NURS FPX 6111 Assessment 3 Course Evaluation Template
NURS FPX 6111 Assessment 3 Course Evaluation Template
Name
Capella university
NURS-FPX 6111 Assessment and Evaluation in Nursing Education
Prof. Name
Date
Course Evaluation Template for Healthcare Technology Management (HTM)
Introduction
In Healthcare Technology Management (HTM), instructors administer a concise survey to students after completing a course to gather insights into their learning experiences. This evaluation aims to assess various aspects of the course, including the alignment of the curriculum with program goals and student growth. The Likert scale is commonly employed in HTM course evaluations due to its proven reliability and validity. It offers a structured method for gauging student opinions and experiences by asking them to rate their level of agreement, from strongly agree to strongly disagree, with options for neutrality (Ephraim, 2020).
Template for Standardized Course Evaluation
Various systems have been developed to quantitatively assess student feedback. The Likert scale, a widely used tool, allows students to rate their level of agreement with given statements. The scale ranges from “strongly agree” to “strongly disagree,” with a neutral option included to ensure balanced feedback. This tool provides essential insights into student perspectives on the HTM course and their understanding of the material (Ephraim, 2020).
Instructions
You are provided with an assessment questionnaire to evaluate how well the current curriculum aligns with the program’s goals and expected outcomes. The questionnaire also seeks to assess your personal growth as a learner and your proficiency in applying healthcare IT skills in diagnostic procedures. Please review the table carefully and respond truthfully by selecting the most appropriate answer based on the scale, ranging from “strongly disagree” to “strongly agree.” Each statement requires only one response per column.
Course Title: Healthcare Technology Management (HTM)
Faculty Name:
Date:
Learning Outcomes
| Learning Outcome | Strongly Disagree | Disagree | Neutral | Agree | Strongly Agree |
|---|---|---|---|---|---|
| I am now more confident in advocating for prioritizing medical practice with technological outcomes. | |||||
| Multidisciplinary teams using technology for communication and sharing findings achieve superior outcomes. | |||||
| Through statistical analysis, I am capable of identifying the most efficient approach for patient prevention across various diseases. | |||||
| Through statistical analysis, I am capable of identifying the most efficient approach for patient prevention across various diseases. |
Correlation Between Learning Objectives and Evaluation Chart
The HTM course aims to develop students’ understanding, proficiency, and behavior concerning healthcare technology integration. The Likert scale provides a means to measure student responses to various learning outcomes, helping to assess their readiness to implement technology in healthcare settings. By analyzing student feedback through the Likert scale, educators can gain insights into areas requiring improvement (Harerimana & Mtshali, 2020).
Strategies of Assessment
The program evaluation incorporates both open-ended and closed-ended questions to ensure a well-rounded reflection of the students’ learning experiences. The focus is on assessing the alignment between the program content, intended learning outcomes, and the instructor’s teaching strategies (Harerimana & Mtshali, 2020).
Addressing Suitable Cognitive, Psychomotor, and Affective Areas
The HTM course aims to enhance the development of cognitive, psychomotor, and affective domains in students. The following evaluation assesses proficiency in these areas.
Cognitive Domain
| Statement | Strongly Disagree | Disagree | Partial | Agree | Strongly Agree |
|---|---|---|---|---|---|
| I have cultivated proficiency in employing critical thinking abilities within virtual environments. | |||||
| I can apply my knowledge of medical equipment effectively in practical situations. | |||||
| I have acquired the ability to think critically and exhibit rational behavior across diverse healthcare scenarios. | |||||
| I have cultivated the ability to engage in critical thinking and respond effectively. |
Psychomotor Domain
NURS FPX 6111 Assessment 3 Course Evaluation Template
| Statement | Strongly Disagree | Disagree | Partial | Agree | Strongly Agree |
|---|---|---|---|---|---|
| I am confident in my proficiency in accurately utilizing blood pressure measuring devices. | |||||
| I am confident in the effectiveness of the Electronic Health Record system. | |||||
| I have strong confidence in my ability to use telehealth monitoring tools. | |||||
| Operating infusion pumps has been straightforward for me. |
Affective Domain
| Statement | Strongly Disagree | Disagree | Partial | Agree | Strongly Agree |
|---|---|---|---|---|---|
| My capacity to comprehend and address patients’ concerns has enhanced. | |||||
| I have enhanced my capability to meet my patients’ expectations. | |||||
| I am now capable of considering the patient’s perspective. |
Assumptions
The evaluation of the program is based on several key assumptions:
- The quality of education correlates directly with the effort instructors invest in their students.
