NURS-FPX6111 Assessment 4 Program Effectiveness Presentation
NURS-FPX6111 Assessment 4 Program Effectiveness Presentation – Step-by-Step Guide
The first step before starting to write the NURS-FPX6111 Assessment 4 Program Effectiveness Presentation, 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 4 Program Effectiveness Presentation
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 4 Program Effectiveness Presentation
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 4 Program Effectiveness Presentation
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 4 Program Effectiveness Presentation
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 4 Program Effectiveness Presentation
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 4 Program Effectiveness Presentation
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 4 Program Effectiveness Presentation Instructions
- Create a PowerPoint presentation with 10-12 slides that proposes a systematic process for determining the effectiveness of the nursing program for a sample course.
Introduction
Course analytics are important in guiding the revision process as well as further development of your evaluation strategies and documentation. As a nursing educator, you must establish and maintain analytical data to demonstrate to your stakeholders that your course is meeting the learning and program outcomes. Have a look at NHS-FPX6008 Assessment 1 Identifying a Local Health Care Economic Issue.
Program effectiveness depends not only on internal factors but also on external factors. Course outcomes should be based on the program learning outcomes and placed in an evaluation plan. Program outcomes evaluate the effectiveness of the whole program.
Overview
Create a PowerPoint presentation with 10–12 slides that proposes a systematic process for determining the effectiveness of the nursing program for your new course.
While you will not have access to real analytical data from real learners to show how the course is meeting the learning and program outcomes, you should still be able to use the formative feedback from the instructor you received for your earlier assessments, as well as scholarly research to think critically about a process that could potentially guide improvement efforts for the nursing program in which the course is being hypothetically offered.
PowerPoint Presentation
Make sure your presentation contains the following slide headings and sections, which reflect critical elements that align with the grading criteria:
- Title.
- Purpose. Include the reasons for the presentation (1–2 slides).
- Philosophical Approaches. Explain some of the major philosophical approaches to evaluation (2–3 slides).
- Program Evaluation Process. Show the steps of the program evaluation process (2–3 slides).
- Evaluation Design. Select and articulate an evaluation design, framework, or model for program evaluation (2–3 slides).
- Program Improvement. Examine how data analysis can be used to foster ongoing program improvement (2–3 slides).
- References. Include a minimum of eight sources, cited using current APA style and formatting.
Additional Requirements
Your presentation should meet the following requirements:
- Bullets: Aim for 6–7 bullets per slide and 4–6 words per bullet.
- Images: Use graphics liberally throughout the presentation but ensure they are appropriate for the content provided.
- Speaker notes: Use the Notes section within PowerPoint to provide all the information relevant to each slide, which you would otherwise present verbally.
- APA citations: Include proper APA style in-text citations in the speaker notes and on slides (if relevant).
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:
- Competency 5: Analyze how a systematic process is used to determine the effectiveness of a nursing program.
- Explain philosophical approaches to evaluation.
- Show the steps of the program evaluation process.
- Articulate an evaluation design, framework, or model for program evaluation.
- Examine how data analysis can be used to foster ongoing program improvement.
- 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 4 Program Effectiveness Presentation Example
Program Effectiveness Presentation
Purpose
Good morning. My name is _. Welcome to today’s presentation. This presentation proposes a systematic process for evaluating and determining the effectiveness of the MSN program for the newly developed course, “Nursing Ethics in Advanced Nursing Practice.” The presentation will explain the philosophical approaches to evaluation, primarily formative and summative. It will also outline the program evaluation process and articulate an evaluation design, model, or framework. It will also evaluate the program and determine how data can be used to improve it.
Owen (2020) states that program evaluation is a process for collecting and analyzing data on a program. Evaluators focus on determining the effectiveness of a program’s activities, characteristics, and outcomes. Program evaluation helps determine the effectiveness and efficiency of a program. The results of an evaluation help assess various program-related factors, such as performance and the need for improvement. The evaluation also helps improve programs by informing their development and implementation decisions. Evaluation can be done at any stage depending on the purpose of that evaluation and is generally influenced by program objectives, goals, and concerns. Evaluation designs determine the type, purpose, and timing of the evaluation.
