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NURS FPX 6111 Assessment 3 Course Evaluation Template

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Part One – Standardized Course Evaluation Template In the dynamic realm of education, feedback plays a pivotal role in shaping course content and delivery methodologies. At [University Name], we view our students as essential contributors to the teaching-learning process. Your insights assist us in discerning what is effective and where improvements can be made. This evaluation form not only signifies our dedication to continuous improvement but also underscores our commitment to fostering a collaborative educational environment. We assure you of the confidentiality of your responses and sincerely appreciate your time and honesty. Evaluation of the Course “Clinical Healthcare Ethics for Pediatric Nurses” Course Objectives: Your comments regarding course objectives: Learning Outcomes: Your comments on learning outcomes: Teaching Approaches: Your comments on teaching approaches: Program Outcome: Your comments on program outcomes: Evidence to Support Assessment Strategies The development of our template was rooted in multiple evidence-based strategies. Drawing from academic literature, studies have continuously emphasized the necessity of encapsulating all three learning domains—cognitive, psychomotor, and affective—in evaluations, which our template ardently reflects (Agustian, 2022; Lo & Yang, 2022). This theoretical foundation was enriched by the invaluable feedback from educators and students, ensuring the template’s practical relevance. A thorough benchmarking process, where we analyzed templates from esteemed educational institutions, allowed us to recognize and incorporate the most effective assessment strategies. Lastly, our commitment to perfection saw the template being pilot-tested with a select group, ensuring its precision through iterative refinements based on direct feedback. Part Two – Executive Summary A dependable academic program’s foundation hinges on its evaluative methods’ accuracy. Recognizing this, we have crafted a standardized course evaluation template, which meticulously spans the three integral learning domains: cognitive, psychomotor, and affective. The inclusion of these three domains in our template is not arbitrary. Scholarly evidence suggests that these domains are paramount in grasping the complexity of the educational experience (Smith & (Agustian, 2022; Lo & Yang, 2022). For instance, the cognitive domain revolves around the understanding and acquisition of knowledge. The psychomotor domain pertains to the development and execution of skills. Lastly, the affective domain gauges the depth of student engagement, attitudes, and values concerning the course. These domains are a barometer of a student’s holistic educational journey. Integral to our template’s foundation is the underlying assumption that holistic student experiences can be quantified and that a mixed-method approach captures a fuller, more comprehensive view of learning outcomes. Our template’s format that is used to assess learning and program outcomes is a mixed-method strategy, which revolves around research, quantitative, and qualitative assessment. Grounded in research, such a strategy ensures both breadth and depth in feedback collection. Quantitative metrics, in the form of Likert scales, offer standardized, measurable insights into student perceptions (Kondakci et al., 2022). On the other hand, qualitative inquiries, achieved through open-ended questions, unearth detailed narratives of student experiences (Wilson et al., 2023). This blend ensures that while we get a pulse on general sentiments, we are also attuned to the nuances that might not be captured through structured questions alone. Criteria for evaluating this strategy include its capacity for comprehensive feedback, alignment with learning outcomes, and adaptability to diverse educational settings. NURS FPX 6111 Assessment 3 Course Evaluation Template Reliability and validity form the pillars of any evaluation mechanism. Our template shines in this regard. We have undertaken rigorous steps to ensure that our questions maintain a high standard of content validity, aligning closely with course objectives. We underscore the criterion validity by mapping our feedback mechanism to specific learning outcomes. Furthermore, our methods provide a predictive lens, giving educators foresight into potential academic outcomes based on the received feedback. This reliability stems from the template’s standardization, assuring consistent feedback regardless of when or by whom the evaluation is conducted (Varghese & Timmons, 2022). Despite its strengths, our