Assessment in Nursing Education

Course Details

Course Number: NURS 5503  Spring 2012

Location: Online

Course Attachments

Syllabus   Assessment Educator Syllabus Spring 2012.pdf


MSU Faculty Member
Dr. Jane Leach   
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Final Exam5/6/2012  TBA

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Attendance Requirements


Midwestern State University

NURS 5503:  Assessment in Nursing Education

Spring 2012

Faculty: Jane Leach PhD, RNC

Midwestern State University              

Wilson School  of Nursing       

Bridwell Hall 319                                                                                 940.397.3286 Office number

Online office hours M T TH (10-11 am)

Email: Web CT is the preferred method of communication for this class and will be used for faculty updates and announcements. If you are unable to access Web CT you may contact me by campus email at

 Credit Hours:                        Three (3) credit hours

 Course Description: Provides an introduction to both theory and method of evaluation in nursing education.  The focus is on assessment of process and outcome related to nursing education in both classroom and clinical settings, at the level of the individual learner course, and program. Ethical and legal issues in evaluation are also considered.

 Prerequisites: Undergraduate Statistics Course and Nursing 5243 pre/co-requisite

 Course Objectives:   At the completion of this course students will be able to:



AACN Masters


NLN Core

1.  Articulate sound theoretical foundations for assessment of process and outcomes in nursing education

V. 1-3


2.  Analyze effectiveness of selected strategies and tools for assessment of teaching-learning process and outcomes in various nursing education contexts

IV. 3; VI. 4

III. B, C, D, E, F

3.  Analyze ethical, legal, and selected current issues germane to assessment in nursing education.

III. 2-4 & 6


4.  Critique the current professional literature relevant to assessment in nursing education.

I. 1-3 & 5


 Required Textbooks/ resources:

New to Educator students

Oermann, M.H. & Gaberson, K.B. (2010) 3rd ed. Evaluation and Testing in Nursing Education, Springer Publishing Company

 McDonald, M. E. (2nd ed.). (2007). The nurse educator’s guide to assessing learning outcomes. Sudbury, MA:  Jones and Bartlett Publishers.

 Atherton J S (2011) Teaching and Learning; About this site [On-line: UK] retrieved 13 January 2012 from

 Books from previous Educator Courses:

 Keating, S.B. (2011). 2nd ed. Curriculum Development and Evaluation in Nursing. Springer

 Billings, D.M. & Halstead, J.A. (2009) 3rd ed. Teaching in Nursing: A Guide for Faculty.

 Bastable, S. (2008) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, 3rd. Jones & Bartlett Publishers.         

Bradshaw, M.J. & Lowenstein, A.J. (2011). Innovative Teaching Strategies in Nursing & Related  Health Professions. Boston, MA: Jones & Bartlett.

 O’Connor, A. B. (2006) Clinical Instruction and Evaluation: A Teaching Resource. Jones & Bartlett Publishers

 Highly Recommended: 

Angelo, T. A., & Cross, K. P. (2nd ed.). (1993/2008). Classroom assessment techniques:  A        handbook for college teachers.  San Francisco:  Jossey-Bass Publishers.

 Morrison, S., Nibert, A. & Flick, J. (2006).  Critical thinking and test item writing. Houston, TX:  Health Education Systems, Inc

 Benner, P., Sutphen, M., Leonard, V., & Day, L., (2010) Educating Nurses A Call for Radical Transformation, The Carnegie Foundation for the Advancement of Teaching, Jossey Bass


 Course Requirements:

 Discussion Boards                  30%     of   (100 Points total)

Unit Activities                              50%     of   (300 points total)

Final Exam                           __ 20%__ 

Total Final Grade                100%    


             90 – 100                      A

            80 – 89                        B

            74 – 79                        C

            65 – 73                        D

            64 and below               F

 Student Responsibilities:

 In this course, norms concerning academic honesty apply as they would to students in any course conducted on site. 

