Course Evaluation Template

A course assessment is a brief survey given to students by their instructors after the completion of a course. The purpose of the evaluation questionnaire is to obtain broad feedback from students on their experiences in the classroom so that the learning environment for future classes could be enhanced. Since the Likert scale has been demonstrated to be both reliable and valid, it is the one used to evaluate the course outcomes of Nursing Informatics. This specific rating tool contains five levels of agreement that include strongly agree as the first scale, agree as the next scale, neutral relates to impartial feedback, disagree comes next to neutral, and strongly disagree in the end. The scale also provides further two categories for students as two levels of neutrality such as neither agree nor disagree (Taherdoost, 2019).

NURS FPX 6111 Assessment 3 Course Evaluation Template

In order to provide a precise quantitative evaluation of opinions, several evaluation systems have been created. The completed Likert scale consists of a multiple-point scale on which the respondent rates the extent to which they wholeheartedly agree or disagree with a given information. It is common practice to use a five-point Likert scale, with responses ranging from strongly agreeing to strongly disagree, to gauge how strongly a student feels about a given knowledge and insight regarding Nursing Informatics (Jebb et al., 2021).

Connection Between Learning Outcomes and Evaluation Table

The term “learning outcomes” is used to define the expected levels of understanding, competence, and conduct that students must have upon graduating from the course. In the respective course evaluation program, the Likert scale is utilized to analyze the response of students based on different learning outcomes. Student opinions would be sorted into three groups: disagree, slightly agree, and strongly agree. The proportions of individuals who are confident in their knowledge versus those who are not will be determined based on their answers. Details based on the student’s preparedness to utilize healthcare technology integration will be obtained from their replies. Educational outcomes may be assessed with the use of the aforementioned framework by examining learners’ test results (Pescaroli et al., 2020).

Assessment Strategies

The program analysis will include a mix of both types of questions including the open and closed-ended ones to provide students with the most accurate reflection of their learning from the experience. Examining whether or not what was actually told in a program corresponds to what was intended for learners to understand and how the instructor planned to achieve those goals is what course assessment is all about.

Addressing Appropriate Cognitive, Psychomotor, and Affective Domains

NURS FPX 6111 Assessment 3 Course Evaluation Template

Assumptions

The examination of the program relies on the following assumptions:

• Quality of education is directly proportionate to how hard teachers work with their learners.
• Course objectives or student objectives should be standardized to guarantee that student evaluations are valid and useful.
• Students’ abilities to use technology for illness prevention, identification, and treatment will be tested across a variety of cognitive, psychomotor, and emotional domains throughout the curriculum (Schroeder et al., 2019).
• The extent to which students are able to employ framework learning, in conjunction with and without technologies, to improve the effectiveness of treatment delivered.

Evaluation Format that Adequately Assesses Learning Outcomes

The Likert scale has been employed here to investigate indications of a connection between stated goals for the program’s duration and its actual results. The findings have been utilized to draw conclusions about the learner’s progress and potential. It has been put to use in studies examining how well the program’s intended results correspond to actual changes in students’ attitudes, attitudes, and understanding. The statistics from the assessment were utilized to determine which areas of instruction needed to be strengthened in order to provide the greatest improvement in students’ performance (Considine et al., 2021).

Criteria Used to Evaluate the Format

The parameters used to evaluate the learning program are based on the Likert Scale. There are five different scales for learners to use (strongly agree, agree, neither agree nor disagree, strongly disagree and disagree). Students may choose among these alternatives in order to provide answers that are both specific and correct, with minimal margin for inaccuracy (Brown Tyo & McCurry, 2019).

Validity and Reliability of Evaluation Methods Used in Course Evaluation Form

The assessment procedure based on a mix of open-ended and closed-ended questionnaires has good validity and reliability. The findings obtained with the Likert Scale may be recognized since it has a dependability of 94%. This evaluation relies on it because of its high degree of dependability.

Strengths of the Likert Scale

• Simplicity of Application
• Answer Choices with Observable Quantities
• Individuals confidently respond to questionnaires
• Responses may be simply coded
• A fast, reliable, and efficient way to assess and gather information.

Weaknesses of the Likert Scale

• It’s hard to accommodate replies that fall in the “neither agree nor disagree” category.
• People are more likely to agree with every assertion if they have an acquiescence tendency.
• The responders don’t always provide truthful answers.
• It is possible that the survey or assessment won’t be completed in full.

Executive Summary

The goals and results of the program and the curriculum are consistent with the assessment. The assessments put an emphasis on providing a critical analysis of the course by analyzing the integration of the program objectives and the observed learning outcomes (Malik et al., 2021).

The analysis relies on the student’s responses to a series of questions posed on a Likert scale, which have been incorporated into the evaluation template with the curriculum and educational objectives. The assessment shows how the expected educational consequences compare to the understanding that students actually acquired. The evaluation’s findings were more trustworthy and legitimate because of the anonymity it provided to the participants. The strong reliability score obtained from using this approach on data or outcomes measured using a Likert scale allowed to confidently set the upper limit of validity at 94%.

NURS FPX 6111 Assessment 3 Course Evaluation Template

References

Brown Tyo, M., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing Education Perspectives, 40(1), 11–17. https://doi.org/10.1097/01.nep.0000000000000375 

Considine, J., Berry, D., Allen, J., Hewitt, N., Oldland, E., Sprogis, S. K., & Currey, J. (2021). Specific elements of team-based learning used in nursing education. Nurse Educator, 46(5), E84–E89. https://doi.org/10.1097/nne.0000000000001061 

Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637547 

Malik, M. A. A., Mustapha, M. F., Sobri, N. M., Razak, N. F. A., Zaidi, M. N. M., Shukri, A. A., & Sham, M. A. L. Z. (2021). Optimal reliability and validity of measurement model in confirmatory factor analysis: Different Likert point scale experiment. Journal of Contemporary Issues and Thought, 11, 105–112. https://doi.org/10.37134/jcit.vol11.9.2021 

Pescaroli, G., Velazquez, O., Alcántara-Ayala, I., Galasso, C., Kostkova, P., & Alexander, D. (2020). A Likert scale-based model for benchmarking operational capacity, organizational resilience, and disaster risk reduction. International Journal of Disaster Risk Science, 11(3), 404–409. https://doi.org/10.1007/s13753-020-00276-9 

Schroeder, K., Garcia, B., Phillips, R. S., & Lipman, T. H. (2019). Addressing social determinants of health through community engagement: An undergraduate nursing course. Journal of Nursing Education, 58(7), 423–426. https://doi.org/10.3928/01484834-20190614-07 

Taherdoost, H. (2019, March 29). What Is the Best Response Scale for Survey and Questionnaire Design; Review of Different Lengths of Rating Scale / Attitude Scale / Likert Scale. Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3588604 

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS FPX 6111 Assessment 3 Course Evaluation

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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