Excelsior NUR662 2022 March Complete Course Latest (Full)

Question

Excelsior NUR662 2022 March Complete Course Latest (Full)

Question # 00821151 Posted By: Ferreor Updated on: 03/17/2022 12:21 AM Due on: 03/17/2022

Subject Nursing Topic Nursing Tutorials:

Question

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 1 Discussion

The Process of Evaluation

You have been learning about evaluation. You have read about philosophies, frameworks, and models to support and used in evaluation. Now, you discuss your views and critique a variety of philosophies, frameworks, and models.

Discussion Question

Reflect on your own experience(s) with evaluation.

Discuss the pros and cons of at least two philosophies and frameworks and or models used in the evaluation process.

Explain which one(s) you would use, and the rationale for use in your professional teaching practice.

Describe a setting where the philosophy, framework or model could be used.

Support your response with current evidence.

Respond to your peers’ by pointing out some of the benefits and shortcomings of using their selected philosophies, frameworks, and models.

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 2 Discussion

Testing for Evaluation

Your first step in developing multiple choice questions is preparing a blueprint. A blueprint grid Download blueprint grid[Docx, file size 21 KB] can help you with this process. You may use the objectives or topics of your choice and, using Bloom’s Taxonomy (Links to an external site.), create one test question for each of the cognitive domains.

Think about your own experiences with high-stakes multiple-choice tests such as the NCLEX, certification exams, or even annual competency exams at your institution. Consider the population of learners you will be evaluating and the consequences of an exam that does not reflect cultural differences. Explain how you will incorporate cultural sensitivity when developing tests.

Next, create a multiple-choice test, focused on the topic of your choice. You will be using fair testing guidelines (Links to an external site.) [PDF, File Size 36.10 KB] to formulate the questions that may be used to assess a learner’s knowledge of specific content. Higher order thinking demonstrates an ability to critically analyze and evaluate a situation and create meaningful connections that may be applied in clinical practice. This discussion proceeds in nine steps:

Create your test blueprint.

Write at least two learning outcomes or competencies that the test will evaluate.

Provide test instructions and grading criteria for the test.

Design 6 multiple-choice test questions. Remember, write only one test question per domain of learning (HINT: Remember the distractors).

Include your rationale(s) for each correct and incorrect answer for each question.

Provide the evidence to support each correct answer for each test item.

Explain the psychometric analysis you would use to establish reliability and validity of your test questions.

Submit your blueprint and test questions to the discussion thread along with answers.

Respond to your classmates by critiquing their test questions and rationale for the answers. Provide positive and constructive feedback related to the design of their test questions. Remember the importance of reliability and validity and bias. (Links to an external site.) in your response.

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the M2D1 discussion board rubric specifically designed for this test construction discussion. (This rubric is designed to measure achievement of SLPOs 3 and 6). Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 3 Discussion

Development of Evaluation Instruments in Academic Settings

Your first step in developing a rubric is determining the criteria or objective (Links to an external site.)s (Links to an external site.) (you may use the objectives or topics of your choice). Next, determine the levels of performance (Links to an external site.). Remember, you will need at least four criteria and four to five levels of performances as you construct your rubric. You will then describe the characteristics of the task(s) that will be performed for each of the criteria. It is important to be clear with your description to avoid any misunderstandings from the learners or other educators who may be using the rubric. Your final step will be to assign a score and accompanying grade for that score.

In this discussion, you create a rubric, focused on the topic of your choice. You determine the objectives for the task that you want to evaluate. Those objectives can include QSEN competencies (Links to an external site.) or skills for a specific task such as a rubric for health assessment, or community health. If you are evaluating skills in academic clinical laboratory, your rubric might be focused on listening to lung sounds or performing venipuncture. RubiStar (Links to an external site.) and iRubric (Links to an external site.) are free online rubric makers that can assist you during the development. The following steps will assist you for this discussion:

Create an analytical rubric.

Submit your rubric to the discussion thread.

Explain your rationale for the levels of performance, supported by evidence.

Discuss your rating score and grade assigned for the score.

Explain how you would determine validity and reliability for the rubric.

Think about your own personal experience as a nursing student and as a practicing clinician. Reflect on what you have learned in this module about assessment and evaluation of clinical competencies. Consider how you can use assessment and appropriate evaluation methods to bridge the theory and practice gap.

