NR 537 Week 7 Performance Evaluation

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

NR 537 Week 7 Performance Evaluation

Successful Learner’s Summative Evaluation

Practice Setting: Academic

The successful student demonstrates a thorough understanding of community health development by integrating a variety of relevant concepts. The paper focuses on a community health development action plan, effectively incorporating community assessment tools, identifying major public health concerns, and emphasizing culture-based care and patient-centered care. The relationship between nurses and patients is also highlighted as an essential component of effective care. The paper should be between 6 to 8 pages, excluding the title, abstract, and reference pages, and must include at least five scholarly articles published within the last five years. The work should adhere to APA 6th edition formatting. A maximum of 60 points can be earned for the assignment.

Competencies

Concluding Statement

Overall, the paper was well-organized, informative, and demonstrated a high level of analysis. Subheadings were appropriately used, and the paper was supported with adequate evidence. However, further focus on misconceptions and attitudes within communities towards healthcare would improve the work.

Unsuccessful Learner’s Summative Evaluation

*Practice Setting: Academic

The unsuccessful student did not fully meet the assignment’s requirements. The paper failed to adequately identify and analyze the community, its demographics, and major health concerns. Furthermore, it did not effectively integrate all key concepts such as community assessment tools, culture-based care, patient-centered care, and the nurse-patient relationship. The action plan was incomplete and lacked clarity. The analyses were not well-structured, and the paper did not include sufficient resources or follow APA formatting guidelines.

Competencies

NR 537 Week 7 Performance Evaluation

Concluding Statement

NR 537 Week 7 Performance Evaluation

The paper lacked depth in its analysis and failed to integrate all required concepts. The writing lacked organization, and the use of resources was minimal. Although some concepts such as nurse-patient relationships and culture-based care were explained well, the overall structure and depth of analysis need significant improvement. It is essential to study, analyze, and integrate all relevant concepts, providing clear examples to strengthen the work.

NR 537 Week 6 Collaboration Café

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Addressing Unsafe Nursing Practices: Effective Strategies for Clinical Educators

As a clinical educator, one of the most crucial responsibilities is ensuring that patient safety remains the top priority during nursing education and training. When observing nursing students or staff exhibiting unsafe practices, it becomes imperative to intervene swiftly and effectively to correct these actions, prevent further harm, and promote professional development. This article explores how clinical educators can handle such situations, using a structured approach to address deficiencies in knowledge, attitudes, and skills.

Identifying the Issue: Prioritizing Patient Safety

In clinical education, the primary objective is to foster safe and competent healthcare professionals. If a nurse or nursing student demonstrates unsafe behaviors, the educator’s first duty is to intervene to prevent further risk to the patient. This intervention begins with immediate action to halt any potentially harmful activities, ensuring that the patient’s safety is not compromised. In such situations, it is critical for the clinical educator to remain calm, focused, and objective, as their response will set the tone for the resolution of the issue.

Private Discussion: Addressing Deficiencies in Knowledge and Skills

After ensuring patient safety, the next step is to address the issue directly with the nurse involved. A private meeting with the individual is necessary to discuss their actions and the clinical objectives they are expected to meet. This discussion should be conducted in a supportive and constructive manner to encourage self-reflection and growth. During this meeting, the educator should seek to understand the nurse’s current level of knowledge and skills. Understanding their strengths and weaknesses is key to creating an individualized plan for improvement.

Key Areas for Discussion:

• Patient Care Practices: A thorough review of the nurse’s patient care practices is essential. What specific actions led to the unsafe behavior? How well does the nurse understand the tasks they are expected to perform, such as medication administration, sterile techniques, and monitoring vital signs?
• Knowledge and Skills Assessment: The educator should assess the nurse’s clinical knowledge and technical skills, identifying areas where they may be lacking. For instance, did the nurse forget to perform essential procedures, such as checking glucose levels, or fail to maintain aseptic techniques, resulting in contamination?

NR 537 Week 6 Collaboration Café

• Understanding the Mistakes: It is important to directly address any mistakes made and explore the reasons behind them. Are these errors due to a lack of understanding, oversight, or possibly poor judgment? The educator should explain the specific deficits in knowledge, attitudes, and skills that led to the unsafe actions observed.

Setting Expectations for Improvement: A Learning Plan

Once the deficiencies are clearly identified, the educator should collaboratively set learning expectations for the nurse. This process involves outlining specific objectives related to the nurse’s knowledge, attitudes, and skills (KAS). The goal is to create an environment where the nurse is held accountable for improving their performance while receiving the support necessary to succeed.

