C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints.

TASK A A1. Assessment overview (type, purpose, and expected outcomes of the assessment) Type: Online discussion board. A formative assessment will be utilized to evaluate the learner’s comprehension of current course content. The type of assessment that will be performed is an online discussion board where learners will answer three questions regarding their knowledge of the roles and responsibilities of the community and public health nurse, and the relationships among them. Purpose. The purpose of this assessment is to evaluate each learner’s working body of knowledge rYeol aute r d t et oxtthheerreo le1s and responsibilities of the community and public health nurse, in addition to their respective relationship to population-focused care. Expected OutYcoomu Itxitsheexrpeec1ted that learners will be able to distinguish the roles and responsibilities of the community and public health nurses and differentiate between the community and public health nurse within the complex health care system. It is expected that learners will also be able to interpret and clearly articulate their findings in a scholarly manner via the discussion board. A2. Module title (C920 material) Introduction to Community and Public Health Nursing Course objectives (C920 material) Throughout this module, learners will have the opportunity to: 1. Examine the evolving roles and responsibilities of the community and public health nurse. 2. Analyze the difference between community health nursing and public health nursing. 3. Analyze population-based, or population-focused care in community and public health nursing according to the standards of care and scope of practice for each. Student learning outcomes (C920 material) Upon successful completion of this module, learners will be able to: 1. Distinguish the roles and responsibilities of the community and public health nurse within the complex health care system and policies. 2. Differentiate between community health nursing and public health nursing. A2a. Assessment Activity Alignment (i.e. align your selected assessment activity with course objective and student learning outcomes) Course Objectives 1-3. The formative assessment aligns well with each objective because formative assessments require learners to recall information to demonstrate comprehension of the material presented. The formative assessment will encourage a higher order thinking by the end of the course through the utilization of a discussion board by first examining the roles and responsibilities of the community and public health nurse in population-focused care, then analyzing the similarities and differences between the two. The discussion board encourages critical thinking and will help learners organize and interpret the information presented, and also encourage dialogue with their peers to obtain different points of view related to the topic. Student Learning Outcomes 1-2. The formative assessment aligns well with each student learning outcome because formative assessments via an online discussion board allows learners to demonstrate competency and an understanding of course material. Learners will recall the information and demonstrate an understanding of it on the discussion board. Each individual response will depict the roles and responsibilities of the community and public health nurse and the differentiating factors between the two. A3. Cognitive level to be measured by the formative assessment Analysis. The cognitive level that will be measured by the formative assessment is analysis. Learners will demonstrate a competency in the cognitive level of analysis by interpreting the information provided and organizing the ideas into a useful and meaningful working body of knowledge by differentiating between the community and public health nurse roles and responsibilities, then articulating their responses on the discussion board. A4. Item Types (i.e. multiple-choice items, fill in the blanks, etc.) Constructed Response/Discussion Board. The item type chosen for this formative assessment is a constructed response via an online discussion board. As previously discussed, an online discussion board will be used to assist learners in interpreting, translating, and organizing the information. A5. Number of Items (on formative assessment) 3 questions: 1 analysis, 2 reflective. Learners will be required to reflect on course topic and answer three questions C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints Section B: Formative Assessment Instructions (Student Facing) B1. Assessment Instructions Online discussion board requirement: Upon successful review of learning resources, learners will divide into groups of 4 and will reflect on and answer the following questions in paragraph format (Minimum 5 sentences per question). Learners will then log-in to their classroom portals and participate in the online discussion board forum related to this activity. Responses are due by midnight the night after the lecture so feedback can be provided prior to next meeting time. Online response requirement: Reply to at least 2 of your fellow learners’ responses. Make sure to discuss how they may have broadened your knowledge or perception of the roles and responsibilities of the community health nurse and public health nurse. All learners are required to participate: All learners are expected to fully participate and respond to each other in a mindful and tactful manner. Failure to participate in this activity will result in a reduction of no more than 5 points off of your final grade. B2. Formative Assessment Activity Online discussion board requirement: Upon successful review of learning resources, learners will divide into groups of 4 and will reflect on and answer the following questions in paragraph format (Minimum 5 sentences per question). 