NURS FPX 6111 Assessment 3 Course Evaluation Template

NURS FPX 6111 Assessment 3 Course Evaluation Template

Course Evaluation Template on Bullying Education in Nursing

Evaluating educational programs is just as crucial to any curriculum as the delivery of nursing courses. To establish the value of the topic it is evaluating, an assessment utilizes criteria, which are a set of norms. Therefore, the course assessment is a survey that the instructor distributes after the course to gather data on what the learner liked and disliked and if the learning module’s objectives were reached (Sidhu & Park, 2018). These assessments also allow learners to receive teacher feedback, enabling them to assess if the knowledge they have acquired will be applied and providing them with a means of raising the educational value (Tawafak et al., 2019).

The following assessment form was developed to assess the results of the program. The goal of utilizing this scale is to gauge the student’s proficiency with computing and data analysis. The Likert scale is trustworthy and valid. The one we utilized for our examination of assessments contains five levels of agreement (strongly agree, agree, neutral, disagree, and strongly disagree) on a given topic (Boateng et al., 2018).

NURS FPX 6111 Assessment 3 Course Evaluation Template

Analysis of the assessment criteria is one metric that may be used to ascertain whether or not the outcomes were met. As was already indicated, the criteria feature gradations from complete agreement to complete dissent. Analyzing the criteria allows one to see if a student has agreed or disagreed with the program outcomes as a result of their learning. Using the survey responses, we can calculate the percentage of learners who agree they have learned. And how to utilize technology in healthcare compared to those who disagree or partially understand the program outcomes. This offers a quantifiable approach to gauging success in 

terms of desired objectives. As learners progress through the course, the template will measure their level of contentment and the success of the program (Padilha et al., 2019).

Template for Evaluating Learning Outcomes

The Likert Scale will be used to evaluate the success of the course’s teaching and learning methods. Learners’ responses on these forms will be compiled, analyzed, and evaluated to achieve this goal. In this exercise, the learner’s comments will be sorted into three piles: disagreement, partial agreement, and agreement. The percentages of learners who are confident in their knowledge and those who are not will be determined based on their answers. The answers will reveal the degree to which the student is prepared to use bullying education in integrated settings. The aforementioned form can be used to evaluate success in learning by assessing learners’ test scores. The Likert scale will be used to corroborate the results of the study (Brown Tyo & McCurry, 2019). The learning outcomes and learners’ levels of mastery of those goals may then be obtained directly from the template.

Assessment Strategies

Assessment strategies will include open-ended and closed-ended questions to provide students with a more well-rounded experience and better assess the course material. The purpose of the course evaluation is to find out if the students learned what they were supposed to learn from the beginning to the end of the course, based on the learning outcomes, program results, and instructional methods employed (Rajak et al., 2019).

Cognitive, Psychomotor, and Affective Domains

Table 1: Outcomes of Learning in the Areas of Thought, Action, and Emotion

Instructions:  You have an assessment template to check if course material matches program learning objectives and results. Whether you develop your learning skills and can effectively use strategies to face the challenges of bullying.  Before picking an answer (from “strongly disagree” to “strongly agree”), you should think carefully about the information shown in the table. From the following options, only one can be chosen.

Course Name: Nursing Bullying Education

Faculty Name:

Date

Learning Outcomes:

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

I feel comfortable conducting evidence-based activities linked to bullying and being bullied to control victimization in the workplace.

     

I am comfortable overcoming myths related to bullying and being bullied by others.

     

I can communicate with interprofessional teams to improve outcomes while understanding how bullying affects others’ health and well-being.

     

 

I am comfortable effectively conducting evidence-based practices concerning bullying in their everyday life.

     

 

Learning from the Course contributed to:

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Cognitive domain

     

I can now apply new information to improve my skills and strategies for preventing and managing to bully.

     

I can now use the knowledge I have acquired to improve my patients’ outcomes and my capacity to collaborate successfully across disciplines.

     

I can now think critically and analyze information in a variety of healthcare contexts.

     
  • I can now logically deal with anger-provoking situations.
     

The psychomotor domain (with and without technological support, in learning simulations)

     
  • I feel confident in recognizing other healthcare professionals’ different roles, responsibilities, and expertise.
     
  • I feel confident to modify communication methodologies in bullying situations with patients/caregivers/healthcare team
     
  • I can now educate other providers/members of the healthcare team on bullying prevention and education
     
  • I can change my screening and prevention practice of bullying toward others.
     