Steps to Develop a Learning Plan:

• Individualized Learning Goals: Based on the assessment of the nurse’s knowledge and skills, the educator should set clear and measurable goals. These goals should focus on areas such as improving clinical judgment, mastering technical procedures, or enhancing communication skills.
• Actionable Steps: The educator should work with the nurse to establish specific actions they need to take to meet these goals. For example, the nurse may need to practice certain procedures more frequently, review clinical guidelines, or attend additional training sessions.
• Timeline for Improvement: A deadline should be set for the nurse to demonstrate the successful application of the newly acquired knowledge and skills. This timeline ensures that the nurse has a clear target and can stay focused on their learning.

Documenting the Process: Creating a Learning Contract

A crucial part of this process is documentation. The clinical educator should document the nurse’s unsafe actions and outline the learning expectations in a formal learning contract. This contract serves as a written agreement between the educator and the nurse, ensuring that both parties are clear on the goals and consequences.

Key Components of the Learning Contract:

• Detailed Description of Unsafe Practices: The contract should include a clear explanation of the unsafe actions that were observed, such as failing to perform necessary assessments or neglecting sterile procedures. Specific examples should be provided to illustrate the behavior.
• Learning Expectations: The contract should outline the expected knowledge, attitudes, and skills the nurse needs to demonstrate by the agreed-upon deadline. These should be measurable and achievable to ensure clarity and fairness.
• Consequences for Non-Compliance: It is important to include consequences in the contract for failing to meet the learning expectations. These might range from additional training or supervised practice to more formal disciplinary actions if the nurse fails to demonstrate improvement.
• Regular Check-ins: During the contract period, the educator should schedule regular meetings to discuss the nurse’s progress. These check-ins allow for ongoing support, feedback, and adjustments to the learning plan as needed.

Conclusion: 

Addressing unsafe nursing practices is a delicate but essential part of clinical education. By intervening quickly, assessing the nurse’s strengths and weaknesses, and setting clear learning goals, clinical educators can ensure that nursing students and staff are equipped to deliver safe and competent patient care. The process of creating a learning contract and providing regular feedback helps foster professional growth while prioritizing patient safety. Ultimately, the goal is to build a healthcare workforce that consistently upholds the highest standards of care, ensuring the safety and well-being of all patients.

NR 537 Week 6 Collaboration Café

References

Oermann, M., & Gaberson, K. (2017). Evaluation and Testing in Nursing Education (5th ed.). Springer.

NR 537 Week 5 Rubric Development

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Understanding Rubric Development for Health Care Policy Assignments

Rubric development plays a crucial role in shaping the academic success of nursing students. It provides a structured evaluation system for assessing student performance in assignments, ensuring clear expectations and consistent grading. In this article, we will explore the rubric development process for a health care policy paper assignment as part of NR 537 Week 5, focusing on how students can successfully meet the required standards and achieve their learning outcomes.

The Importance of Rubric Development in Nursing Education

In nursing education, written assignments are essential tools for fostering students’ ability to research, synthesize information, and propose evidence-based solutions. One of the key assignments in NR 537 is the health care policy paper, where students must analyze current health care policies, propose improvements, and design an action plan for implementation. This assignment not only assesses students’ knowledge but also hones their critical thinking, research, and policy-making skills.

Learning Objectives for the Health Care Policy Paper

The primary goal of the NR 537 Week 5 assignment is to enable students to evaluate and propose improvements for a health care policy. By the end of the assignment, students should be able to:

• Select and assess a public health care policy: Students will identify a relevant policy, analyze its effectiveness, and examine its impact on public health and community-based care.
• Develop a comprehensive action plan: Students will propose viable solutions to identified policy issues and create a detailed action plan for implementing changes.

These outcomes emphasize the importance of evidence-based decision-making and advocacy in health care policy.

Key Components of the Rubric for Health Care Policy Papers

The rubric for the health care policy paper outlines specific criteria for assessing both the content and format of the students’ work. There are two main categories: content criteria and format criteria.

Content Criteria

The content of the paper is evaluated on three primary components:

1. Identification of Health Care Policy and Its Concerns: Students must define the selected policy, describe its scope, and identify key concerns related to public health and nursing. A thorough analysis of the policy’s impact on different population groups is essential, along with the identification of at least eight related issues. A strong paper will provide a comprehensive overview, showcasing the student’s ability to critically assess the policy’s effectiveness.

2. Student-Identified Solutions and Arguments: This section requires students to propose solutions to the identified health care issues. The rubric values well-reasoned arguments supported by evidence and critical analysis. Students must describe their proposed solutions in detail, explaining how these measures could improve health care delivery and align with nursing practice.

3. Development of an Action Plan: The action plan is a central part of the assignment. Students must design a plan for implementing their proposed solutions, detailing the stakeholders involved, potential challenges, and methods for overcoming barriers. A well-developed action plan demonstrates a student’s ability to translate policy analysis into actionable steps.

NR 537 Week 5 Rubric Development

Format Criteria

In addition to content, the format of the paper is equally important:

1. Argument Logic, Construction, and Presentation: This criterion assesses the clarity and logical flow of the paper. The student must present a clear argument, with well-organized content that supports their thesis. Logical structure and coherence are crucial for ensuring that the paper is both persuasive and easy to follow.

