response to each name on page each with 3 reference APA 7 for each

Jolin Honas- Initial post
Post:
Jolin Honas- Initial post
Author:
Jolin Honas
Posted Date:
July 27, 2020 2:23 PM
Status:
Published

The setting that my curriculum takes place is in an outpatient wound care clinic or public health setting. The lesson learned is to be able to identify the different types of wounds, design a treatment plan, and then implement that plan.

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When designing the curriculum or learning experience it is important to decide how the experience will be assessed. Billings and Halstead (2020) explain that the differences between assessment and evaluation is based on judgement versus obtaining information. One may also utilize different and or multiple forms of evolution to include all domains of learning (Billings & Halstead, 2020). There are a multiple forms of learner evaluation, but the most important outcome is if the learner can demonstrate adequate performance while being concerned with patient safety (Caputi, 2010). From a curriculum designer standpoint, the creator must be willing to accept that learning outcomes and assessment will be directly associated with their curriculum design, thus it is important to ensure the curriculum, outcomes, and evaluation strategies align (Beasley, Farmer, Ard & Nunn-Ellison, 2018).

The learning objectives for the wound care class included:

The learner will identify the type of wound
Cognitive domain
Multiple choice questions
Chart and exhibit questions
The learner will correctly assess and describe stages of wound healing
Cognitive
Multiple choice questions
Oral questions
The learner will be able to create implement a treatment plan based on nursing assessment and established protocols
Psychomotor
Oral questions
Simulation based

Cognitive assessment strategies usually require a written component such as portfolios or tests (Billings & Halstead, 2020). The psychomotor domain is evaluated through simulation or clinical practice (Billings & Halstead, 2020). Since the class is designed for a specific subset of nursing a large portfolio may not be the best use of time. The psychomotor content will best be evaluated patient simulation. This will require active involvement with educator and student, but the student will be able to be assessed and constructive criticism given in real time (Billings & Halstead, 2020).

To assess cognitive domain a mixture of criterion-Referenced testing and oral questioning can be used (Billings & Halstead, 2020). The oral questioning can be done during a summative patient simulation. Asking questions such as “list the stages of wound healing, explain why you chose that treatment choice, and what would be the next step if you discovered eschar” are examples of how you can assess learners knowledge (Billings & Halstead, 2020). Criterion referenced tests are those tests that can be used “for measuring mastery of subject matter” (Billings & Halstead, 2020, pg. 475).

Ensuring that the assessment method is aligned and appropriate with the learning outcomes will create a seamless transition from begging, middle and end (Beasely et al., 2018). Once the assessment method is decided upon an evaluation tool should be implemented (Beasely et al, 2018). Within a school of nursing course level grades do not reflect program outcome goals, however, in our small, specific classwork, the learning outcomes all into line with program outcomes (Beasely et al, 2018). The end of course work will represent that the students have gained the knowledge and skills to assess, educate, and treat wound care patients (Beasely, 2018). Lastly, when designing evaluation strategies or evaluation tools, it is vital that they are fair and ethical (National League for Nursing, 2012). Faculty has a duty to ensure students are learning the material and executing skills correctly to ensure the future of nursing practice (National League for Nursing, 2012).

References

Billings, D., and Halstead, J. (2020). Teaching in nursing. A guide for faculty. St. Louis, MO:Elsevier.

Beasley, S., Farmer, S.. Ard, N., & Nunn-Ellison, K. (2018). Systematic plan of evaluation part I: Assessment of end of program student learning outcomes. Teaching and Learning in Nursing 13, 3-8). Doi: dx.doi.org/10.1016/j.teln2017.09.903

Caputi, L (2010). Evaluating student in the clinical setting. In L. Caputi (Ed.)., Teaching nursing; The art and science (pp. 152-174). Glen Ellyn, IL: College of DuPage Press

National League for Nursing. (2012). National league for nursing fair testing guidelines for nursing education. Washington DC, National League for Nursing.

Tags: None

Evaluation Concepts

As an educator, the most important concept is evaluation. Evaluations are key pieces to determine if learning outcomes have been achieved. Program evaluation and course evaluation help to determine if outcomes are being met. . Evaluation methods are driven by the type of learning you are providing. The learners, setting and the type of education will drive education methods. Formative evaluation is used as a benchmark. Summative evaluation occurs at the end of learning (Video). There are various strategies that are suited for both formal and summative evaluation. Time, cost, frequency of evaluation, and preparation should be considered when choosing an evaluation strategy. Examples of evaluation strategies include portfolio, role play, reflection, paper, essays, verbal questioning, concept mapping, recording, simulation, and service learning. Choosing more than one strategy can “more fully demonstrate student outcome achievement (Billings & Halstead, 2020). As an educator, effectively evaluating students can help them to further their education and can continue evidence base for best practice.

Evaluation method for group setting

The group setting is Home care. In week 7, I proposed a learning activity that included an online presentation, followed by a simulation lab for new staff nurses providing wound care education to their patients.

The learning outcomes for my setting included:

Demonstrate proper knowledge of wound care for their patient population through simulation experience
Identify wound prevention strategies, wound maintenance, and healing strategies that patients can be given to manage wounds in the home.

The learning objectives for this setting included:

After the learning activity, the staff nurses will be able to list 3 wound characteristics that the patient can assess in the home.
Following the learning activity, the staff nurses will be able to describe the steps patients should take at home for cleaning a wound.

An evaluation technique that would match the learning activity, objectives, and learning outcomes is patient simulation. This evaluation strategy uses a psychomotor, high-level cognitive, affective domain. It provides activity and evaluation in a safe environment in preparation for clinical. Active involvement of the students and team interaction is the benefit of this strategy. This strategy would be particularly helpful for the hands-on portion of wound care including wound assessment, dressing, and interventions. The educator is aware that for the staff nurses to be able to provide wound care education, they themselves have to be competent to the best of their ability on this topic.

An additional evaluation strategy that can be used would be role play. Role play uses a cognitive, effective, psychomotor, formative domain. It allows for real time feedback on skills, enhances communication techniques, and problem-solving skills. Students can again actively participate, repeatedly practice, and be creative. Specifically, the staff could role play as the nurse and patient and have the nurse answer the patient’s questions, demonstrate a skill, or explain the topic to the patient. This is most appropriate for objectives that are related to developing interpersonal relationships with patients. (Billings & Halstead, 2020). Both of these methods involve instructor observation which is one of the most commonly implemented methods of evaluating students. Meaningful learning is achieved when students are provided individualized feedback.

References

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier.

Melrose, S., Park, C., & Perry, B. (2015). Evaluation of learning. In Creative clinical teaching in the health professions. Retrieved from https://clinicalteaching.pressbooks.com/chapter/chapter-six-evaluation-of-learning/

Walden Univerity: Curriculum Development, Assessment, and Evaluation [Video file]. (n.d.).

Rubric Detail

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Name: NURS_6321_Week9_Discussion_Rubric

Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)
Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by Day 3.

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
Does not post main post by Day 3.

First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100
Name: NURS_6321_Week9_Discussion_Rubric
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