Name
Capella University
NURS-FPX-6111: Assessment and Evaluation in Nursing Education
Instructor’s name
October, 2024
Course Evaluation Template
The Advanced Pediatric Nursing course critically examines the concerns and competency of the resident Nurses in this overhauling evaluation model. This contains a standardized course evaluation form part of this assessment to determine the extent to which course mastery of the identified instructional objectives in terms of the three domains of learning is attained depending on the learning style based on the cognitive, psychomotor, and affective domain (Hershberger, 2021). This way it provides a fair assessment of the students as theorists, clinicians, and professionals, through tests of written examinations, clinical simulations, self-evaluations, and demonstrations. That way, graduates are all set to practice pediatric nursing since it supports the total program of Nurse Residency Program at the Johns Hopkins Hospital and is aligned with the objectives of the course.
Part One: Standardized Course Evaluation Template
| Instructions: Please rate each of the following statements according to your experience. Please rate the following using the scale:Strongly Disagree (1)Disagree (2)Neutral (3)Agree (4)Strongly Agree (5) | |||||
| Course Title: Advanced Pediatric NursingFaculty Name:Date: | 1 | 2 | 3 | 4 | 5 |
| Course Objectives EvaluationThe declared learning objectives and the course material were in line.At the start of the course, the learning objectives were shared.I was able to meet my learning objectives thanks to the course resources. | |||||
| Learning Outcomes AssessmentsMy comprehension of the course material was accurately gauged by the tests.The learning objectives and the tests were in line with one another.The evaluation report I received improved my performance and comprehension. | |||||
| Teaching Approaches EvaluationThe teacher demonstrated a thorough comprehension of the subject matter.The teacher answered questions from the students and was readily available.The teacher gave helpful feedback on the tasks and assessments. | |||||
| Program Outcomes AssessmentMy preparation for the Nurse Residency Program’s program outcomes came from this course.My overall professional development as a pediatric nurse has benefited from the course.The knowledge and abilities needed for pediatric nursing practice were covered in the course activities. | |||||
| Resource EffectivenessTextbooks, essays, and multimedia were among the useful and pertinent course materials.The discussion boards and LMS content, for example, were simple to access and use as online resources.The case studies and simulation exercises helped me improve my clinical skills.My learning in the cognitive, psychomotor, and affective domains was aided by the resources offered. | |||||
| Cognitive DomainI had to solve challenges and use critical thinking throughout the course.I had to apply my theoretical knowledge to real-world situations to pass the examinations.I was able to improve my analytical and decision-making abilities according to the course. | |||||
| Psychomotor DomainPractice-oriented realistic clinical scenarios were supplied by the simulation exercises.The skills evaluations correctly assessed my level of competence in carrying out clinical duties.The practical nursing abilities that I developed were enhanced by the hands-on exercises. | |||||
| Affective DomainMy empathy and compassion for pediatric patients and their families have grown as a result of this training.Through the reflection exercises, I was able to assess my values and attitudes as a nurse. | |||||
Evidence-Supporting Assessment Strategies
This course assessment form is used to ensure that all aspects of learning are considered when the cognitive, psychomotor, and affective domains of the course are thoroughly evaluated as they should be. The cognitive area includes questions that call for answering requiring understanding, a capacity to solve a problem, and the capability to use information gained in practice (Morris et al., 2023). Research backs up this view noting that the cognitive tests must engage the pupils to actively use the knowledge as well as analyse and synthesise it. Fundamental concepts and actual cases the students learn throughout their training, such as clinical skills and experiments, are employed in a real environment, and utilization of hands-on activities, simulation, and assessment of clinical skills contributes to the measurement of the psychomotor domain (Basso et al., 2024). In the affective learning domain, questions corresponded to parts of nursing practice that concern compassion, patient relations, and deportment.