2. APA 6th Edition Citation and Format: Correct formatting and citation are essential in academic writing. This rubric criterion evaluates how well students adhere to APA 6th edition guidelines for referencing sources, citation accuracy, and overall paper structure. Using current, evidence-based sources (preferably from the last five years) is crucial for supporting the policy analysis.

Performance Levels and Scoring

The rubric uses four performance levels to assess student work: exceptional, good, satisfactory, and unsatisfactory. Each level corresponds to a specific percentage range and scoring criteria, with a total of 180 points available:

• Exceptional (90% and above): Papers that meet or exceed all expectations, demonstrating comprehensive analysis, well-reasoned solutions, and clear presentation.
• Good (80%-89%): Papers that fulfill most criteria, with minor gaps in analysis or detail.
• Satisfactory (70%-79%): Papers that meet basic requirements but lack depth or clarity in some areas.
• Unsatisfactory (below 70%): Papers that fail to meet key criteria, with significant gaps in analysis, argumentation, or formatting.

Rubric Descriptors: Breaking Down the Criteria

Each rubric criterion is further broken down into specific descriptors that define the quality of student work at each performance level. For example:

• Identification of Health Care Policy and Its Concerns:

  • Exceptional: The student provides an in-depth analysis, covering all relevant aspects of the policy and its impact on the nursing field, with clear identification of the affected population and detailed concerns.
  • Good: The student provides a general overview with most of the key aspects, though it may lack depth or miss a few minor details.
  • Satisfactory: The student provides a basic definition but lacks comprehensive analysis or misses key concerns.
  • Unsatisfactory: The student provides a vague or incomplete discussion with minimal relevance to nursing or public health.

• Student-Identified Solutions and Arguments:

  • Exceptional: The student offers well-supported, innovative solutions with clear arguments, demonstrating a deep understanding of nursing advocacy and policy-making.
  • Good: The student provides solid solutions and explanations, though some details may be lacking.
  • Satisfactory: The student offers basic solutions, with limited detail and analysis.
  • Unsatisfactory: The student provides weak or poorly explained solutions with minimal analysis.

Conclusion:

The NR 537 Week 5 rubric development is a critical tool for guiding nursing students through the process of analyzing and improving health care policies. By following the rubric’s content and format criteria, students can ensure their work meets the highest standards and demonstrates a thorough understanding of policy issues and solutions. A clear, structured approach to rubric development not only helps students achieve better grades but also enhances their ability to contribute meaningfully to health care policy discussions and advocacy.

References

Abuatiq, A. (2019). E-learning in nursing: tool development for evaluating virtual patient learning systems. Teaching And Learning In Nursing, 14(4), 291-297. doi: 10.1016/j.teln.2019.06.010

NR 537 Week 5 Rubric Development

Angra, A., & Gardner, S. (2018). The graph rubric: development of a teaching, learning, and research tool. CBE—Life Sciences Education, 17(4), ar65. doi: 10.1187/cbe.18-01-0007

NR 537 Week 4 Scholarly Discussion Item Analysis

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Effective Test Construction for Cardiovascular Disease Care for Adults

Creating tests for cardiovascular disease care for adults involves careful planning and consideration of various factors, including course outcomes, competencies, and the level of nursing students. It is essential to structure tests that address the complexity of the topic and ensure fair discrimination among students. A test blueprint, along with Bloom’s revised taxonomy, aids in this process by helping educators assess the understanding of nursing students at different levels.

Understanding the Content Area for Cardiovascular Disease Care

The cardiovascular disease care module is tailored for Bachelor of Science in Nursing (BSN) students and those pursuing certification programs. The unit primarily focuses on the assessment, diagnosis, and management of cardiovascular diseases in adults. Key topics covered include heart failure, hypertension, angina-coronary artery disease (CAD), Peripheral Vascular Disease (PVD), and Peripheral Artery Disease (PAD). These conditions are closely interrelated, with the progression of one often leading to others.

Cardiovascular diseases are prevalent and chronic, making them a critical area of focus in nursing education. Nurses must be able to assess and treat these conditions using evidence-based practices and an understanding of laboratory results, dosage calculations, and drug administration. The ability to provide holistic, patient-centered care is also emphasized.

Course Outcomes for Cardiovascular Disease Care

The course outcomes outline the knowledge and skills that nursing students should develop upon completion of the module. These include:

• Identifying and Describing Cardiovascular Diseases: Understanding different types of cardiovascular diseases, their symptoms, and how they are diagnosed.
• Integrating Clinical Knowledge: Applying theoretical and clinical knowledge from biology, physical sciences, and behavioral sciences in the management of cardiovascular diseases.
• Assessing Risk Factors: Identifying and evaluating risk factors associated with cardiovascular diseases.
• Analyzing Laboratory Results: Demonstrating the ability to interpret lab results and use them to develop effective treatment plans.
• Calculating Dosages and Interventions: Accurately calculating medication dosages and implementing interventions.
• Providing Evidence-Based Care: Applying evidence-based approaches to care, considering cultural factors and patient preferences.

