N 582 Module 8: Assessing and Evaluating Learning

N 582 Module 8: Assessing and Evaluating Learning
N 582 Module 8: Assessing and Evaluating Learning
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Assignment:
Critical Thinking Exercises:
Develop a clinical pathway on a health-related topic of your choice, based on the example provided on p.507 – 516 (Bradshaw and Lowenstein).
Create a formative and summative evaluation tool based on the 10-minute lecture you developed in Module 6. How might you modify your presentation based on feedback?
Describe barriers that can impede the evaluation process, and how they can be overcome.
Identify and critique an evaluation tool
Professional Development Exercises:
For this exercise, you will proceed through the following steps:
A. Identify a population of interest and one healthcare activity that members of this population either should practice or are required to practice to maintain health. For example, you might identify adults with insulin-dependent diabetes who must self-inject insulin on at least a daily basis.
B. Identify an educational intervention that you would provide to members of this population to teach them this healthcare activity.
C. Conduct a literature search to identify existing instruments that would be appropriate for use to evaluate effectiveness of your teaching in the situation you have described in A. and B. above.
D. Critique each instrument you have identified (or three of these instruments if you have identified a large number) for evidence of reliability, validity, appropriateness with your identified population, and feasibility of use in your setting.
E. Based on your critique, select one instrument you would use for evaluating teaching effectiveness. Justify your selection.
N 582 Module 8: Assignment – Reflection Artifact
Reflection & Artifact
Please consider how you have developed the knowledge, skills, and attitudes that enable your achievement of the Course Goals listed in the syllabus. Then write a reflection of minimum of 1000 words describing how this course has helped you achieve these goals. Finally, chose one assignment that you feel represents your best learning (artifact) in the course. Take a few minutes to revise it, according to comments from your professor. Combine these into one document.
Finally, submit the assignment into the drop-box and save a copy of it in a folder on your personal computer.
N 582 Module 8: Assessing and Evaluating Learning
Assessing and Evaluating Learning
Module 8 introduces assessment and evaluation as a critical part of the teaching process. The module begins by differentiating assessment from evaluation, and explicating their relationship to each other and to the teaching process as a whole. Classroom assessment techniques are summarized and compared. The steps of conducting an evaluation are detailed, and distinguished among the five basic types of evaluation. Guidelines for reporting and using evaluative data conclude this module.
Time Requirements:
The amount of time required to complete assignments in this module is approximately 17 to 20 hours.
Objectives:
After completing this module, students should have the knowledge and skills to:
Compare and contrast evaluation and assessment
Analyze the relationships among evaluation, evidence-based practice, and practice-based evidence.
Identify the purposes of evaluation.
Distinguish between five basic types of evaluation: process, content, outcome, impact, and program.
Apply various models of evaluation depending on individual, course, and programmatic needs.
Select appropriate instruments for various types of evaluative data.
Utilize guidelines for reporting results of evaluation.
Evaluate the strength of the current evidence base for assessment and evaluation of patient and nursing staff education.
Learning Materials:
Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed). Boston: Jones & Bartlett. (Chapter 14)
Bradshaw, M. J., & Lowenstein, A. J. (2014). Innovative teaching strategies in nursing and related health professions (6th ed.). Boston: Jones & Bartlett.(Chapters 30, 31, 32)
DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall.(Chapter 12 and 13)
Recommended Supplemental Reading
Emerson, R. J. (2007). Nursing education in the clinical setting. St. Louis: Mosby. (Chapters 18 and 19)
Summary:
Assessment is a formal process that involves a deliberate effort to gain information about a learner’s status in relation to the learning objectives. The process includes a wide range of procedures and has the ultimate goal of obtaining valid and reliable information on which to base educational decisions. Evaluation is defined as a value judgment that attaches meaning to the data obtained through assessment. It is guided by professional judgment and involves interpreting what the accumulated information means and how it can be used. Evaluation compares learner performance with a standard and makes a decision based on that comparison. Conducting evaluation in nursing education involves gathering, summarizing, interpreting, and using data to determine the extent to which the educational activity is efficient, effective, and useful for those who participate. Conducting an evaluation requires the following steps: (1) determining the focus of the evaluation, including use of evaluation models; (2) designing the evaluation; (3) conducting the evaluation; (4) determining methods of analysis and interpretation of data collected; (5) reporting results of data collected; and (6) using evaluation results.
The five types of evaluation discussed in this module were process, content, outcome, impact, and program evaluations. Each of these types focused on a specific purpose, scope, and questions to be asked. The various evaluation models, designs, and instruments were explored. Lastly, this module emphasized how evaluation results are to be utilized. The evaluation process is meaningless if the results of evaluation are not used to guide future action in planning and carrying out educational interventions. The results of evaluation provide practice-based evidence to support continuing an educational intervention as it is or revising that intervention to enhance learning.

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