1
MSN ED C921-Task 1 A-C (2022)
C921 ASSESSMENT AND EVALUATION STRATEGIES
Section A: Formative Assessment Blueprint
Criteria Task
TASK A
A1. Assessment Type: Role Play
overview
Purpose: A formative assessment will be conducted during class with a Role Play Activity to monitor the
learner’s comprehension of the current course module student learning outcomes (SLOs) and course
objectives (COs). The nurse educator will identify strengths and weaknesses and provide feedback during
and after this interactive learning activity. The educator will use the formative evaluation results to
determine if SLOs, learning activities, and learning strategies are effective or if they will need to be
modified to meet the student’s learning needs.
Expected Outcome: The expected outcome of the Formative Assessment is that each student will
participate in some capacity of the Role Play activity by volunteering to act in role play, assisting the role-
playing actors, or answering questions appropriately within the discussion period. Students will examine
different roles of public health nursing and how they advocate for the community by acting out the pre-
determined nurse character and verbally answering questions. Students will also be expected to clearly
articulate and identify nursing strategies for providing patient-centered care within a diverse population.
The undergraduate nursing student will gain knowledge, insight, and skills needed for the nursing process
and principle application with diverse populations varying in socioeconomic status, culture and age.
A2. Module title Introduction to Community & Public Health Nursing
Course objectives Upon completion of this course, student will be able to:
1. Compare the evolving roles and responsibilities of public/community health nursing throughout
history.
2. Analyze the similarities and differences of public health and community health nursing.
3. Evaluate the impact of the BSN role in community health and population-focused care in diverse
populations.
Student learning At the end of this module, student will be able to:
outcomes 1. Examine the different roles of the public health nurse as an advocate for the community.
2. Identify nursing strategies for providing patient-centered care within diverse populations.
,2
MSN ED C921-Task 1 A-C (2022)
A2a. Assessment Course Objectives 1-3. The formative assessment aligns with each course objective and cognitive
Activity Alignment learning designed for the module. For success of the learning activity and assessment, students must be
able to compare the different roles and responsibilities of public health nurses. Student will gain
understanding of the nursing roles throughout the history of public nursing and analyze how they are
different and similar. Expanding this content and concepts will further allow students to evaluate how
the BSN nurse role has an impact on community health and population focus care within diverse
populations.
Student Learning Outcomes 1-2. The formative assessment aligns with each student learning outcomes
because this interactive role play activity promotes teamwork, collaboration among students, developing
critical thinking skills, and also allows students to demonstrate course competency/understanding in a fun
learning environment. During the assessment, students must recall the information learned and
demonstrate how the different roles of public health nursing apply and advocate for community health.
Students will also take this knowledge and further apply it by identifying nursing strategies that improve
and provide patient centered care in diverse populations.
A3. Cognitive level Analysis. The cognitive level that will be measured by the formative assessment is analysis. Students will
demonstrate their competency of course material and demonstrate the cognitive level by comparing the
roles of the public health throughout history, analyzing the similarities and differences between then and
now, and evaluating the impact the BSN nurse has on community focused health among diverse
populations.
A4. Item Types Role Play with Discussion. The item type chosen for the formative assessment is a voluntary impromptu
role play where learners will demonstrate competency in the cognitive level of analyzing by
understanding the different roles and responsibilities of nurses in public health and then acting out one of
these assigned roles in public health nursing. Students will recall knowledge learned through the course
module to create a scenario of the assigned nurse role and how that role impacts patient care for public
health. Following the demonstrated role play, the class will also participate in a guided discussion of
nursing strategies for providing patient centered care in diverse populations.
A5. Number of Items 5 questions: Learners will be required to reflect on the course topic and key points to answer four
reflective and one analysis questions.
, 3
Section B: Formative Assessment
Instructions B1. Assessment Instructions
Instructions: After a brief PowerPoint introduction and review of the course module
content, the class will divide into small groups (4-6 students groups) and reflect/discuss the
different roles of nurses in public health throughout history, the similarities and differences of
public health then and now, and the nurse as a public health advocate.
Students will have the opportunity to volunteer in the learning activity, or the instructor
will assign students with roles to play. Empty chairs and an open space in front of the classroom
will be the stage for the scenario role play. The instructor will give the volunteer student(s) a
slip of paper with a specifically written public health nurse, along with a prop(s) to facilitate
acting out the character. Students will be allowed to use their own creativity to enhance the role
play.
Assistance from classmates is encouraged and allowed.
All students are required to participate in role play and/or open class discussion. Students
must remain respectful to one another and behave relevant to the class activity. Failure to
participate will be failure of the assignment.
Character Role Example:
Florence Nightingale – a lantern. Student will act out and discuss Nightingale’s theories
and/or her many contributions to public health early in nursing history.
Questions to answer about each character role:
1. Who (or What) is public health nurse role the student actor is portraying?
2. How does this portrayed nurse character impact community health?
3. Is the portrayed nurse character’s influence on healthcare in the past? or present
time? or both?
4. How does this portrayed nurse character advocate for public or community health?
5. Identify one nursing strategy related to the portrayed nurse’s role in providing
patient- centered care within diverse populations.
Assignment Requirements: Student must make an attempt to use the prop(s) to act out
an appropriate scenario of the assigned nurse role. All key aspects of the assigned nursing role
and the impact on public health must be mentioned by the actor student or classroom peers.
Grade: Students will complete and turn in a peer evaluation for their small group. This
peer evaluation will indicate the participation level of each member within the group during the
assignment. This assignment will not be factored into the final course grade but is worth a
participation grade. (See Student Peer Assessment Evaluation Form to be completed on small
group after activity.)