Test Blueprint for Cardiovascular Disease Care Module

A well-structured test blueprint helps ensure the alignment of test questions with course outcomes and learning objectives. Below is a breakdown of the cardiovascular disease care module, including its total points and the distribution of questions across content areas.

NR 537 Week 3 Test Construction

Developing Multiple-Choice Questions for Cardiovascular Disease Care

Effective multiple-choice questions should be clear, concise, and aimed at testing students’ understanding of cardiovascular disease concepts. Here are examples of multiple-choice items:

1. Which modifiable risk factor should be prioritized for a patient with prehypertension?
   a. Lack of exercise
   b. BMI index of 20
   c. Drinking wine daily
   d. High sodium intake
   e. Smoking one pack of cigarettes daily

2. When monitoring for target organ damage as a result of hypertension, the nurse should be most concerned about which laboratory finding?
   a. ALT 42 u/L
   b. BUN 16 mg/dL
   c. Serum creatinine 1.75 mg/dL
   d. AST 37 u/L

3. Which condition causes chest pain?
   a. Increased preload
   b. Decreased contractility
   c. Decreased afterload
   d. Decreased oxygen supply to the myocardium

4. What sign of poor organ perfusion should the nurse monitor for a client who experienced a myocardial infarction and later develops left ventricular heart failure?
   a. Serum creatinine value of 1.7 mg/dL
   b. ALT at 122 u/L
   c. Urine output below 30mL/hour
   d. All of the above

5. The body’s initial compensatory mechanism, which maintains cardiac output during heart failure, is:
   a. Renin-Angiotensin-Aldosterone System
   b. Increased parasympathetic nervous system stimulation
   c. Decreased sympathetic nervous system stimulation
   d. Increased sympathetic nervous system stimulation

6. Peripheral arterial disease results in reduced oxygenated blood flow to the lower extremities, causing ischemia.
   a. True
   b. False

Developing Alternative Item Types for Cardiovascular Disease Care

To assess students’ deeper understanding, it is important to incorporate alternative item types, such as short answer, true/false, and fill-in-the-blank questions.

Short Answer Questions

1. Which diagnosis should be prioritized when a client has left-sided heart failure?
   a. Activity Intolerance
   b. Anxiety
   c. Fatigue
   d. Impaired Gas Exchange

2. Which assessment finding(s) should indicate that a patient has biventricular heart failure?
   a. Crackles in the lungs bilaterally
   b. 2+ pitting edema in the lower extremities
   c. Labored respirations pattern
   d. All of the above

True/False Questions

1. Coronary heart disease is commonly referred to as ischemic heart disease and coronary artery disease.
   a. True
   b. False

Fill-in-the-Blank Questions

1. Hypertensive heart disease is caused by __.
   a. High blood pressure
   b. Low blood pressure
   c. High blood sugar
   d. Low blood sugar

NR 537 Week 3 Test Construction

Conclusion

Constructing tests for cardiovascular disease care in adults is an essential part of nursing education. By developing a comprehensive test blueprint, utilizing Bloom’s Taxonomy, and creating varied question types, educators can ensure that students are effectively assessed on their understanding of cardiovascular diseases. With careful planning, nursing students can demonstrate the necessary knowledge and skills to provide high-quality care to adult patients with cardiovascular conditions.

Effective Item Analysis: Ensuring Quality and Relevance in Competency Tests

In the realm of education and nursing, ensuring the quality and fairness of competency assessments is critical. This is where item analysis comes into play. Conducting a thorough item analysis before making any decisions about a test helps identify potential issues that could impact the validity of the assessment. A well-executed item analysis incorporates both quantitative and qualitative data, which are essential in improving the test’s accuracy and reliability.

Understanding Item Analysis and Its Importance

Item analysis is a systematic process used to assess the quality of test items in an educational or clinical setting. By analyzing the responses to each question, educators and administrators can identify problematic areas, ensuring that the test accurately measures students’ competencies without causing undue confusion or bias. According to Kaur et al. (2016), item analysis involves gathering and evaluating both qualitative and quantitative data to establish the test’s quality. This comprehensive approach helps prevent unfair assessments and supports better educational outcomes.

NR 537 Week 4 Scholarly Discussion Item Analysis

Using Qualitative Data in Item Analysis

Qualitative data plays a crucial role in item analysis by providing insights into the perspectives of learners and staff. By gathering feedback directly from students and staff nurses through interviews, educators can uncover any issues related to the test questions, such as unclear wording or questions that do not align with the material being taught. This feedback allows educators to assess whether certain test items need to be revised, removed, or retained.