1. Compare and contrast the roles and responsibilities of the community health nurse with the public health nurse roles and responsibilities in population-focused care. 2. Discuss common themes, findings, or questions that your group had in collaboration. 3. Do you see yourself practicing as a community health nurse, public health nurse, or neither? Why or why not? C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints Online response requirement: Reply to at least 2 of your fellow learners’ responses. Make sure to discuss how they may have broadened your knowledge or perception of the roles and responsibilities of the community health nurse and public health nurse. Answer Key. Individual learner answers may vary. 1. Community Health Nurse. Community health nurses focus on the needs of particular individuals, groups, and families. Diagnoses are assigned based on the needs of particular individuals, families, or groups. Community health nurses promote health and wellness in groups and families with the main goal of increasing positive outcomes for the community. For example, Community Health Nurses may provide teaching to new mothers regarding immunizations. Implementation of interventions is based on individual needs. For example, teaching a newly diagnosed diabetic how to check their blood sugar and administer insulin to themselves. Public Health Nurse. Public health nurses focus on the needs of the entire population. Diagnoses are assigned and policies are developed in relation to the needs of the population. Comprises plans for the whole population in order to prevent disease and disability to preserve the population’s health. For example, after an illness outbreak, the public health nurse will develop a program the benefit the population, like immunization clinics, or handwashing stations at community centers. Similarities. Both aim toward the goal to promote, preserve, and maintain the health of the community. 2. Answers may vary 3. Answers may vary C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints B2a. Feedback and Goal Setting Language Feedback and goal setting language which corresponds with different levels of student performance on the formative assessment are as follows: Criteria Not Competent Feedback (Goal not met) Competent Feedback (Goal met) 1. Compare and contrast roles and responsibilities of the community health nurse and public health nurse Does not accurately describe roles and responsibilities of the community health nurse and public health nurse. Accurately describes the roles and responsibilities of the community health nurse and public health nurse. 2. Common themes, findings, or questions that your group had in collaboration Does not discuss common themes, findings, or questions the group had. Thoughtfully discusses common themes, findings, or questions the group had. 3. Do you see yourself working as a community health or public health nurse? Why or why not? If neither, why? Does not discuss reasons why there is a preference for working as a community or public health nurse. Or does not discuss reasons why learner does not want to work as community or public health nurse. Thoughtfully discusses reasons why there is a preference for working as a community or public health nurse. Or thoughtfully discusses reasons why learner does not want to work as community or public health nurse. 4. Thoughtful interaction with peers/Peer discussion Does not thoughtfully reply to 2 other peers with meaningful and thought-provoking feedback on other’s ideas. Discussion does not include how others may have broadened self-knowledge of perception of the roles and responsibilities of the community health nurse and public health nurse. Thoughtfully replies to 2 other peers with meaningful and thought-provoking feedback on other’s ideas. Discussion includes how others may have broadened selfknowledge or perception of the roles and responsibilities of the community health nurse and public health nurse. Learners in the not competent or goal not met category for any criteria listed. Acknowledgement of learners’ excellent attempt at the discussion board will be provided. However, learners will be encouraged to review key points and lecture materials to fully grasp the differences between the community health and public health nurse. Learners will be C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints encouraged to review the criteria and goal setting language provided above to demonstrate competency in the day’s lesson. Learners are also encouraged to schedule time during office hours if more assistance is needed to discuss discussion board. Another option for learners in the “goal not met” category, is to individually email those learners and offer a remediation time during office hours to review the material in this module. Section C: Formative Assessment Implementation and Evaluation Plan C1. Assessment Administration Procedures After the learners have reviewed all learning resources provided, the formative assessment, or discussion board, will be administered by the nurse educator and made available to learners after the days lesson on the classroom portal for learners to complete at home. Learners will have to submit their responses by midnight the night after the lecture so feedback can be provided prior to the next meeting time. The discussion board should take approximately 15-minutes for learners to complete. The resources required to complete the discussion board are access to the internet and their textbooks. C2. Communication of Assessment Results After learners have