NURS FPX 6111 Assessment 3 Course Evaluation

A. Course Objectives

This course met the stated objectives of:

1. Apply multicultural theories, concepts, and methodologies to care for a diverse population.	1	2	3		4
2. Effectively use an interdisciplinary collaboration approach in a professional role.	1	2	3		4
3. Use effective communication techniques appropriate for a culturally diverse population.	1	2	3		4
4. Develop culturally competent plans of care for diverse populations using evidenced-based practice.	1	2		3	4
B. Instruction1.  The instructor presented the information in an organized	1	2		3	4
Manner.
2.  The instructor presented the content clearly.	1	2		3	4

3.	Instructor presented timely and constructive	1	2	3	4
	feedback.
4.	The instruction was provided in an environment that was conducive for learning.	1	2	3	4
C.1.	RelevanceCourse content is applicable to my role	1	2	3	4
	as a nurse.
2.	I developed the ability to apply theory to practice.	1	2	3	4
3.	Knowledge acquired from course contributed to achieving professional goals.	1	2	3	4
4.	The course improved my performance at work.	1	2	3	4
5.	I effectively participated in interdisciplinary group collaboration.	1	2	3	4

Executive Summary

NURS FPX 6111 Assessment 3 Course Evaluation course appraisal design is planned to allow the understudies to give an end-of-the-course course analysis. It is a completion-of-the-course evaluation (EOCE) survey that will be used as an evaluation gadget to review the course in terms of the objectives, direction, and importance per the understudy’s perspective using their analysis. The students will be approached to purposely wrap up the surveys around the completion of the course. End evaluations give significant information to both staff and supervisors in that the data is used to recognize districts for advancement in a course that leads to changes being made to concentrate on lobby techniques and content to achieve the improvement that, by and large, prompts permit (Section, 2016).

Directors use the results in program and institutional courses (Portage, 2016). The EOCE is a significant gadget as it reviews the course concerning the learning objectives and the teacher’s ability to pass the course information on through the movement. This evaluation gadget plays an essential part in the educator’s ability to get the appropriate data concerning the course’s reasonability through the student’s eyes and the ability to work on the course established on this information. 

Evaluation of EOCE Alignment with Course Objectives in Nursing Education

The EOCE for the master’s level course, Culture and Human Assortment in Nursing, aligns with the learning objectives and program results. The course’s learning targets are based on the students’ need to learn and fathom making care plans for alternate patients. It is a result of this that questions associated with the EOCE address the psychological space. In concluding whether the objectives were met, the appraisal gadget is based on the student’s level of perception of the course information and the practicality of the course in aiding the student in securing the significant data; thus, this shows that the EOCE is in plan with the course targets.

The evaluation device also keeps an eye on the psychomotor learning space by surveying the student’s ability to move the data acquired in the course to their parts in giving genuine grasping thought in their workplace. For example, the EOCE demands that the understudies rate how much the course enabled them to move the data they acquired from the course to their worksites. This is the psychomotor space of learning in that the students take the data gained in the course and translate it into real hands-on work. The brimming-with-feeling region is tended to by mentioning that the understudies rate their ability to effectively collaborate with an interdisciplinary social occasion in their positions as clinical overseers. Pack-facilitated exertion incorporates social capacities and the perception of general energies, which both incorporate the loaded feeling area of learning (Kelly & Lazenby, 2019).

Assessing EOCE Effectiveness in Master’s Level Nursing Education

This evaluation gadget uses a rating size of 1-4 (1=Does does not satisfy the suspicions and 4= Outperforms presumptions) to survey the student’s satisfaction with three locales of the course: course objectives, direction, and importance. As the scale and overall appraisal are straightforward and brief, it will be essential for the students to use and will be translated for staff use. Despite the way that a rating scale is a closed report which reduces the understudy’s ability to give their perspectives and ends transparently, NURS FPX 6111 Assessment 3 Course Evaluation Template is the best instrument to gauge the understudy’s satisfaction (Wang, 2017).

Along these lines, the rating scale used in the EOCE is a fitting evaluation device to analyze the course’s execution. The primary drawback of using a shut outline procedure like a rating scale is that it limits the chance of the respondents to give their perspectives along these lines, confining the idea of the analysis (Alt, 2018). This is tended to by adding an open response portion close to the completion of the course evaluation to give the understudies a space to address anything that they feel is pertinent to survey the course effectively.

NURS FPX 6111 Assessment 3 Course Evaluation Template

Authenticity and trustworthiness are considerable plans to consider while using any appraisal gadget since they uncover how much the evaluation instrument gauges what it was planned to measure and how much it unequivocally and dependably assesses learning (Carmines & Zeller, 2016). To ensure that the appraisal instrument is genuine, a taught power study is a nice beginning stage in instrument improvement to assess content authenticity, tantamount to the area or field you are considering (Carmines & Zeller, 2016). For example, the authenticity of the test is not wholly settled by having a board of clinical guardian educators survey it to choose its fit to the course and assess its assessment of the course’s unambiguous outcomes.

NURS FPX 6111 Assessment 3 Course Evaluation Template gadget would be seen as authentic as the requests it contains reflect the learning objectives and program results. To avoid inclination, it would be essential to have the gadget evaluated by experts past the school’s nursing staff where it is being used. In looking for steadfast quality, rater constancy can be used to conclude whether the evaluation contraption is substantial by investigating the degree of understanding among the raters (Carmines & Zeller, 2016). One issue with using between-rater reliability is that it will fall short if the actions are not obvious or the models do not translate well to the approach to acting (Carmines & Zeller, 2016). The presented evaluation gadget for the Lifestyle and Human Assortment in Nursing Course will be a strong gadget to use to survey the feasibility of the course in social occasions, the learning targets, and program results as it uses the student’s analysis and is a significant device.

Reference

Alt, D. (2018). Teachers’ practices in science learning environments and their use of formative and summative assessment tasks. Learning Environments Research, 21(3), 387-406. http://dx.doi.org.library.capella.edu/10.1007/s10984-018-9259-z 

Carmines, E., & Zeller, R. (2016). Reliability and validity assessment. SAGE Publications, Inc. https://www-doi-org.library.capella.edu/10.4135/97814129856

Ford, Y. (2016). Using Gainsharing to Increase Electronic End-of-Course Evaluation Submissions. Nurse Educator, 39(3), 149–152. doi: 10.1097/NNE.0000000000000039.

 Kelly, T. & Lazenby, M. (2019). Developing and validating learning domains, competencies, and evaluation items for global health clinical immersion practicums for graduate‐level nursing programs. Journal of Advanced Nursing, 75(1), 234- 252. https://doi.org/10.1111/jan.13851

 Scott, B., & Thompson, M. (2018). Transitioning from rn to msn: Principles of professional role development. ProQuest Ebook Central https://ebookcentral-proquest-com.library.capella.edu

 Wang, Y. (2017). Assessment of learner satisfaction using an electronic system-based rating scale. Information & Management, 40(1),75-86. https://doi.org/10.1016/S0378- 7206(03)00028-4.