Module 6 Assignment: Program/Course Evaluation
The evaluation process is probably the most difficult aspect of curriculum design. It is, however, necessary and essential to identify strengths and weaknesses in a course, curriculum and program as a whole. It is also a continuous and collaborative process, inviting ongoing revision and update. Program evaluation entails consideration of internal and external factors influencing program design and outcomes. In past courses, you have designed course evaluation strategies. Curriculum and program evaluation strategies follow the same principle on a grander scale.
Please use the term student assessment, when discussing student formative and summative performance measures, such as student grades and skill competencies.
Please use the term program or course evaluation, when discussing meeting accreditation standards for a nursing program organization, such as ACEN, CCNE, or APND, or when determining the need for course or curriculum revision to improve student performance.
For this assignment, you will identify accreditation standards that are addressed by the PLOs (EPSLOs) and CLOs within the course. Identify which standards you are using – (ACEN/CCNE (academic) or ANPD/NLN (professional development). For the developed course, identify each assessment and evaluation component that relates to the broader program evaluation. (All standards do not need to be addressed in the course; perhaps your course address 1-3 curriculum accreditation or professional standards.) Some questions to answer may include:
• Is this an reinforcement,
• Which accreditation/professional standards have you identified that are addressed in this course?
• Which PLOs or EPSLOs does your course address?
• What other components, such as: learning styles; student diversity; student and patient psycho/socio-cultural considerations; communication; and interprofessional collaboration addressed within the curriculum?
After appraising various Curriculum Evaluation models for use in an academic or professional development program for nursing, develop and present the course evaluation plan with accreditation/program standard integration. (You may submit this in a table format similar to this Program Evaluation Matrix by Course Download Program Evaluation Matrix by Course example.) If a table(s) is used, integrate it within the assignment, not as an Appendix. Keep wording as concise as possible. (Complete sentences are not required within a table, but are required within the text of the paper.) If a table is used, refer to the table within the text of the assignment, describing the highlights of what is presented, without repeating the details. Discuss what methodology you will use in course and program evaluation (CIPP, SEP, Kirkpatrick, or another evaluation method). How often will the course be evaluated and what tools or methods of evaluation will you employ?
For the course itself, questions you may consider include:
• How well do the activities measure the CLOs ?
• Do the CLOs, as a group, align with the major concepts of the course?
• How effective is the methodology and the teaching strategies to confirm that clinical judgment is being addressed?
• Are other components, such as: learning styles; student diversity; student and patient psycho/socio-cultural considerations; communication; and interprofessional collaboration addressed within the curriculum?
APA formatting: See the chapter on figures within the APA manual to determine how to properly format the table (s). The assignment should be 3-5 pages in length including the table(s), but excluding the Title page. APA formatting should be followed, with a minimum of two references. Use a formal tone, without use of first or second person pronouns, or personal attribution. A table of contents and abstract are not required. See the grading rubric for point allocation.
Note: Late submissions will have 5% deducted each week.
This Assignment is related to Module 6 Objectives: (1) Appraise Curriculum Evaluation models, and Accreditation standards, for use in an academic or professional development program for nursing, and (2) Develop a course evaluation plan, as part of the planned program curriculum of a 2 or 4 year prelicensure nursing program, or nursing professional development program.Program Evaluation Matrix by Course: Accreditation Standards, EPSLOs, CLOs and Graded Activities
Standard/Criterion EPSLOs Course CLOs Measurement- Activities
ACEN Baccalaureate ((ACEN, 2017).
Curriculum Std 4.5
The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.
Curriculum Std 4.6:
The curriculum and instructional processes reflect educational theory, interprofessional collaboration, research, and current standards of practice.
Curriculum Std 4.7:
Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of the end-of-program student learning outcomes.
1. Accept personal accountability for ethical and expert nursing practice, as well as for continuing professional and personal development.
2. Base clinical practice on methods of scientific inquiry and evidence-based practice to meet the client’s need for increasingly complex health care in various settings.
3. Apply concepts from nursing theory, research, cultural competencies, the sciences, and the humanities to assess and meet the health needs of individuals, families, and communities.
4. Collaborate with clients, communities, and other health care professionals to plan and deliver holistic, patient-centered care.