The Affective domain (Emotions involved in learning with and without the use of simulations)

     
  • I can now effectively collaborate with other healthcare team members respectfully.
     
  • I can now effectively address the requirements of patients
     

I have learned to admire the thoughts of the interdisciplinary team.

     
  •  
     

Assumptions

Based on these assumptions, we may evaluate the assessment:

  1. The instructor’s efforts are inversely correlated with the effectiveness of learner performance.
  2. The program goals or student objectives should be standardized to guarantee that students are offering truthful and trustworthy evaluations.
  3. There is a connection between bullying education in nursing and other healthcare services.
  4. The student’s capacity to make appropriate use of simulation-based learning regarding bullying in various situations to raise the standard of care (Divecha & Brackett, 2019).
  5. The student’s capacity to face workplace bullying challenges by challenging their cognitive thinking, psychomotor competence, and emotional domains (Kukulska-Hulme et al., 2022).

Evaluation Method

There are several approaches to assessing learning modules, but the ones that are chosen should be done carefully. Decisions can also be made using a formal assessment based on the value of the learning module and a summative evaluation. At the same time, a mixed-method approach can be employed to acquire insightful information. Questions on bullying education in nursing evaluation will focus on the learners’ satisfaction or dissatisfaction with the lessons they have learned. By evaluating three separate areas (instruction, aims, and relevance) and providing comments after the evaluation, the evaluation tool enables learners to provide feedback to the teacher (Hogan et al., 2018).

Evaluation of Program and Learning Outcomes

Table 2: The Course Met the Stated Program Outcomes

The Course met the Stated Program Outcomes:

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Understanding how bullying affects others’ health and well-being can help you interact with interprofessional teams to improve outcomes.

     

Engage learners in activities dealing with bullying and being bullied that are supported by research to improve students’ health and well-being.

     

Learners will begin to dispute common beliefs about bullying and being the target of bullying.

     

Learners may successfully implement strategies based on empirical data to prevent bullying in their daily lives.

     

Here, we utilize the Likert scale to check for coherence among our stated goals for the program’s instruction, expected results and assessed results. In this way, we can see how well the program’s intended results correspond to the actual changes in learners’ attitudes and abilities. Measurement results have been analyzed to determine which areas of instruction should utilize more emphasis to improve learners’ knowledge retention (Serafin et al., 2020).

Format Evaluation Criteria

NURS FPX 6111 Assessment 3 Course Evaluation Template

The evaluation is graded according to the Likert Scale questions. There are five different scales for pupils to use (strongly agree to strongly disagree). Learners can select from among these alternatives to provide both specific and correct answers, with a minimum chance of error (De et al., 2021).

Validity and Reliability

There is a great deal of validity and dependability in both the open-ended and closed-ended questions used in the assessments. The Likert Scale’s scores are regarded as credible because of their 94% dependability. Due to its high degree of consistency, it was chosen as the basis for this review (Jebb et al., 2021).

Benefits of Using a Likert Scale

  1. The sale is easily implemented and measurable choices for answers. 
  2. The respondents easily answer as the coding of the answers is easy. 
  3. This is a quick, effective, and efficient method of evaluation and data collection (Jebb et al., 2021).

The Likert Scale Drawbacks.

  1. It is challenging to accept replies that fall into the neither agrees nor disagrees category. 

  2. The respondents tend to agree with every statement due to acquiescence bias.

  3. Sometimes, respondents just lie while answering questions and give false information. It is possible that the survey or questionnaire will not be completed.

Executive Summary

The final evaluation for Bullying Education in Nursing will be conducted by the stated aims of the program. In particular, assessments and questions related to Cognitive, Psychomotor, and Affective domains from the Bullying Education in a nursing module may be found in table 1. To ensure that the lessons learned in the assessment are put into action and that attitudes and actions toward patients and coworkers shift, it is crucial to monitor their progress. In addition, the nurse educator relies heavily on the learners’ post-course evaluation, which provides insightful feedback on how well the training module was received (Burgess et al., 2020). The success of a learning module depends on the student’s impressions of it, thus it’s important to have a sense of how they feel about it. It is beneficial since it increases the likelihood that learners will be pleased with and get the most out of the learning module than if they had a poor impression of it (Rajabalee & Sanally, 2020).

