NURS FPX 6111 Assessment 3 Course Evaluation Template

NURS FPX 6111 Assessment 3 Course Evaluation Template

Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

 Course Evaluation Template

In Healthcare Technology Management (HTM), instructors administer a concise survey to students after a course to assess their experiences. This assessment questionnaire aims to gather comprehensive feedback to improve the learning environment for future classes. Due to its proven reliability and validity, the Likert scale is utilized to evaluate HTM course outcomes. This rating tool consists of five levels of agreement, grading from strongly agree to strongly disagree, with additional categories for neutrality to ensure impartial feedback (Ephraim, 2020). 

Template for Standardized Course Evaluation

Various evaluation systems have been developed to provide a precise quantitative evaluation of opinions. The Likert scale allows the participant to rate their level of agreement or disagreement with the given information. This tool typically uses a five-point scale from strongly agree to disagree strongly, providing valuable insight into students’ understanding and perspectives on HTM (Ephraim, 2020).

Correlation Between Learning Objectives and Evaluation Chart

In the HTM course, “learning outcomes” refer to the anticipated levels of understanding, proficiency, and behavior that students are expected to demonstrate upon completing the program. The evaluation uses the Likert scale to gauge student responses regarding various learning outcomes. Student feedback is categorized into disagree, slightly agree, and strongly agree, allowing for the identification of proportions between those confident in their knowledge and those not. Insights into students’ readiness to utilize healthcare technology integration is obtained from their responses. Analyzing learners’ test results within this framework can effectively assess educational outcomes (Harerimana & Mtshali, 2020).

Strategies of Assessment 

The program evaluation will incorporate open-ended and closed-ended questions, ensuring students receive a comprehensive reflection of their learning experience. The essence of course assessment is to assess the alignment between program content, intended learning outcomes, and the instructor’s strategies for achieving those objectives (Harerimana & Mtshali, 2020).

Addressing  Suitable Cognitive, Psychomotor, and Affective Areas

Assumptions

The evaluation of the program is based on the following assumptions:

• The quality of education correlates directly with the effort instructors invest in their students.
• Standardization of course objectives or student outcomes is necessary to ensure the validity and utility of student assessments (Pizzuti et al., 2020).
• Throughout the curriculum, students will be assessed on their ability to utilize technology for illness prevention, diagnosis, and treatment across various cognitive, psychomotor, and affective domains.
• The degree to which students can apply framework learning, both with and without technology, to enhance the efficacy of the treatment provided (Pizzuti et al., 2020).

Format for Evaluating Learning Outcomes

The Likert scale has been utilized in this setting to explore the alignment between the program’s stated objectives and achieved outcomes. These findings have been leveraged to assess learner advancement and potential. Studies have utilized it to evaluate the congruence between the program’s intended outcomes and actual student attitudes, behaviors, and comprehension shifts. The data from the assessment were utilized to identify areas of instruction requiring enhancement to facilitate the most significant improvement in student performance (Huang et al., 2023).

Criteria Employed to Evaluate the Format

The assessment criteria for the format encompass comprehensiveness, user-friendliness, flexibility, validity, and reliability. It ensures a comprehensive evaluation of all pertinent learning objectives and program outcomes. This format facilitates a thorough assessment of the entire educational journey. The format is designed to be user-friendly, promoting ease of completion for students and encouraging high levels of participation and genuine feedback. Its flexibility allows for adaptation to various courses and learning environments in diverse educational settings. The evaluation format is engineered to gauge the course’s effectiveness across different contexts (Huang et al., 2023).

Ensuring Validity and Reliability in Course Evaluation Methods

The evaluation process, which incorporates both open-ended and closed-ended questionnaires, demonstrates strong validity and reliability. With a reliability rate of 94%, the Likert Scale yields widely recognized and trusted results, hence serving as the foundation for this assessment (Taira et al., 2021).

Strengths of the Likert Scale

• Ease of Use
• Answer Options with Measurable Quantities
• Respondents confidently complete questionnaires
• Responses can be efficiently coded
• A swift, dependable, and effective method for assessment and data collection (Jebb et al., 2021).

Weaknesses of the Likert Scale

• It can be challenging to address responses categorized as “neither agree nor disagree.”
• Individuals may tend to agree with all statements if they tend to approve.
• Respondents may not always provide completely honest responses.
• There is a possibility of incomplete surveys or assessments (Taira et al., 2021).

Executive Summary

The course evaluation for HTM utilized a comprehensive assessment template, incorporating the Likert scale for its reliability and validity. The evaluation aimed to gauge alignment with program objectives, student growth, and proficiency in healthcare IT. Learning outcomes were assessed across cognitive, psychomotor, and affective domains. These outcomes revealed advancements in critical thinking and technological proficiency. The evaluation process relied on assumptions. The assumptions were regarding the correlation between educational quality and instructor effort, standardized course objectives, and the application of technology in healthcare. The assessment criteria focused on comprehensiveness, user-friendliness, and flexibility, ensuring a thorough evaluation of program effectiveness. Despite the strengths of the Likert scale, challenges included addressing neutral responses and ensuring respondents provided honest feedback. The evaluation process offered valuable insights into program outcomes and areas for improvement. (Jebb et al., 2021).

References

Ephraim, N. (2020). Mentoring in nursing education: An essential element in the retention of new nurse faculty. Journal of Professional Nursing, 37(2), 306–319. https://doi.org/10.1016/j.profnurs.2020.12.001 

Harerimana, A., & Mtshali, N. G. (2020). Using exploratory and confirmatory factor analysis to understand the role of technology in nursing education. Nurse Education Today, 92, 104490. https://doi.org/10.1016/j.nedt.2020.104490 

Huang, H.-M., Huang, C.-Y., Lin, K.-C., Yu, C.-H., & Cheng, S.-F. (2023). Development and psychometric testing of the clinical reasoning scale among nursing students enrolled in three types of programs in Taiwan. Journal of Nursing Research, 31(2), e263. https://doi.org/10.1097/jnr.0000000000000547 

Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key likert scale development advances: 1995–2019. Frontiers in Psychology, 12(1), 1–14. https://doi.org/10.3389/fpsyg.2021.637547 

NURS FPX 6111 Assessment 3 Course Evaluation Template

Pizzuti, A. G., Patel, K. H., McCreary, E. K., Heil, E., Bland, C. M., Chinaeke, E., Love, B. L., & Bookstaver, P. B. (2020). Healthcare practitioners’ views of social media as an educational resource. Plos One, 15(2), e0228372. https://doi.org/10.1371/journal.pone.0228372 

Taira, B. R., Kreger, V., Orue, A., & Diamond, L. C. (2021). A Pragmatic Assessment of Google Translate for Emergency Department Instructions. Journal of General Internal Medicine, 3361–3365. https://doi.org/10.1007/s11606-021-06666-z