5. Communicate and manage knowledge effectively, using contemporary information technology to integrate contextual nursing principles into nursing practice (ENMU 2021).
NURS 425 Leadership Practicum
1. Integrate knowledge and skills gained in NURS 425 Nursing Leadership Theory into practicum experiences and Digital Clinical Experiences (DCE). (PSLOs 1, 2, 3, 4, 5)
2. Construct practicum activities based upon the over-arching principles of nursing ethics and leadership theories learned
throughout the BSN Completion Program. (PSLOs 1, 3, 5)
3. Demonstrate professional collaboration with clients, nurses, and other professionals through practicum assignments (PSLO 4)
4. Create a professional nursing portfolio in electronic format. (PSLOs 1, 5)
5. Synthesize information gleaned from leader interviews to determine implications for expert nursing leadership practice. (PSLOs 1, 4)
6. Develop a Nursing Leadership Project which a) addresses an identified need for health services; b) integrates evidence from current literature; c) considers the client’s diversity in providing health care; and d) exhibits interprofessional collaboration. (PSLOs 1, 2, 3, 4, 5)
1.1 DCE test scores
1.2 Practicum Activities Log
2.1 Nursing Ethics paper
2.2 Leadership Theories quiz
3.1 Weekly Discussion
3.2 IPE journal entries
4.1 Electronic professional portfolio
5.1 Leadership interview summaries
5.2 Expert nursing leadership practice paper
6.1 Nursing Leadership Project Presentation
Accreditation Commission for Education in Nursing. (2020, July). ACEN accreditation manual: 2017 standards and criteria -Baccalaureate.
Eastern New Mexico University. (2021). BSN completion program end-of-program student learning outcomes (EPSLOs). Portales, NM.Standard/Criterion EPSLOs Course CLOs Measurement- Activities
ACEN Baccalaureate ((ACEN, 2017).
Curriculum Std 4.5
The curriculum includes cultural, ethnic, and socially diverse concepts and may also include experiences from regional, national, or global perspectives.
Curriculum Std 4.6:
The curriculum and instructional processes reflect educational theory, interprofessional collaboration, research, and current standards of practice.
Curriculum Std 4.7:
Evaluation methodologies are varied, reflect established professional and practice competencies, and measure the achievement of the end-of-program student learning outcomes.
1. Accept personal accountability for ethical and expert nursing practice, as well as for continuing professional and personal development.
2. Base clinical practice on methods of scientific inquiry and evidence-based practice to meet the client’s need for increasingly complex health care in various settings.
3. Apply concepts from nursing theory, research, cultural competencies, the sciences, and the humanities to assess and meet the health needs of individuals, families, and communities.
4. Collaborate with clients, communities, and other health care professionals to plan and deliver holistic, patient-centered care.
5. Communicate and manage knowledge effectively, using contemporary information technology to integrate contextual nursing principles into nursing practice (ENMU 2021).
NURS 425 Leadership Practicum
1. Integrate knowledge and skills gained in NURS 425 Nursing Leadership Theory into practicum experiences and Digital Clinical Experiences (DCE). (PSLOs 1, 2, 3, 4, 5)
2. Construct practicum activities based upon the over-arching principles of nursing ethics and leadership theories learned throughout the BSN Completion Program. (PSLOs 1, 3, 5)
3. Demonstrate professional collaboration with clients, nurses, and other professionals through practicum assignments (PSLO 4)
4. Create a professional nursing portfolio in electronic format. (PSLOs 1, 5)
5. Synthesize information gleaned from leader interviews to determine implications for expert nursing leadership practice. (PSLOs 1, 4)
6. Develop a Nursing Leadership Project which a) addresses an identified need for health services; b) integrates evidence from current literature; c) considers the client’s diversity in providing health care; and d) exhibits interprofessional collaboration. (PSLOs 1, 2, 3, 4, 5)
1.1 DCE test scores
1.2 Practicum Activities Log
2.1 Nursing Ethics paper
2.2 Leadership Theories quiz
3.1 Weekly Discussion
3.2 IPE journal entries
4.1 Electronic professional portfolio
5.1 Leadership interview summaries
5.2 Expert nursing leadership practice paper
6.1 Nursing Leadership Project Presentation
