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 measure the assessment’s intended goal, whereas reliability describes the uniformity and stability of the evaluation outcomes. The validity of the content is critical in the program’s evaluation form because it guarantees that the assessment findings are closely related to the learning goals and course results and that the evaluation accurately reflects the psychomotor, cognitive, and emotional domains. It can be tested using the Objective Structured Clinical Examination (OSCE), a practical tool for assessing nursing education competence (Chabrera et al., 2023).

NURS FPX 6111 Assessment 3 Course Evaluation Template

 To improve reliability, the assessment format must contain straightforward instructions on how learners should consistently perceive the Likert scale correctly and open-ended feedback with enough qualitative information to verify the assessment results (Xu et al., 2024). The positive aspects of evaluation methods include an extensive approach using qualitative and quantitative metrics. However, limitations also exist, such as the fact that cultural variables could influence respondents’ prejudices and subjective biases.  Further, nursing students with diverse interpretations and understanding can alternatively respond to Likert scale questions, impacting the response consistency. To deal with these limitations, instructors can ensure confidentiality, minimize response biases, and offer straightforward guidance to increase the reliability of the course evaluation and boost results. 

Conclusions

Nurses must thoroughly understand injection techniques, appropriate needle size and length, medication requirements, and potential complications of injections.  A course that introduces evidence-based training and information designed for accurate medication administration via the intramuscular route. Course instruction will be provided in a clinical classroom for lecture and manual manipulation in the skills laboratory. The course will be introduced during the last session of the junior and/or senior years of nursing school before graduation.

Providing accurate information and clinical experience permits students to develop the extensive skills needed to administer IM medications without complexity. Coskun and Sendir (2022), explained that “this experience could enhance the confidence of nursing students and contribute to performing safe administration of medicines in a clinical setting” (p. 4). The plan’s significance is to reduce intramuscular injection obstacles in individuals and enhance medication absorption, thus escalating protection and declining healthcare expenditures.

References

Şimşek, A. k., Okuroğlu, G., Çaylı, N., & Şule, A. E. (2024). The effect of structured education on nurses’ ventrogluteal injection knowledge and skills. Clinical and  Experimental Health Sciences, 14(1), 107-113. https://doi.org/10.33808/clinexphealthsci.1215219

Chabrera, C., Diago, E., & Curell, L. (2023). Development, validity and reliability of objective structured clinical examination in nursing students. SAGE Open Nursing, 9, 23779608231207217. https://doi.org/10.1177/23779608231207217

NURS FPX 6111 Assessment 3 Course Evaluation Template

Coskun, E. Y., PhD. R. N., & Sendir, M., PhD. R. N. (2022). Effectiveness of computer-based and hybrid simulation in teaching intramuscular medication administration. International Journal of Caring Sciences, 15(2), 1565-1575. https://library.capella.edu/login?url=https://www.proquest.com/scholarly-journals/effectiveness-computer-based-hybrid-simulation/docview/2723215695/se-2

Kiliç, M., Meteris, Ç., & Kartal, B. (2023). The effect of an evidence-based intramuscular injection practice training on intern students’ knowledge, opinion and injection site preferences: Semi-experimental study. International Journal of Innovation and Applied Studies, 39(2), 546-555. https://library.capella.edu/login?url=https://www.proquest.com/scholarly- journals/effect- evidence-based-intramuscular-injection/docview/2814509651/se-2

Lajane, H., Gouifrane, R., Qaisar, R., Chemsi, G., & Radid, M. (2020). Perceptions, practices, and challenges of formative assessment in initial nursing education. The Open Nursing Journal, 14(1), 180. http://dx.doi.org/10.2174/1874434602014010180‌

Lau, R. (2024). Choosing wisely: Needle length and gauge considerations for intramuscular and subcutaneous injections. Australian Journal of Advanced Nursing (Online), 41(3), 40-49. https://library.capella.edu/login?url=https://www.proquest.com/scholarly-journals/choosing-wisely-needle-length-gauge/docview/3110463627/se-2

NURS FPX 6111 Assessment 3 Course Evaluation Template

Taylor, M., Falkenstein, C., Finn, R., Nang, T., & Mathangi, R. G. (2024). Anatomical ignorance resulting in iatrogenic causes of human morbidity. Cureus, 16(3), e56480. https://doi.org/10.7759/cureus.56480

Tomas, N., Italo, M., Eva, B., & Veronica, L. (2024). Assessment during clinical education among nursing students using two different assessment instruments. BioMed Central Medical Education, 24(1), 852. https://doi.org/10.1186/s12909-024-05771-x

Xu, K., Tong, H., Zhang, C., Qiu, F., & Liu, Y. (2024). Psychometric evaluation of the chinese version of the nursing student contributions to clinical settings scale and analysis of factors influencing nurses’ perceptions of nursing students’ contributions: a cross-sectional study. BioMed Central Nursing, 23(1), 720. https://doi.org/10.1186/s12912-024-02398-7