NURS-FPX6111 Assessment 3 Course Evaluation Template

NURS-FPX6111 Assessment 3 Course Evaluation Template – Step-by-Step Guide

The first step before starting to write the NURS-FPX6111 Assessment 3 Course Evaluation Template, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6111 Assessment 3 Course Evaluation Template

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6111 Assessment 3 Course Evaluation Template

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6111 Assessment 3 Course Evaluation Template

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6111 Assessment 3 Course Evaluation Template

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6111 Assessment 3 Course Evaluation Template

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6111 Assessment 3 Course Evaluation Template

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6111 Assessment 3 Course Evaluation Template Instructions

• Develop a standardized template for evaluating courses in a selected program. Include a 2-3 page executive summary containing the rationale and justification for the methods selected.

Introduction

The purpose of a course evaluation is to ensure that your course is, in fact, serving the intended purpose and assessing the learning outcomes and instructional content. Standardized templates are useful for learners, faculty, and the organization because they allow you to establish expectations and ensure data collected give you the right kind of information upon which to make evidence-based decisions related to meeting learners’ and the organization’s needs and goals.

Overview

This is a two-part assessment. The first part is the development of a standardized course evaluation template. The second part is an executive summary addressed to a workplace supervisor. Have a look at NURS-FPX6111 Assessment 4 Program Effectiveness Presentation.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• What are the key components of an end-of-course evaluation?
• How can you determine if educational outcomes meet the needs and goals of a health care setting?
• What are examples of alternative evaluation methods for learning outcomes in nursing education?
• What types of questions should be included in a clinical evaluation questionnaire?

Use the Capella University Library and the Internet to ensure you are familiar with the following:

• Explore a variety of methods that can be used to evaluate the achievement of the learning objectives as well as program outcomes.
• Understand the steps in assembling and administering the tests for learning outcomes.
• Examine how validity and reliability of evaluation methods for courses and program outcomes are measured and established.
• Find examples of course evaluations. If you choose to incorporate ideas from other examples, you must provide proper APA citations and format.

The following resources are required to complete the assessment.

• Assessment Formatting Guidelines [DOCX].

Part One – Standardized Course Evaluation Template

Determine the best approach for evaluating whether the learning objectives and program outcomes are being assessed adequately in your course. Make use of your work from the previous assessments in the creation of your standardized course assessment template.

• Create a standardized template that clearly measures the course’s ability to achieve the learning objectives and outcomes stated in your earlier assessments in this course.
• There is no page limit for this template. Page length should be appropriate to the context.

Note: You are encouraged to integrate feedback received for your earlier assessments to continue tweaking your application of the concepts in this course.

Part Two – Executive Summary

Once you have completed your standardized template, construct an executive summary to discuss the rationale for it.

In the executive summary, include the following critical elements that align with the grading criteria:

• A summary of how the course evaluation aligns with the stated learning objectives and program outcomes.
• A justification for the methods chosen to evaluate the achievement of learning outcomes.
• A description of how validity and reliability of evaluation methods will be established.

Additional Requirements

Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

• APA format: Use correct APA style and formatting for the executive summary, paying particular attention to citations and references.
• Document format: Include a cover page and a properly formatted APA style reference list.
• References: Include at least five peer-reviewed scholarly resources from the last 5 years to support your rationale.
• Length:
• Executive summary: 1–2 double-spaced pages (excluding cover page and reference list).
• Evaluation template: No page limit.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
• Ensure that the appropriate cognitive, psychomotor, and affective domains have been addressed in a course evaluation.
• Competency 3: Engage in the development of a classroom examination.
• Select an evaluation format that adequately assesses learning and program outcomes.
• Competency 4: Evaluate the achievement of learning outcomes.
• Create a standardized course evaluation template that can be used to evaluate the achievement of learning outcomes in a program offering.
• Support the validity and reliability of evaluation methods used in a course evaluation form.
• Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
• Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
• Correctly format the assessment, citations, and references using APA style.

