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Alignment of Evaluation Methods

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Rima Naffah

on 17 May 2016

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Transcript of Alignment of Evaluation Methods

Outline the student population,
Topic, &
Modality of the course or educational unit
3-Student Population:
Neonatal Intensive Care Nurses
(Senior and Junior) at the
NICU unit of MUHC Hospital
2-Course Name :

Neonatal Nursing (Environmental Humidity In Extremely Low Birth Weight

1-Outlines:


5-Modality of the course or educational unit:


Synchronized learning in a traditional class

(NICU Staff development)

6-Course content

Focus on the concepts of humidity and the principles of thermoregulation. Describes the special physiological considerations pertinent to Extremely Low Birth Weight Infant (ELBW). Emphasizes the appropriate approach and nursing care to premature babies.

4-The audience
Includes Neonatal nurses of Montreal
Children Hospital who have experience with premature babies but and not with Extreme Low Birth weight and few who has both experiences.
This NICU unit includes Junior nurses with more than 20 years of experience and senior nurses with less than 2 years of experience.

8-Practicum Topics and Objectives
Topic 1: Thermoregulation
At the end of this topic, students will be able to:

1.1 List four concepts of Thermoregulation
1.2 Identify four-heat transfer mechanism between neonate and environment.
1.3 Explain the specific nursing interventions in relation to heat transfer mechanism.
1.4 Describe four clinical manifestations of neonatal thermal instability in hypothermia and hyperthermia.
1.5 Identify different strategies to prevent hypothermia and hyperthermia

7-Topics:

Topic 1: Thermoregulation

Topic 2:Environmental Humidity In Extremely Low Birth Weight

Alignment of Evaluation Methods
Alignment of Evaluation Methods
Rima Naffah
NSG/545
May 16,2016
University of Phoenix

9-Topic 2:Environmental Humidity
At the end of this topic, students will be able to:

2.1 State five benefits of using Environmental Humidity in Extremely Low Birth Weight Infant (ELBW).
2.2 Discuss five ways to prevent TEWL in the care of
Extremely Low Birth Weight Infant (ELBW).
2.3 Apply Humidity Unit protocols.
2.4 Explain the different nursing interventions that are at higher risk for increasing TEWL in Extremely Low Birth Weight Infant under Humidity mode.
2.5 Formulate a plan of care for premature baby under humidity mode.
2.6 Criticize actions and outcomes related to humidity nursing practice.


10-Didactic Assessment and Evaluation Techniques
-Needs/Learning assessment Quiz
(Short answers) pre-course
-Case Scenario
-Quiz (Short answers) post-course


11- Didactic Assessment and Evaluation Techniques
-Needs assessment includes a short quiz distributed to NICU nurses prior to the in service. It will assess their current knowledge and the information required to achieve the learning outcomes.
-The case scenario will emphasize the whole activities and materials from both topics to assess their understanding and application of the information received.
-Short quiz post presentation, it could be done one week post the presentation to evaluate the successful of the educational course and the teaching process and for a summative evaluation of the information absorbed from the course. This quiz includes the same questions of the needs assessment (Pre+post intervention).




12-Type of the tests

-Written
-Concept map
-Case scenario
-Pre and post quiz: Short test question/answers
12-Type of the tests
-Written
-Concept map
-Case scenario
-Pre and post quiz: Short test question/answers

13-Tests chosen
Written tests will include the theories and concepts
assimilated from the readings .
It will include all the learning objectives
and concepts of thermoregulation applied to humidity use and goals.

14-Reason for Chosen Techniques

Case scenario: Engaging students in Case scenario enhances critical thinking skills that will ultimately improve patient health outcomes (AACN, 2009,as cited in Hannah & Oliver, 2011,p.235).
Case scenario is known as a pedagogical teaching method based on evidence-based that improve clinical decision making skills among students (Hannah & Oliver, 2011,p.235).

