Category: NURS-FPX6111

NURS FPX 6111 Assessment 4 Program Effectiveness Presentation Name Capella university NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Program Effectiveness Presentation Slide 1: Hi, everyone. I am here to present a new nurse education course designed to enhance nursing students’ proficiency in administering safe and effective intramuscular injections.  Slide 2: Assessment is a structured procedure used to determine the outcomes and efficiency of a program, course, or intervention. It concerns data gathering and analysis for ascertaining goal and objective achievement and identifying opportunities for enhancing organizational performance. Evaluation is important because of its effectiveness in proving that a particular program works, that resources are being well spent, and to aid continuous improvement (Öz and Ordu, 2021). In this intramuscular (IM) injection course, the assessment will be based on the following: competency of the students in injection processes, the effectiveness of the strategies used in teaching, the correlation of the course with the learning outcomes, and the effect of the course on patients and over the health sector.  Purpose of the Presentation Slide 3: This presentation aims to outline a systematic process for evaluating the effectiveness of the newly proposed IM injection course in the nursing curriculum. The evaluation seeks to determine if the course enhances student knowledge, transforms clinical performance, and addresses deficiencies in injection techniques. The review will guide improvements and ensure alignment with learning outcomes by identifying difficulties and program gaps. Additionally, the process will assess if course objectives are met, promoting efficiency and cost-effectiveness. Ultimately, the goal is to demonstrate that the course supports safe nursing practices and improves patient outcomes through evidence-based education. Philosophical Approaches Slide 4: Philosophically, evaluation in nursing education can be broadly categorized into four major types that determine how and what course effectiveness is measured and understood. This approach involves both the participants and evaluators in deciding where the improvements should be made, making the evaluation process more inclusive. On the other hand, the judgment perspective aims to evaluate the merits of the curriculum and the nursing program’s ability to meet some predetermined benchmarks and out-competent graduates (Borgmann et al., 2020). The objectives-based approach links the learning outcomes to the program aims and improves the course due to measurable goals. This method guarantees that the IM injection course aligns with the program competencies across all the domains. Furthermore, the research-oriented approach uses reliable and accurate methods and tools to ensure that the evaluation results are trustworthy and focus on the evidence-based approach. Finally, the service-oriented perspective focuses on learning and student advancement and encourages the constant assessment of the learning process by nursing students. Evidence Evaluation Slide 5: The evidence supporting these philosophical approaches shows they are relevant to improving nursing education. Shaha and Grace (2023) emphasize that critique is central to mapping course competencies to higher purposes of nursing practice so that assessment focuses on skill acquisition, knowledge application, and moral reasoning. The best fit of the two approaches is the constructivist approach in promoting critical thinking and flexibility and the objectives approach in identifying areas of curriculum development. Validity and reliability-based research-oriented evaluations help in maintaining the consistency of the students’ assessments (Borgmann et al., 2020). However, synthesizing these philosophies may provide a richer understanding as a combination and enhance the role of the IM injection course in nursing training and patient care. Program Evaluation Process Slide 6: Assessing the IM injection course effectiveness logically needs to follow a step-by-step process to include all the aspects of the assessment and improvement. The evaluation process consists of four primary phases: planning, execution, termination, and communication. The first one is acknowledging the evaluation principle that switches whether the course improves nursing students’ IM injection skills, minimizes complications, and complies with programmatic objectives (Tomas et al., 2024). It is crucial to set the period for the evaluation so that the data is collected at certain points in the academic year to analyze the progress and the lack thereof. While formative assessments should be done throughout the course, summative assessments should be done at the end of the course to improve the course activities (Lajane et al., 2020). Choosing an impartial evaluator and faculty members who have taught clinical skills ensures that the process is independent and in the best