Underlying Assumptions
These tests are based on the knowledge that: pupils will progress through several learning levels, the level of minimal understanding, intermediate level, and mastery level (Kawasaki et al., 2020). It is believed that this will enable them to apply and even integrate their information within real and real-life settings There is overwhelming evidence that this will help them apply and Even incorporate their information in authentic clinical situations (Assadi et al., 2021). Besides, it is proposed that when the culmination of the feedback given is constructive criticism, there will be the promotion of more growth and improved learning especially in compliance with the recommended procedures in educational assessment.
Part Two – Executive Summary
The executive summary also provides a concise word-by-word repeat of the template for course evaluation that has been set uniformly for the Advanced Pediatric Nursing course and assertiveness on the congruity of tested- and assessment methods and learning outcomes as well as the result of the program (Weerasekara et al., 2023).
Domains-Cognitive, Psychomotor, Affective
Written tests, quizzes, case analyses, and portfolio assignments are in the form of tests and quizzes, case analyses, and portfolio assignments and are aimed at determining the grasp of content and the ability to solve problems, analyze, and make informed decisions at the cognitive level (Luke et al., 2021). Evaluations that are based on simulation or theatrical performance, and methods that evaluate one’s physical fitness to practice nursing are categorized in the psychomotor domain. Last but not least; in the last aspect of the emotional domain, the students also write reflective diaries, peer assessors, and self-assessors to evaluate the attitudes, values, and interpersonal skills that are very essential for delivering quality patient care.
Evaluation Format that Assesses Learning and Program Outcomes
This template covers all learning outcomes that were systematically developed which include writing skills, critical thinking assessment, quizzes, simulation, case study, and reflective journals (Luke et al., 2021). These blocks of competencies offer this all-inclusive evaluation approach that can capture students’ performance in clinical practice as well as their professional demeanor and theoretical understanding which is very vital in the practice of pediatric nursing. With regards to the stated program outcomes like quality advanced nursing interventions, evidence-based care planning, and accurate patient assessment are in sync with course content, as making sure that the nurse residents are capable of handling the complex patient requirements of the growing pediatric healthcare establishments (Ball et al., 2021). Through a variety of quizzes, essays, and other forms of assignments, and clinical simulations the template assures all the learning objectives targeted for assessment are achieved.
For assessment, All the learning objectives are covered by the use of a variety of quizzes, essays, other assignments, and clinical simulations that the template encompasses (Mitchell et al., 2020). The kind of clinical competencies, professional comportment, and knowledge that is ascertained through the overall assessment of the students is very strategic when preparing for the practical aspects of pediatric nursing (Mitchell et al., 2020). The following assessment outcomes of the program are the goals of the curriculum that foster the preparation of ensuring that nurse residents meet the stringent needs of pediatric healthcare organizations with enriched nursing intercessions, evidenced-based planning of care as well and patient assessment.
Validity and Reliability
Some of these include the employing of professors/subject specialists in the construction and monitoring of the assessment to make the assessment and the evaluation valid. To facilitate the correct assessment of the intended constructs, construct validity uses the following; rubrics pilot testing, and refinement (Rim & Shin, 2021). Criterion validation is arrived at by comparing performance data generated from the clinical simulations with other evaluation methods. The same scenarios are utilized and presented at various time durations in other to determine the test-retest reliability. This way, the use of rubrics by the professors is possible because of training and the high frequency of inter-rater calibration.
Strengths and Weaknesses
We think that one of the great benefits of the assessment is a clinical simulation activity presented as a case that includes all the types of activities cognitive, psychomotor, and affective ones that students might have during their clinical practice. Learning becomes more realistic and engaging as the students can solve actual problems in the simulated environment thus improving understanding and easing the process of making the students think critically about their learning (Rim & Shin, 2021). limitations of time, and potential. Bias and immense time and managerial assets required by simulations present great challenges. However, these defects are dwarfed by the strengths that define simulation as the approach that enables learners to grasp the extent of their knowledge and practice in equal measure, and thus simulation should form part of the assessment strategy.