Concept map: After presenting the ressources materials, student will be able to connect the concepts of the thermoregulation to the benefits of humidity. Concept map is known as an effectiv
e teaching and learning tool that bridges the gap between theory and practice (Hicks-Moore, 2005,p.352).

15- assessment and evaluation techniques and test types are aligned with:
• Topics and objectives
• Blooms Taxonomy levels
• Course content
• Course resources
• Learning activities

16-Alignment
Assessment is the systematic
collection of information about student learning, using the time, knowledge, expertise, and resources available, in order to inform decisions that affect student learning (Walvoord, 2010, p. 23).
In order to affect student-learning process, learning objectives should be
aligned with the course’s goals .In this course ,the learning objectives are aligned with SMART goals activities to achieve the highest outcome..

Bloom taxonomies
Topic 1:
Recall Knowledge through learning activities
and learning outcomes.(Cognitive domain)
Evaluation of the different levels of cognitive skills as:
Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation.Recall information and comprehension.
Recall information and application in concept map
Topic 2:
Evaluation of the different levels of cognitive skills as:
Knowledge, Comprehension, Application,
Analysis, Synthesis and Evaluation
Case scenario: This activity is aligned with Bloom taxonomy levels (Cognitive). It measures the clinical judgment and cognitive skills as Application,
Analysis, Synthesis, and demonstration of critical thinking gained in topic 1 and topic 2 of this curriculum.
Assessment Evaluation are aligned with the learning objectives of the course by retaining more information from both topics and ressources supplied during the course and applied in the learning activities and the different types of tests.

17-Critiques:
As stated by Bourke and Ihrke (2014,p.427)”Feedback results are used to make
changes to the inputs, outputs, processes, or desired goals”.
The three phases of assessment and feedback should be implemented starting by phase one Needs assessment, phase two: Implementation and phase three: Results assessment.
Needs assessment was already distributed and analyzed .A prezi presentation is in progress to be developed, while the case scenario is well written and prepared, ready to utilize in the course.
The short quiz post project will be distributed later on after one week of the course. The only part that was not developed is the type of rewarding after the case scenario.

As a conclusion, regular and systematic evaluation can strengthen a nursing program and allow it to capitalize on its strengths and improve its weak areas in both formative and summative evaluations (Lewallen,2015.p.140).

17-Critiques:
As stated by Bourke and Ihrke (2014,p.427)”Feedback
results are used to make
changes to the inputs, outputs, processes, or desired goals”.The three phases of assessment and feedback should be implemented starting by phase one Needs assessment, phase two: Implementation and phase three: Results assessment.
Needs assessment was already distributed and analyzed .A prezi presentation is in progress to be developed, while the case scenario is well written and prepared, ready to utilize in the course.
The short quiz post project will be distributed later on after one week of the course. The only part that was not developed is the type of rewarding after the case scenario.
As a conclusion, regular and systematic evaluation can strengthen a nursing program and allow it to capitalize on its strengths and improve its weak areas in both formative and summative evaluations (Lewallen,2015.p.140).


References
Bourke, M.P., & Ihrke, B.A. (2014).The evaluation process: an overview. In Billings, D.M., & Halstead, J.A. Teaching in Nursing: A Guide for Faculty. (4ed ed.,pp.422-440) St. Louis, MO: Saunders/Elsevier.
Hannah, V., & Oliver, J. S. (January 01, 2011). Teaching principles of assessment, data collection, and prioritization: Using a case scenario. Journal of Nursing Education, 50(4), 235-236. doi:http://dx.doi.org/10.3928/01484834-20110322-02
Hicks-Moore, S. L. (January 01, 2005). Clinical concept maps in nursing education: An effective way to link theory and practice. Nurse Education in Practice, 5(6), 348-352
Lewallen, L. P. (March 01, 2015). Practical Strategies for Nursing Education Program Evaluation. Journal of Professional Nursing, 31(2), 133-140.
Walvoord, B.E. (2010). Assessment clear and simple: A practical guide for institutions, departments and general education. San Francisco, CA: Jossey-Bass





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