Several factors influence assessment in nursing education, such as learning objectives, the clinical setting, available resources, and regulatory requirements. The assessment techniques should align with the learning objectives to ensure consistency between the assessment and the desired outcomes. If the objective is to evaluate students' clinical reasoning abilities, assessment formats like case studies, simulations, or standardized patient encounters can be employed to assess their capacity to apply knowledge and make sound clinical judgments. The clinical setting also shapes assessment decisions in nursing education. Different clinical settings necessitate different assessment approaches. For example, in a hospital setting, direct observation during patient care, competency checklists, and clinical evaluations may be utilized to assess practical skills, professionalism, and patient safety (Bradshaw & Lowenstein, 2018). In community or public health settings, assessments may involve community projects, health promotion campaigns, or community-based research projects to evaluate students' ability to apply nursing knowledge in population-focused care.
An illustrative real-life example of a learning objective that could benefit from multiple assessment formats in nursing education is medication administration. Medication administration is a critical nursing skill that requires accuracy and adherence to safety protocols. To assess medication administration competencies comprehensively, various assessment formats can be used. For instance, a written examination can gauge students' understanding of medication calculations, drug interactions, and safe administration practices (Halstead & Oermann, 2016). Additionally, simulation-based assessments can provide opportunities for students to demonstrate their abilities in accurately preparing and administering medications, managing medication errors, and effectively communicating with patients. Direct observation during clinical rotations can further evaluate students' medication administration skills in real patient care situations, ensuring they can handle unexpected challenges and prioritize patient safety.
References:
Billings, D. M., & Halstead, J. A. (2021). Teaching in nursing: A guide for faculty (7th ed.). Elsevier.
Bradshaw, M. J., & Lowenstein, A. J. (2018). Innovative teaching strategies in nursing and related health professions (7th ed.). Jones & Bartlett Learning.
Halstead, J. A., & Oermann, M. H. (2016). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development. Wolters Kluwer.
Assessment refers to the process of obtaining information during the learning process, educator performance and to determine competency in practice to better ensure accountability (Oermann, 2016). The process of assessment benefits both the educator and the learner, as the educator can make informed decision making on improvements in instructional strategies to better meet the student's needs so students can improve upon their performance. It is important to use multiple assessment techniques to measure student learning because it enables data collection from a wide range (WCU, n.d.). Utilizing one assessment strategy will not provide sufficient data and feedback on student outcomes (Oermann, 2016). For example, quizzes and tests assess the recall ability on concepts learned, but does not provide any information on how students are with applying those concepts learned in a simulation (Oermann, 2016). This is why it is necessary to use multiple assessment techniques when measuring student learning and to better determine if outcomes were met.
Some other common assessment techniques would include written assignments- such as discussion boards or papers, projects, small-group activities, oral presentations, development of e-portfolios, observations of performance- in class or clinical setting , simulation-based activities, and conferences (Oermann, 2016).
One learning objective that students are required to achieve is a foley insertion and sterility. Students are first educated on the importance and benefits/risks of a foley and also taught on how to maintain sterility when performing the skill. Once students are taught base knowledge, they should be quizzed or tested on proper indication, steps to insert foley, and how to maintain sterility throughout insertion. Once they prove competent in that, then students should be able to perform the skill in front of an educator to demonstrate proper insertion of Foley catheter. This process allows students to practice how to be aware of their surroundings while still maintaining sterility. Then students should be put through a simulation where there is an indication for a foley insertion ( ex- accurate output of patient on diuretic) and be able tp perform the skill, maintain sterility, and properly educate their patient on the skill. Foley insertions and sterility, along with many other clinical skills, are more complex than just remembering the steps and performing the skill. Students should be able to apply the skill to real life practice and understand why the skill is so important and necessary. Also, students need to comprehend the importance of sterility. There have been too many instances where sterility is broke, and now the patient is more at risk for infection.
References
Oermann, M. (2016). Evaluation and Testing in Nursing Education (5th ed.). Springer Publishing LLC.
When determining if a nursing school should implement a single online nursing course vs a whole program, one should look at the quality of the education provided and if the outcomes are still being met by the students. The benefit of online courses are that they offer flexible instructional methods that allow students to balance their “academic, employment, family, and personal commitments” (Oermann, 2016).
My approach to online instruction would differ from a traditional classroom setting. With online instruction, instructor feedback is crucial, since there is no face-to-face interaction and lack of verbal communication (Oermann, 2016). Feedback should be thorough and in depth, and can be given through email, electronic feedback on written assignments or through videoconferencing (Oermann, 2016). Students should still feel interactive with their peers and educator despite not being in a physical setting. Assessment of the learners can still be performed through the same methods used in a traditional classroom setting, but just with slight changes. For example, examinations can be taken online, but there may be a time constraint per question or not allowing to return to previous questions to help with academic dishonesty. Presentations can still be assigned, but students will instead record themselves presenting and then upload for their peers to review.
“Assessing the quality of online programs is a formal process of measuring quality indicators, using the data to develop an improvement plan, and reassessing the indicators to determine program effectiveness” (Oermann, 2016). There are many popular frameworks utilized to assess the quality of online programs. All the frameworks have common themes in mind, highlighting the most common listed below;
· Institutional commitment, support, and leadership
· Teaching and learning
· Faculty support
· Student support
· Institutional support for course development
· Technology
· Evaluation and assessment
· Cost effectiveness
· Management and planning
· Faculty and student satisfaction
(Oermann, 2016).
I think one of the more important themes to consider when evaluating a program is “faculty and student satisfaction”. Both the educator and the student must feel supported in an online setting, where all their needs are met. Online classes and programs tend to throve more when both sides are satisfied with how the course is developed and managed. The “technology” aspect of the course needs to be easy to navigate and easily accessible.
References
Oermann, M. (2016). Evaluation and Testing in Nursing Education (5th ed.). Springer Publishing LLC.
If my team and I were considering putting an entire program or individual nursing course online, there are many things to consider. Some would include whether or not students have internet access, and students’ ability to access ebooks and other needed course materials. I strongly believe that the approach would need to be adjusted, such as techniques used to catch the students’ attention and hold it through lectures. Some tips suggested by Edutopia (2020) that stood out to me to assist in transition to online learning include: Simplicity – It is important to give clear instructions and use only one or two resources. It is common that conversations and misconceptions may occur online that cannot be tackled in person. So it’s important to keep it simple. Establish a digital home base – This can be done by using one learning system such as Canvas or Blackboard. This is a place where students will find all of the necessary information for the course. Prioritize student-driven, longer assignments – This is where efficacy comes to play and becomes a big key in learning. Planning can and will take more time and require more attention to detail. But in turn, this will create opportunities for students to discuss what they’re learning and give them the chance to build engagement. Individual touchpoint – The interactions students would normally have in hallways or in the library are missed when online. While learning should be the main focus, it’s important to allow students to get to know each other as well. This can be done through emails, video messages, and even discussion boards. It’s crucial to create a structure for students and stick to it, showing them that we care and are invested in them and their futures.
Reference4 tips for teachers shifting to teaching online. (2020). Edutopia. https://www.edutopia.org/article/4-tips-supporting-learning-home
