How Can Teachers Help Students in Online Classes?
Name
Capella University
NURS-FPX 6111 Assessment and Evaluation in Nursing Education
Prof. Name
Date
Establishing criteria and rubrics is essential to ensuring practical assessment and analysis of students’ knowledge. These tools offer students clear guidelines on what is expected of them, facilitating the evaluation of their learning abilities and capabilities (Authement & Dormire, 2020).
The assessment will evaluate the accomplishment of learning goals in Health Technology Management (HTM) and assess students’ cognitive abilities to apply theoretical knowledge in practical contexts. The course objectives center on enhancing students’ capacity to implement technology effectively in healthcare settings (Farahani et al., 2020). This implementation will ensure patient-centered care, fairness, and ethical practices. Moreover, it aims to foster students’ cognitive skills to integrate evidence-based approaches with technological advancements to address real-world challenges in healthcare management (Farahani et al., 2020).
The students will be evaluated on their proficiency in utilizing technology for tasks such as updating patient information, e-monitoring, diagnosis, providing patient-centered treatment, and assessing drug-drug interactions using digital automated systems (Pottle, 2019). Assessment will focus on their ability to effectively apply evidence-based learning, critical thinking, and practical experience gained through simulation-based learning to deliver patient-centered care technologically. Furthermore, the assessment will analyze students’ capability to navigate complex scenarios calmly and accurately, as evaluated through simulation-based learning and theoretical examinations (Pottle, 2019).
The assessment serves the learners’ needs by focusing on the integration of technology within healthcare management. Students will gain proficiency in utilizing technological advancements to enhance patient care, including Automated IV Pumps, EHR systems, telemedicine, Electronic Prescription systems, and Central Command Center (CCC) (Ngiam & Khor, 2019). This will enable them to leverage technology to mitigate Medication Errors (MEs). The reduced errors will reduce mortality, morbidity rates, and healthcare disparities associated with such errors (Ngiam & Khor, 2019).
A sequential list of steps is essential for assembling and administering tests tailored to specific learning outcomes in the HTM course. These steps ensure adherence to proper procedures in evaluating students’ proficiency in achieving the desired learning outcomes (De Lima et al., 2022).
Assembling the test for the HTM course involves carefully selecting course contents that form the foundation of students’ learning. These contents serve as the basis for the educational journey throughout the course. Intricate questions are formulated following content selection to effectively assess students’ cognitive abilities (Ali et al., 2020). A board of professors specializing in HTM expertly inspects these questions, ensuring they are academically challenging. Subsequently, the questions are arranged in a progressive order, starting from easier to more challenging ones. This strategic sequencing aims to motivate students while pushing their cognitive and critical thinking skills to their limits (Ali et al., 2020).
The test will be administered to students after providing thorough guidance on the guidelines, criteria, and rubrics. They will receive detailed instructions on the requirements and rubric necessary for achieving high grades in their assessment (Shah et al., 2022). The following steps will be followed during the test administration
The instructor will brief students on the rules, regulations, and instructions for effectively completing the test. Students will be encouraged to apply their cognitive thinking, theoretical knowledge, and simulation-based learning to solve test problems.
Students will be evaluated based on their application of simulation-based learning, theoretical knowledge, and cognitive thinking in the test.
Students’ ability to utilize technology in simulation-based learning to deliver effective healthcare services will be assessed, reflecting psychomotor solid, cognitive, and affective learning abilities (Shah et al., 2022).
Potential knowledge gaps include professors’ ability to collaborate effectively in designing simulation-based learning assessments that integrate healthcare with technology usage. Additionally, the absence of a standardized testing format for the assessment could pose challenges in assembling and administering tests (De Lima et al., 2022).
Students underwent assessment across cognitive, psychomotor, and affective domains within the realm of HTM.
Students’ cognitive abilities were evaluated through exposure to diverse scenarios that challenged their critical thinking skills. Their cognitive knowledge was assessed through simulation-based scenarios and theoretical and practical examinations. These assessments enhanced students’ analytical reasoning, and these exams improved their capacity to utilize technology effectively within healthcare settings (Miller et al., 2020).
The psychomotor skills of students were enhanced through practical examinations and clinical-based simulations. These skills enabled healthcare professionals to proficiently utilize technology in delivering fundamental healthcare services such as blood pressure monitoring, EHR usage, Automated IV pump operation, catheter insertions, and administering IV infusions and injections. These skills were assessed through theoretical, practical, and simulation-based examinations (Martinengo et al., 2019).
In this aspect, the assessment evaluated the ability of healthcare professionals to apply evidence-based learning in their professional endeavors. They affirmed their actions with theoretical knowledge derived from research articles (Martins et al., 2020).
The absence of simulation-based technology, such as patient simulators, EHR systems, and Automated IV pumps, will hinder the comprehensive development of students’ cognitive, psychomotor, and affective domains. Similarly, professors’ lack of proficiency and expertise in utilizing technology can impede students’ effective learning experiences (Martinengo et al., 2019).