submitted their responses to the discussion board via the classroom portal, the nurse educator will review each learner’s response and provide individual learner feedback on their submission. C2a. Pass/fail criteria The formative assessment will not be based on a pass-or-fail criterion. As previously discussed, learners will be provided meaningful feedback according to if the course objectives or student learning objectives goals are met with the formative assessment. Although learners will not be given a score that will be factored into their overall grade, learners will be required to C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints demonstrate competency and a grasp of the information provided in this lecture via the online discussion board. Should learners fall into the “goal not met” category, they will be encouraged to review course material and schedule time to meet with the nurse educator during office hours to review. Another option for learners in the “goal not met” category, is to individually email those learners and offer a remediation time during office hours to review the material in this module. The goal of this assessment is to ensure learners have a solid grasp of the roles and responsibilities of the community health and public health nurse. Criteria Not Competent Feedback (Goal not met) Competent Feedback (Goal met) 1. Compare and contrast roles and responsibilities of the community health nurse and public health nurse Does not accurately describe roles and responsibilities of the community health nurse and public health nurse. Accurately describes the roles and responsibilities of the community health nurse and public health nurse. 2. Common themes, findings, or questions that your group had in collaboration Does not discuss common themes, findings, or questions the group had. Thoughtfully discusses common themes, findings, or questions the group had. 3. Do you see yourself working as a community health or public health nurse? Why or why not? If neither, why? Does not discuss reasons why there is a preference for working as a community or public health nurse. Or does not discuss reasons why learner does not want to work as community or public health nurse. Thoughtfully discusses reasons why there is a preference for working as a community or public health nurse. Or thoughtfully discusses reasons why learner does not want to work as community or public health nurse. 4. Thoughtful interaction with peers/Peer discussion Does not thoughtfully reply to 2 other peers with meaningful and thought-provoking feedback on other’s ideas. Discussion does not include how others may have broadened self-knowledge of perception of the roles and responsibilities of the community health nurse and public health nurse. Thoughtfully replies to 2 other peers with meaningful and thought-provoking feedback on other’s ideas. Discussion includes how others may have broadened selfknowledge or perception of the roles and responsibilities of the community health C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints nurse and public health nurse. C3. Analytical Methods This formative assessment via an online discussion board does not require analytical or statistical analysis to evaluate a learner’s individual performance. The only working knowledge that the learner will have to demonstrate competency in for this assessment is if they are able to recall the roles and responsibilities of the community health and public health nurses, respectively. As previously discussed, the assessment will not be scored and factored into their individual final grades, however learners are required to demonstrate competency and a working knowledge of the topic presented. A majority of the exercise requires learners to provide their own insight into the topic and respond to one another’s ideas. The purpose of the formative assessment in this instance is to gauge the effectiveness of teaching module during week 1 of lecture. As previously discussed in the pass/fail criteria, if multiple learners are not meeting competency and unable to successfully articulate a grasp of the information, then that will provide the nurse educator an opportunity to rework the curriculum into a more innovative and thought-provoking module. C3a. Assessment Improvement Individual learner responses in this formative assessment will provide evidence as to how effective the module is at assisting learners in meeting both the course objectives, and the student learning objectives. Short-term procedures. Should learners fall into the “goal not met” category, they will be directed to where in their textbooks the content is reviewed. Learners will also be encouraged to schedule time to meet with the nurse educator during office hours to review course concepts. Another option, if there are many learners in the “goal not met” category, is to individually email C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints those learners and offer a remediation time during office hours to review the material in this module in a group. Providing time for remediation in a group setting allows learners to discuss the topics with one another, and hopefully help each other fill in the gaps. Allowing learners to discuss the topic amongst themselves will allow the nurse educator to circulate around and also assess for common themes and misconceptions by all learners of the weekly topic, so that the nurse educator can adjust the curriculum as necessary. Long term procedures. Long term procedures for assessment improvement can also stem from the short-term procedures. For example, once the nurse educator has identified where a majority of learners are not making a connection with the material, the nurse