 Students are expected to post assignments on the due dates listed in the Unit assignments.  In addition, students are expected to log on and read the unit modules within three days of the posting date.  Many of the assignments ask the student for initial ideas or response to their fellow student’s ideas.  It is important that class members are on the “same page” week to week.

Please notify me if there are any weeks where you will not be able to access a computer.  If at any time during the course you have a problem accessing the online course, please call or e-mail me and file a work order with distance ed. promptly so we can remedy the situation.

Faculty reserve the right to update/revise this syllabus at any time during the semester.

 Course Outline/Schedule



Discussion Board


100 points

Unit Activities


300 points

UNIT 1 – Learning Theory




Jan 22 (10pts)



Jan 29 (10pts)

Jan 29 (50 pts)


Feb 5 (10pts)


UNIT 2 – Assessment of Teaching/Learning Process




Feb 12 (10pts)



Feb 19 (10pts)


UNIT 3 – Measuring Learning Outcomes





Feb 26 (50 pts)





March 11 (10pts)

March 11(100 pts)

Spring Break

March 12-18




March 25 (10pts)



April 1 (10pts)


UNIT 4 – Scoring and Analyzing Tests



11 Easter Break

April 9 (10pts)




April 15 (50 pts)

UNIT 5 – Issues in Nursing Education




April 22 (10pts)


UNIT 6 – Program Evaluation





April 29 (50 pts)

15 Final Exam

Exam Opens May 3rd

Closes Sunday May 6th

Open Book

To receive full credit for Discussion Board questions and Unit Activities they must be posted by deadline.

Discussion questions will lose 2 points per day late.

Unit activities will lose 5 points per day late.


 Appendix A

Discussion Board Grading Rubric






Promptness and Initiative

Does not respond to posting;

Responds to posting several days after initial discussion

Responds to posting by deadline

Responds to posting ahead of deadline to allow for peer discussion

Delivery of Post

Utilizes poor spelling and grammar; post appears “hasty”

Writing is mostly organized and concise, with less than 4 errors

Writing is organized an concise, with less than 3 errors

Writing is well organized, concise, and error-free

Relevance of Post

Comments/opinions do not relate to the discussion content; are not referenced; makes short or irrelevant remarks

Comments/opinions make disconnected reference to readings

Comments/opinions make reference to readings or assignment; prompts further discussion of topic

Comments /opinions directly  relate to discussion topic; cites assigned readings and additional references related to topic

Contribution to the Learning Community

Does not make effort to participate in learning community as it develops; seems indifferent

Makes meaningful reflection on group’s efforts; marginal effort to become involved with group

Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely

Aware of needs of community; attempts to motivate the group discussion; presents creative approaches to topic

Adapted from California State University at Hayward: Assessing Effectiveness of Student Participation in Online Discussions

 Appendix B

Critique of Cognitive Outcome Evaluation Tool







1. Test Plan



    a.  Purpose



    b.  Norm or Criterion Referenced



    c.  Target Population



    d.  Blueprint



    e.  Literature



    f.  Taxonomy



2.  Test Preparation



     a.  Type of items



     b.  Construction



     c.  Draft



3.  Test Administration



     a.  Instructions



     b.  Process



4.  Test Scoring



     a.  Described



     b.  Explanation of Interpretation



5.  Test Reporting



     a.  Raw Scores



     b.  Test Score



     c.  Reporting group results



6.  Test Analysis



     a.  Validity



     b. Reliability



     c. Item Analysis/Decisions









Appendix C

 Critique of Clinical Outcome Evaluation Tool








1.  Clinical Evaluation tool is clearly theoretically based



2.  Tool provides for periodic written feedback to the student, and a permanent record of the evaluation.



3.  Items on the tool demonstrate both parsimony and appropriate comprehensiveness of scope.



4.  Content validity of the tool is established, using either the professional literature or clinical experts.



5.  The tool provides for the assessment of:



     a.  Achievement of course specific clinical outcomes



     b.  Theory-based clinical reasoning and decision-making



     c.  Skill competency



     d.  Safety and accuracy of practice








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