Criteria | Non-Performance | Basic | Proficient | Distinguished |
Explain HTM and its relevance to nurses. Support it with literature-based evidence. | The response fails to adequately describe HTM and its relevance. It lacks support from literature findings. | The response briefly discusses HTM and its relevance but lacks support from literature findings. | The response describes HTM and its relevance. However, it only supports its claims with one piece of evidence from the literature. | The response clearly describes HTM and its relevance, justifying its claims with multiple findings from the literature |
Explain how HTM contributes to reducing MEs. Provide evidence from five research articles to support your explanation. | The response does not adequately describe the role of HTM in decreasing MEs and lacks support from five research articles. | The response briefly describes the role of HTM in decreasing MEs but does not support its claims with five research articles. | The response describes the role of HTM in decreasing MEs and supports its claims with one research article. | The response clearly describes the role of HTM in decreasing MEs and supports its claims with five research articles. |
Clarify how Information Technology (IT) contributes to diminishing healthcare disparities and enhancing hospitals or organizations’ financial, economic, and social position. Substantiate your explanation with evidence from five literature sources. | The response does not adequately explain how IT helps decrease healthcare disparities or improve the hospital/organization’s standing. It lacks support from five pieces of evidence from the literature. | The response briefly explains how IT impacts healthcare disparities and organizational standing but does not support its claims with five pieces of evidence from the literature. | The response explains how IT impacts healthcare disparities and organizational standing and supports its claims with one piece of evidence from the literature. | The response clearly explains how IT impacts healthcare disparities and organizational standing, supporting its claims with evidence from the literature. |
Ensure adherence to APA style guidelines for formatting, citation, and references. | The response does not adhere to APA format for formatting, citation, and references. | The response partially follows APA style for formatting, citation, and references. | The response follows APA style but contains minor errors in formatting, citation, or references. | The response adheres entirely to APA style format, with accurate formatting, citation, and references. |
The instructor should effectively communicate grading expectations to learners through clear, detailed, and well-articulated guidelines. Utilizing open-line communication, each aspect of the grading criteria should be thoroughly explained to ensure students understand the distinctions between non-performance, basic, proficient, and distinguished criteria. Clarifying how these criteria differ from each other and guiding students in achieving distinguished standards is essential (Leaver et al., 2021).
Assessing the validity and reliability of the evaluation ensures its ability to accurately and consistently measure students’ learning outcomes. Validity examines the assessment questions that align with the learning objectives of the HTM course. The focus is mainly on nurses’ capacity to integrate technology into healthcare to reduce MEs, mortality, and morbidity rates. Reliability measures the test questions’ consistency over time, enabling students to achieve similar scores across repeated administrations (Li et al., 2021). The reliability of the assessment can be evaluated using the grading above criteria – Non-Performance, Basic, Proficient, and Distinguished. Adherence to the scoring guide indicates the reliability of the grading criteria (Authement & Dormire, 2020).
The strengths of the assessment include its reliability in comprehensively evaluating course learning outcomes. However, a weakness lies in the limited availability of simulation-based learning, which hinders students’ practical knowledge acquisition and ability to integrate technology effectively into healthcare services (Li et al., 2021).
Ali, K. A. G., Khalil, H. E. M., & El-Sharkawy, F. M. (2020). Impacts of online remote education on the learning process among nursing students. Open Journal of Nursing, 10(09), 810–830. https://doi.org/10.4236/ojn.2020.109057
Authement, R. S., & Dormire, S. L. (2020). Introduction to the Online Nursing Education Best Practices Guide. SAGE Open Nursing, 6. https://doi.org/10.1177/2377960820937290
De Lima, M., Stewart, K. M., Salas, R., Smetana, R., & Woodroof, M. (2022). Faculty collaboration in transitioning to NGN test item writing. Teaching and Learning in Nursing, 18(1), 188–192. https://doi.org/10.1016/j.teln.2022.11.001
Farahani, B., Firouzi, F., & Chakrabarty, K. (2020). Healthcare iot. Intelligent Internet of Things, 515–545. https://doi.org/10.1007/978-3-030-30367-9_11
Leaver, C. A., Stanley, J. M., & Veenema, T. G. (2021). Impact of the COVID-19 pandemic on the future of nursing education. Academic Medicine, Publish Ahead of Print(3), S82–S89. https://doi.org/10.1097/acm.0000000000004528
Li, W., Gillies, R., He, M., Wu, C., Liu, S., Gong, Z., & Sun, H. (2021). Barriers and facilitators to online medical and nursing education during the COVID-19 pandemic: Perspectives from international students from low- and middle-income countries and their teaching staff. Human Resources for Health, 19(1). https://doi.org/10.1186/s12960-021-00609-9
Martinengo, L., Yeo, N. J. Y., Tang, Z. Q., Markandran, K. D., Kyaw, B. M., & Car, L. T. (2019). Digital education for the management of chronic wounds in health care professionals: Protocol for a systematic review by the digital health education collaboration. JMIR Research Protocols, 8(3), e12488. https://doi.org/10.2196/12488
Martins, V. S. M., Santos, C. M. N. C., Bataglia, P. U. R., & Duarte, I. M. R. F. (2020). The teaching of ethics and the moral competence of medical and nursing students. Health Care Analysis, 29(2), 113–126. https://doi.org/10.1007/s10728-020-00401-1
Miller, S. M., Hui-Lio, C., & Piliae, R. E. T. (2020). Health benefits of tai chi exercise. Nursing Clinics of North America, 55(4), 581–600. https://doi.org/10.1016/j.cnur.2020.07.002
Ngiam, K. Y., & Khor, I. W. (2019). Big data and machine learning algorithms for health-care delivery. The Lancet Oncology, 20(5), e262–e273. https://doi.org/10.1016/s1470-2045(19)30149-4
Pottle, J. (2019). Virtual reality and the transformation of medical education. Future Healthcare Journal, 6(3), 181–185. https://doi.org/10.7861/fhj.2019-0036
Shah, M., Fuller, B., Gouveia, C., Mee, C. L., Baker, R. S., & San Pedro, M. O. Z. (2022). NCLEX-RN readiness: HESI exit exam validity and nursing program policies. Journal of Professional Nursing, 39, 131–138. https://doi.org/10.1016/j.profnurs.2022.01.010
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