evaluation methodology recognizes its imperfections. The nature of open-ended responses means personal sentiments can sometimes sway them. Moreover, our wide-ranging questions, aiming to capture the more extensive educational experience, might occasionally miss the nuances of specific course modules, as highlighted by Mello (2022). However, here is the silver lining: recognizing these shortcomings is our first step toward excellence. By acknowledging these gaps, we are being transparent and sending a clear message of our unwavering dedication to improvement. Embracing these challenges inspires us to work even harder, ensuring our evaluation tool is continually refined, becoming more accurate and valuable with each iteration. In conclusion, Our evaluation template is not a static entity but a dynamic tool. It is deeply rooted in academic research, pedagogical best practices, and the pragmatic needs of educators and learners. Its design promotes actionable insights, yet its utility is contingent on continuous updates and alignments, ensuring it remains a gold standard in course evaluations. References Agustian, H. Y. (2022). Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to the assessment of student learning. Chemistry Education Research and Practice, 23(3), 518–530. https://doi.org/10.1039/D1RP00271F Kondakci, Y., Zayim Kurtay, M., Kaya Kasikci, S., & Önen, Ö. (2022). Graduate student perceptions of preparedness for responsible conduct of research: A mixed methods study. Ethics & Behavior, 1–18. https://doi.org/10.1080/10508422.2022.2149524 Lo, K.-W., & Yang, B.-H. (2022). Development and learning efficacy of a simulation rubric in childhood pneumonia for nursing students: A mixed methods study. Nurse Education Today, 119, 105544. https://doi.org/10.1016/j.nedt.2022.105544 NURS FPX 6111 Assessment 3 Course Evaluation Template Mello, R. F., Neto, R., Fiorentino, G., Alves, G., Verenna Arêdes, Galdino, V., Taciana Pontual Falcão, & Dragan Gašević. (2022). Enhancing instructors’ capability to assess open-response using natural language processing and learning analytics. Lecture Notes in Computer Science, 102–115. https://doi.org/10.1007/978-3-031-16290-9_8 Varghese, D., & Timmons, D. (2022). Establishing and reporting content validity evidence of periodic, objective treatment review and nursing evaluation. Nursing Communications, 6(0), e2022022. https://doi.org/10.53388/in2022022 Wilson, S. T., Urban, R. W., & Smith, J. G. (2023). Online prelicensure nursing students’ experiences of academic incivility during COVID ‐19: A qualitative inquiry. Journal of Advanced Nursing. https://doi.org/10.1111/jan.15656

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Part One – Assessment Description and Rationale Description of the Assessment This assessment centers on gauging the learner’s comprehension and application of ethical principles in the context of pediatric nursing. Its comprehensive structure is designed to encompass a wide array of skills. The evaluation comprises a written examination, participation in a real-time, hands-on simulation, and culminates in a reflective essay. Each component assesses distinct learning domains, ensuring a holistic evaluation of the learner’s proficiency in both theoretical understanding and practical application. Domains and Assessment Tools The primary objective of the Cognitive Domain is to ensure that learners thoroughly understand and can proficiently apply the foundational ethical principles inherent in pediatric nursing (Mileski et al., 2022). This domain will be assessed through a written examination comprising multiple-choice questions, true/false determinants, and scenario-based short-answer questions. These challenges require learners to apply theoretical knowledge to hypothetical real-world situations. In the Psychomotor Domain, the emphasis shifts to the practical application of knowledge. Here, the main goal is to evaluate the learner’s ability to navigate and resolve ethical dilemmas in a pediatric clinical environment (Endres et al., 2021). A simulated clinical scenario serves as the primary tool for this assessment. Learners, during this hands-on experience, confront an ethical dilemma, demonstrating their practical skills and ethical decision-making abilities. NURS FPX 6111 Assessment 2 Criteria and Rubric Development The Affective Domain delves into the introspective realm, urging learners to explore the emotional and moral aspects of their roles. The learning objective is focused on the learner’s capacity to reflect, analyze, and internalize the emotional ramifications and ethical implications of their decisions in pediatric care (Morrill & Westrick, 2022). A reflective essay is chosen as the assessment tool, requiring