educator can begin to review the curriculum. For example, the nurse educator can review the prompt and check for any grammatical errors or sentences that may be too vague for the learners to actually complete a task. C4. Test Security Procedures Test security procedures are not required for this formative assessment via the online discussion board. Learners will be completing the discussion board at home with their textbooks to answer one knowledge-based question and two open ended questions that promote reflection and articulation of their true feelings. Section A: Summative Performance Assessment Blueprint Criteria Task TASK A A1. Assessment overview (type, purpose, and expected outcomes of the assessment) Type: Community Health Assessment. A summative, performance-based assessment will be utilized to evaluate the learner’s adeptness to the application of skills or knowledge by creating a product, a project or completing a process. The type of assessment that will be performed is a community health assessment where learners will conduct a community assessment of their current community and utilize their nursing knowledge to apply interventions to ameliorate any adverse findings or barriers to health promotion, maintenance, and prevention. Purpose. The purpose of this assessment is to evaluate each learner’s adeptness to the application of the nursing process to conduct a community health assessment on their current community to identify any barriers to health promotion, maintenance, and prevention. The health assessment will require learners to aggregate primary and secondary research, identify and prioritize the needs, and develop a nursing care plan. The project will be used to assess each learners’ individual grasp of course content through the successful achievement of the course’s learning objectives, and to provide feedback and an assigned a letter grade to be factored into their final grade for the course. Expected Outcome. It is expected that learners will be able to conduct a community health assessment, research current community needs, categorize and evaluate the results to design a nursing care plan to aid the community in ameliorating any barriers to health promotion, maintenance, and prevention. A2. Module title (C920 material) Health Promotion, Maintenance & Prevention Course objectives (C920 material) Throughout this module, learners will have the opportunity to: 1. Appraise research data on our current community to complete a needs assessment with an emphasis on the nursing process. C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints 2. Categorize the results from the research to design an evidence-based project to ameliorate an adverse finding in the community. 3. Evaluate research findings and establish a nursing care plan that will ameliorate the barriers found. Student learning outcomes (C920 material) Upon successful completion of this module, learners will be able to: 1. Analyze the communal barriers found in the research and devise a plan to yield a positive outcome for the community. 2. Construct materials to inform and provide education to a community utilizing a community and aggregate diagnosis and plan of care implementation. A2a. Assessment Activity Alignment (i.e. align your selected assessment activity with course objective and student learning outcomes) Course Objectives 1-3. The summative performance-based assessment aligns well with each objective because summative assessments require learners to apply achieved knowledge to demonstrate comprehension of the material presented. The summative assessment will encourage a higher order thinking by the end of the course through the utilization of a needs assessment to construct a nursing care plan with interventions to promote positive outcomes for the community. The needs assessment will require the learner to assess the community, the community’s social determinants of health, needs, and barriers. Student Learning Outcomes 1-2. The summative assessment aligns well with each student learning outcomes because summative assessments via a nursing care plan allows learners to apply nursing theory to an actual or potential problem and demonstrate competency and an understanding of course material through the application of nursing interventions. Learners will be able to conduct a needs assessment to discover communal barriers and devise a plan to yield positive health outcomes for the community. A3. Cognitive level to be measured by the performance assessment Application. The cognitive level that will be measured by the summative assessment is application. Learners will demonstrate a competency in the cognitive level of application by interpreting the information researched and organizing the ideas into a useful and meaningful working body of knowledge by developing a nursing care plan that accurately identifies negative determinants of health with associated nursing C921 Assessment and Evaluation Strategies for Measuring Student Learning Assessment Blueprints interventions to ameliorate those barriers to produce positive outcomes. A4. Item Types (i.e. multiple-choice items, fill in the blanks, etc.) Community Needs Assessment & Nursing Care Plan. The item type chosen for this summative assessment is a community needs assessment and comprehensive nursing care plan. As previously discussed, a nursing care plan will give learners the opportunity to apply all previously learned knowledge in creating a plan of care for the community in order to assist with any negative determinants of health. A5. Number of Items (on performance assessment) 10 performance evaluation criteria. The summative performance-based assessment will have 10 criteria to be evaluated and graded.