Client Name
Capella University
NURS-FPX6111
Instructor’s Name
August 2024
Course Evaluation Template
The evaluation templates are designed to produce results regarding the learning outcomes of the students and identify the effectiveness of the course provided for the better performance of students in the healthcare industry (Jabour, 2021). Many evaluation strategies can be used to assess the information and knowledge of the students along with their skill development by providing them with resources specified in the course objectives and the curriculum agenda. The course Health Data Analytics and Technology in Nursing is designed to upgrade the learning of the students with the advancements in the healthcare industry and to improve their competency in the healthcare settings for the future.
The evaluation method that will be used in this assessment to evaluate the learning outcomes of the students is the Likert scale which consists of five criteria that have their significance and provide a deep insight into the quantitative evaluation of the student’s information assessment (Silva et al., 2024) . The quantitative data make it easy to perform the necessary actions required to improve the learning of the students along with the inclusion of three basic evaluation domains that are cognitive, psychomotor, and affective.
The three domains evaluate different aspects of the student’s data ensuring the effectiveness of critical thinking skills, clinical practical application of information using technology involves managing electronic records of patient information and communicating effectively with the patient by providing emotional support and understanding the concerns of the patients. The learning outcomes and program outcoems need to be in alignment to ensure that the students acquire effective knowledge and they can use that knowledge in the clinical setting.
| Instructions: The evaluation of the curriculum effectiveness can be identified by providing students with a survey based on the learning outcomes and using the Likert scale students need to self-assess their learning regarding each criterion to effectively understand the level of student’s knowledge and development of the skill set. Students need to understand and read each criterion to choose one option for each specific criterion. | |||||
| Course Title: Health Data Analytics and Technology in NursingFaculty Name:Date:Learning Outcomes: | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree |
| I can identify the statistical and clinical results of the course of health data analytics. | |||||
| I can implement data-driven analytics to prevent patient diseases. | |||||
| I can use technology in evidence-based nursing practices. | |||||
| Interdisciplinary team collaboration has been improved and communication become more effective through the integration of technology in my experience. | |||||
Relation Between Learning Outcomes and Evaluation Table
The evaluation table is designed to relate the learning outcomes with the program objectives and the outcomes. Student’s effective learning assessment will only be possible by determining the content that is provided to the students must be in alignment with the course objectives mentioned in the curriculum (Chan et al., 2019). Evaluation of all three domains is dependent on the results produced by the students in the evaluation survey regarding the effectiveness of the curriculum and the course provided to the students. These results will help the students and the instructors to identify gaps in knowledge and improve strategies to effectively provide accurate information to the students that will help them in the future.
Assessment Strategies
The survey designed for the curriculum evaluation is based on the evidence-based evaluation strategy (Hung et al., 2019). The survey aligns the course outcomes with the learning outcomes of the students to effectively evaluate the curriculum objectives in advancing the knowledge of the students and improving their skills. The Likert scale is efficient in determining the self-assessment response of the students between the range of five points. Students are encouraged to provide open feedback regarding the efficiency of the curriculum along with the quantitative assessments of the student’s learning (Nuuyoma, 2021). The enhancement of the collaboration of interdisciplinary teams by using technology indicates the integration of healthcare technology in the practical assessments of the students along with providing them the enhanced interdisciplinary collaboration for improved opinions and efficient results.
Appropriate Assessment of Cognitive, Psychomotor, and Affective Domains
| The effectiveness of the course in the development of: | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree |
| Cognitive Domain: | |||||
| I can make effective decisions. | |||||
| I have enhanced my critical thinking abilities. | |||||
| I can present efficient reasoning about the patient’s condition and its effective solution. | |||||
| I am efficient in using the technological skills I have learned in my course. | |||||
| Psychomotor Domain: | |||||
| I am proficient enough to use wireless scales in my healthcare practice. | |||||
| I am an expert in maintaining the electronic records of patient data. | |||||
| I can use virtual stethoscopes efficiently. | |||||
| I have great expertise in using blood pressure monitoring machines. | |||||
| Affective Domain: | |||||
| I can effectively consider the needs of the patients. | |||||
| I am confident that I can meet the expectations of the patients regarding the healthcare provided to them. | |||||
| I can now effectively listen to and respond to the emotional concerns of the patients. |
Assumptions
- Appropriate opportunities and resources have been provided to the students to develop the skills required for the effective evaluation of cognitive, psychomotor, and affective domains.
- The technological tools are provided to the students t enhance their skills regarding the use and implementation of technology in a healthcare setting.
- This is an assumption that students are competent enough to use their effective skills in effectively communicating with the students.
Evaluation Format that Assesses Learning Outcomes
| The achieved learning and program outcomes | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree |
| The collaboration of interdisciplinary teams holds great significance in improving health outcomes through the use of technology. | |||||
| I have developed efficiency in identifying the authenticity of research papers based on clinical settings and their statistics. | |||||
| I can effectively generate management plans for improved care coordination provided to the patients. | |||||
| I can effectively describe the results of the medical procedures identified by the use of technology. |
The program outcomes must comply with the learning objectives of the course provided by the effective curriculum strategy to improve the skill level of the students and enhance their practical ability for effective performance in the healthcare industry (Mustafa et al., 2022). The Likert scale used here will provide a quantitative analysis of the outcomes of the program which are easily understandable and improvable by the students and the curriculum evaluation and review committee. This scale will provide feedback regarding the learning outcomes of the students along with the outcomes of the program.
