Curriculum Evaluation

NURS FPX 6017 Assessment 3 Attempt 1 Curriculum Evaluation KP

Curriculum evaluation is the organized process of assessing the accomplishments and obstacles encountered during the education process. The curriculum is also created from the concept through the implementation stages, as well as assessment. Nursing leaders are in charge of several aspects of assessment, such as pupils, curricula, and assessment methods. In addition, when it comes to the review process, internal and external bodies are responsible for this. There are two kinds of assessment: summative and formative. Formative assessment occurs throughout the educational process (Sassanian & Shandi, 2018). Summative assessment includes the results of education when the education is completed. The goal of this project is to provide a framework for assessing Registered Nurses’ Baccalaureate of Science in Nursing (RN-BSN) programs by connecting important coursework to project goals and developing assessment rubrics to indicate student accomplishment of performance objectives. 

The Importance of Ongoing Curriculum Evaluation

Curriculum assessment is an essential component of every national education system. It serves as the foundation for curriculum policy choices, comments on continual curricula revisions, and curricula implementation methods. The main objectives of curriculum evaluation are as follows: The excellence with which government education policy is translated into educational practice, the current state of curricular content and procedures in terms of international, regional, and municipal problems, and the accomplishment of educational goals and objectives. Curriculum evaluation is an integral part of effectively implementing any new curriculum in any educational environment because it determines whether or not the newly adopted curriculum is achieving the desired outcomes and reaching the criteria that it has established. Another purpose of curriculum assessment is to gather the information that will aid in identifying areas that need to be improved or changed. To educate students for the changing health-care environment, the faculty of a public institution established a community-based bachelor’s degree curriculum. As the curriculum was being established, evaluation was planned.

Curriculum assessment seeks to analyse the influence of a systematic framework on student (learning) accomplishment to update the approved curricula as needed, as well as to review the educational process in the field. The curriculum provides a customizable framework for the education of health practitioners capable of satisfying societies immediate and long-term health demands. The curriculum equips graduates to work as professionals in emergency and protracted care, residential facilities, personal care, and other unconventional situations, as well as to pursue management positions and graduate studies. The BSN program has a comprehensive understanding of nurses, artistic, natural, and related fields (Online RN to BSN Curriculum | Maryville Online, 2022). In caring for people, groups, organizations, and demographics, the graduate employs well-developed problem-solving abilities. Curriculum assessment can also be used by government bodies for ownership and transparency. A pupil would, without a doubt, approach curriculum assessment differently than any of the foregoing categories. The sorts of assessments employed would also be determined by the aims of the evaluation. Formative assessment assists the curriculum creator in determining the success of new methods and identifying areas for improvement throughout the early phases of curriculum development. Curriculum evaluation may offer information on the relevance, performance, and productivity of the curriculum under the goals to be reached and the use of resources, which material is highly valuable as decision-making material whether the curriculum is still being applied but requires change or the curriculum should be updated with curricula.  curriculum review is essential for adapting to new advances, technological improvements, and changing market demands. 

In summary, curriculum assessment is crucial in delivering notification regarding areas of curriculum deficiency to carry out a process of reform for the better. It is also vital to consider not if the curriculum is currently being applied while evaluating its quality.

Important Criteria in Curriculum Evaluation

The factor that determines the curriculum usually include academic alignment, coherence with goals, and curriculum thoroughness. Authenticity and consistency are other important considerations. The most sophisticated and comprehensive criteria will involve monitoring learner outcomes under the suggested standards. To determine if the curriculum accomplished the goals, learners who completed the new curriculum will be assessed on the objectives goal areas to assess their comprehension (Button, 2021). This may be accomplished in the kind of student evaluation that focuses on essential areas. The assessment results will thereafter be published in comparison to graduating students from the standard BSN program. A solid curriculum includes the necessary teaching materials and meeting spaces, which are frequently the most favourable to learning.  It comprises the student-teacher interaction, the student support programme, health care services, educational and community initiatives, and other job experiences connected to learning. In terms of curriculum, framework is a set of criteria against which the various aspects of the curriculum are evaluated. The set of questions should be kept in mind when evaluating the curriculum creation process.