learners to narrate and analyze an ethical dilemma, elucidating their emotions and the moral considerations that influenced their decisions. Validity and Reliability of the Assessment Ensuring the validity and reliability of this assessment is crucial. Post-assessment, faculty and student surveys will be conducted. The feedback obtained will play a vital role in ensuring the assessment’s relevance, accuracy, and alignment with the course’s core objectives. Additionally, through the analysis of grades and tracking student progression, a clearer understanding of the assessment’s effectiveness will emerge, ensuring its harmony with the curriculum and accurate measurement of essential competencies. To enhance the feedback process, anecdotal comments will also be solicited, providing a qualitative dimension to the feedback and contributing to the refinement and improvement of future assessments. Communication of Grading Expectations Transparency is essential for the effectiveness of any assessment. To achieve this, a comprehensive grading rubric outlining the criteria and weightage of each assessment component will be provided to learners at the beginning of the course (Aflalo, 2022). This proactive approach aims to empower students, clarifying the grading process and the benchmarks they should strive for. Additionally, periodic feedback sessions and meetings will be scheduled, offering an open platform for learners to voice their queries, seek clarifications, or discuss the assessment in-depth. An official communication from the faculty, elucidating the expectations and standards, will further streamline the assessment process, setting a clear path for the learners to follow and excel. Part Two – Grading Rubric Criteria/Domain Non-performance Basic Proficient Distinguished Knowledge and Application of Ethical Principles Demonstrates limited understanding of ethical principles. Displays a basic grasp of ethical principles but struggles to apply them. Understands and applies ethical principles in pediatric nursing situations. Demonstrates comprehensive understanding and flawless application of ethical principles. Practical Demonstration of Ethical Dilemma Resolution Unable to navigate ethical dilemmas. Manages basic dilemmas with minor errors. Handles most dilemmas effectively. Excellently navigates and resolves all ethical scenarios. Depth of Reflection on Ethical Implications Offers superficial reflection on ethical implications. Demonstrates basic reflection with limited depth. Showcases genuine reflection with some insights. Provides deep, insightful reflection showcasing a comprehensive understanding. Role in Ethical Decision-Making in a Team Setting Does not define the role in ethical decisions within a team. Vaguely identifies their role but lacks clarity. Clearly defines the role and actively contributes to team decisions. Excellently defines and leads ethical decision-making processes in team scenarios. Writing: Clarity, Grammar, & Transition Writing style is non-academic with multiple grammatical errors. Academic writing style but with several grammatical errors. Academic, formal writing with minor errors; good transitions. Flawless academic writing with smooth transitions between topics. Adherence to APA Format Does not follow the APA format. Partially adheres to APA format with several mistakes. Mostly follows APA format but has minor errors. Perfectly adheres to the latest APA format edition with no errors. References Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different approaches to assessment. Australian Journal of Teacher Education, 47(11). https://doi.org/10.14221/1835-517X.5684 Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K. (2021). Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective. Medical Teacher, 44(1), 79–86. https://doi.org/10.1080/0142159x.2021.1967905 NURS FPX 6111 Assessment 2 Criteria and Rubric Development Mileski, M., McClay, R., Heinemann, K., & Dray, G. (2022). Efficacy of the use of the Calgary family intervention model in bedside nursing education: A systematic review. Journal of Multidisciplinary Healthcare, Volume 15(15), 1323–1347. https://doi.org/10.2147/jmdh.s370053 Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making through the use of an affective learning module. Nurse Educator, Publish Ahead of Print. https://doi.org/10.1097/nne.0000000000001178

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table

