Evaluation Plan

Once you develop learning outcomes and objectives, organize content into learning experiences with specific activities, and support the sessions and activities with resources, your job as a nurse educator and curriculum developer is done, right? Wrong. Integral to program development is a plan to evaluate different aspects of the program to ensure that it is effective. This occurs at three levels: the learner level, the course/learning experience level, and the program level. As you consider the strategies that you will use in this master plan of evaluation, think about ways that you can be creative and innovative with your design. Photo Credit: Getty Images/iStockphoto This week, you will begin work on your Part 4: Evaluation Plan, of your Course Project, which will be due in Week 10. With two weeks to complete Part 4 and Discussions in both Weeks 9 and 10, it is especially important to plan your time carefully. Specifically, for this week, focus on learner-level evaluation strategies that you might consider for your master plan of evaluation.  To Prepare: Review the document, “Part 4 Planning Guide: Evaluation Plan [your chosen setting],” in this week’s Learning Resources, to guide your preparation of Part 4 of the Course Project. Using the Part 4 Planning Guide, gather data and other information for a nursing, patient, or other health education program that aligns with the evaluation plan of your specific setting.  Begin planning your research and gathering data to inform development of your evaluation plan.  Assignment (3–4 pages): Based on your research and the data that you gathered through your Part 4 Planning Guide, include the following: An explanation of the basis for a Master Plan of Evaluation at the learner, course/learning experience, and program levels: An explanation of the learner-level evaluation strategies (e.g., observation, written communication, oral communication, simulation, self-evaluation) that apply to education programs in your setting, and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. An explanation of the course/learning experience-level evaluation models (e.g., conceptual, benchmarking, formative, summative) that apply to education programs in your setting, and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. An explanation of the program-level evaluation models you would apply and your reasoning. Use the Learning Resources and/or the best available evidence from current literature to support your explanation. Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. No Assignment submission required for this week. Submit your Part 4: Evaluation Plan Assignment of your Course Project by Day 7 of Week 10. Learning Resources Required Readings (click to expand/reduce) Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier. Chapter 10, “Designing Courses and Learning Experiences” (pp. 181–201 (Previously read in Week 8.) Chapter 24, “Strategies for Evaluating Outcomes” (pp. 450–471) Chapter 25, “Developing and Using Multiple-Choice and Alternative Format Tests” (pp. 474–492) Oermann, M., & Gaberson, K. (2017). Program evaluation. In Evaluation and testing in nursing education (5th ed., pp. 315–335). New York, NY: Springer Publishing Company, LLC. (Previously read in Week 2) Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Clinical evaluation tools. In Evaluation and testing in nursing education (5th ed., pp. 339–368). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Code of fair testing practices in education. In Evaluation and testing in nursing education (5th ed., pp. 369–374). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). National league for fair testing guidelines for nursing education. In Evaluation and testing in nursing education (5th ed., pp. 375–378). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Code of professional responsibilities in educational measurement. In Evaluation and testing in nursing education (5th ed., pp. 379–386). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Oermann, M., & Gaberson, K. (2017). Standards for teacher competence in educational assessment of students. In Evaluation and testing in nursing education (5th ed., pp. 387–388). New York, NY: Springer Publishing Company, LLC. Credit Line: Evaluation and testing in nursing education New York, NY: Springer Publishing Company, 5th Edition by Oermann, M., & Gaberson, K. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center. Melrose, S., Park, C., & Perry, B. (2015). Evaluation of learning. In Creative clinical teaching in the health professions. Retrieved from https://clinicalteaching.pressbooks.com/chapter/chapter-six-evaluation-of-learning/ Document: Part 4 Planning Guide: Evaluation Plan Home Care or Public Health Agency (Word document) Document: Part 4 Planning Guide: Evaluation Plan College or University (Word document) Document: Part 4 Planning Guide: Evaluation Plan Medical/Health Center (Word document) Document: Part 4 Planning Guide: Evaluation Plan Other Setting (Clinic, etc.) (Word document) Required Media (click to expand/reduce) Curriculum Evaluation Course Expert Wendy Ostendorf explains evaluation as a key piece of the curriculum development, assessment, and evaluation process. Using examples from a variety of settings, she clarifies the three levels of evaluation and how learners, setting, and type of education drive evaluation methods. (5m) Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript Discussion: Three Levels of What’s Coming Up

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