by Jawhrah Alqahtani, Emily Burritt, Christina Otswald & Stephanie Randazzo
Evaluation StrategiesConcept Mapping
Grading Rubric
Presentation
Tests
Simulation
Journal Entry
Participation
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Definition
Students express concepts related to a particular topic in a visual format. Can be used as an alternative to care planning for students to analyze and express understanding of different aspects of care associated with a certain diagnoses.
A grading rubric is a practical tool that provides a description of an assignment with a breakdown of the parts of the assignment. Each of the identified parts is scored for the purpose of evaluation. The grading rubric is used to evaluate students’ development, facilitates self and peer evaluation and promotes deeper learning among nursing students. It provides the students with a concrete view of their performance and allows them to make changes to improve their performance early in the class. Rubrics provide a clear communication of the expectations for the students and the educators (Billings, & Halstead, 2012).
Delivering a speech to the class to provide them with new content knowledge on a specific topic.
Tests are used at a particular periods of time in a course to measure student’s progress as part of the grading process as well as determine what students do or do not learn about a certain topic.
Tests include different types of question such as short answer questions, true and false, and multiple choices. Simulation is the use of manikins, equipment, and live-action role-play to represent clinical situations (Billings & Halstead, 2012).
Communicates to the students what is expected and provides clear guidelines and consistency among faculty for grading. Placing higher value or points in certain areas will encourage students to focus to achieve.
Informs student that participation is expected and counts as part of grade. Encourages active discourse.
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Formative/ SummativeFormative:
Assesses the students’ ability to apply to content, ensures that the students are grasping the concepts currently being taught Summative:
Evaluates competence and ensure students have acquired the information given (Billings, & Halstead, 2012). Formative: Provides students with quick and quality feedbacks to improve their performance (Billings, & Halstead, 2012). Formative:
Assesses how well the student understands a particular topic they have just learned about; allows the instructor to evaluate if further clarification is needed. Summative:
Provides the educators and students with feedback about students’ achievement as well as allows educator to change his/her teaching strategies if needed. Tests are a great strategy to assess students understanding and evaluate students’ progress in the course (Billings, & Halstead, 2012). Summative and Formative:
Simulation is a way to evaluate the students’ accomplishment of course goals and objectives (Herrman, 2016). It also gives feedback to the instructor and allows the instructor to assess learning in order to improve teaching strategies (Herrman, 2016). Formative or Summative:
Formatively shows that integrative learning is occurring and demonstrated as class concepts are presented. Shows concepts being applied or internalized. Allows the student to self-assess for insight and self-awareness. Provides continuous feedback. Summatively, can show the outcomes overall. Formative:
For continuous feedback. Comments made by students reflect that pre-class reading was completed and the moving video reinforcement of concepts. |
Learning ObjectivesUpon completion of the concept map the learner will be able to:
1. Recognize abnormal assessment findings and clinical manifestations related to CHF. 2. Appropriately identify diagnostic testing and common interventions utilized by nurses in the care of the adult patient with CHF. 3. Demonstrate critical thinking skills related to caring for a patient experiencing a CHF exacerbation. Upon completion of the Adult Patient with Congestive Heart Failure (CHF) Module, the students will be able to:
1. Describe the signs/symptoms of CHF. 2. Summarize Pathophysiology of CHF. 3. Develop a nursing care plan that includes nursing diagnoses, goals, and nursing interventions for a patient with CHF. 4. Compare and contrast the diagnostic tests for CHF. 5. Determine the differences between the Right-Sided Heart Failure and Left-Sided Heart Failure in the adult patients. Upon completion of the presentation students will be able to:
1. Explain the pathophysiology of the assigned illness. 2. List clinical manifestations of the assigned illness 3. Explain the etiology, manifestations, prevention, treatment, and nursing care associated with the assigned illness. Upon completion of the of the Medication Safety Module, the student will be able to:
1. Identify high alert medications. 2. Compare and contrast medications used for controlling pain. 3. Analyze safety risks for medication administration. 4. Identify patient safety with the uses of different medications used for controlling pain. Upon completion of the simulation the student will be able to:
1. Identify symptoms critical to medical diagnoses presented. 2.Demonstrate a comprehensive assessment the patient with correct technique 3. Apply the nursing process to a particular patient situation. Define your own conflict resolution style and inventory other useful methods for when and where to apply.
Define and articulate the principles of leadership and compare and contrast with management principles used in nursing.
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Learning ActivityDevelop a concept map centered on the diagnosis of CHF exacerbation that relates etiology, manifestations, prevention, treatment, and nursing care.
1. Pre-class reading assignment.
2. In-class learning activities: case study, group discussions 3. Post-class learning activities: online discussion, CHF Final Paper. Develop a presentation on the assigned illness experienced by the adult patient to present to the class including clinical manifestations, etiology, treatment, nursing interventions, and prevention.
1. Pre-class reading assignment.
2. In-class learning activities. 3. Lectures. Pre-class reading assignment.
Case study presentation. Student demonstration. Post simulation review. Reflective Journaling on Conflict Management and Resolution.
Moving video on Leadership followed by class discussion with leading questions.