• Is the curriculum based on research or opinion?
• Is the curriculum forward-thinking?
• Are the curricular goals properly defined and stated?
• Are the precise goals stated in terms of behaviour?
• Does the curriculum’s material have both upstream and downstream continuity?
• Is there logical progression in the material and sub-divisions?
• Whether the curriculum’s contents are in line with the curriculum’s aims.
• Does the curriculum based on the aforementioned correspond to the specific academic levels?
• Is there enough opportunity for the formation of positive attitudes in the curriculum?
• To what extent do the curricula and training session enable the development of innovative people with problem-solving abilities?
• Is the curriculum concerned with the conservation of traditional ideals, standards, and legacy, as well as the potential to modify traditions or standards that may be stifling recent innovations?
• Does the curriculum reflect the individual’s learning needs?
• Is the material viewed as a unit problem or as a problem to be solved?
• Is the curriculum reflective of developmental difficulties, such as access to and usage of fundamental social care?
• It will be used to assess the various degree of proficiency or expertise required for appropriate achievement goals.
• Identify explicit aims for student knowledge; design a complete assessment strategy.
• Build valid and reliable assessment instruments and scoring methods.
• Identify procedures for collecting assessment data.
• Identify procedures for analysing and interpreting data and drawing conclusions (including analysis of the performance of various sub-groups of students);

Use of Pilot Testing in Curriculum Evaluation 

Pilot testing encompasses a variety of actions that enable us to examine various areas of program ahead of schedule. This may also be referred to as a test run or practice to assist us to identify any flaws or deficiencies in our strategy before implementing it. Three essential areas are involved in pilot experiments: project modelling, monitoring, and evaluation. To begin, we must reproduce real-life circumstances that convey the essence of the endeavour. If you’re gathering information, for example, gather a sample size of population and distribute the questionnaire, based on data gathering method (Pinilla et al., 2021). It is advisable to undertake a trial run before implementing a new curriculum or teaching approach. 

Pilot tests assist in improving the structure of instructional content and determining the best strategy to meet the educational goals. If we want to implement a new curriculum, then we need to do educational study to discover out what stakeholders think about it. To gain updates on different teaching approaches, plan a test class with the students, try out the technique, and even perform a formative evaluation. Pilot trials enable us to concentrate on key aspects of teaching techniques or curricula. It explains how much faculty preparation time, materials, and collaborative process skills are needed to meet the learning objectives. Pilot testing also assists in developing improved academic activities for people. It leads to better pedagogy and a more comprehensive learning program (Iheduru-Anderson, 2021).

Short-Term and Long-Term Evaluations for Curriculum Development

Assessment, which may be conducted in a variety of ways, helps both the instructor and the learner track progress toward accomplishing learning objectives. Formative evaluation refers to techniques that uncover and assess the teaching-learning process, challenges, and misunderstandings along the route. It offers powerful methods for shaping learning and may even help students’ take responsibility for their education as they comprehend that the purpose is to develop education rather than apply final grades. Students can examine themselves, their friends, or even the teacher via literature, tests, dialogue, and other means. In a nutshell, formative evaluation takes place during a class or course and aims to improve student accomplishment of educational objectives using ways that might support particular needs of the pupils. Questioning assists teachers to understand a student’s depth of understanding; nevertheless, this method must be utilised with caution in formative assessment sessions in order to preserve harmony in the discourse between the instructors and students. To accomplish this, instructors must need time to complete their questions and ensure that they are open-ended. As a consequence, students will have a better idea of what is required of them, which will aid in the development of their reasoning skills. Teachers must not only enable the provision of the course’s knowledge and skill requirements, but they must meet other duties such as seeking out possibilities for wider learning experiences, teaching professional ideas, and trying to encourage students to take independent learning, all of which can be improved if learners are given the techniques, they need to regulate their learning (Nomura et al., 2021). Teachers can be trained to aid students in being aware of their development and, as a result, be in a better position to succeed in the course by applying these strategies and understanding the actual goal of formative evaluations. 

The Summative evaluations, on the other hand, examine student learning, expertise, competency, or accomplishment at the end of an educational session, such as a module, course, or project. Summative evaluations are virtually always scored formally and are frequently significantly weighted. Summative evaluation may be utilised effectively in tandem with formative assessment, and educators might consider many tactics to integrate both methods. Summative assessment allows you to judge the efficacy of the curriculum in reaching the educational objectives after it has been fully produced.