 The final assessment covers material from the student’s understanding to their feelings and actions. Cognitive function, on the other hand, refers to how learners take in information, process it, and apply what they have learned in the form of new knowledge and skills. While psychomotor and affective, attitudinal skillsets are crucial, cognitive abilities are essential for topic mastery and transfer (Horsburgh & Ippolito, 2018). The cognitive outcomes of Bully Education in nursing include the ability to recognize, list, and retain the content, whereas the emotional outcomes include acknowledgment, asking and answering, and behaving willingly to react. Following examples, imitating, assembling, and executing are all part of the psychomotor domain, but without the cognitive ability to interpret and select, there is nothing there (Horsburgh & Ippolito, 2018). 

References

NURS FPX 6111 Assessment 3 Course Evaluation Template

Boateng, G. O., Neilands, T. B., Frongillo, E. A., Melgar-Quiñonez, H. R., & Young, S. L. (2018). Best practices for developing and validating scales for health, social, and behavioral research: A Primer. Frontiers in Public Health, 6(149).

https://doi.org/10.3389/fpubh.2018.00149

Brown Tyo, M., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing Education Perspectives, 40(1), 11–17. 

https://doi.org/10.1097/01.nep.0000000000000375

Burgess, A., van Diggele, C., Roberts, C., & Mellis, C. (2020). Feedback in the clinical setting. BMC Medical Education, 20(S2). 

https://doi.org/10.1186/s12909-020-02280-5

Divecha, D., & Brackett, M. (2019). Rethinking school-based bullying prevention through the lens of social and emotional learning: A bioecological perspective. International Journal of Bullying Prevention, 2, 93–113. 

https://doi.org/10.1007/s42380-019-00019-5

Hogan, R., Orr, F., Fox, D., Cummins, A., & Foureur, M. (2018). Developing nursing and midwifery students’ capacity for coping with bullying and aggression in clinical settings: Students’ evaluation of a learning resource. Nurse Education in Practice, 29, 89–94.

https://doi.org/10.1016/j.nepr.2017.12.002

Horsburgh, J., & Ippolito, K. (2018). A skill to be worked at: using social learning theory to explore the process of learning from role models in clinical settings. BMC Medical Education, 18(1). 

https://doi.org/10.1186/s12909-018-1251-x

Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances 1995–2019. Frontiers in Psychology, 12.

 https://doi.org/10.3389/fpsyg.2021.637547

Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Guitert, M., Herodotou, C., Maina, M., Prieto-Blázquez, J., Rienties, B., Sangrà, A., Sargent, J., Scanlon, E., & Whitelock, D. (2022). Innovating pedagogy 2022 : exploring new forms of teaching, learning and assessment, to guide educators and policy makers. In eduq.info. Institute of Educational Technology, The Open University. https://eduq.info/xmlui/handle/11515/38577

Padilha, J. M., Machado, P. P., Ribeiro, A., Ramos, J., & Costa, P. (2019). Clinical virtual simulation in nursing education: Randomized Controlled Trial. Journal of Medical Internet Research, 21(3), e11529. 

https://doi.org/10.2196/11529

Rajabalee, Y. B., & Santally, M. I. (2020). Learner satisfaction, engagement and performances in an online module: Implications for institutional e-learning policy. Education and Information Technologies, 26

https://doi.org/10.1007/s10639-020-10375-1

Rajak, A., Shrivastava, A., & Tripathi, A. (2019). An approach to evaluate Program outcomes and program educational objectives through direct and indirect assessment tools. International Journal of Emerging Technologies in Learning (IJET), 14(23), 85–97. https://www.learntechlib.org/p/217241/

Serafin, L., Sak‐Dankosky, N., & Czarkowska‐Pączek, B. (2020). Bullying in nursing evaluated by the Negative Acts Questionnaire‐Revised: A systematic review and meta‐analysis. Journal of Advanced Nursing.

 https://doi.org/10.1111/jan.14331

Sidhu, S., & Park, T. (2018). Nursing curriculum and bullying: An integrative literature review. Nurse Education Today, 65, 169–176. 

https://doi.org/10.1016/j.nedt.2018.03.005

Tawafak, R. M., Romli, A. M., & Alsinani, M. J. (2019). Student assessment feedback effectiveness model for enhancing teaching method and developing academic performance. International Journal of Information and Communication Technology Education, 15(3), 75–88. 

https://doi.org/10.4018/ijicte.2019070106

 

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