Course Evaluation Template

In the Advanced Pediatric Nursing course, the competency and concerns of Nurse residents are assessed in this comprehensive assessment framework. This contains a standardized course evaluation form part of this assessment to determine the extent to which course mastery of the identified instructional objectives in terms of the three domains of learning: cognitive, psychomotor, and affective is achieved (Rim et al., 2022). It ensures a fair evaluation of students’ knowledge as theorists, clinicians, and professionals by offering tests in the form of written exams, clinical role-plays, self-assessments, and demonstrations. It ensures graduates as ready to practice pediatric nursing because it sustains the overall program of Nurse Residency Program at the Johns Hopkins Hospital and is in tune with the course goals.

Part One: Standardized Course Evaluation Template

Evidence-Supporting Assessment Strategies

The standardized course assessment form is employed to guarantee that all components of learning are regarded while properly assaying the cognitive, psychomotor, and affective domains of the course. The cognitive area consists of questions that relate to reasoning ability, problem-solving, and the ability to apply knowledge learned in real-life situations (Rodrigues et al., 2023). Research supports this view pointing out that the cognitive tests must compel the pupils to use, analyze, and integrate knowledge. Clinical skills and actual experiments that the students have learned in their training must be applied in a real-life scenario and items including hands-on activities, simulation exercises, and assessment of clinical skills are used to measure the psychomotor domain. In the affective domain, questions included aspects of nursing practice that address empathy, interpersonal communication, and professional demeanor.

Underlying Assumptions 

These tests are based on the understanding that; pupils will go through learning stages, elementary understanding, intermediate understanding, and mastery. There is an overwhelming idea that this will help them apply and even incorporate their information in authentic clinical situations (Poth et al.,2020). Besides, it is believed that providing comprehensive feedback which would include constructive criticism will foster more growth and enhanced learning in consonance with the recommended procedures in educational assessment.

Part Two – Executive Summary

The executive summary also gives a clear and comprehensive reiteration of the template for the course evaluation that has been standardized for the Advanced Pediatric Nursing course with an insistence on the matching of tested and assessment methods with learning objectives and the results of the program.

Domains-Cognitive, Psychomotor, Affective

Test, quizzes, case analyses and portfolio assignments are used to measure the students’ mastery of content and application of knowledge, problem-Solving, analysis and decision-making in the cognitive domain. Simulated based evaluation and clinical skill assessment, that involves the assessment of student’s physical ability and competency needed to practice nursing are assessed under the psychomotor domain (Børsting et al., 2020). Finally, in the final component of the emotional domain, the students also write reflective diaries, peer assessor and self-assessor, all to assess the attitudes, values and interpersonal skills which are very important in giving quality patient care.

Evaluation Format that Assesses Learning and Program Outcomes

Due to the systematic development of several forms of assessment such as, writing skills, critical thinking, assessment, quizzes, simulation, case study, and reflective journals, this template ensures all the learning outcomes are covered (Rezayi et al., 2022). This blocks of competencies provide this all-encompassing approach that enables a thorough evaluation of students’ clinical abilities, their professional attitude, and their knowledge of theory, which is of critical importance for the practice of pediatric nursing. The stated program outcomes such as quality advanced nursing interventions, evidence based care planning and accurate patient assessment are aligned with course content ensuring that the nurse residents can effectively deal with the challenging needs of pediatric healthcare facilities.

With the use of a range of quizzes, essays, and other assignments, and clinical simulations the template ensures that all the learning objectives are covered for assessment. This all round assessment of clinical competencies, professional comportment and knowledge attained by the students is very crucial in preparing for the practical aspects of pediatric nursing (Rana et al., 2022). These assessment outcomes of the program are the objectives of the curriculum that helps ensure that nurse residents are prepared to tackle the stringent needs of pediatric healthcare organizations through enhanced nursing interventions, evidence based care planning, and patient assessment.