Application of Evidence-Based Nursing Concepts, Theories, and Best Practices

Nurses study evidence-based practice (EBP) in a Bachelor of Science in Nursing (BSN) degree, which helps them identify treatment options that might benefit their patients (Li et al., 2019). In recent decades, EBP has emerged as a critical part of providing great patient care. EBP in nursing offers nurses scientific information that, when combined with real-time, information insight, allows them to make sound judgments. Nurses may remain up to speed on new medical standards for patient care by using EBP (Abu-Baker et al., 2021). Caregivers can improve their patients’ ability to fight infection by looking for established therapies that match their patients’ characteristics (Li et al., 2019). Caregivers might use EBP to analyse studies to understand the hazards or effectiveness of a diagnostic test or therapy.

Curriculum evaluation is important for determining the appropriateness, consistency, and result of every course in a curriculum. This academic dissertation makes a clear examination of Tyler’s Objectives-Centred Model (Li et al., 2019). This model finds situations that are loaded with chances for a pupil to freely express any corporeal action within the context of a pre-determined goal. The approach also identifies and builds dependable measures for evaluation and includes a framework for merging each instrument’s dependability, objectivity, and authenticity. These instruments are also used by the model to obtain assessed findings. The resulting findings are then considered in determining the observed range (Li et al., 2019). The method offers a framework for analysing results in terms of shortcomings and capabilities to apply curricular changes. It is quite simple to grasp and apply. It is methodical and logical. It concentrates on curriculum strengths and shortcomings rather than just on individual student achievement. It also underlines the significance of a continuous cycle of evaluation, discussion, and development.  Button (2021) conducted a study that exhibits the benefits of reflective practice on RN-to-BSN students by changing the nurses’ practice views and behaviours. Reflective practice is an identity path that leads to better learners. Reflection is utilised to promote both academic and practise nurse professional growth. Reflection helps student nurses acquire abilities in coping with emotions and feelings that arise during medical practice, better comprehend and improve their capacity to handle difficulties in the clinical context (Lie et al., 2019), and build analytical reasoning and research skills. Reflective practise also serves as a foundation for developing graduate nursing programmes (Portaging et al., 2020). Using the best available evidence is a vital skill for baccalaureate nursing students to master. Most nursing schools have sought to establish evidence-based practice (EBP) abilities through instructional strategies rather than clinical rotations. Button (2021), in an appeal for a radical transformation in the nursing curriculum, have recommended significant changes to that model, notably shifting “from a concentrate on trying to cover meaningful contexts knowledge to an increasing focus on teaching for a context of relative importance action in particular medical settings” and “from a pointed separation of classroom and clinical teaching to interdisciplinary teaching in all settings” EBP is being taught as meaningful contexts information, as Portaging stated, and the significance (Portaging et al., 2020). The initiatives that involve students in EBP projects in clinical settings, as well as educational programs, caregivers, and faculty to offer EBP knowledge and abilities, can minimize obstacles to, and boost enablers of, EBP (Portaging et al., 2020). 

The consequences of this evaluation are important for the development of specific nursing schools and hospital units, educational and clinical collaborations, health care research, and nationwide nurse accrediting organizations (Abu-Baker et al., 2021). Curriculum strategies that facilitate the integration of EBP capabilities outside of the classroom must be considered by nursing schools (Iheduru-Anderson, 2021). Clinical university graduates must be competent to have credibility and competence to help students in this critical education. Furthermore, academic and professional agencies must form significant collaborations that will result in advances in student learning as well as medical management operations.

The Appropriate Accreditation Body for a Selected Curriculum

Accreditation is a way to assure that universities and nursing educational programs satisfy criteria and demonstrate to the public that they provide quality learning opportunities for pupils. Accreditation safeguards the public in this way. Accreditation entails continuously monitoring and evaluating one’s personal programme to discover areas that need to be revised and engaging in an external evaluation, including a site visit, to ensure the requirements are satisfied (Portaging et al., 2020). Accreditation is classified into two types: organizational (at the educational level) and programming (at the discipline level). Accreditation for a certain field of studies, such as healthcare, commerce, architecture, or law, is done through programmatic or specialized accreditation. Programmatic accreditation is most commonly found in occupations, where it fulfils their obligation to assure the quality of programs to safeguard the public. At Maryville University, nursing education programs are accredited by one organization: the Commission on Collegiate Nursing Education (CCNE).  The CCNE accredits bachelor’s and master’s degree nursing programs, training registered nurse doctorate schools that provide the DNP degree, postgraduate Advanced Practice Registered Nurse (APRN) certificate programs, and entry-to-practice residency programs. 