interest of the academic institutions. The next step involves selecting an appropriate evaluation design, using quantitative and qualitative evaluation designs to get all-encompassing data (Xu et al., 2024). Using assessment tools such as quizzes, practical tests, peer assessment, and feedback will evaluate the instructor’s competency. Having collected data, conclusions will be made, and appropriate areas of strength and areas of weakness shall be deemed. Informing stakeholders, including nursing faculty and curriculum committees, of the results promotes the utilization of conclusions. This step makes the course relevant, affordable, and capable of churning out competent graduates at the end of the course (De Brún et al., 2022). Assessing expenses and course effectiveness ensures sustainability and relevance to the healthcare industry. Limitations of the Steps Slide 7: While the evaluation process for the IM injection course is comprehensive, several limitations may affect its effectiveness. Time constraints could hinder thorough data collection and analysis, potentially limiting the scope of evaluation. Additionally, selecting evaluators with biases or inconsistent evaluation criteria may impact the objectivity of results (Xu et al., 2024). Variability in student engagement and feedback could further affect the accuracy of formative assessments. Financial constraints might restrict access to advanced simulation tools or limit the frequency of hands-on practice sessions. Addressing these limitations through standardized procedures and continuous faculty training can enhance the overall reliability of the evaluation process. Evaluation Design Slide 8: A contemporary evaluation framework that aligns well with the proposed IM injection course is the CIPP (Context, Input, Process, and Product) model. This model emphasizes a comprehensive and dynamic approach to program evaluation, ensuring continuous improvement through feedback at multiple stages. The Context phase involves assessing the specific needs that the IM injection course aims to address. This includes identifying gaps in nursing students’ practical skills and recognizing

NURS FPX 6111 Assessment 3 Course Evaluation Template Name Capella university NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Introduction Unsafe injection administrations cause severe complications and increase patient morbidity and mortality (Şimşek et al., 2024). Nurses administer millions of intramuscular (IM) injections annually worldwide and should have the education and proficiency to dispense injections safely. To ensure that nurses obtain adequate teaching in injection techniques, it is proposed that an IM injection course be established for students during either their junior or senior years of study. Proper injection techniques will decrease not only patient morbidity and mortality but also health care costs related to IM complications. Objectives An IM injection course consisting of the anatomy of injection sites, proper needle sizes for individuals according to age, body mass, gender, and knowledge of frequently prescribed medications given via IM route, along with evidence-based practice of injection techniques, will be created. Students will have hands-on experience using clinical laboratory manikins for injection site practices. Also, will practice anatomy location on colleagues to become familiar with injection landmarks of individuals of different body masses. Dispensing injections is an essential obligation in nursing that necessitates extensive expertise and capability. Nurses must thoroughly understand injection techniques, appropriate needle size and length, medication requirements, and potential complications of injections (Lau, 2024). Assumptions The assessments are based on several assumptions, such as nursing students being perceptive in their responses and offering correct feedback. It also implies that students can assess their understanding, competence growth in IM injection procedures, and mindset toward patient care, which supports the assessment’s validity. Furthermore, it is considered that the standard of education is directly proportional to the instructors’ efforts for the learners they teach. Establishing course targets and learning results is vital to guarantee the validity and practicality of student evaluations (Tomas et al., 2024). Applying this course’s knowledge and evidence-based techniques to maximize the efficacy of the medical care offered by minimizing the complications associated with IM injections. Findings Incorrect techniques can decrease the efficacy of the medication being dispensed. Improper IM administrations may initiate complications like severe pain, inflammation, bruising, nerve impairment, muscle injury, infection at the injection site, or paralysis in rare circumstances, contingent on needle placement if it encounters a blood vessel or nerve. The sciatic nerve is often the most damaged of injections in the buttock area. Consequences