learn, practice, and demonstrate what they have accomplished in the learning goals. If a learning objective is not met, the educator may conduct a reflective survey to ask students what went wrong and what could be done differently in the future.

Validity and Reliability of Evaluation Methods

            It is critical to assess the validity and reliability of an assignment before delivering it to students. Typically, faculty members assist in determining the validity of an evaluation tool before it is administered to students (Mackintosh-Franklin, 2021). In this case, the nursing faculty, which includes various experts in the field, will be tasked with moderating the assignment or test.

The goal of moderation, in this case, is to ensure that the questions asked have been addressed within the scope of the course and that nothing new, outside the scope of the course, is introduced (Mackintosh-Franklin, 2021). Furthermore, the goal of validation, or, in this case, moderation, is to ensure that students are capable of answering the questions regardless of their learning strengths.

Following validation, some questions become extremely simple to answer and can be correctly answered by any student. In contrast, others become extremely difficult to answer and can only be correctly answered by the top students. In terms of reliability, using different examiners to mark the same scripts will be the most effective approach.

This strategy generates various scores, and statistical analysis of the scores aids in determining the assessment’s reliability. While the inter-rater reliability score would have been the best strategy for assessing the reliability of the assessment tool, it is extremely difficult for students to cooperate and take the same test twice, thereby eliminating it as a potential assessment tool in this case.

References

Akçakoca, B., & Orgun, F. (2021). Developing a measurement tool for evaluating the hidden curriculum in nursing education. Nurse Education Today, 97(104688), 104688. https://doi.org/10.1016/j.nedt.2020.104688

Huang, A., Hancock, D., Clemson, M., Yeo, G., Harney, D., Denny, P., & Denyer, G. (2021). Selecting student-authored questions for summative assessments. Research in Learning Technology, 29. https://doi.org/10.25304/rlt.v29.2517

Kern, J. (2019). Course Evaluation Summary: An enlightening and useful documentation tool for assessing learner outcomes and developing plans for nursing course improvement. Nursing Education Perspectives, 40(6), 370–371. https://doi.org/10.1097/01.NEP.0000000000000366

Mackintosh-Franklin, D. C. (2021). An evaluation of formative feedback and its impact on undergraduate student nurse academic achievement. Nurse Education in Practice, 50(102930), 102930. https://doi.org/10.1016/j.nepr.2020.102930

Mallillin, L. L. D. (2022). Different Domains in Learning and the Academic Performance of the Students Leovigildo Lito D. Mallillin. https://www.researchgate.net/profile/Leovigildo-Lito-Mallillin/publication/339844626_Different_Domains_in_Learning_and_the_Academic_Performance_of_the_Students/links/5e68d496299bf1744f72ef31/Different-Domains-in-Learning-and-the-Academic-Performance-of-the-Students.pdf

Welch, S. (2021). Program evaluation: A concept analysis. Teaching and Learning in Nursing, 16(1), 81–84. https://doi.org/10.1016/j.teln.2020.08.001

Assessment and Evaluation in Nursing Education- Criteria and Rubric Development Instructions

Assessment 3 Instructions: Course Evaluation Template

Top of Form

Bottom of Form

• Develop a standardized template for evaluating courses in a selected program. Include a 2-3 page executive summary containing the rationale and justification for the methods selected.

Introduction

The purpose of a course evaluation is to ensure that your course is, in fact, serving the intended purpose and assessing the learning outcomes and instructional content. Standardized templates are useful for learners, faculty, and the organization because they allow you to establish expectations and ensure data collected give you the right kind of information upon which to make evidence-based decisions related to meeting learners’ and the organization’s needs and goals.

Overview

• This is a two-part assessment. The first part is the development of a standardized course evaluation template. The second part is an executive summary addressed to a workplace supervisor.

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.

• • What are the key components of an end-of-course evaluation?
  • How can you determine if educational outcomes meet the needs and goals of a health care setting?
  • What are examples of alternative evaluation methods for learning outcomes in nursing education?
  • What types of questions should be included in a clinical evaluation questionnaire?

**Use the Capella University Library and the Internet to ensure you are familiar with the following:

• • Explore a variety of methods that can be used to evaluate the achievement of the learning objectives as well as program outcomes.
  • Understand the steps in assembling and administering the tests for learning outcomes.
  • Examine how validity and reliability of evaluation methods for courses and program outcomes are measured and established.
  • Find examples of course evaluations. If you choose to incorporate ideas from other examples, you must provide proper APA citations and format.

 

The following resources are required to complete the assessment.

• • Assessment Formatting Guidelines [DOCX]. (Attached separately and All the two parts should be in ONE documents please-This is the general format for both parts in one)

Part One – Standardized Course Evaluation Template

Determine the best approach for evaluating whether the learning objectives and program outcomes are being assessed adequately in your course. Make use of your work from the previous assessments in the creation of your standardized course assessment template.

• • Create a standardized template that clearly measures the course’s ability to achieve the learning objectives and outcomes stated in your earlier assessments in this course.
    • There is no page limit for this template. Page length should be appropriate to the context.

Note: You are encouraged to integrate feedback received for your earlier assessments to continue tweaking your application of the concepts in this course.

 

Part Two – Executive Summary

Once you have completed your standardized template, construct an executive summary to discuss the rationale for it.

In the executive summary, include the following critical elements that align with the grading criteria:

• • A summary of how the course evaluation aligns with the stated learning objectives and program outcomes.
  • A justification for the methods chosen to evaluate the achievement of learning outcomes.
  • A description of how validity and reliability of evaluation methods will be established.

Additional Requirement

Your assessment should meet the following requirements:

• • APA format: Use correct APA style and formatting for the executive summary, paying  attention to the following:
    • The standardized course evaluation template. (Evaluation template) has No page limit. Please advise  if and when more pages are needed here,however right now  am providing/paying for 4 pages. BUT  The executive summary containing the rationale and justification for the methods selected should be only 3 pages max.
  • Font and font size: Times New Roman, 12 point.

Competencies Measured

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

• • Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
    • Ensure that the appropriate cognitive, psychomotor, and affective domains have been addressed in a course evaluation.
  • Competency 3: Engage in the development of a classroom examination.
    • Select an evaluation format that adequately assesses learning and program outcomes.
  • Competency 4: Evaluate the achievement of learning outcomes.
    • Create a standardized course evaluation template that can be used to evaluate the achievement of learning outcomes in a program offering.
    • Support the validity and reliability of evaluation methods used in a course evaluation form.
  • Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
    • Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
    • Correctly format the assessment, citations, and references using APA style.