Learning Objectives
Assessments are crucial elements of the educational process and can be divided into formative and summative. While each type has its specifics, both are closely connected to LOs (Learning Objectives). The present course focuses on instructing nurses on patient expectations and satisfaction.
- Learners will be able to comprehend and practice practical management skills for home-based and hospitalized patients.
- Understand and utilize patient experience and outcomes to measure the effectiveness of the course.
- Comprehend the importance of nurse-patient relationships.
- Students will identify and discuss management capabilities required in healthcare.
- Engage with course material and efficiently utilize new information.
Formative and summative assessments are based on the course’s LOs and are meant to stimulate pupils during the realization of the teaching plan.
Assessments
Evaluations are carried out during an educational program at various points to identify the importance of multiple components in accordance with a set of rules with precise criteria. Both assessment and analysis methods specify what is being evaluated, taking into account the type of evaluation and the gathering of pertinent material (Dolin et al., 2018). The purpose of the assessment must be understood by both the assessor and the evaluator. Evaluations are often can be classified as formative and summative. Formative assessments are used to change, adjust, and improve learning and are carried out periodically throughout a program to assess a student’s learning process (Schildkamp et al., 2020). They frequently offer comments while the training is still in progress to both teachers and students. Summative assessments, on the other hand, are made in the past after the student has completed the class or program. Summative assessments are used to ensure teacher responsibility, show student progress, and assess the overall caliber of a program. Simply said, summative methods evaluate learning, whereas formative strategies evaluate learning.
Formative Assessment
Formative assessments (FAs) for the current course are based on the specifics of TP (Teaching Plan). TP aims to enhance students’ behaviors that will improve patients’ experience, and the first FA will consider how pupils accept and interpret others’ perspectives by using directed paraphrasing. The technique encourages students to summarize the reading content to a defined audience (Srivastava et al., 2018). Therefore, directed paraphrasing aligns with the LO of comprehending the importance of nurse-patient relationships by encouraging self-assessment and reflection (Srivastava et al., 2018). Furthermore, TP will guide students on why patient expectations and satisfaction are not met, and the second FA will examine whether learners apprehend the reasons behind patient outcomes by employing a logic model. The method helps explain a program and is based on writing about inputs, activities, and outputs (Srivastava et al., 2018). Accordingly, using logic models aligns with the LO of understanding and utilizing patient experience by facilitating reflection and idea exploration (Srivastava et al., 2018). The initial two FAs are meant to aid students in moving through TP. The course’s TP will employ more FA techniques, which are the muddiest point and one-minute paper. TP considers management skills that can improve patient experience, and the third FA will assess the changes in students’ administrative competencies by using a muddiest point. The approach invites learners to reflect and identify the most poorly understood aspects of the lecture (Bin Mubayrik, 2020; Srivastava et al., 2018). The muddiest point aligns with the LOs of identifying, discussing, and comprehending practical management skills by activating thinking, metacognition, and self-assessment (Srivastava et al., 2018). Moreover, TP concentrates on information that will be acquired to improve the patient experience and satisfaction, and the fourth FA will examine how pupils work with the course material by utilizing one minute paper. The method asks pupils to recall valuable concepts and knowledge at the end of instruction (Bin Mubayrik, 2020; Srivastava et al., 2018). Consequently, one minute paper aligns with the LO of understanding and using course information by enabling students to absorb, digest, and internalize new material (Irons & Elkington, 2021). Overall, all of the mentioned FAs are meant for pupils’ development at various moments of the learning process.
Summative Assessment
Summative (or terminal) assessments are used to meet accountability requirements, support a claim, or form reliable conclusions about the general value of an individual evaluation program. They combine information that has already been gained, such as formative evaluations that have been gathered. Summative evaluation evaluates the entire topic or course (Kibble, 2017). As a result, summative evaluation is thought to be a form of product evaluation. A summative evaluation is a culminating graded test that determines if the student has met the learning goals. Summative evaluation is carried out at the conclusion of a process, such as when a unit or course is finished. The purpose of formative assessment is to advance and improve student learning. Therefore, useful criticism is necessary. At the same time, summative evaluations are meant to evaluate students’ achievements. While summative exams are administered at the end of a unit or course, formative exams are administered frequently throughout the process. Conversely, summative evaluations are conducted following the conclusion of the course or program. Summative evaluations are used to demonstrate student development, hold teachers accountable, and gauge the general caliber of a program. Simply said, summative methods evaluate the results, whereas formative strategies evaluate learning. While evaluation is summative because it is done after the course has been completed to determine the quality, assessment’s purpose is formative, or assessment for learning, which is to enhance performance during the process.