Student Peer Assessment form for Role Play
Activity
Group Name Date Class
MSN ED C921-Task 1 A-C (2022)
C921 ASSESSMENT AND EVALUATION STRATEGIES
Section A: Formative Assessment Blueprint
Criteria Task
TASK A
A1. Assessment Type: Role Play
overview
Purpose: A formative assessment will be conducted during class with a Role Play Activity to monitor the
learner’s comprehension of the current course module student learning outcomes (SLOs) and course
objectives (COs). The nurse educator will identify strengths and weaknesses and provide feedback during
and after this interactive learning activity. The educator will use the formative evaluation results to
determine if SLOs, learning activities, and learning strategies are effective or if they will need to be
modified to meet the student’s learning needs.
Expected Outcome: The expected outcome of the Formative Assessment is that each student will
participate in some capacity of the Role Play activity by volunteering to act in role play, assisting the role-
playing actors, or answering questions appropriately within the discussion period. Students will examine
different roles of public health nursing and how they advocate for the community by acting out the pre-
determined nurse character and verbally answering questions. Students will also be expected to clearly
articulate and identify nursing strategies for providing patient-centered care within a diverse population.
The undergraduate nursing student will gain knowledge, insight, and skills needed for the nursing process
and principle application with diverse populations varying in socioeconomic status, culture and age.
A2. Module title Introduction to Community & Public Health Nursing
Course objectives Upon completion of this course, student will be able to:
1. Compare the evolving roles and responsibilities of public/community health nursing throughout
history.
2. Analyze the similarities and differences of public health and community health nursing.
3. Evaluate the impact of the BSN role in community health and population-focused care in diverse
populations.
Student learning At the end of this module, student will be able to:
outcomes 1. Examine the different roles of the public health nurse as an advocate for the community.
2. Identify nursing strategies for providing patient-centered care within diverse populations.
,2
MSN ED C921-Task 1 A-C (2022)
A2a. Assessment Course Objectives 1-3. The formative assessment aligns with each course objective and cognitive
Activity Alignment learning designed for the module. For success of the learning activity and assessment, students must be
able to compare the different roles and responsibilities of public health nurses. Student will gain
understanding of the nursing roles throughout the history of public nursing and analyze how they are
different and similar. Expanding this content and concepts will further allow students to evaluate how
the BSN nurse role has an impact on community health and population focus care within diverse
populations.
Student Learning Outcomes 1-2. The formative assessment aligns with each student learning outcomes
because this interactive role play activity promotes teamwork, collaboration among students, developing
critical thinking skills, and also allows students to demonstrate course competency/understanding in a fun
learning environment. During the assessment, students must recall the information learned and
demonstrate how the different roles of public health nursing apply and advocate for community health.
Students will also take this knowledge and further apply it by identifying nursing strategies that improve
and provide patient centered care in diverse populations.
A3. Cognitive level Analysis. The cognitive level that will be measured by the formative assessment is analysis. Students will
demonstrate their competency of course material and demonstrate the cognitive level by comparing the
roles of the public health throughout history, analyzing the similarities and differences between then and
now, and evaluating the impact the BSN nurse has on community focused health among diverse
populations.
A4. Item Types Role Play with Discussion. The item type chosen for the formative assessment is a voluntary impromptu
role play where learners will demonstrate competency in the cognitive level of analyzing by
understanding the different roles and responsibilities of nurses in public health and then acting out one of
these assigned roles in public health nursing. Students will recall knowledge learned through the course
module to create a scenario of the assigned nurse role and how that role impacts patient care for public
health. Following the demonstrated role play, the class will also participate in a guided discussion of
nursing strategies for providing patient centered care in diverse populations.
A5. Number of Items 5 questions: Learners will be required to reflect on the course topic and key points to answer four
reflective and one analysis questions.
, 3
Section B: Formative Assessment
Instructions B1. Assessment Instructions
Instructions: After a brief PowerPoint introduction and review of the course module
content, the class will divide into small groups (4-6 students groups) and reflect/discuss the
different roles of nurses in public health throughout history, the similarities and differences of
public health then and now, and the nurse as a public health advocate.
Students will have the opportunity to volunteer in the learning activity, or the instructor
will assign students with roles to play. Empty chairs and an open space in front of the classroom
will be the stage for the scenario role play. The instructor will give the volunteer student(s) a
slip of paper with a specifically written public health nurse, along with a prop(s) to facilitate
acting out the character. Students will be allowed to use their own creativity to enhance the role
play.
Assistance from classmates is encouraged and allowed.
All students are required to participate in role play and/or open class discussion. Students
must remain respectful to one another and behave relevant to the class activity. Failure to
participate will be failure of the assignment.
Character Role Example:
Florence Nightingale – a lantern. Student will act out and discuss Nightingale’s theories
and/or her many contributions to public health early in nursing history.
Questions to answer about each character role:
1. Who (or What) is public health nurse role the student actor is portraying?
2. How does this portrayed nurse character impact community health?
3. Is the portrayed nurse character’s influence on healthcare in the past? or present
time? or both?
4. How does this portrayed nurse character advocate for public or community health?
5. Identify one nursing strategy related to the portrayed nurse’s role in providing
patient- centered care within diverse populations.
Assignment Requirements: Student must make an attempt to use the prop(s) to act out
an appropriate scenario of the assigned nurse role. All key aspects of the assigned nursing role
and the impact on public health must be mentioned by the actor student or classroom peers.
Grade: Students will complete and turn in a peer evaluation for their small group. This
peer evaluation will indicate the participation level of each member within the group during the
assignment. This assignment will not be factored into the final course grade but is worth a
participation grade. (See Student Peer Assessment Evaluation Form to be completed on small
group after activity.)
Student Peer Assessment form for Role Play
Activity
Group Name Date Class