Respond to your classmates by critiquing their rubrics and making suggestions for improvement.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the M3D1 discussion board rubric specifically designed for this rubric development discussion. (This rubric is designed to measure achievement of SLPOs 3 and 6). Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 4 Discussion

Exploring Strategies to Measure Achievement

Multiple strategies can be used to assess and evaluate student learning outcomes and competencies. For this activity, you will create a Poster Presentation, using PowerPoint (Links to an external site.), to illustrate a strategy that can be used in competency-based education and evaluation. You will then share your poster presentation with your peers and comment on one another’s presentations as well as respond to the discussion question. Create your poster as an electronic poster. It is recommended that you use PowerPoint. This gives you good control over your images, text, and positioning. However, please do not create more than one slide and do not attach your slide to the forum; rather, you should take a screen-shot and embed it.

Please reference the instructions here:

How to create an academic electronic poster using PowerPoint (Links to an external site.)

Competency assessment is all about providing a way of discovering the needs or gaps and then building the skills and knowledge people need to perform their current and or future jobs. In this discussion forum, you will be stepping out of your comfort zone and create an academic electronic poster showcasing a strategy that can be used in competency-based evaluation.

This forum focuses on competency-based evaluation and proceeds in three steps:

Include your vision board in the body of your post rather than as an attachment. See attached instructions: Embedding Your Electronic Poster Download Embedding Your Electronic Poster.

Describe the competency you will be evaluating and explain how you will evaluate the competency (Note: You can use a variety of evaluation tools such as rubrics, checklists, audio feedback, or video. The sky is the limit.) Support your evaluation method choice with current evidence.

Create your electronic poster related to competency-based evaluation method or strategy. Be creative!

Reflect on what you have learned during this module. Think about your own experiences and competencies related to the evaluation process. Examine what you need to learn in order to reach the expected level of performance, including the knowledge, skills, abilities, and judgment, as you become Core Competencies of Nurse Educators Download Core Competencies of Nurse Educators. Explain how you will evaluate your achievement of the competencies.

Respond to your classmates by critiquing the evaluation method and suggest how this method may be used in other academic or non-academic programs.

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Submission Instructions

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 5 Discussion

Providing Feedback

The NLN has established core competencies for nurse educators. (Links to an external site.)

Your discussion focuses on providing feedback and proceeds in four steps:

Familiarize yourself with adding audio to PowerPoint (Links to an external site.)

Choose one nursing student’s paper to provide feedback for:

a. Nursing Student 1 Download Nursing Student 1[Docx, file size 39 KB]

b. Nursing Student 2 Download Nursing Student 2[Docx, file size 24 KB]

Create meaningful audio feedback for the student using PowerPoint by providing:

a. At least two areas of excellence

b. At least two areas where you guide the student towards improving knowledge and or skill

Share your link to the audio feedback for the student assignment. Then, answer the following questions:

How do you think you met the criteria for effective feedback?

What is your opinion of audio versus written feedback?

Support your discussion with evidence-based literature.

Reflect on your own experience(s) with the feedback process and your accountability and competency as a nurse educator. Consider what some of the consequences to the stakeholders (students, faculty, or academic institution) may be, related to evaluation.

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 6 Discussion

Course Review in an Academic or Non-Academic Setting

In your discussion, you review an on-line course or a course/program using a modified Quality Matters template, which are provided to you. You summarize your findings and make recommendations for improvement.

Discussion Question

In this discussion forum, you can choose to evaluate an academic OR a non-academic educational course/ program.

If you choose to evaluate an Academic Program,

You can choose between evaluating this on-line course, which you are currently taking or another on-line course you have access. Use the QM template [DOCX, file size 32 KB] to conduct this course evaluation.

This discussion focuses on three steps, which include:

Using the QM template [DOCX, file size 32 KB], evaluate an on-line course.

Share your evaluation with your classmates by submitting your completed evaluation including a summary of your findings and recommendations for improvement.

