NURS FPX 6111 Assessment 4 Program Effectiveness Presentation
Philosophical Approaches to Evaluation
There are multiple philosophical approaches to the evaluation of nursing informatics courses. They are as follows:
DIKW Theory
Data, Information, Knowledge, and Wisdom (DIKW) is a theory that is responsible for collecting data in its raw form which is then combined to produce information. This information is compared with the available evidence to derive knowledge which is used to increase wisdom regarding the relevant subject (Dammann, 2019). In this case, DIKW is associated with the provision of data, information, knowledge, and wisdom for nursing informatics to students which aims to increase the knowledge about the use of technology integrated with healthcare services.
Benner’s Model
This model classifies learners as a novice, advanced beginners, competent, proficient, and experts. It assesses the learner’s ability to understand, learn, and solve problems based on their expertise in nursing informatics. The model states that the nurses who are a novice and possess nil knowledge about nursing informatics, learn throughout the course duration to improve their skills, practical knowledge clinical knowledge of the use of technology integrated with healthcare services (Paul et al., 2019).
NURS FPX 6111 Assessment 4 Program Effectiveness Presentation
Formative assessments are utilized to assess the learner’s ability to effectively use integrated healthcare with technological advancements during the study. Summative assessments assess the learner’s ability to utilize knowledge after the course of nursing informatics has been completed. Both of these assessments are effective in measuring the ability of the students to effectively implement the knowledge gained during and throughout the course (Tseng et al., 2021).
Evidence to Support the Explanation
DIKW Theory, Benner’s Model, and Formative and Summative Assessments aim to collect, analyze, and derive information regarding the use of information technology integrated with healthcare services. This model aims to provide the students with information regarding the use of simulation-based healthcare services, Artificial Intelligence (AI), and other technologies such as automated IV pumps, EMR, and remote monitoring services to the students. These models aim to assess the learning of the learners during and after the completion of the nursing informatics course (Tseng et al., 2021).
Program Evaluation Process
The nursing Informatics course evaluation process is as follows:
Assessment
In this phase, information is collected from the students through questionnaires and survey forms. This information is collected from the students while keeping their identities anonymous. The collected data ensures that the information is collected through a proper channel and the questions are closed-ended to provide specific answers to questions.
Diagnosis
The data which is collected is then compiled to derive specific information regarding the course –Nursing Informatics. The data provides information regarding the relevance of nursing education and the ability of the course to develop technological skills regarding the provision of effective healthcare services.
Planning
The information from the diagnosis is used to provide analysis regarding the success of the course. Whether the course was able to inculcate in nursing students the use of technology to provide safe and quality care to patients.
Implementation
In the implementation phase, specific changes are instilled in the course to ensure that any shortcomings are eliminated and that the course succeeds in increasing the nurse’s cognitive, affective, and psychomotor domains.
Evaluation
Evaluation of the course was done by distributing questionnaires and survey forms among the students. This evaluation aims to assess whether the implemented changes added benefit to the existing Nursing Informatics course. Likert Scale was used as the evaluation tool for its reliability score of 94% (Hancock & Volante, 2020).
Limitation of Process Steps
The limitation of the process steps include:
- Lack of availability of data due to lack of participation by students.
- Errors while collecting the survey forms (miss collection of data).
- Wrong implementation of technology while collecting data (open-ended questions or closed-ended questions).
- Errors while analyzing the data due to the use of wrong analytical techniques.
- Poor skills employed for evaluation of the data including wrong timing for conducting program evaluation. This refers to improper timing for conducting formative and summative assessments.
Model for Program Improvement
The model employed for program improvement of Nursing Informatics includes Plan-Do-Study-Act (PDSA) cycle. This is a renowned method for providing information regarding the changes which need to be implemented in a plan, in this case in the Nursing Informatics Course. The plan aims to assess the course’s learning outcomes with the actual learning outcomes. It assesses the methodologies used to increase the knowledge of the students regarding the use of technology integrated with healthcare services. Along with this, the model assesses the efficacy of simulation-based learning and the use of evidence-based practices in nursing education to evaluate the learning of the students. The model will assess whether the students can effectively implement their cognitive thinking, psychomotor skills, and affective skills in simulation-based learning to provide safe, quality, and justified care to the patients (mannequin).
NURS FPX 6111 Assessment 4 Program Effectiveness Presentation
The data collected will be subjected to analysis to assess if the students have learned, can imply, and effectively use technology integrated with healthcare services in patients. If the assessment provides gaps between the learning outcomes of the course and the actual learning outcomes, a plan will be devised to bridge these gaps. The plan will then be implemented and after three months, the evaluation will be carried out again to assess the bridging of gaps. The data will be collected through questionnaires and will be evaluated by the Likert Scale to assess the student’s learning in simulation-based learning (Zann et al., 2021).
Limitations
Limitations of the PDSA cycle include the following:
- Lack of frequent data collection
- Collection of data at the wrong time
Data Analysis for Ongoing Program Improvements
Data analysis provides information about the changes which are needed in the ongoing program in nursing education. This information would provide information regarding the success of the ongoing exam. Frequent collection of the data will provide authentic information regarding the success of the ongoing program which is assessed by the Likert Scale. Data analysis throughout the program will provide information about the success status of the program which will provide information regarding the implementation of timely changes if required to the program. This will ensure that the student’s education is not hampered and continuous effective learning of technology integrated with healthcare services is in progress. Analysis of the ongoing program will also provide information regarding the effectiveness of the program in students learning and will assess if the students can effectively provide healthcare services through the use of technology.
Knowledge Gaps
The use of closed-ended questions instead of open-ended questions contributes to the limited collection of answers from students. As the questionnaires allow the students to give limited answers, the information gathered is not complete and does not provide detailed answers for the evaluation of the data. Therefore, the student’s queries and problems cannot be catered as a result improvements which are required cannot be implemented to improve the course.
References
Dammann O. (2019). Data, information, evidence, and knowledge: A proposal for health informatics and data science. Online Journal of Public Health Informatics, 10(3), e224. https://doi.org/10.5210/ojphi.v10i3.9631
Hancock, P. A., & Volante, W. G. (2020). Quantifying the qualities of language. PloS One, 15(5), e0232198. https://doi.org/10.1371/journal.pone.0232198
Paul, F., Abecassis, L., Freiberger, D., Hamilton, S., Kelly, P., Klements, E., LaGrasta, C., Lemire, L., OʼDonnell, E., Patisteas, E., Phinney, C., Conwell, K., Saia, T., Whelan, K., Wood, L. J., & OʼBrien, P. (2019). Competency-based professional advancement model for advanced practice RNs. The Journal of Nursing Administration, 49(2), 66–72. https://doi.org/10.1097/NNA.0000000000000719
Tseng, L. P., Hou, T. H., Huang, L. P., & Ou, Y. K. (2021). Effectiveness of applying clinical simulation scenarios and integrating information technology in medical-surgical nursing and critical nursing courses. BMC Nursing, 20(1), 229. https://doi.org/10.1186/s12912-021-00744-7
Zann, A., Harwayne-Gidansky, I., & Maa, T. (2021). Incorporating simulation into your plan-do-study-act cycle. Pediatric Annals, 50(1), e25–e31. https://doi.org/10.3928/19382359-20201213-01