A student who has not graduated from a recognised institution may find it difficult to sit for the National Council Licensure Examination for Registered Nurses (NCLEX) exam. The NCLEX test, which determines nursing candidate proficiency, is administered by the National Council of State Boards of Nursing. If a student is unable to take this exam, finding work as a caregiver may be difficult (Wood, 2020). This is true even if they hold a bachelor’s degree from a prestigious university. A student cannot become a fully registered nurse or RN if they do not pass the NCLEX exam. As a result, students should only enrol in CCNE-accredited online nursing programmes. Students must present their diploma and university details while applying for the NCLEX exam. The opportunity to participate in a graduate nursing school. All graduate nursing courses are evaluated by the CCNE. As a result, accreditation is the sole method for students to proceed in their nursing professions.

Only approved programs offer governmental scholarships or grants to nursing staff. As a result, if student’s desire financial support, they must participate in a program that is CCNE accredited (Wood, 2020). Over time, many nurses get a four-year or six-year degree. They might take a few classes each year and proceed at a more variable and slower pace. If a student seeks to transfer those credits, they must be from an approved university. In summary, unaccredited colleges do not deliver meaningful degrees to nurses. A student with a degree from an approved university, on the other hand, will be more competitive than other nursing candidates. Organizations will prefer to recruit nurses with degrees from institutions that have both sorts of accreditations rather than just one. With these perks, students should, wherever feasible, participate in a CCNE recognized programme. 

Overall, there are several CCNE-accredited online nursing schools. Many of them also have a range of time frames, easy entry criteria, and other perks. As a result, there’s no justification never to investigate online nursing schools if you want to earn your degree on your own time. A degree from an authorized nursing institution can change a nurse’s long-term employment path. The online RN to BSN degree and other nursing programs at Maryville University help to enhance nursing career if you’re looking for a career as a registered nurse and want to know what CCNE certification is and how it is significant.

Conclusion

To conclude, curriculum assessment is a continuous practice of acquiring, evaluating, integrating, and summarizing data to better understand what pupils know and will do. To support a program’s curriculum, program achievements must be evaluated. EBP in BSN program causes to help nursing staff in the treatment of their patients. Nursing programs are recognized by a variety of organizations, but each accrediting body wants the nursing program to review itself to verify that students are reaching instructional objectives. 

References

Abu-Baker, N. N., Ambulacrum, S., Obeidat, R. F., & Samarian, K. (2021). Evidence-based practice beliefs and implementations: a cross-sectional study among undergraduate nursing students. BMC Nursing, 20(1). https://doi.org/10.1186/s12912-020-00522-x

Button, L. (2021). Philosophical Foundations of Curriculum. Pressbooks.pub; Pressbooks. https://oer.pressbooks.pub/curriculumessentials/chapter/philosophical-foundations-of-curriculum/

Sassanian, Z. M., & Shandi, K. (2018). Nursing and midwifery students’ perceptions of educational environment and grade point average: a comparison between nursing and midwifery students. Electronic Physician, 10(7), 7107–7114. https://doi.org/10.19082/7107

Iheduru-Anderson K. C. (2021). Students’ perspectives of factors related to delayed completion of online RN-BSN programs. BMC Nursing, 20(1), 53. https://doi.org/10.1186/s12912-021-00574-7

Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98(39), e17209. https://doi.org/10.1097/MD.0000000000017209

Online RN to BSN Curriculum | Maryville Online. (2022). Maryville Online. https://online.maryville.edu/online-bachelors-degrees/rn-to-bsn/curriculum/

Nomura, B., Lass, E., Lazor, J., Zuccaro, L., & Hamza, D. M. (2022). Vitalizing the evaluation of curricular implementation: a framework for attending to the “how and whys” of curriculum evolution. Advances in Health Sciences Education: Theory and Practice, 27(2), 553–572. https://doi.org/10.1007/s10459-021-10083-6

Pinilla, S., Antisana, A., Klippel, S., Strike, W., Nissen, C., & Wendie, S. (2021). Curriculum development with the implementation of an open-source learning management system for training early clinical students: an educational design research study. Advances in Medical Education and Practice, 12, 53–61. https://doi.org/10.2147/AMEP.S284974

Portaging, S., Salsola, M., Ebadi, A., & Salsola, N. (2020). Accreditation of nursing clinical services: Development of an appraisal tool. Nursing Open, 7(5), 1338–1345. https://doi.org/10.1002/nop2.505

Wood, R. (2020). Transforming Education. Nih.gov; National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK209885/