NURS-FPX6111 Assessment 3 Course Evaluation Template Example

Course Evaluation Template

Part One – Standardized Course Evaluation Template

Evaluation Category	Evaluation Statement	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
Course Objectives	Analyze healthcare data to improve patient outcomes and nursing practice.
	Evaluate technology systems for efficient healthcare information management.
	Integrate informatics solutions to enhance interdisciplinary collaboration in healthcare settings.
	Implement and adhere to ethical standards in the management and protection of health information.
	Apply informatics principles to drive evidence-based nursing research.
	Lead informatics initiatives to enhance healthcare quality and patient safety.
	Analyze healthcare data to improve patient outcomes and nursing practice.
Faculty and Resource Effectiveness	Were course materials effectively organized and readily accessible?
	Did the instructor provide clear explanations of the learning objectives and outcomes?
	Were additional resources, such as readings and multimedia, relevant and beneficial?
Domains of Learning	Were students able to demonstrate a solid understanding of informatics concepts and their application in nursing practice?
	Did assessments accurately measure students’ grasp of foundational informatics principles?
	Did students effectively apply informatics solutions to interdisciplinary collaboration scenarios?
	Were assessments structured to evaluate students’ practical integration of informatics tools in patient care?
	Did students reflect a deep understanding of ethical standards in managing health information?
	Were assessments designed to gauge students’ ability to lead informatics initiatives for improved healthcare quality?
Overall Course Assessment	Did the course effectively address each of the stated learning objectives and outcomes?
	Were assessments aligned with the cognitive, psychomotor, and affective domains of learning?
	Did students consistently demonstrate their mastery of nursing informatics principles through their responses?
	Were faculty and resources instrumental in facilitating the achievement of course objectives?

Part Two – Executive Summary

The strategic course evaluation methodology harmoniously aligns with the stipulated course learning objectives and overarching program outcomes, creating a robust synergy between educational intent and assessment strategy. A judicious selection of evaluation methods substantiates this alignment, each meticulously calibrated to gauge students’ mastery of advanced nursing informatics principles and their adeptness in applying these principles within the dynamic healthcare landscape (García-Montoya & Mahoney, 2023).

The chosen assessment methods are underpinned by a resolute commitment to measuring the multifaceted dimensions of the learning objectives. The deliberate selection of assessment modes for each learning objective resonates with its specific cognitive, psychomotor, and affective domains. For instance, the utilization of quizzes and knowledge checks effectively evaluates students’ foundational understanding of informatics concepts, aligning seamlessly with the cognitive domain.

Simultaneously, the inclusion of case study analyses and technology projects intricately corresponds to the psychomotor domain, assessing students’ ability to integrate informatics solutions into practical healthcare scenarios (Das et al., 2022). Additionally, discussion participation and informatics simulations aptly measure students’ engagement with the affective domain, probing their ethical considerations and leadership capacities. This multifaceted approach ensures that students’ comprehensive competence in advanced nursing informatics is assessed and nurtured.

The rationale for adopting these specific assessment methods rests on their inherent ability to holistically evaluate students’ comprehension and application of nursing informatics principles (Menéndez et al., 2019). By strategically employing diverse assessment approaches, the evaluation methodology aligns precisely with the program’s overarching aim of cultivating well-rounded nursing professionals. This approach equips learners with the knowledge and skills necessary to navigate the complex intersection of healthcare informatics, translating theoretical understanding into practical, real-world applications (Pastore & Andrade, 2019).

To ensure the integrity and reliability of the evaluation methods, a two-pronged approach involving the establishment of validity and reliability will be diligently pursued. Validity is ensured through the meticulous scrutiny of each assessment’s content against the learning objectives, continually cross-referenced to maintain alignment (Leko et al., 2020). Expert validation, coupled with faculty review, serves as an assurance that assessment content authentically represents the intended course outcomes.

Reliability, a cornerstone of credible evaluation, is secured through rigorous measures. A comprehensive protocol encompassing both inter-rater reliability and test-retest reliability is implemented (Leko et al., 2020). Through meticulous calibration sessions, faculty graders are trained to interpret assessment criteria, ensuring uniformity in evaluations consistently. This rigorous procedure safeguards fairness and impartiality in assessments, promoting a level playing field for all students. Furthermore, repeated test administrations enable the identification of potential variations and serve as a platform for refining assessment precision over successive iterations.

References

Das, S., Das Mandal, S. K., & Basu, A. (2022). Classification of action verbs of Bloom’s taxonomy cognitive domain: An empirical study. Journal of Education, 202(4), 554-566. https://doi.org/10.1177/00220574211002199

García-Montoya, L., & Mahoney, J. (2023). Critical event analysis in case study research. Sociological Methods & Research, 52(1), 480-524. https://doi.org/10.1177/0049124120926201

Leko, J., Škrinjarić, T., & Goršeta, K. (2020). Reliability and validity of scales for assessing child dental fear and anxiety. Acta Stemmatological Croatian, 54(1), 22. https://doi.org/10.15644%2Fasc54%2F1%2F3

Menéndez, I. Y. C., Napa, M. A. C., Moreira, M. L. M., & Zambrano, G. G. V. (2019). The importance of formative assessment in the learning-teaching process. International Journal of Social Sciences and Humanities, 3(2), 238-249. https://doi.org/10.29332/ijssh.v3n2.322

Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003