of damage to these nerves, including any range of minor painful neuropathy to complete paralysis, can be life-altering and may require surgical intervention. Although incidence and occurrence are decreasing worldwide, it remains a common and avoidable source of pathogenesis (Taylor et al., 2024). Criteria for The Evaluation of Format These formats are evaluated using criteria based on comprehensiveness, practicality, validity, and dependability (Tomas et al., 2024). The format includes all important learning goals and outcomes of the course, ensuring an extensive assessment of the entire learning experience. It comprehensively addresses all important aspects, including anatomy, research-based approaches, and needle selection. Further, practicality ensures that the evaluations are feasible within the classroom environment and in accord with the educational goals. This confirms that the format supports the course’s target of improving proficiency in secure injection procedures to improve patient safety. Further, the design is intuitive because students can complete it swiftly, promoting complete engagement and candid comments. The adaptable structure makes it applicable to various courses and instructional situations. The assessment format is designed to yield accurate and dependable results. Validity ensures that evaluations correctly assess understanding of IM injection procedures and associated concepts, while reliability ensures that findings are consistent between students and programs. It systematically assesses the course’s efficiency, making it relevant to nursing students in different learning settings. The evaluation must incorporate mechanisms for input to support continual education and enhancement while optimizing nursing care.  Recommendations Nurses and nursing students should be aware of current information regarding IM injections. Most currently use outdated materials and continue practicing conventional injection methods, although decades of research exposed facts that dispute these routines.  (Lau, 2024). According to Kiliç et al. (2023), it is extremely important for clinical nurses to be aware of evidence-based practices in the literature and to put them into practice. Course content will review complications and consequences of improper IM injections; similarly, clinical laboratory drills will be used to discern, augment, and reinforce injection comprehension and expertise. Satisfactory education will increase medication efficiency and decrease complications for individuals. This will increase the health care of the individuals, thereby reducing health care costs and liabilities.  Assessment Strategies A suitable assessment strategy for evaluating the learning and outcomes of the suggested IM injection course must involve summative and formative assessments. Formative assessments, including quizzes, peer input, and instructor observation during hands-on laboratory sessions, can help students track their progress and provide quick suggestions for improvement. Lajane et al. (2020), illustrated that using formative assessment with carefully designed high-quality input results in beneficial learning and is an important aspect of the curriculum for nurses. Further, summative evaluations must encompass practical exams in which nursing students illustrate appropriate injection strategies and identify physiological markers. Written tests should also assess their comprehension of efficient strategies, anatomy, the right needle choice, and possible risks. This comprehensive evaluation offers a thorough analysis of theoretical understanding and practical ability, aligning with the program’s goal to strengthen nursing skills in IM injections while reducing issues and boosting care quality. Ensuring Validity and Reliability in Course Evaluation Methods The evaluation process shows high reliability and validity. Various measures can be used to determine the reliability of evaluation procedures. The Likert scale could investigate the alignment between the program’s intended goals and actual results. These insights can be used to evaluate nursing students’ development and capability. Evidence showed that the Likert scale was applied to assess the compatibility of the program’s defined goals with actual pupil mindsets, conduct, and knowledge shifts. Higher scores indicate satisfaction or favorable achievements (Xu et al., 2024). The assessment results can be used to identify aspects that need to be improved to achieve success in nursing learners’ performance during IM injection administration. The validity of assessments relates to how well the evaluation methods