When gathering qualitative information, it’s important to focus on learners’ thoughts, feelings, and perceptions regarding the competency test questions. This can be achieved through open-ended discussions, surveys, or focus groups. Such data helps educators identify specific areas of concern and make informed decisions about adjustments to the test format or content. Feedback from staff nurses can also help clarify any inconsistencies or biases in the test, ensuring that it reflects the competencies needed in practice.

Incorporating Quantitative Data for Objective Evaluation

While qualitative feedback provides subjective insights, quantitative data allows for an objective evaluation of each test item’s performance. By analyzing the students’ scores on individual test items, educators can assess which questions posed significant challenges to the learners. This is particularly important in competency tests, where understanding the specific areas of difficulty can help refine the assessment.

To gather quantitative data, educators need to collect and analyze scores for each item across all students. For example, if a particular test item has a low pass rate, it suggests that the item may be too difficult. Kaur et al. (2016) describe how to calculate item difficulty using the percentage of students who answered correctly. The range for item difficulty is typically expressed on a scale from 0 to 100, where higher values indicate less difficulty.

Interpreting Results: Understanding Item Difficulty

Interpreting the results of item difficulty analysis is essential to identifying areas for improvement in the test. When an item has a perfect score (100%) or a fail rate of 0%, it may indicate that the test item was either too easy or too difficult, respectively. Ideally, a well-balanced test should have a range of item difficulty levels to appropriately challenge students at different levels of understanding.

An item with a 50% pass rate can be particularly telling. If half of the learners score above 50% on a question while the rest score below, it suggests that the item is presenting a difficulty that some students cannot overcome. This discrepancy warrants further investigation to determine whether the issue lies with the test itself or the students’ understanding of the concept.

Balancing Test Quality: The Role of Both Quantitative and Qualitative Data

A balanced approach to item analysis, integrating both qualitative and quantitative data, is essential for improving the test’s fairness and accuracy. Quantitative data alone may not fully explain why a particular question is difficult, while qualitative data alone may not provide clear evidence of how well a question measures the desired competencies. Combining both types of data helps educators and administrators better understand whether the issue lies with the test content, format, or the students’ preparation.

For instance, a student’s failure to answer a question correctly could stem from a lack of understanding of the concept, or it could be due to a poorly worded or confusing question. Qualitative feedback can clarify whether the issue is related to test design or student comprehension, offering valuable insights for improvement.

Conclusion: Ensuring Accurate and Fair Assessments

In conclusion, conducting a comprehensive item analysis before making any changes to a competency test is crucial for ensuring its validity and reliability. By combining both qualitative and quantitative data, educators can identify problem areas, refine test items, and make well-informed decisions about the future direction of the assessment. Ultimately, this process leads to better testing practices that accurately assess students’ competencies and provide a fairer, more effective educational experience.

References

Kaur, M., Singla, S., & Mahajan, R. (2016). Item analysis of in-use multiple choice questions in pharmacology. International Journal of Applied and Basic Medical Research, 6(3), 170. doi: 10.4103/2229-516X.186965

NR 537 Week 4 Scholarly Discussion Item Analysis

Quaigrain, K., & Arhin, A. K. (2017). Using reliability and item analysis to evaluate a teacher-developed test in educational measurement and evaluation. Cogent Education, 4(1), 1301013. doi: 10.1080/2331186X.2017.1301013

NR 537 Week 3 Test Construction

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Effective Test Construction for Cardiovascular Disease Care for Adults

Creating tests for cardiovascular disease care for adults involves careful planning and consideration of various factors, including course outcomes, competencies, and the level of nursing students. It is essential to structure tests that address the complexity of the topic and ensure fair discrimination among students. A test blueprint, along with Bloom’s revised taxonomy, aids in this process by helping educators assess the understanding of nursing students at different levels.

Understanding the Content Area for Cardiovascular Disease Care

The cardiovascular disease care module is tailored for Bachelor of Science in Nursing (BSN) students and those pursuing certification programs. The unit primarily focuses on the assessment, diagnosis, and management of cardiovascular diseases in adults. Key topics covered include heart failure, hypertension, angina-coronary artery disease (CAD), Peripheral Vascular Disease (PVD), and Peripheral Artery Disease (PAD). These conditions are closely interrelated, with the progression of one often leading to others.

Cardiovascular diseases are prevalent and chronic, making them a critical area of focus in nursing education. Nurses must be able to assess and treat these conditions using evidence-based practices and an understanding of laboratory results, dosage calculations, and drug administration. The ability to provide holistic, patient-centered care is also emphasized.