Philosophical Approaches to Evaluation
Philosophical approaches to evaluation focus on the evaluator’s beliefs about research. The major philosophical approaches that will be the focus of this presentation are formative and summative evaluations. Evaluators often use a combination of evaluation methods. Philosophical evaluation approaches also focus on the aspects of nursing programs. For example, most nursing programs entail online or classroom learning and supporting clinical experiences which are part of learning and evaluation. Christie and Alkin (2023 note that philosophical approaches to evaluation are service, objective, and research-oriented, and the results generated are used for more than one purpose.
Formative Assessment
Formative assessments are done during the program’s progress and provide immediate feedback to the learner. Bhat and Bhat (2019) note that the major purpose of formative assessments is to provide feedback to improve learning. Panchal (2020) notes that formative assessments require experts to prepare and administer due to their objectivity. The formative assessment focuses on areas of weakness for improvement and can entail performance or non-performance tests.
For performance tests, an analysis of item difficulty, item discrimination, and pass rate help determine which areas need improvement in learning or teaching strategies or content. Bhat and Bhat (2019) note that the types of formative assessments depend on the assessment objectives, including needs assessment, structured conceptualization, and process evaluation. Some of the formative assessments are continuous with formative.
Summative Assessment
Bhat and Bhat (2019) note that summative assessments are done at the end of a program primarily to assess program outcomes. They are often more comprehensive and assess program, course, and student learning outcomes. They also help evaluate the overall effectiveness of programs/courses and help evaluate the program’s impact, strengths, and weaknesses. At this point, the educator assesses a wide range of skills and competencies students have developed and their application in real-life scenarios.
For example, the instructor might assess the learner’s ability to solve a leadership ethical dilemma after the Master’s program and after completing a course in ethics in advanced practice nursing. According to Bhat and Bhat (2019), summative assessment examples are impact, outcome, goal-based evaluation, cost-effectiveness, and cost-benefit analysis. In learning, course evaluation is an important aspect of summative evaluation and helps collect vital information on the course, instructor, and course that, in turn, informs improvement interventions.
Program Evaluation Process
Program evaluation is a complex process that requires attention and prior planning. It differs from institution to institution and depends on the desired outcomes. The program evaluation process will entail specific general steps but will be developed to fit the program and selected evaluation methods. There are distinct steps, and the first one is planning for evaluation which will entail deciding why and who of the evaluation (Tatum, 2019). The second step is evaluation plan development.
The plan for evaluating the MSN program will go into detail to include the evaluation interventions that meet the rigor of the program assessment. The third step will include its implementation. The step is the longest and entails the activities from proposal to implementation of the proposed assessment and evaluation interventions. The fourth and last step is report writing and dissemination for decision-making purposes. This step is the most significant to the evaluation process because it uses the results of the evaluation process.
The planning step entails reviewing the stakeholders required, such as nurse educators from within and outside the institution. At this stage, the guiding objectives and program objectives are also reviewed. The stakeholders then decide on the evaluation strategy (combination of evaluation and assessment methods) and design. Tatum (2019) notes that the dissemination and report writing step also helps allocate resources and create a budget for the evaluation process. Program evaluation is a rigorous process that requires multiple evaluation interventions for successful implementation.
Evaluation Plan Development
The evaluation plan development entails extrapolating and implementing the evaluation preparation plan. Tatum (2019) notes that this stage begins with an introduction to the evaluation purpose, and formulation of evaluation questions is often the first step. This stage can be confused with the first one, but the major difference is that the evaluators go into more detail of how the interventions will be implemented in this stage.
In this step, the instructors prepare the instructional methods such as assessments, rubrics, and questionnaires for interviews as needed. The step also requires the program evaluators to determine the timeline for the evaluation and the individuals responsible for the evaluation process. The method for result analysis is also determined at this point. All necessary interventions are set and remain in the implementation process only.
Evaluation Plan Implementation and Report Writing and Dissemination Steps
Tatum (2019) notes that in the evaluation plan implementation step, all the methods, assessments, and evaluations planned in the previous steps selected are implemented in their respective timelines. The learners, instructors, and faculty participate in multiple assessment and evaluation interventions. The last step is analyzing the data collected based on the evaluation objectives.