NURS FPX 6111 Assessment 2 Criteria and Rubric Development Name Capella university NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Part One – Assessment Description and Rationale Assessment Description The method of assessment utilized in nursing education to evaluate students’ competencies is a case-based scenario analysis. This tool is designed to assess cognitive abilities by presenting students with complex patient scenarios. The students are required to thoroughly analyze these cases, integrating their theoretical knowledge, critical thinking, and decision-making skills to demonstrate competency. This approach mimics real-life clinical situations, allowing students to apply what they have learned in practical, clinical settings (O’Flaherty & Costabile, 2020). Type of Assessment Tool A written case analysis has been selected as the assessment tool for this scenario. The case provided will include relevant patient medical history, symptoms, and diagnostic results. Students must analyze this information, identify the most pressing issues, and develop a nursing care plan. The written format of the assessment allows for a detailed evaluation of students’ critical thinking skills, cognitive processes, and their ability to apply theoretical knowledge in clinical practice (Chen et al., 2020). Supporting Rationale – Alignment with Learning Objectives The case-based scenario analysis aligns directly with the cognitive domain, focusing on higher-order thinking skills such as analysis, synthesis, and evaluation. This alignment supports the overarching goals of nursing education, which are to enhance clinical reasoning and critical thinking—skills that are central to successful nursing practice (Marcomini et al., 2021). – Real-world Application This assessment is designed to simulate real-world patient scenarios, reflecting the challenges students will face in clinical settings. By engaging with these scenarios, students can bridge the gap between theory and practice. This approach prepares students for the complexities of nursing care in actual healthcare environments (Clemett & Raleigh, 2021). – Assessment Validity The validity of the assessment is a priority. Both the case materials and the assessment tools will be rigorously reviewed by subject matter experts and experienced nursing educators. Their combined expertise ensures the evaluation accurately reflects the cognitive skills required for proficient nursing practice and aligns with the intended learning outcomes (Prediger et al., 2020). – Pilot Testing for Refinement To refine the assessment, a pilot phase will be conducted with a selected group of students. This phase is critical for identifying any potential issues with the evaluation process. Feedback will be gathered from both students and experts and used to make necessary adjustments, enhancing the tool’s validity and applicability (Conn et al., 2020). – Reliability through Grading Criteria To ensure consistency and fairness in grading, a detailed grading rubric will be implemented (see Part Two). The rubric’s clarity and specificity will help maintain reliable grading across assessors, ensuring an impartial and consistent evaluation of students’ performance in various contexts (Shabani & Panahi, 2020). Part Two – Grading Rubric Criteria/Domain Non-performance Basic Proficient Distinguished Patient-Centered Care Approach Struggles to prioritize patient needs and lacks a patient-centered approach. Demonstrates basic understanding but needs to work on applying a patient-centered approach consistently. Constantly applies a patient-centered approach to addressing patient needs. Exceptionally prioritizes patient needs, consistently applying a delicate and comprehensive patient-centered approach. Interdisciplinary Collaboration in Patient Care Does not collaborate with the healthcare team in addressing patient needs. Participates vaguely in multidisciplinary discussions without clear contributions to patient-centered care. Actively collaborates with the healthcare team, ensuring a comprehensive approach to patient care. Leads and shapes interdisciplinary collaboration, enhancing patient-centered care. Critical Analysis of Patient Preferences Lacks understanding of patient preferences and values. Demonstrates awareness but needs improvement in critical analysis of patient preferences. Critically analyzes patient preferences and integrates them into care plans. Provides a thorough and insightful analysis of patient preferences, excellently applying them in care planning. Effective Patient Communication Poor communication with repeated errors in patient interactions. Adequate communication with noticeable structural errors in patient interactions. Communicates effectively with patients, ensuring clarity and empathy, with minor errors. Demonstrates flawless communication with clear transitions, perfect structure, and empathy in patient interactions. Adaptability in Tailoring Care to Patient Needs Resistant to adapting care plans and responding to patient needs. Shows limited adaptability and occasional difficulty in adjusting care plans based on evolving needs. Adapts well to dynamic patient needs, ensuring personalized care. Excels in adapting care plans for optimal patient outcomes, actively addressing challenges. Writing: Clarity, Grammar, & Transition Writing style is academic but contains various grammatical errors. Academic writing style but with several grammatical errors. Academic, formal writing with minor errors and good transitions. Flawless academic writing, with smooth transitions ensuring clarity and professionalism. Adherence to Patient-Centered Documentation Needs to follow patient-centered documentation practices consistently. Partially adheres to patient-centered documentation, with several mistakes. Mostly follows patient-centered documentation, with minor errors. Perfectly adheres to patient-centered documentation practices, ensuring accuracy and completeness. References Chen, F.