Non-academic settings have embraced Interprofessional education (IPE) for several years. Academic settings have been slower to adopt IPE, yet there is an urgency for programs to join this important initiative. To further understand and evaluate IPE, view Interprofessional Education – A Conversion with IPE Scholars (Links to an external site.) video. After viewing the video, consider how you would evaluate the course you reviewed for the discussion if it were an interprofessional academic course offering. What recommendations would you make so the course could be adapted for IPE?

Respond to your classmates with feedback on their evaluations, substantiating their findings and or providing alternative recommendations, supported with current evidence.

If you choose to evaluate a Non-Academic program,

Evaluate Learning module 10: Interprofessional education (IPE): Learning for practice. (Links to an external site.) on the QSEN website. Use the QM template for evaluation of continuing and professional education to conduct this evaluation. This template is different from the template used the academic course evaluation. The template used in this module is focused on evaluation of continuing education and professional development programs.

This discussion focuses on three steps, which include:

Using the QM Continuing and Professional Education template [DOCX file size 30 KB], evaluate QSEN learning module 10 on interprofessional education. (Links to an external site.) Click on the content tab and view all three slide shares to conduct your evaluation.

Share your evaluation with your classmates by submitting your completed evaluation including a summary of your findings and recommendations for improvement.

Respond to your classmates with feedback on their evaluations, substantiating their findings and or providing alternative recommendations, supported with current evidence.

Non-academic settings have embraced Interprofessional education (IPE) for several years. Academic settings have been slower to adopt IPE, yet there is an urgency for programs to join this important initiative. In order to further understand and evaluate IPE, view Interprofessional Education – A Conversion with IPE Scholars. (Links to an external site.) video. After viewing the video, consider how the course your peers evaluated would be viewed if it were an interprofessional academic course offering. What recommendations would you make so the course could be adapted for IPE?

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 7 Discussion

Student Achievement of Learning Outcomes

Scenario. Your institution has a Systematic Plan for Evaluation. There are end-of-program student leaning outcomes that align with course outcomes, course outcomes that align with outcomes with in assignments. During the program, you have a systematic plan evaluate achievement of the outcomes at designated intervals. This leads towards achievement of theses outcomes at the end of the program.

State the one end-of program student learning outcome you are discussing

Describe the behaviors or competencies needed to show successful achievement of the end of program student learning outcomes.

Consider what happens when students do not meet the benchmark for achievement. Explain the possible reasons for lack of achievement.

Based on the reasons, recommend areas for improvement that lead toward student achievement of learning outcomes

Support your answer with current evidence.

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 8 Discussion

Reflection Presentation

Introduction

For this discussion, you use a voice-over PowerPoint to share your transformation towards becoming a competent evaluator of learners and academic and non-academic programs.

Discussion Question

Reflect on what you learned this term: Focus on how your knowledge, skills, and attitudes will influence the way you evaluate student learning, courses, and programs in both academic and non-academic arenas. Based on what you know about metacognition and the ways of knowing, create a 5-10-minute voice-over PowerPoint presentation that shares your transformational journey from where you were at the beginning of this course until now. Incorporate each of the ways of knowing in your presentation as you reflect on how the course activities enhanced your knowledge. Be specific.

Be creative. You can use images, video, poetry, music, written and spoken words to describe your journey.

Upload your presentation into the discussion forum.

Respond to your fellow classmates by making connections and offering different perspectives to their reflections.

Note: Depending on the version of PowerPoint that you have, there are different ways to create your presentation. View the Voice-over PowerPoint 2007 Instructions Download Voice-over PowerPoint 2007 Instructions[PPT file size 2.32 MB]. Or, if you are using PowerPoint 2010 or 2013, view this instructional video (Links to an external site.). Have fun!

Post your primary response. Read any postings already provided by your instructor or fellow students. Read and respond to the conclusions drawn by at least two of your classmates. Remember to read the feedback to your own major postings and reply to it throughout the module.

You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue. Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence.

Consult the Discussion Posting Guide for information about writing your discussion posts. It is recommended that you write your post in a document first. Check your work and correct any spelling or grammatical errors. When you are ready to make your initial post, click on "Reply." Then copy/paste the text into the message field, and click “Post Reply.”

To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post.

Evaluation

This discussion will be graded using the discussion board rubric. Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion. All discussions combined are worth 40% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 5 Assignment

Four Levels of Evaluation

Turnitin®

This course has Turnitin® fully integrated into the course dropbox. This means that you should only submit your assignments to the dropbox below. Please do not submit your assignment directly to Turnitin.com.

Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers. Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately. The overall match can be no higher than 15%, with any one match no higher than 2%. You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report. Plan accordingly as you draft your assignment. Once the due date has passed, your assignment submission will be considered final.

PUTTING IT TOGETHER

NUR 662 M5A1: Four- Levels of Evaluation Assignment Instructions

In week 5 you will put all the parts together in one APA formatted paper with references and submit it in the drop box. In week 6 place it in the discussion area for other students to see your work.

The paper consists of the following criteria:

Introduction: Briefly explain the estimated cost of the training or learning session. (this would include materials, room space, employee time, etc.).

Pre-evaluation

Create an evaluation tool to test your trainees to determine their knowledge, skill levels, and attitudes prior engagement with the training or educational session. Provide the rationale for choosing the evaluation method based on what participants are intended to learn. Support your choice with current evidence with at least two sources, and one outside of nursing. (measured in Synthesis of Evidence on grading rubric).

Level One: Reaction

Identify how you will measure reaction.

Create a survey tool that measures the reaction of participants, which includes evaluation of whether the training was worth participants’ time, successfulness of the training, strengths, and weaknesses of the training, if participants like the venue and presentation style, and if training session accommodated their personal learning styles. This level measures the subject matter, faculty, facility, and learning tools.

Level Two: Learning

Identify what is being evaluated (changes in knowledge, skills, or attitudes).

Create an evaluation tool that measures learning that is appropriate to the learning situation. Describe rationale for evaluation method. Support your choice with current evidence with at least two sources, and one outside of nursing (measured in Synthesis of Evidence on grading rubric).

Level Three: Behavior

Describes when evaluation will occur.

Create evaluation tool that measures changes in behaviors related to the learning situation.

Provide rationale for using evaluation method. Be sure that the evaluation tool helps to measure if participants put any of their learning into action, able to teach their new knowledge, skills, or attitudes to other people, and or if they are aware that they have changed their behavior. Support your work with current evidence with at least two sources, and one outside of nursing (measured in Synthesis of Evidence on grading rubric).

Level Four: Results

Identify which outcomes, benefits, or final results are most closely linked to the training/ educational session.

Create a tool to analyze the results of the training or educational session, which includes an analysis of the Return on Investment (ROI). Then calculate the ROI (it is okay to estimate costs and benefits). For example, improved patient outcomes, improved employee/ student retention, less waste, etc.).

Integration of Evidence.

Consistently integrate credible, relevant sources to support ideas appropriate for the assignment. Use information in ways that are true to original context. Always distinguishes between own ideas or common knowledge and ideas requiring attribution. Scholarly articles integrated within the paper meet the following standards:

Provides the required number of references.

Most nursing-specific or nursing-related

Provides the required number of references from a discipline outside nursing

Published within 5 years OR published beyond 5 years if seminal source or gap in the literature.

Style & Presentation

Use clear structure as outlined in the assignment with all components present. Use straightforward, clear, concise, nearly error-free language that conveys meaning to audience.

Refer to the Nursing Master's Library Guide (Links to an external site.) for additional assistance. You can locate your specific course by clicking on the dropdown menu under, the Courses tab.

Late Assignment Policy

All assignments (e.g. papers, projects, etc.) are expected to be submitted on time. If unplanned or extenuating* circumstances prevent on time submission, then students should follow these guidelines:

Contact your instructor with details about the extenuating circumstances if you are requesting permission to submit late.

If a student submits an assignment late without permission, it will not be graded until the student communicates with the instructor. If there is no communication with the instructor before the assignment grade is due, a grade of zero will be assigned.

The first late submission in the course will be accepted and graded without penalty up to 5 days after the due date. After 5 days of no submission, the instructor may assess a late penalty of 5 percent per day.

All subsequent late assignments may be assessed a late penalty of 5 percent per day, starting on day one. There will be no 5-day grace period.

This policy does not pertain to discussion posts. Please review the course specific discussion rubric for further guidance.

Please note that course structure may result in exceptions to the late policy. In this case, the instructor will either clarify or arrange guidelines for submission of assignments with the student(s).

