Assessment in Nursing Education

Course Details

Course Number: NURS 5503  Fall 2013

Location: Online

Course Attachments

Syllabus  Assessment.Educator.Fall2013.Syllabus-20130826-144423.doc

Textbooks

MSU Faculty Member
Dr. Jane Leach   
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Course Objectives

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

 

Objective

AACN Masters

Essentials

NLN Core

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

V. 1-3

IIIA

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

VI G.

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

I. 1-3 & 5

IIIA

 


Course Expectations

Midwestern State University

NURS 5503:  Assessment in Nursing Education

Fall 2013

Faculty: Jane Leach PhD, RNC

Midwestern State University                     

Wilson School  of Nursing       

Bridwell Hall 319                                                                                                               940.397.3286 Office number

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 jane.leach@mwsu.edu

 

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:

 

Objective

AACN Masters

Essentials

NLN Core

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

V. 1-3

IIIA

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

VI G.

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

I. 1-3 & 5

IIIA

 

Required Textbooks/ resources:

Oermann, M.H. & Gaberson, K.B. (2014) 4th ed. Evaluation and Testing in Nursing Education, Springer Publishing Company

 

McDonald, M. E. (3rd ed.). (2014). The Nurse Educator’s Guide to assessing learning outcomes. Burlington,  MA:  Jones and Bartlett Learning.

 

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

 

Resources online and in print:  

Atherton J S (2011) Teaching and Learning; About this site [On-line: UK] retrieved 13 January 2012 from http://www.learningandteaching.info/teaching/about.ht

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

 

Bastable, S. (2008) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, 3rd. Jones & Bartlett Publishers.         ISBN: 978-0-7637-4643-8

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

Keating, S.B. (2011). 2nd ed. Curriculum Development and Evaluation in Nursing. Springer ISBN 978-0826 10722-

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.

 

Evaluation Methods:

 

Discussion Boards                            40%    

Unit Activities                                        50%  

Final Exam                                           10%

Total                                                    100%      

 

Grading:

                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 activities.

In addition, students are expected to log on to D2l and read the unit modules early in the week because many of assignments ask the student for initial ideas and this allows time for quality responses to peer’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.

 

Discussion Board: Initial Posts are due on Thursday and responses to classmates are due no later than Sunday. To receive full credit for Discussion Board questions and Unit Activities must be posted by deadlines. Discussion questions will lose up to 2 points per day late. Unit activities will lose 5 points per day late.

Appendix A

Discussion Board Grading Rubric

Category

0

1

2

3

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 Clinical Outcome Evaluation Tool

 

 

Criteria

Possible

Points

Student

Points

1.  Clinical Evaluation tool is clearly theoretically based

10

 

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

10

 

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

20

 

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

20

 

5.  The tool provides for the assessment of:

 

 

     a.  Achievement of course specific clinical outcomes

10

 

     b.  Theory-based clinical reasoning and decision-making

10

 

     c.  Skill competency

10

 

     d.  Safety and accuracy of practice

10

 

Total

100

 

Comments:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 


Grading Standards

See expectations 


Submission Format Policy

Drop Box on D2L



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

Late Paper Policy

See expectations in Syllabus


Plagiarism Policy Plagiarism is the use of someone else's thoughts, words, ideas, or lines of argument in your own work without appropriate documentation (a parenthetical citation at the end and a listing in "Works Cited")-whether you use that material in a quote, paraphrase, or summary. It is a theft of intellectual property and will not be tolerated, whether intentional or not.

Student Honor Creed

As an MSU Student, I pledge not to lie, cheat, steal, or help anyone else do so."

As students at MSU, we recognize that any great society must be composed of empowered, responsible citizens. We also recognize universities play an important role in helping mold these responsible citizens. We believe students themselves play an important part in developing responsible citizenship by maintaining a community where integrity and honorable character are the norm, not the exception. Thus, We, the Students of Midwestern State University, resolve to uphold the honor of the University by affirming our commitment to complete academic honesty. We resolve not only to be honest but also to hold our peers accountable for complete honesty in all university matters. We consider it dishonest to ask for, give, or receive help in examinations or quizzes, to use any unauthorized material in examinations, or to present, as one's own, work or ideas which are not entirely one's own. We recognize that any instructor has the right to expect that all student work is honest, original work. We accept and acknowledge that responsibility for lying, cheating, stealing, plagiarism, and other forms of academic dishonesty fundamentally rests within each individual student. We expect of ourselves academic integrity, personal professionalism, and ethical character. We appreciate steps taken by University officials to protect the honor of the University against any who would disgrace the MSU student body by violating the spirit of this creed. Written and adopted by the 2002-2003 MSU Student Senate.

Students with Disabilities The Americans with Disabilities Act (ADA) is a federal anti-discrimination statute that provides comprehensive civil rights protection for persons with disabilities. Among other things, this legislation requires that all students with disabilities be guaranteed a learning environment that provides for reasonable accommodation of their disabilities. If you believe you have a disability requiring an accommodation, please contact the Disability Support Services in Room 168 of the Clark Student Center, 397-4140.

Safe Zones Statement The professor considers this classroom to be a place where you will be treated with respect as a human being - regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the professor's expectation that ALL students consider the classroom a safe environment.

Contacting your Instructor All instructors in the Department have voicemail in their offices and MWSU e-mail addresses. Make sure you add your instructor's phone number and e-mail address to both email and cell phone lists of contacts.

Attendance Requirements

See expectations


Other Policies

See expectations 


Writing Proficiency Requirement All students seeking a Bachelor's degree from Midwestern State University must satisfy a writing proficiency requirement once they've 1) passed English 1113 and English 1123 and 2) earned 60 hours. You may meet this requirement by passing either the Writing Proficiency Exam or English 2113. Please keep in mind that, once you've earned over 90 hours, you lose the opportunity to take the $25 exam and have no option but to enroll in the three-credit hour course. If you have any questions about the exam, visit the Writing Proficiency Office website at http://academics.mwsu.edu/wpr, or call 397-4131.