NURS FPX 6111 Assessment 3 Conclusion
Another recommendation of an assessment instrument is the course evaluation form that acts as a self-completion form at the end of the Advanced Pediatric Nursing course, which can be used to assess the student’s performance within a range of pediatric nursing practices (Rana et al., 2022). According to the program targets and course objectives, the assessment affirms that students are well equipped for entailed clinical practice. These efforts contribute to the credibility of the evaluation process because of prove the legitimacy of the choice of the particular assessment methods which can be used for the evaluation of the achieved learning outcomes.
NURS FPX 6111 Assessment 3 References
Assadi, S., Shariati, A., Haghighi, S., Latifi, S. M., & Ayoubi, M. (2021). The effect of portfolio-based education and evaluation on clinical competence of nursing students: A Pretest-posttest quasiexperimental crossover study. Advances in Medical Education and Practice, 12, 175–182. https://doi.org/10.2147/AMEP.S231760
Basso, I., Gonella, S., Bassi, E., Caristia, S., Campagna, S., & Dal Molin, A. (2024). Impact of quality improvement interventions on hospital admissions from nursing homes: A systematic review and meta-analysis. Journal of the American Medical Directors Association, 25(11), 105261. Advanced online publication. https://doi.org/10.1016/j.jamda.2024.105261
Ball, S., Hanks, J., Potthoff, M., & Connelly, S. (2021). A pediatric telehealth simulation for prelicensure and advanced practice nursing students. Nursing Education Perspectives, 42(6), E181–E182. https://doi.org/10.1097/01.NEP.0000000000000743
Hershberger, P. E. (2021). Using a manuscript template to foster the dissemination of doctoral students’ literature reviews. The Journal of Nursing Education, 60(2), 111–115. https://doi.org/10.3928/01484834-20210120-11
Kawasaki, H., Yamasaki, S., Kohama, N., Fukita, S., Tsunematsu, M., & Kakehashi, M. (2020). Analysis of the training effect of a nursing undergraduate course on the management of radiation-related health concerns single group experiment. International Journal of Environmental Research and Public Health, 17(20), 7649. https://doi.org/10.3390/ijerph17207649
Luke, S., Petitt, E., Tombrella, J., & McGoff, E. (2021). Virtual evaluation of clinical competence in nurse practitioner students. Medical Science Educator, 31(4), 1267–1271. https://doi.org/10.1007/s40670-021-01312-z
Morris, M. E., Brusco, N. K., McAleer, R., Billett, S., Brophy, L., Bryant, R., Carey, L., Wright, A. C., East, C., Eckert, M., Edvardsson, K., Fetherstonhaugh, D., Fowler-Davis, S., Frederico, M., Gray, R., McCaskie, D., McKinstry, C., Mitchell, R., Oldenburg, B., Shields, N., & Blackberry, I. (2023). Professional care workforce: a rapid review of evidence supporting methods of recruitment, retention, safety, and education. Human Resources for Health, 21(1), 95. https://doi.org/10.1186/s12960-023-00879-5
Mitchell, M., Bernie, C., Newall, F., & Williams, K. (2020). Simulation-based education for teaching aggression management skills to health care providers in the acute health care setting: A systematic review protocol. Systematic Reviews, 9(1), 208. https://doi.org/10.1186/s13643-020-01466-8
Rim, D., & Shin, H. (2021). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today, 96, 104624. https://doi.org/10.1016/j.nedt.2020.104624
Rana, A. M., Wiggin, H., DeGaetano, H., Wallace-Ross, J., & Jacobs, R. J. (2022). Formative evaluation of using action learning in a master of medical education assessment and measurement course. Cureus, 14(7), e26523. https://doi.org/10.7759/cureus.26523
Weerasekara, I., Hall, M., Shaw, L., & Kiegaldie, D. (2023). Instruments evaluating the quality of the clinical learning environment in nursing education: An updated systematic review. Nurse Education in Practice, 71, 103732. https://doi.org/10.1016/j.nepr.2023.103732