-Q., Leng, Y.-F., Ge, J.-F., Wang, D.-W., Li, C., Chen, B., & Sun, Z.-L. (2020). Effectiveness of virtual reality in nursing education: meta-analysis. Journal of Medical Internet Research, 22(9). https://doi.org/10.2196/18290 Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgement and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, 102, 104885. https://doi.org/10.1016/j.nedt.2021.104885 Conn, C. A., Bohan, K. J., Pieper, S. L., & Musumeci, M. (2020). Validity inquiry process: Practical guidance for examining performance assessments and building a validity argument. Studies in Educational Evaluation, 65, 100843. https://doi.org/10.1016/j.stueduc.2020.100843 NURS FPX 6111 Assessment 2 Criteria and Rubric Development Marcomini, I., Terzoni, S., & Destrebecq, A. (2021). Fostering nursing students’ clinical reasoning: a QSEN-based teaching strategy. Teaching and Learning in Nursing, 16. https://doi.org/10.1016/j.teln.2021.07.003 O’Flaherty, J., & Costabile, M. (2020). Using a science simulation-based learning tool to develop students’ active learning, self-confidence, and critical thinking in academic writing. Nurse Education in Practice, 47, 102839. https://doi.org/10.1016/j.nepr.2020.102839 Prediger, S., Schick, K., Fincke, F., Fürstenberg, S., Oubaid, V., Kadmon, M., Berberat, P. O., & Harendza, S. (2020). Validation of a competence-based assessment of medical students’ performance in the physician’s role. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-019-1919-x Shabani, E. A., & Panahi, J. (2020). Examining consistency among different rubrics for assessing writing. Language Testing in Asia, 10(1). https://doi.org/10.1186/s40468-020-00111-4 NURS FPX 6111 Assessment 2 Criteria and Rubric Development

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Name Capella university NURS-FPX 6111 Assessment and Evaluation in Nursing Education Prof. Name Date Course Definition and Alignment Table The Pediatric Nursing Ethics in Clinical Practice course is designed to equip registered nurses with the skills to navigate complex ethical challenges in pediatric care. It combines interactive lectures, case studies, and simulations to enhance ethical decision-making and patient advocacy. The course highlights evidence-based practices and aligns with national standards such as the ANA Code of Ethics (ANA, 2023). This training promotes lifelong professional growth and ensures nurses provide high-quality, compassionate care in pediatric settings.  Course Description Supporting Educational Program Outcomes Course Title: Pediatric Nursing Ethics in Clinical Practice This course will equip registered nurses with the knowledge and skills for ethical decision-making in pediatric nursing practice. It focuses on the key ethical principles of autonomy, beneficence, nonmaleficence, and justice in application to actual clinical scenarios that guide nurses through dilemmas. The course further applies legal frameworks, advocacy of pediatric patients, and reflection on one’s values in professional ethics. Its vision is to prepare pediatric nurses as ethical leaders who would advocate for the well-being of their patients and uphold the highest standards of care. This course focuses on patient safety, allowing nurses to meet national standards while fostering compassionate and evidence-based care. It meets the call for ethical expertise in an increasingly complex and vulnerable pediatric healthcare setting. Educational Program Outcomes: Ethical Decision-Making: Apply ethical principles in pediatric nursing to ensure safe, patient-centered care while managing moral conflicts and balancing competing values in clinical decisions. Advocacy for Pediatric Patients: Demonstrate advocacy skills to protect pediatric patients’ and families’ rights and best interests by ensuring their needs are addressed within the healthcare team. Collaboration and Teamwork: Work effectively with interdisciplinary teams by fostering communication, trust, and coordination to deliver ethical, comprehensive care and improve patient outcomes. Reflective Practice: Engage in reflective practice to enhance ethical reasoning, self-awareness, and professional development by improving your confidence in handling future ethical dilemmas. Assumptions The course assumes that the learner has a basic understanding of nursing practice and a working