Course Outcomes for Cardiovascular Disease Care

The course outcomes outline the knowledge and skills that nursing students should develop upon completion of the module. These include:

• Identifying and Describing Cardiovascular Diseases: Understanding different types of cardiovascular diseases, their symptoms, and how they are diagnosed.
• Integrating Clinical Knowledge: Applying theoretical and clinical knowledge from biology, physical sciences, and behavioral sciences in the management of cardiovascular diseases.
• Assessing Risk Factors: Identifying and evaluating risk factors associated with cardiovascular diseases.
• Analyzing Laboratory Results: Demonstrating the ability to interpret lab results and use them to develop effective treatment plans.
• Calculating Dosages and Interventions: Accurately calculating medication dosages and implementing interventions.
• Providing Evidence-Based Care: Applying evidence-based approaches to care, considering cultural factors and patient preferences.

Test Blueprint for Cardiovascular Disease Care Module

A well-structured test blueprint helps ensure the alignment of test questions with course outcomes and learning objectives. Below is a breakdown of the cardiovascular disease care module, including its total points and the distribution of questions across content areas.

NR 537 Week 3 Test Construction

Developing Multiple-Choice Questions for Cardiovascular Disease Care

Effective multiple-choice questions should be clear, concise, and aimed at testing students’ understanding of cardiovascular disease concepts. Here are examples of multiple-choice items:

1. Which modifiable risk factor should be prioritized for a patient with prehypertension?
   a. Lack of exercise
   b. BMI index of 20
   c. Drinking wine daily
   d. High sodium intake
   e. Smoking one pack of cigarettes daily

2. When monitoring for target organ damage as a result of hypertension, the nurse should be most concerned about which laboratory finding?
   a. ALT 42 u/L
   b. BUN 16 mg/dL
   c. Serum creatinine 1.75 mg/dL
   d. AST 37 u/L

3. Which condition causes chest pain?
   a. Increased preload
   b. Decreased contractility
   c. Decreased afterload
   d. Decreased oxygen supply to the myocardium

4. What sign of poor organ perfusion should the nurse monitor for a client who experienced a myocardial infarction and later develops left ventricular heart failure?
   a. Serum creatinine value of 1.7 mg/dL
   b. ALT at 122 u/L
   c. Urine output below 30mL/hour
   d. All of the above

5. The body’s initial compensatory mechanism, which maintains cardiac output during heart failure, is:
   a. Renin-Angiotensin-Aldosterone System
   b. Increased parasympathetic nervous system stimulation
   c. Decreased sympathetic nervous system stimulation
   d. Increased sympathetic nervous system stimulation

6. Peripheral arterial disease results in reduced oxygenated blood flow to the lower extremities, causing ischemia.
   a. True
   b. False

Developing Alternative Item Types for Cardiovascular Disease Care

To assess students’ deeper understanding, it is important to incorporate alternative item types, such as short answer, true/false, and fill-in-the-blank questions.

Short Answer Questions

1. Which diagnosis should be prioritized when a client has left-sided heart failure?
   a. Activity Intolerance
   b. Anxiety
   c. Fatigue
   d. Impaired Gas Exchange

2. Which assessment finding(s) should indicate that a patient has biventricular heart failure?
   a. Crackles in the lungs bilaterally
   b. 2+ pitting edema in the lower extremities
   c. Labored respirations pattern
   d. All of the above

True/False Questions

1. Coronary heart disease is commonly referred to as ischemic heart disease and coronary artery disease.
   a. True
   b. False

Fill-in-the-Blank Questions

1. Hypertensive heart disease is caused by __.
   a. High blood pressure
   b. Low blood pressure
   c. High blood sugar
   d. Low blood sugar

NR 537 Week 3 Test Construction

Conclusion

Constructing tests for cardiovascular disease care in adults is an essential part of nursing education. By developing a comprehensive test blueprint, utilizing Bloom’s Taxonomy, and creating varied question types, educators can ensure that students are effectively assessed on their understanding of cardiovascular diseases. With careful planning, nursing students can demonstrate the necessary knowledge and skills to provide high-quality care to adult patients with cardiovascular conditions.

NR 537 Week 2 Scholarly Discussion Course Evaluation

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Course Evaluation: Key Techniques and Insights for Effective Learning Outcomes

Effective course evaluation is crucial for understanding how well educational programs meet their objectives and contribute to student success. In this article, we will discuss the importance of course evaluation, key assessment techniques, and how to ensure that students’ perfect scores reflect genuine learning. By incorporating the perspectives of educators, learners, and course designers, course evaluations can provide a holistic view of the program’s effectiveness.

The Importance of Course Evaluation in Nursing Education

Course evaluation serves as a critical tool for assessing both the quality of the course and the learners’ academic performance. According to Tan et al. (2018), evaluating the course outcomes is vital as it reveals the learners’ achievements, helping instructors understand the overall effectiveness of their teaching. Evaluating students based on their clinical performance, assignments, and examination results provides valuable insights into whether they have met the required course objectives.