No work will be accepted after the final day of the term unless an official course extension has been granted. Excelsior College Extension Policy (Links to an external site.)

Compose your work in a .doc or .docx file type using a word processor (such as Microsoft Word, etc.) and save it frequently to your computer. For those assignments that are not written essays and require uploading images or PowerPoint slides, please follow uploading guidelines provided by your instructor.

Check your work and correct any spelling or grammatical errors. When you are ready to submit your work, click “Upload Submission.” Enter the submission title and then click on “Select a file to upload.” Browse your computer, and select your file. Click “Open” and verify the correct file name has appeared next to Submission File. Click on “Continue.” Confirm submission is correct and then click on “Accept Submission & Save.”

Evaluation

This assignment will be graded using the Four- Levels of Evaluation Assignment Rubric located on the Course Rubrics page within the Start Here section of the course. Please review the rubric prior to beginning your work so that you ensure your submission meets the criteria in place for this assignment. This assignment is worth 30% of your final course grade.

NUR662 ASSESSMENT AND EVALUATION IN NURSING EDUCATION

Module 7 Assignment

Mapping Program Outcomes

Turnitin®

This course has Turnitin® fully integrated into the course dropbox. This means that you should only submit your assignments to the dropbox below. Please do not submit your assignment directly to Turnitin.com.

Once submitted, your assignment will be evaluated by Turnitin® automatically. You will be able to view an Originality Report within minutes of your first submission that will show how much of your work has been identified as similar to other sources such as websites, textbooks, or other student papers. Use your Originality Report as a learning tool to identify areas of your assignment that you may not have cited appropriately. The overall match can be no higher than 15%, with any one match no higher than 2%. You may resubmit your assignment through this dropbox as many times as you need to check to see if you have made improvements, until the due date of the assignment. However, once you have made your first submission, you will need to wait 24 hours after each subsequent submission to receive a new Originality Report. Plan accordingly as you draft your assignment. Once the due date has passed, your assignment submission will be considered final.

Having a systematic plan of evaluation is vital to student success and accreditation of programs. Based on Systematic plan for evaluation part I (Links to an external site.) article that was in your assigned readings this week, you complete a portion of the systematic plan of evaluation. This assignment showcases what you have learned about the alignment of end-of -program student outcomes with courses, learning activities, assessments, and evaluation methods.

Introduction: Describe the nursing program (BS, RN to BS, LPN) and the expected length of the program. Include a summary of the rationale for evaluating end of program student leaning outcomes. For guidance with the assignment, refer to the Systematic plan for evaluation part I (Links to an external site.) article that was in your assigned readings this week.

Complete the Table 1: End of Program Measurement of Achievement Table:

Write one specific and measurable end of program student learning outcome.

Identify the course in which the End of Program Learning Outcome will be measured.

Describe the setting in which achievement of learning outcome will be measured (classroom, clinical, simulation lab, etc.)

Identify the most effective Direct Assessment method or tool to measure achievement of the stated program outcome (Grading Methodology) (assignment, test, portfolio, demonstration, clinical evaluation, etc.).

Describe the behaviors or competencies needed to show successful achievement of the end of program student learning outcome (competencies and/or concepts that represent the foci of behaviors, skills, and knowledge that graduates should achieve).

Table 1: End of Program Measurement of Achievement

a. End of Program Student Learning Outcome:

b. Course:

c. Setting:

d. Direct Assessment Method or Tool (Grading Methodology):

e. Expected Behaviors/Competencies

(Note: Copy and paste the table into your Word document for your paper.)

Assessment Tool: Develop appropriate direct assessment tool to measure competencies that map to end of program student learning outcome (assignment, grading rubric, portfolio, and or test, etc.).

Targets for Achievement:

Specify expected level of achievement or target for student success on assessment, target indicating success of achievement (80% of students will achieve 85% or higher)

Describe the Period of Assessment/Assessment Frequency

Describe the data that the assessment intends to provide.

Describe how data will be analyzed, documentation maintained, communicated, and how it will inform decision making.

5. Conclusion Explain the need for assessment and evaluation of end of program student leaning outcomes and how mapping of the achievement of learning outcomes and documentation in a systematic plan for evaluation is supported through your example.