NURS FPX 6111 Assessment 3 Applying Ethical Principles

NURS FPX 6111 Assessment 3

NURS FPX 6111 Assessment 3

Course Evaluation Template

The aim of this course evaluation is to help confirm whether the course meets its intended aim of teaching by evaluating the learning that followed the instructions. Because of such a standardized format, this incentive is valuable in ensuring that there is uniformity in the way data about learners’ opinions is gathered systematically (Fraenkel et al. , 2019).

By assessing such parameters of the course as objectives’ clarity, faculty performance, usefulness of the resources used, and the three domains of learning: cognitive-psychomotor-affective, we hope to collect the necessary data. Such information is necessary when making management decisions to improve education quality and to achieve not only the learners’ goals, but also the organisational aspirations.

Standardized Course Evaluation Template

This course evaluation template is useful when the instructor is able to clearly capture the learner’s’ perception of the course and if the course met its learning objectives and the overall satisfaction of the learner. This harmonised approach enables the systematic collection of data used to make sound decisions aimed at improving the quality of the courses and achieving organisational objectives.

The evaluation template has been developed very carefully in order to match the learning objectives defined for the course and the program outcomes. Section by section of the template, each of the corresponding numbers respond to particular aspects of the course, ranging from the objectives to the faculty and the resources. To ensure that the evaluation covers competencies attained in the cognitive, psychomotor and affective domains, questions drawn from the three domains are employed.

The choice of the methods that will be applied to this evaluation is founded on the principles of education assessment. Liker scale quantifies the perception of learners and this allows for summation of scores and easy data analysis. Since open-ended questions can provide descriptors, it can generate qualitative data; this can be beneficial to learners since it allows them to write a lot more than simply yes or no answers. Thus, the usage of the mixed-methods approach allows for a comprehensive assessment of the course.

To ensure validity, the evaluation template has been vetted and revised consecutively by the authors’ team and other educational professionals. The questions developed should be clear, relevant and mapped to the notions of the course objectives and outcomes. To maintain the reliability of the results the questions of the template will be firstly pilot tested with a small group of learners to decide about the discrepancies in the questions. However, to ensure the effectiveness of the template, it will be reviewed and updated from time to time to ensure it adheres to the contemporary research recommendations as proposed by (Fraenkel et al.2019).

The template for the course evaluation is a helpful method for offering feedback and ensuring that the educational programs are properly developed. Collecting and analyzing feedback appropriately will enhance the achievement of learners’ and organizational needs in Christian education to produce excellent outcomes in providing various education services.

Appropriate Cognitive, Psychomotor, and Affective Domains

Both the selected methods for this evaluation have their backgrounds in the principles of educational assessments. The Likert scale yields quantitative results with regard to the opinions of the learners which makes it easy to analyze the results obtained.

As a result of this kind of inquiry, there is room for gathering qualitative information; such a mechanism enables the learners to elaborate on their experiences and recommendations. This way of approaching the assessment is possible as this research is of a mixed nature.

NURS FPX 6111 Assessment 3 Applying Ethical Principles

To ensure validity, the evaluation template has been checked and revised based on the feedback from the educational specialists and users. It is necessary to mention that all the questions are clear, related to the course goals and outcomes are connected directly to the questions.

On the reliability of the instrument, the template will be subjected to pilot testing using a few learners in order to assess ambiguities or inconsistencies. Besides, the regularity of the reviews and updates will be initiated to ensure that the put-in-place template remains up to date (Fraenkel et al., 2019).

This template for the evaluation of courses is one of the most effective instruments for the feedback process and constant enhancement of the educational services provided. Regular assessment of feedback data will help us achieve its primary goal: guaranteeing that learner and the organization’s requirements are met in the execution of our courses and programs to maintain an exemplary institution.

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Assumptions

It is pertinent to mention the following main assumptions that lie at the root of the assessments employed in this course evaluation form. First, the artist shall make some assumptions as follows; Learners will always be honest and will give deep-thinking feedback to the contents.