- Standardized course objectives are necessary to ensure the validity and utility of student assessments (Pizzuti et al., 2020).
- Students will be evaluated on their ability to utilize technology for illness prevention, diagnosis, and treatment across the cognitive, psychomotor, and affective domains.
- The effectiveness of students in applying learned frameworks with or without technology will enhance treatment efficacy (Pizzuti et al., 2020).
Format for Evaluating Learning Outcomes
| Statement | Strongly Disagree | Disagree | Partial | Agree | Strongly Agree |
|---|---|---|---|---|---|
| Expressing the application of technology in medical practice, especially in nursing informatics. | |||||
| Enhanced technological advancements integrated through collaborative efforts across multiple disciplines. | |||||
| Strategy for preventing patient illnesses. | |||||
| Analytical assessment of clinical and statistical research documents. |
The Likert scale offers a structured approach to evaluating the alignment between program objectives and actual student outcomes. The feedback is used to assess learner advancement and identify areas for improvement (Huang et al., 2023).
Criteria for Evaluating the Format
The criteria used to evaluate the course format focus on comprehensiveness, user-friendliness, flexibility, validity, and reliability. These ensure that the evaluation captures all pertinent learning objectives and outcomes, is easy for students to complete, and is adaptable to various educational settings (Huang et al., 2023).
Validity and Reliability in Course Evaluation
The use of both open-ended and closed-ended questions ensures the reliability and validity of the course evaluation. The Likert scale, with a high reliability rate of 94%, provides dependable results that can be used to guide improvements (Taira et al., 2021).
Strengths and Weaknesses of the Likert Scale
Strengths:
- Easy to use
- Provides measurable responses
- Reliable and effective for data collection
- Respondents tend to complete the survey confidently (Jebb et al., 2021).
Weaknesses:
- Neutral responses may be difficult to interpret
- Some respondents may agree with all statements
- Respondents may not always provide honest feedback
- Incomplete surveys may be a concern (Taira et al., 2021).
Executive Summary
The HTM course evaluation utilized the Likert scale to assess alignment with program goals, student progress, and healthcare IT proficiency. The results highlighted advancements in critical thinking and technological skills across cognitive, psychomotor, and affective domains. The evaluation also identified areas for instructional improvement and offered valuable insights into the effectiveness of the program (Jebb et al., 2021).
References
Ephraim, N. (2020). Mentoring in nursing education: An essential element in the retention of new nurse faculty. Journal of Professional Nursing, 37(2), 306–319. https://doi.org/10.1016/j.profnurs.2020.12.001
Harerimana, A., & Mtshali, N. G. (2020). Using exploratory and confirmatory factor analysis to understand the role of technology in nursing education. Nurse Education Today, 92, 104490. https://doi.org/10.1016/j.nedt.2020.104490
Huang, H.-M., Huang, C.-Y., Lin, K.-C., Yu, C.-H., & Cheng, S.-F. (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
NURS FPX 6111 Assessment 3 Course Evaluation Template
Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12(1), 1–14. https://doi.org/10.3389/fpsyg.2021.637547
Pizzuti, A. G., Patel, K. H., McCreary, E. K., Heil, E., Bland, C. M., Chinaeke, E., Love, B. L., & Bookstaver, P. B. (2020). Healthcare practitioners’ views of social media as an educational resource. Plos One, 15(2), e0228372. https://doi.org/10.1371/journal.pone.0228372
Taira, B. R., Kreger, V., Orue, A., & Diamond, L. C. (2021). A pragmatic assessment of Google Translate for emergency department instructions. Journal of General Internal Medicine, 3361–3365. https://doi.org/10.1007/s11606-021-06666-z