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Level of Learning(Cognitive Domain)
Level 5: Creating Level 1: Remembering Level 1: Understanding (Cognitive Domain)
Level 1: Remembering Level 2: Understanding Level 4: Analyzing Level 5: Creating (Cognitive Domain)
Level 5: Creating Level 1: Remembering Level 2: Understanding (Cognitive Domain)
Level 1: Remembering Level 2: Understanding Level 4: Analyzing (Psychomotor and Cognitive domains)
Level 1: Remembering. Level 3: Applying Level 3: Applying. (Cognitive Domain)
Level 4: Analyze Level 5: Evaluate Level 3: Apply (Cognitive Domain)
Level 1: Remember Level 4: Analyze |
Concept Mapping Example
Grading Rubric for Presentation
Test Example
Medication Administration - Sample Short Test:
1. A patient is to receive Ampicillin, One gram. The Ampicillin comes in 500 mg tablets. How many tablets should be given?
1. 4 tablets
2. 2 tablets
3. 1 tablet.
2. A patient is to receive 1000 ml of IV fluid in 6 hours. The infusion pump should be set to deliver:
1. 150 ml/hr.
2. 167 ml/hr.
3. 200 ml/hr.
3. If you are teaching a patient who is taking antihypertensive medications, you should instruct them to:
1. Rest after taking the medication if dizziness occurs
2. Report any dizziness as they may need a dose change
3. Skip the next scheduled dose if dizziness occurs
4. A patient receives a transdermal hormone every day. The nurse administering this med should:
1. Place the transdermal patch over the old one.
2. Remove the old patch, wiping away any excess ointment from the skin and rotate the site
3. Reapply the old patch if there is any ointment left on the skin.
5. Which of these doses is the smallest?
1. 0.075 mg.
2. 0.1 mg.
3. 10 mg.
6. If an oral medication comes supplied as 50 mg per ml, how many ml would deliver a dose of 200 mg?
1. 2 ml.
2. 3 ml.
3. 4 ml.
7. A patient who recently received morphine IV should have the following monitored closely:
1. Oxygen saturation.
2. Respirations.
3. Ability to speak.
4. Ability to move.
5. Both A & B.
8. A patient receiving a blood transfusion complains of a new onset of n/v. Your initial actions should include:
1. Stop the transfusion and notify the physician.
2. Continue the infusion.
3. Prepare to medicate the patient.
4. Encourage the patient to change positions in the bed.
9. What is a concern for diabetic patients taking beta blockers?
1. His HR and BP could become unstable.
2. The beta blocker could mask s/s of hypoglycemia.
3. He might not take the medication after discharge.
4. There is no reason for any concern.
10. What signs and symptoms of toxicity should be monitored for a patient receiving an aminoglycoside and a Penicillin derivative?
1. CBC results.
2. Renal function test, hearing assessment, and peak and trough levels of medications.
3. TSH and neurological assessment.
4. WBC.
http://www.nghscareers.com/studyguide.php?page=2
1. A patient is to receive Ampicillin, One gram. The Ampicillin comes in 500 mg tablets. How many tablets should be given?
1. 4 tablets
2. 2 tablets
3. 1 tablet.
2. A patient is to receive 1000 ml of IV fluid in 6 hours. The infusion pump should be set to deliver:
1. 150 ml/hr.
2. 167 ml/hr.
3. 200 ml/hr.
3. If you are teaching a patient who is taking antihypertensive medications, you should instruct them to:
1. Rest after taking the medication if dizziness occurs
2. Report any dizziness as they may need a dose change
3. Skip the next scheduled dose if dizziness occurs
4. A patient receives a transdermal hormone every day. The nurse administering this med should:
1. Place the transdermal patch over the old one.
2. Remove the old patch, wiping away any excess ointment from the skin and rotate the site
3. Reapply the old patch if there is any ointment left on the skin.
5. Which of these doses is the smallest?
1. 0.075 mg.
2. 0.1 mg.
3. 10 mg.
6. If an oral medication comes supplied as 50 mg per ml, how many ml would deliver a dose of 200 mg?
1. 2 ml.
2. 3 ml.
3. 4 ml.
7. A patient who recently received morphine IV should have the following monitored closely:
1. Oxygen saturation.
2. Respirations.
3. Ability to speak.
4. Ability to move.
5. Both A & B.
8. A patient receiving a blood transfusion complains of a new onset of n/v. Your initial actions should include:
1. Stop the transfusion and notify the physician.
2. Continue the infusion.
3. Prepare to medicate the patient.
4. Encourage the patient to change positions in the bed.
9. What is a concern for diabetic patients taking beta blockers?
1. His HR and BP could become unstable.
2. The beta blocker could mask s/s of hypoglycemia.
3. He might not take the medication after discharge.
4. There is no reason for any concern.
10. What signs and symptoms of toxicity should be monitored for a patient receiving an aminoglycoside and a Penicillin derivative?
1. CBC results.
2. Renal function test, hearing assessment, and peak and trough levels of medications.
3. TSH and neurological assessment.
4. WBC.
http://www.nghscareers.com/studyguide.php?page=2
Simulation Grading Rubric
Journaling Criteria
Participation
Links
Classroom Assessment Technique: Concept Maps
https://www.youtube.com/watch?v=Gm1owf0uGFM
Teaching Tomorrow's Nurses: The Clinical Experience at Columbia University School of Nursing.
https://www.youtube.com/watch?v=aaHV9LdEUyw
Practice Makes Perfect: Simulation Education at Columbia Nursing.
https://www.youtube.com/watch?v=CJuxbvNazKY
https://www.youtube.com/watch?v=Gm1owf0uGFM
Teaching Tomorrow's Nurses: The Clinical Experience at Columbia University School of Nursing.
https://www.youtube.com/watch?v=aaHV9LdEUyw
Practice Makes Perfect: Simulation Education at Columbia Nursing.
https://www.youtube.com/watch?v=CJuxbvNazKY