Second, it is postulated that the Likert scale is the best measurement instrument for quantitatively assessing the perceptions of the learners while the questions asked in this study will provide qualitative data (Hyun, H. H. 2019).

Third, the validity of the evaluation under the Key understanding falls into the trap of thinking that the questions themselves are correlated to the course objectives and outcomes. Last but not least it is assumed that the reviews and updates on the template will keep the template sustainable and accurate.

NURS FPX 6111 Assessment 3

Evaluation Format that Adequately Assesses Learning and Program Outcomes

The selected assessment type for this course evaluation is a survey containing both Likert scale and open-ended questions. This use of both quantitative and qualitative data gives a thorough assessment as it affords a numerical measure of the learners’ opinions while attendant qualitative data gives a rich description of the evaluation.

Likert Scale Questions

Liker scale questions are ideal for testing the satisfaction of the learner as well the level to which they think that the objectives of the course were met. These questions help in quickly calculating the results and normalizing the answers so that the frequently appearing and potentially problematic issues can be easily found out.

On the options provided, the student has no chance to respond mid-ranged, thus Standardisation keeps the data consistent hence facilitating easy comparison and analysis of different courses and time (Fraenkel et al. , 2019).

Open-Ended Questions

The use of open-ended questions enhances the assessment of quantitative data by offering qualitative details concerning the learners’ experience. These questions allow the learners to expand and provide more details to their answers or even provide recommendations for change in their learning.

Such qualitative means are important for the analysis of learners’ feedback and for understanding their needs and positions more comprehensively and specifically (Rios & Zepeda, 2020).

Items to be used in Assessing the Selected Format

To ensure the effectiveness of the evaluation format, the following criteria will be used.

  • Validity:

This means that when establishing the evaluation questions, they must correspond with the set objectives of the evaluation. This will be done by the matching of the questions with the course objectives and learning outcomes. An analysis of the questions by a panel of experts and pilot testing will assist in making the necessary adjustments to the questions (Rios & Zepeda, 2020).

  • Reliability:

It has to be of a nature that gives a similar result at different points in time and across different learners. This will be made possible by emphasizing the type of questions, response categories and the method of administration where the evaluators will be trained on how better to administer the evaluation most appropriately (Fraenkel et al., 2019).

Comprehensiveness: In carrying out the evaluation, all domains of the course should be evaluated including; cognitive, psychomotor, and affective domains.

For this reason, three questions are included to inquire about the faculty effectiveness in delivering the course, usefulness of the resources utilised in the course and overall satisfaction to cover all aspects of the course.

Conclusion

Therefore, the emerged set of criteria and the general template for course evaluations are valuable as a further step in improving the quality of the educational programs in our organization. We have built up a rigorous procedure of gathering the feedback from the learners through the use of Likert scale and the particular questions left open for the learners’ answers, and thus, the constant assessment of the course effectiveness and the learners’ experiences possible.

Using the evaluation template is relevant to the course objectives in achieving the program outcomes as it focuses on assessing what is important in the learning process and in the students’ development as professionals. The incorporation of questions that elicits information of the students’ cognitive, psychomotor, and affective learning ensures a fair assessment in a way that covers for knowledge as well as practical skill as well as attitude change.

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NURS FPX 6111 Assessment 2 Criteria and Rubric Development

References

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FAAN, M. H. O., PhD, RN, ANEF, ANEF, K. B. G., PhD, RN, CNOR, CNE, & FAAN, J. C. D. G., PhD, DNP, RN, NPD-BC, CNE, ANEF. (2024). Evaluation and testing in nursing education. In Google Books. Springer Publishing Company.

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McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2022). Planning, implementing and evaluating health promotion programs. In Google Books. Jones & Bartlett Learning.

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Mukhalalati, B. A., & Taylor, A. (2019). Adult learning theories in context: A quick guide for healthcare professional educators. Journal of Medical Education and Curricular Development, 6(1), 1–10.

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National Academies of Sciences, E., Division, H. and M., Board, F. and N., & Surveillance, C. on S. for I. P. A. (2019). Health care. In www.ncbi.nlm.nih.gov. National Academies Press (US).

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