Nurse Educator: Part
2
The evaluation of teaching and learning is just as
important as the assessment of learning. According to Elberly Center for
Teaching Excellence (2013), performing formative and summative evaluations
enhances the teaching and learning experience for both the educator and the
student by aiding in improving and refining teaching skills and practices and
improving the learning and performance for the student. Learning objectives and
outcomes have been developed for course material related to wounds in an adult
health care setting in a student course in which the student is currently
enrolled. The objectives and outcomes are as follows (Senn, 2013 Nov. 10):
Objectives
and Outcomes
Classroom
·
Outcomes
1.
The student will gain the knowledge and skills
to assess wounds for healing and signs or symptoms of infection.
2.
The student will gain the skill of performing a
sterile dressing change.
3.
The student will have increased confidence in
performing a wound assessment and dressing change.
·
Objectives
1.
Cognitive: After the lecture, the student will
identify five signs and symptoms of a wound infection.
2.
Psychomotor: After the lecture and skills lab,
the student will perform a sterile dressing change for a wound with no more
than one error.
3.
Affective: After the instruction related to
wounds, the student will verbalize having a decreased anxiety level when
performing the wound care in the skills lab area.
Clinical
·
Outcomes
1.
The student will have the ability to accurately
assess a wound on patient in the clinical setting.
2.
The student will have the skills and knowledge
needed to accurately perform a sterile dressing change on patients in the
clinical setting.
3.
The student will have confidence in one’s self
to accurately and effectively caring for a patient with a wound.
·
Objectives
1.
After the content covered in class related to
wounds, the student will verbalize the steps taken to perform a wound
assessment.
2.
After the course activities related to wounds,
the student will demonstrate a sterile dressing change on a patient in the
clinical setting with no errors.
3.
After the course content and activities, the
student will verbalize confidence levels and anxiety has improved.
Evaluation
Process
Classroom and clinical evaluations for the above
outcomes and objectives will consist of a quiz, multiple choice test,
observation of the student, skills evaluation test, written paper assignment
with an early outline due prior to the assignment due date, and mid- and ending
and of course student survey evaluations (Senn, 2013 Nov. 14). A syllabus and
rubrics will be provided and given to the students at the beginning of the course
for the student to review, ask questions, and verbalize concerns prior to any
course activities, assessments, and evaluations and to have understanding of
course outcomes, objectives, and expectations of the student and educator. A
quiz given will be a mid-subject to formatively evaluate the student
progression of learning of the subject and a multiple-choice test after the
completion of the subject will be the summative evaluation to measure the
student’s achievement and knowledge gained concerning wound assessments and
dressing change. The quiz will be a short answer quiz based on a given patient
scenario and the final multiple choice test will promote and enhance critical
thinking by the student being given a scenario and having to answer the
question with the correct or best possible answer.
Student observation will occur within the lab setting
prior to clinical rotations for formative and summative evaluations. The
formative evaluation will occur during lab practice time observing the student
performing a sterile dressing change so that the educator and student can
communicate and provide feedback on any questions or weaknesses noted so that additional
education that the student can be provided. The summative evaluation will occur
in a lab setting prior to attending the clinical setting and then again in the
clinical setting by observing the student perform a sterile dressing change for
skills check off test and performing the dressing change on an actual patient
without any errors. Critical thinking assessment for the observation portion of
the evaluations will be measuring the student’s ability to have the problem or
task such as the wound and wound care; therefore the student has to think about
what is occurring and what needs to be done to complete or correct the task or
problem.
A written assignment will be required for the course
subject related to wounds. The student will be required to turn in an outline
of the paper to be written. The outline of the student’s assignment is the
formative evaluation to measure the student’s understands of the assignment
expectations as per the grading rubrics and of the subject being covered. The
completed written assignment is the summative evaluation that will consist of
the types of wounds, the assessment of wounds for healing and signs or symptoms
of infection, and the dressing change to measure the student’s knowledge and
application of subject material covered within the course. Critical thinking
will be assessed in the written assignment by measuring the student’s knowledge
and application of content material.
Mid and end of course student survey evaluations will
be completed. The formative evaluation will consist of the mid student survey
related to the effectiveness of the content materials and activities that has
been completed at that time and any recommendations for improvements;
therefore, improvements or additions can be made by the educator early in the
learning process to ensure that learning takes place. The summative evaluation
of the student survey is to be completed at the end of the wound content
covered within the course. The student’s feedback at mid- and end of term will
promote critical thinking based on the identification of content and activities
that have helped the learning process the most and which have not.
Conclusion
Evaluations can enhance, improve, and ensure that the
student is receiving the best possible education that one can provide to
promote a lifelong learning process throughout schooling and professional
practice. Student progression throughout a course or program is measured on a
continuous basis with formative evaluations so that ineffective teaching
practices can be identified and changed immediately and identifies students
that may need additional assistance and education to meet the needs of the
student. Some other advantages of formative evaluations include the ability to
provide the student with immediate feedback and the ability to identify to make
any changes needed immediately in teaching methods or practices. Summative
evaluations measure what the student has learned at the end of a unit, course,
or program to determine if the student has gained the knowledge and skills to
meet the specified outcomes and objectives. Summative evaluations can also
assist in evaluating the educator, instructional methods and activities,
course, and program. By using the data collected from summative evaluations
issues or problems can be identified and needed changes made for the upcoming
students (Johnson & Jenkins, 2009).
References
Elberly
Center for Teaching Excellence. (2013). Formative
and summative assessment. Retrieved from http://www.cmu.edu/teaching/assessment/howto/basics/formative-summative.html
Johnson,
E. & Jenkins, J. (2009). Formative
and summative assessment. Retrieved from http://www.education.com/reference/article/formative-and-summative-assessment/
Senn,
C. (2013, November 10). Objectives and
outcomes [Online forum post]. Retrieved from https://kucampus.kaplan.edu
Senn,
C. (2013, November 14). Types of
assessment and evaluation [Online forum post]. Retrieved from https://kucampus.kaplan.edu
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