Course Objectives: At the completion of this course students will be able to:
1. Articulate sound theoretical foundations for assessment of process and outcomes in nursing education
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
Midwestern State University
NURS 5503: Assessment in Nursing Education
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 firstname.lastname@example.org
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
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
Angelo, T. A., & Cross, K. P. (2nd ed.). (1993/2008). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.
Discussion Boards 40%
Unit Activities 50%
Final Exam 10%
90 – 100 A
80 – 89 B
74 – 79 C
65 – 73 D
64 and below F
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.
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
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
Drop Box on D2L
See expectations in Syllabus