Validity and Reliability

Some of these include the use of professors/subject specialists in the development and moderation of the assessments in a bid to ensure the validity of the assessments as well as the evaluations. To ensure that assessment of the intended constructs is done correctly construct validity utilizes rubrics, pilot testing, and refinement (Mitchell et al., 2020). Criterion validity is achieved when performance data from the clinical simulations are compared with other forms of assessment. The same scenarios are used and offered at different time intervals in order to measure the test re-test reliability. Thus, the application of rubrics by the professors is ensured due to training and frequency of calibration of the inter-rater.

Strengths and Weaknesses

We believe that one of the major advantages of the assessment is a clinical simulation exercise that encompasses students’ performances in the areas of cognition, psychomotor, and affective domains (Carpenter, 2022). This makes learning more real and interactive as students get to solve real problems in a controlled environment hence enhancing comprehension and making it easier to critique them and make them reflect upon their learning. restrictions of time, the possibility of subjective assessments and great time and organizational resources required by simulations give great difficulties. Still, these flaws are overshadowed by the virtues which specify simulation as the tool capable to provide learners with an extensive understanding of the material and acquisition of practical skills and thus simulations should be a part of the evaluation framework. 

Conclusion

A suggested assessment tool lies in the use of the standardized course evaluation form filled in at the end of the Advanced Pediatric Nursing course to gauge students’ performance in a range for pediatric nursing practices (Ball et al., 2021). With reference to the program targets and course objectives, the assessment ensures that students are adequately prepared to entailed in clinical practice. These efforts increase the credibility of the evaluation process due to the process of proving the validity and reliability of the selected assessment methods that can be justified for the evaluation of the learning outcomes.

References

Børsting, T. E., Kristensen, N., & Hanssen, I. (2020). Student nurses’ learning outcomes through participation in a clinical nursing research project: A qualitative study. Nurse Education in Practice, 43, 102727. Advanced online publication. https://doi.org/10.1016/j.nepr.2020.102727

Ball, S., Hanks, J., Potthoff, M., & Connelly, S. (2021). A pediatric telehealth simulation for prelicensure and advanced practice nursing students. Nursing Education Perspectives, 42(6), E181–E182. https://doi.org/10.1097/01.NEP.0000000000000743

Carpenter A. E. (2022). The development and implementation of a postgraduate pediatric primary care advanced practice nursing fellowship. Journal of Pediatric Health Care: Official Publication of National Association of Pediatric Nurse Associates & Practitioners, 36(5), 474–478. https://doi.org/10.1016/j.pedhc.2022.04.005

Mitchell, M., Bernie, C., Newall, F., & Williams, K. (2020). Simulation-based education for teaching aggression management skills to health care providers in the acute health care setting: a systematic review protocol. Systematic Reviews, 9(1), 208. https://doi.org/10.1186/s13643-020-01466-8

Poth, C. N., Searle, M., Aquilina, A. M., Ge, J., & Elder, A. (2020). Assessing competency-based evaluation course impacts: A mixed methods case study. Evaluation and Program Planning, 79, 101789. https://doi.org/10.1016/j.evalprogplan.2020.101789

Rim, D., & Shin, H. (2021). Effective instructional design template for virtual simulations in nursing education. Nurse Education Today, 96, 104624. https://doi.org/10.1016/j.nedt.2020.104624

Rodrigues, N. D. S., Amaro, R., & Martins, G. (2023). Advanced nursing practice in child continence: the experience of creating an online course, 44, e20220013. https://doi.org/10.1590/1983-1447.2023.20220013.en

Rezayi, S., Amanollahi, A., Shahmoradi, L., Rezaei, N., Katigari, M. R., Zolfaghari, M., & Manafi, B. (2022). Effects of technology-based educational tools on nursing learning outcomes in intensive care units: a systematic review and meta-analysis. BMC Medical Education, 22(1), 835. https://doi.org/10.1186/s12909-022-03810-z

Rana, A. M., Wiggin, H., DeGaetano, H., Wallace-Ross, J., & Jacobs, R. J. (2022). Formative evaluation of using action learning in a master of medical education assessment and measurement course. Cureus, 14(7), e26523. https://doi.org/10.7759/cureus.26523