In an academic setting, especially in nursing education, it is essential to apply various evaluation techniques. For example, if a class consistently achieves perfect scores, it could indicate that the learners have effectively grasped the course material. However, this alone doesn’t provide a complete picture. To assess whether students truly understand the course content, additional evaluation methods need to be considered.

Evaluation Techniques for Nursing Education

Course evaluation techniques help instructors gauge students’ competency levels and assess whether they have met the program’s expected outcomes. These methods include:

• Individual Assessment: According to Hicks and Patterson (2017), one way to assess a student’s performance is through a combination of clinical evaluations, assignment scores, and exam results. By closely examining these areas, educators can determine if learners have demonstrated the essential knowledge and skills required for successful course completion.

• Learner Outcome Assessment: This method assesses whether students have achieved the program’s broader educational goals. By reviewing the outcomes of a nursing program, educators can identify areas where students may need further support to ensure they meet competency standards.

• Course Outcome Assessment: Course-specific outcomes are aligned with the program’s broader goals. Evaluating how well students meet course-specific objectives can provide insights into how effective a particular course is in preparing learners for the next stage of their education or career.

NR 537 Week 2 Scholarly Discussion Course Evaluation

• Program Outcome Evaluation: This evaluation technique considers whether individual students are demonstrating the necessary competencies, including knowledge, skills, and behaviors. This is often assessed through observations or reviewing test scores. By regularly assessing program outcomes, educators can adjust teaching strategies to better meet the needs of students.

As highlighted by Oermann and Gaberson (2017), it’s important to recognize that while course outcomes are derived from program outcomes, not every course will cover all program outcomes. Understanding this distinction helps ensure that evaluations focus on the most relevant skills and knowledge for each specific course.

Engaging Students for Deeper Insights

While perfect scores may initially suggest high achievement, it’s crucial to gather students’ feedback to understand the full picture. Students may use online aids, like Google, to achieve high scores without necessarily mastering the material. To gain deeper insights into the effectiveness of the course, educators should inquire about the students’ experiences, the usefulness of learning activities, and their perceptions of the course content.

Students’ feedback helps identify potential gaps in understanding, even when grades are high. It’s important to explore whether students feel confident in applying what they’ve learned or if they were simply focused on passing the course without a deeper understanding of the material. Encouraging students to share their thoughts about the course can guide instructors in adjusting their teaching methods to ensure that the perfect scores correlate with actual learning.

Conclusion

Course evaluation is a dynamic and multifaceted process that goes beyond merely analyzing grades. By integrating various evaluation techniques, such as individual assessments, learner outcome evaluations, and program outcome assessments, educators can ensure that students are achieving the necessary competencies. Additionally, obtaining feedback from students is essential in understanding whether high scores translate into meaningful learning or if students are simply meeting basic requirements. A well-rounded course evaluation process ultimately contributes to the improvement of both the course and the learning experience for future students.

References

Hicks, R. W., & Patterson, R. (2017). Navigating nursing education. AORN Journal, 106(6), 523-533. https://doi.org/10.1016/j.aorn.2017.10.001
Oermann, M., & Gaberson, K. (2017). Evaluation and testing in nursing education (5th ed.). Springer.

NR 537 Week 2 Scholarly Discussion Course Evaluation

Tan, K., Chong, M. C., Subramaniam, P., & Wong, L. P. (2018). The effectiveness of outcome-based education on the competencies of nursing students: A systematic review. Nurse Education Today, 64, 180-189. https://doi.org/10.1016/j.nedt.2017.12.030

Table: Evaluation Techniques for Course Assessment

NR 537 Week 1 Discussion

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Introduction

One primary goal of an educational program is to foster cultural humility. However, even with such objectives in place, it is possible for learners to express dissatisfaction with the program or course. In the context of an educational program you have delivered, where learners expressed significant dissatisfaction in their evaluations, it is important to identify strategies for assessment and evaluation. These strategies can highlight what went wrong and provide insight into how to improve the program in the future. This paper will discuss two quantitative methods of assessment and evaluation as well as one qualitative method for identifying issues and enhancing the program.

Quantitative Methods of Assessment

Quantitative assessment and evaluation rely on data collected from a group using various tools such as questionnaires, tests, or structured interviews (Haviz & Maris, 2018). In an academic setting, it is crucial to gather feedback from learners about their satisfaction with how the material was presented. Two key quantitative methods that can help identify program issues are student end-of-course evaluations and examinations.

End-of-course reviews or evaluations are common quantitative tools that allow learners to provide feedback on their satisfaction with the course, including what worked well and what could be improved. These evaluations often include both positive and negative feedback, which can help the educator identify areas for change. Student engagement surveys also provide valuable insights into the learners’ experience. For this method to be effective, it is important that students are aware of the evaluation process and understand the importance of providing honest and constructive feedback. Perera et al. (2019) found that end-of-course evaluations are a valid and useful method for assessing the effectiveness of an educational program.