Teaching Plan
The first point of the plan will be to assess the patient’s professional behavior directed to improve the patient’s experience. Will be considered such aspects as empathy, patience, attention to the person’s needs, and work ethic. It correlates with the goals of comprehending the importance of nurse-patient relationships, Engaging with course material, and efficiently utilizing new information. The second part of the teaching plan will assess students’ analytical skills and understanding of the study material. It will include the recognition of their wrongs and the ability objectively reviews their performance and correct mistakes. This contributes to achieving a learning objective in understanding and utilizing patient experience and outcomes. Finally, the third criterion will assess the student’s ability to manage not only their work but also the work of the team. Evaluation will consist of the ability to prioritize tasks, redistribute them efficiently and achieve the goals. It aligns with the learning objectives to comprehend and practice practical management skills and identify and discuss management capabilities.
Comprehend and Practice Practical Management Skills
There are some specific criteria that a student should meet in order to get a high grade in this objective. A decision-making procedure that takes into account all pertinent facts necessitates patient experience. Decision-makers should consider relevant information and arguments when defining priorities and patient experience data should not be disregarded. The collection of patient experiences must produce high-quality, methodologically sound evidence. Evidence that is systematic, valid, and compliant with quality standards can be ensured using well-established quantitative and qualitative methodologies. Evidence relating to patients should go through an open review procedure, much like clinical evidence.
Understand and Utilize Patient Experience And Outcomes
Since the patient is in a vulnerable situation, trust is essential in nurse-client interaction. It is crucial to keep a promise to a client since trust is fragile at the start of a relationship. Once trust has been broken, it is challenging to rebuild it. Thus, one of the criteria is to reliable maintaining relationships with the patient. Respect is the acknowledgment of each person’s intrinsic worth, dignity, and individuality, regardless of the client’s socioeconomic situation, character traits, or type of medical issue. This is an important point in understanding and utilizing patient experience and outcomes.
Comprehend the importance of nurse-patient relationships
Empathy is also considered in the evaluation since it is the expression of awareness of what the client’s experience with the healthcare system implies. It entails confirming and connecting with the significance of that experience. Empathy in nursing involves keeping a healthy emotional detachment from the patient in order to remain objective. In the nurse-patient interaction, there is an imbalance of power. The nurse has a more significant influence than the client, even though they may not realize it immediately. The medical personnel has more power and influence inside the healthcare system, as well as expert training, access to confidential information, and the capacity to speak up for the patient and the client’s significant other. Thus, the relationships should be transparent and honest to leave the patient satisfied.
Identify and Discuss Management Capabilities
Generally speaking, any extra management techniques or instruments would also be considered for evaluation. As soon as these management techniques are prepared for usage, they will be counted. The following are the goals that nurse pursues through their management practices:
- Organizing and fulfill the team’s mission and give their commitment to the accomplishment of the organization’s goals
- Putting plans in place to guarantee the best management and team structure for completing the required tasks to complete the mission.
- Acquire, distribute, and release resources in accordance with the organization’s strategies and objectives for the relevant region.
Engage With Course Material and Efficiently Utilize New Information
Even though it can appear dated, using feedback surveys is one method of measuring engagement that should not be disregarded. Actively solicit input from the students, whether it is ratings (on a scale of 1-5) on individual lessons and course materials or written comments submitted on an online or paper evaluation form. In addition to being a wonderful way to gauge how engaged the staff is, active or passive participation in feedback surveys can give valuable information about how to enhance future learning offerings. Performing, questioning, interacting with other pupils, solving problems, talking, debating, and asking questions are the signals of engagement with the course materials. Students are required to write about their personal experiences at this point. It can take the form of a poll with prepared questions or something more flexible.
References
Bin Mubayrik, H. F. (2020). New trends in formative-summative evaluations for adult education. Sage Open, 10(3), 1-13. Web.
Dolin, J., Black, P., Harlen, W., & Tiberghien, A. (2018). Exploring relations between formative and summative assessment. In Transforming assessment (pp. 53-80). Springer, Cham. Web.
Irons, A., & Elkington, S. (2021). Enhancing Learning through Formative Assessment and Feedback (2nd ed.). Routledge. Web.
Kibble, J. D. (2017). Best practices in summative assessment. Advances in physiology education, 41(1), 110-119. Web.
Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. Web.
Srivastava, T. K., Mishra, V., & Waghmare, L. S. (2018). Formative Assessment Classroom Techniques (FACTs) for better learning in pre-clinical medical education: A controlled trial. Journal of Clinical and Diagnostic Research, 12(9), 1-8.