At this step, the evaluation process owner provides inferential and descriptive statistics analyzed from the evaluation process. The data is analyzed thoroughly, and the written analysis is sent to respective stakeholders at the end of the evaluation period. Tatum (2019) states that stakeholders review written reports and make recommendations that the faculty and instructors use to improve the program. Changes include revising the program content and teaching and learning strategies.
Evaluation Design
The evaluation objectives influence the evaluation design. The instructor needs to ask themselves why they are evaluating the program and what is the desired end product. The interest in this evaluation is to ensure the adequacy of the results for product improvement. The best evaluation approaches for effective program evaluation are qualitative and quantitative methods to ensure that data that cannot be quantified, such as attitude and perception, can also be collected because it is significant to the program’s improvement. The evaluation will also utilize a post-test evaluation of performance and realist design to support collecting quantitative and qualitative data. The data collection methods will also support the approaches and designs, including student performance analysis, questionnaires, and interviews.
Evaluation model
The model of interest is the CIPP model, which focuses on evaluating context, input, process, and product. The model emphasizes four phases to evaluate the context of the project (resources and program background), input (stakeholders and budget), process (activities), and outcomes (satisfaction and performance results) (Ratnay et al., 2022). The program is management-oriented and vigorous, utilizing more than one evaluation method.
Evaluation Design Articulation
The program will be evaluated based on its ability to produce the desired results, skills, and competencies in the Master’s students. The evaluation will entail performance and non-performance reports, such as a survey to determine students’ attitudes towards the program and perceived areas of need, as Ratnay et al. (2020) support.
Other areas of interest will include feedback on faculty ad instructor factors that facilitated or hindered the program’s success. Quantitative data from students’ performance in the various assessments) Moreover, qualitative data from a survey of student and staff perspectives, attitudes, and perceptions of the course will be vital to evaluating this program. They will help determine the need for improvement, the introduction of new courses, or changes in content.
Program Improvement
The evaluation results will be analyzed against various parameters. Data and survey results analysis will be significant to this project and will help prove the program’s significance and improve it. The major focus of the evaluation is the organizational goals, vision, mission, policies, and program objectives. These directional strategies determine and direct all activities, including program goals and objectives. The results of the various evaluation interventions will be evaluated against the program objectives and the expected student outcomes. These factors will be integral because any inferences will also be made regarding these factors.
Program evaluation results are significant in various ways. Owen (2020) notes that evaluation helps determine how well the learner has performed in the assessments provided. The learner results are also used to determine if the program’s outcomes were met and if the student achieved the expected learning outcomes. The evaluation will also help understand how the program met the program objectives and the expected learner outcomes. Areas that need improvement will also be determined, and factors leading to underperformance will be determined and addressed. Owen (2022) Other factors that will be determined are the program’s cost-effectiveness, and the evaluation will also facilitate the development of future goals and objectives.
Conclusion
Nursing programs require vigorous evaluation to ensure they impact learners’ desired skills and competencies. Evaluation can occur before, during, and after a program’s implementation. Program goals and objectives influence evaluation, and having a clear evaluation plan ensures flawless and objective evaluations that help improve the learning experience and course and student learning outcomes. Organizational goals, values, objectives, and policies affect the evaluation.
References
•Bhat, B. A., & Bhat, G. J. (2019). Formative and summative evaluation techniques for improvement of the learning process. European Journal of Business & Social Sciences, 7(5), 776-785.
•Christie, C. A., & Alkin, M. C. (2023). An evaluation theory tree. Evaluation Roots: (3rd Ed.). Theory Influencing Practice, 12.
•Owen, J. M. (2020). Program evaluation: Forms and approaches. Routledge. https://doi.org/10.4324/9781003116875
•Panchal, A. C. (2020). Formative and summative evaluation: Challenges and remedy. International Journal Of Research In All Subjects In Multi Languages, 8(3).
•Ratnay, G., Indriaswuri, R., Widayanthi, D. G. C., Atmaja, I., & Dalem, A. A. (2022). CIPP Evaluation Model for Vocational Education: A Critical Review. Education Quarterly Reviews, 5(3), 1-8. https://doi.org/10.31014/aior.1993.05.03.519
•Tatum, B. C. (2019). Developing and evaluating educational programs. In The Essence of Academic Performance. IntechOpen. https://doi.org/10.5772/intechopen.89574