NR 537 Week 1 Discussion

Examinations, another quantitative assessment tool, provide insight into the learners’ understanding of the course material. By reviewing examination results, the educator can assess the learners’ grasp of key concepts, which can reflect the effectiveness of the teaching methods and the material presented. The scores of examinations can help pinpoint areas where learners may have struggled, allowing the educator to modify the course content or teaching strategies for future learners. Mukumbang and Alindekane (2017) emphasize that the educator’s knowledge and ability to deliver material are crucial factors in the overall success of the teaching process.

Qualitative Method of Assessment

In addition to quantitative methods, qualitative assessment techniques can also provide valuable information about what went wrong and how to improve the program. One effective qualitative method is conducting a focus group. A focus group typically involves a small group of learners and possibly staff members who engage in a discussion based on a set of pre-determined questions. This approach allows participants to share their perspectives on the educational program and identify areas for improvement.

By facilitating an open dialogue, the instructor can gain deeper insights into the learners’ experiences and perceptions that may not be captured through quantitative methods alone. The feedback and suggestions from the focus group can be used to refine teaching methods, adjust course content, and better align the program with the learners’ needs and expectations.

Conclusion

In conclusion, both quantitative and qualitative assessment methods are crucial for evaluating the effectiveness of an educational program. Quantitative methods, such as end-of-course evaluations and examinations, provide measurable data that can highlight areas of strength and weakness. Meanwhile, qualitative methods like focus groups offer deeper insights into the learners’ experiences and can guide improvements in the program. Combining these approaches ensures that the program can evolve based on comprehensive feedback and ultimately lead to better learning outcomes.

NR 537 Week 1 Discussion

References

Haviz, M., & Maris, I. (2018). Teaching quantitative research method with three methods of learning. Al-ta’lim Journal, 25(3), 234-247. http://dx.doi.org/10.15548/jt.v25i3.394

Mukumbang, F., & Alindekane, L. (2017). Student nurse-educators’ construction of teacher identity from a self-evaluation perspective: A quantitative case study. Nursing Open, 4(2), 108-115. https://dx.doi.org/10.1002/nop2.75

NR 537 Week 1 Discussion

Perera, D., Mendis, W., Kasunjith, D., Jayathilaka, W., & Wickramasuriya, S. (2019). Evaluation of the undergraduate family medicine program of Faculty of Medicine University of Kelaniya: Quantitative and qualitative student feedback. BMC Medical Education, 19(444), 1-7. https://doi.org/10.1186/s12909-019-1882-6

NR 537 Week 1 Self-Assessment of NLN Core Competencies for Nurse Educators Worksheet

Name

Chamberlain University

NR-537: Assessment & Evaluation in Education

Prof. Name

Date

Self-Assessment of NLN Core Competencies for Nurse Educators Worksheet

In Week 1 of the course, you will complete a self-assessment based on the NLN Core Competencies for Nurse Educators. The assessment will allow you to evaluate your level of competency in each of the sub-competencies listed on the worksheet. In the first column, reflect on your confidence in meeting these competencies at this point in your nursing education. The scale for self-assessment is as follows:

• 1 = I am not confident at all that I meet these competencies and need significant education and practice in this area.
• 2 = I am somewhat confident that I meet this competency, but could use additional education and practice.
• 3 = I am very confident that I meet this competency and do not need further education or practice, except for traditional continuing education to update my skills.

You are expected to provide a specific example of how you plan to achieve each course outcome throughout the duration of the course. These outcomes are designed to align with the NLN Nurse Educator Core Competencies and will help increase your knowledge, skills, and abilities in the areas identified for this course. The self-assessment for Week 1 is due by 11:59 p.m. MT on Sunday of Week 1, with a possible score of 50 points.

In Week 8, you will reassess your competency levels and provide a specific example showing how you demonstrated each course outcome throughout the course. The final assessment will be due by 11:59 p.m. MT on Wednesday of Week 8, with the same possible score of 50 points.

NLN Competency III: Use Assessment and Evaluation Strategies

Nurse educators utilize various strategies to assess and evaluate student learning across multiple settings, including the classroom, laboratory, and clinical environments. They assess students’ cognitive, psychomotor, and affective development. Below is a table outlining the self-assessment for NLN Competency III, with examples of how the course outcomes will help demonstrate this competency.

NR 537 Week 1 Self-Assessment of NLN Core Competencies for Nurse Educators Worksheet

References

National League for Nursing. (2019). NLN core competencies for nurse educators.

NR 537 Week 1 Self-Assessment of NLN Core Competencies for Nurse Educators Worksheet

Chamberlain College of Nursing. (2024). NR537: Theoretical Foundations and Instructional Strategies for the Nurse Educator.