Format Evaluation Criteria
The evaluation criteria for the learning program are given below;
- Identification of the alignment of questionnaire outcomes with the program outcomes.
- Does the format allow the evaluation of different skills including theoretical, analytical, collaborative, and so on?
- Determination of the language strategy in which instructions are provided to the students.
- Assessment of the Likert scale in ensuring that it generates results from overall evaluation perspectives.
- Does the format have the option of providing open feedback so that students can elaborate on their concerns?
- Are the outcome results effective enough to be utilized to improve the program deliverance?
Validity and Reliability of Evaluation Methods
The validity of the evaluation refers to the fact that the method applied for the assessment of the learning outcomes must be in alignment with the course objective and learning content provided to the students and it should clearly define its intentions while defining the questions (AlHashimi et al., 2023). It reflects the effectiveness of the evaluation method in measuring the intended response of the students to provide feedback to the students regarding the improvements needed. It is used to assess whether the students are satisfied with the objectives of the program and the program outcomes. Reliability ensures that the results are constant when applied under different conditions and situations. The Likert scale is used to evaluate the outcomes of the patients in a measurable form that can be used to implement improvement strategies effectively and efficiently.
Strengths of the Likert Scale
The strengths of the Likert scale in evaluating the learning outcomes of the students and program outcomes are given below;
- Provides measurable quantitative data.
- Simple to design and easy to use.
- In-depth assessment of the knowledge.
- Consistency in the questions and standardized format.
- It can cover different domains and topics.
Weaknesses of the Likert Scale
The weaknesses of the Likert scale are given below;
- There could be biases in the responses of the students
- No reasoning opportunity is provided in the Likert scale
- Students may face confusion regarding the understanding of Likert scale points
- Self-reported data can conflict with the actual response.
Executive Summary
The effective evaluation template is designed to assess the alignment of the learning objectives of the course provided to the students and its outcomes (Jabour, 2021). The evaluation method uses the Likert scale to effectively administer the responses of the students regarding learning outcomes so that they can be efficiently compared with the objective of the program stated in the course curriculum to identify whether it is valid and reliable for the students (Huang et al., 2023). The evaluation also identifies the development of skills in different domains including cognitive, psychomotor, and affective to understand the student competency for the future healthcare industry.
These domains are effective in determining the advanced skill development regarding the use of data analytics and technology in the nursing practice as they deal with thinking and problem-solving abilities, practical application of technology using electronic health records and virtual stethoscopes along with the improved communication with the patients to provide emotional support and consider tehri concerns and needs. The Likert scale method is used for evaluation purposes as it is simple and effective in assessing the quantitative aspects of students’ learning and covers all the three domains that are necessary to integrate for the effective response determination of the students.
The validity and reliability aspects of the evaluation are used to determine whether the assessment is based on the course content provided to the students along with the alignment of course objectives mentioned in the curriculum (AlHashimi et al., 2023). Content validity is necessary to ensure the clear understanding of the students regarding the questions provided in the assessment and construct validity ensures that all the domains covered in the assessment must be in alignment with the content of the course. Reliability refers to the consistency of the results which can be ensured by providing clear instructions and pilot testing the assessment.
NURS FPX 6111 Assessment 3 References
AlHashimi, K., Said, U. N., Khan, T. N., AlHashimi, K., Said, U. N., & Khan, T. N. (2023). Formative objective structured clinical examinations (osces) as an assessment tool in uk undergraduate medical education: A review of its utility. Cureus, 15(5). https://doi.org/10.7759/cureus.38519
Chan, A. K., Botelho, M. G., & Lam, O. L. (2019). Use of learning analytics data in health care–related educational disciplines: Systematic review. Journal of Medical Internet Research, 21(2), e11241. https://doi.org/10.2196/11241
Huang, H., Huang, C., Lin, K., Yu, C., & Cheng, S. (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
HUng, H., Wang, Y., Feng, J., Wang, C., Lin, E. C., & Chang, Y. (2019). Evidence-based practice curriculum development for undergraduate nursing students. Journal of Nursing Research, 27(4), e30. https://doi.org/10.1097/jnr.0000000000000298
Jabour, A. (2021). Knowledge of e-health concepts among students in health-related specialties in saudi arabia. Informatics in Medicine Unlocked, 25, 100654. https://doi.org/10.1016/j.imu.2021.100654
Karaman, F., KavgaoGlu, D., Yildirim, G., Rashidi, M., Ünsal Jafarov, G., Zahoor, H., & Kiskaç, N. (2023). Development of the educational leadership scale for nursing students: a methodological study. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-023-01254-4
Mustafa, A., Omar, M., Alnair, N. M., Gesmalla, A. A., Ahmed, N. A., Elemam, N., Aziz, N., Eltayeb, M., Nu, S., Yoss, S., Blount, S., Badawi, T., & AlamElhuda, D. (2022). Evaluating the effects of training to improve teaching skills of health sciences educators in sudan. Advances in Medical Education and Practice, Volume 13, 427–441. https://doi.org/10.2147/amep.s340973
Nuuyoma, V. (2021). Feedback in clinical settings: Nursing students’ perceptions at the district hospital in the southern part of Namibia. Curationis, 44(1). https://doi.org/10.4102/curationis.v44i1.2147
Silva, L. I., Lastra, R., Monroy, A., Martín, M. M., Méndez, A. M., Saldaña, M., & Moreno, G. (2024). A scale for assessing nursing students’ emotional competence: A validation study. Nurse Education Today, 133, 106046. https://doi.org/10.1016/j.nedt.2023.106046