Student Name Capella University NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Part One – Course Definition and Alignment Table Course Title  Clinical Healthcare Ethics for Pediatric Nurses. Course Description  The course is designed for nurses in Pediatric Intensive Care Units (PICU) at Miami Valley Hospital. It provides an overview of fundamental ethical principles and their clinical integration. As nursing is an ethically bound profession, the course aims to help nurses reflect on ethical dilemmas, enhance problem-solving skills, and make decisions based on standardized ethical principles (Haddad & Geiger, 2022). Vision  The vision is to enhance nurses’ knowledge and practical skills to address ethical issues, uphold ethical standards, improve patient experiences, and enhance overall healthcare quality. Rationale  Nursing practices, especially in pediatrics, involve frequent moral dilemmas. Educating nurses on ethical standards is significant for navigating healthcare dilemmas (Haahr et al., 2020). Learning Objectives  The learning objectives are to enable learners to describe healthcare ethics principles, understand legal frameworks, grasp ethical implications in medical research, end-of-life care, transplantation, develop communication skills, and reflect on personal and professional values. Program Description  The course is part of a Continuing Professional Education (CPE) program, offering various e-modules, simulations, workshops, and in-service sessions. It aims to assist nurses in applying ethical principles, improving communication skills, and adhering to legal/regulatory frameworks surrounding ethical dilemmas. Program Outcomes  Outcomes include enhancing professional knowledge, improving clinical competency, maintaining patient safety, integrating evidence-based practices, and developing effective communication skills. Alignment Table Assessment/Evaluation Strategies Learning Objectives Program Outcomes Professional Standards Ethical Case Studies – Describe principles and theories – Apply critical thinking – Enhance professional knowledge – Improve clinical competency – Maintain patient safety Role-playing/Simulation – Develop communication skills – Reflect on values – Develop effective communication skills – Foster a lifelong learning environment Comprehensive Certification Exam – Describe principles and theories – Express understanding of legal frameworks – Enhance professional knowledge – Improve clinical competency – Maintain patient safety NURS FPX 6111 Assessment 1 Course Definition and Alignment Table The International Code of Ethics for Nurses aligns with learning objectives and program outcomes (Toumová et al., 2021). Criteria to Evaluate Alignment  The criteria include relevance, clarity, and coherence to ensure the course addresses essential ethical competencies, uses straightforward language, and aligns coherently with professional standards. Part Two – Memo to the Supervisor To Whom It May Concern, I propose an educational course, “Clinical Healthcare Ethics for Pediatric Nurses,” part of the CPE program, targeting Pediatric Intensive Care Unit nurses at Miami Valley Hospital. The course aims to provide an understanding of ethical principles and their application in clinical settings. Pediatric nurses face unique ethical challenges, and poor knowledge has led to ineffective decision-making. This course is crucial for comprehensive understanding, enabling nurses to provide empathetic and patient-centered care while adhering to ethical principles. The evaluation strategies involving case studies, role-playing/simulation, and a comprehensive exam align with scholarly recommendations (Grimes, 2019; Cortés-Rodríguez et al., 2021). The recommended next steps include developing the course outline, obtaining approval from the educational board, integrating technology for e-modules, training clinical educators, and planning timelines. I also recommend generalizing the course for all nurses to ensure ethical practices are sustained. References Brunt, B. A., & Russell, J. (2022). Nursing professional development standards. In StatPearls. Cortés-Rodríguez, A. E., et al. (2021). Role-play versus standardized patient simulation for teaching interprofessional communication in care of the elderly for nursing students. Healthcare, 10(1), 46. Grimes, M. W. (2019). The continuous case study: Designing a unique assessment of student learning. International Journal of Teaching and Learning in Higher Education, 31(1), 139–146. NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Haahr, A., et al. (2020). Nurses’ experiences of ethical dilemmas: A review. Nursing Ethics, 27(1), 258–272. Haddad, L. M., & Geiger, R. A. (2022). Nursing ethical considerations. In StatPearls. Schulz, I., et al. (2023). The scope of ethical dilemmas in paediatric nursing: A survey of nurses from a tertiary paediatric centre in Australia. Nursing Ethics, 9697330231153916. Toumová, K., et al. (2021). The importance of ethical codes in nursing care. Kontakt, 23(2), 83–89.