knowledge of the fundamental principles of ethics (Haddad & Geiger, 2023). It also assumes that the learner has experiences in pediatric clinical settings that would facilitate contextualizing the ethical dilemmas presented within this course. Further, this course assumes knowledge regarding legal and regulatory standards guiding healthcare practice. Alignment of Learning Objectives to Program Outcomes Learning Objectives Recognize and analyze ethical dilemmas in pediatric nursing using ethical principles such as autonomy, beneficence, and justice. Advocate for pediatric patients’ rights and best interests while collaborating with healthcare teams and families. Navigate legal and regulatory frameworks related to pediatric nursing practice to ensure compliance. Reflect on personal values and professional ethics to manage complex ethical decisions in pediatric care. Apply ethical decision-making frameworks to pediatric nursing scenarios by promoting patient safety and ethical outcomes. Program Outcomes Reinforce the clinical competencies of registered nurses in pediatric nursing practice, focusing on ethical decision-making. Improve pediatric patient outcomes by ensuring nurses can advocate for patients and make ethically sound decisions. Promote compliance with national nursing standards and legal frameworks in pediatric care settings. Foster professional growth and lifelong learning by integrating ethical reasoning and reflective practice in pediatric nursing. Assessment of the Quality of Alignment There is a strong relationship between learning objectives and program outcomes, and every objective will serve in some manner to attain an educational goal. For example, identifying and analyzing key ethical principles in pediatric nursing and applying ethical decision-making frameworks will directly contribute to Program Outcome 1, improvement in clinical decision-making, and Program Outcome 2, improvement in patient outcomes through ethical patient-centered care. Objectives related to promoting rights and reflective practice facilitate the professional development of lifelong learning and personal growth in Program Outcome 4 while operating within the legal and regulatory parameters of pediatric nursing practice in Program Outcome 3. This will ensure that the course incorporates evidence-based ethical approaches in preparing nurses to meet and exceed the program’s expected outcomes in real-life pediatric nursing situations (Hockenberry et al., 2021) Table One: Learning Objectives to Program Outcomes Learning Objectives Program Outcomes Recognize and analyze key ethical principles in pediatric nursing practice. Strengthen the ethical decision-making competencies of registered nurses in pediatric nursing settings. Apply ethical decision-making frameworks to real-life pediatric nursing scenarios. Improve patient outcomes by providing compassionate, patient-centered care that upholds ethical principles. Advocate for pediatric patients’ rights by ensuring their well-being and aligning with the child’s and family’s best interests. Promote compliance with national standards and ethical guidelines in pediatric nursing practice. Engage in reflective practice to enhance ethical decision-making and improve clinical outcomes. Foster continuous professional development through reflective practice and ethical growth in pediatric nursing care. Integrate legal and regulatory standards in pediatric nursing practice to ensure compliance and ethical responsibility. Promote compliance with national standards and ethical guidelines in pediatric nursing practice. Course Evaluation Approaches Assessment and evaluation strategies throughout the Pediatric Nursing Ethics in Clinical Practice program will be based on measuring both learner progress and course effectiveness so that, in the end, students can meet the outlined learning objectives within a nationally standardized and ethically guided pediatric nursing perspective. Assessment Strategies Formative Assessments: These will include case study analysis, role-playing scenarios, and reflective journals to assess learners’ ability to recognize and apply ethical principles and decision-making frameworks in pediatric nursing practice. Summative Assessments: A final written test will be administered to the learners, encompassing theoretical aspects of pediatric nursing ethics, legal frameworks, and ethical guidelines. In addition, practical evaluations via simulation or peer-reviewed case presentations will be done to evaluate the student’s clinical decision-making skills in real-life pediatric settings. Peer Evaluation and Self-Assessment: These will be combined to encourage self-reflection and critical thinking by helping learners evaluate their own progress and peer contributions in collaborative tasks. Feedback Mechanisms: Continuous feedback from instructors, peers, and self-reflection will provide learners with ongoing insights into their strengths and areas for improvement. This will allow