NURS FPX 6111 Assessment 3 Course Evaluation Template Course Evaluation Template
NURS FPX 6111 Assessment 3 Course Evaluation Template
Course Evaluation Template
A course assessment is a brief survey given to students by their instructors after the completion of a course. The purpose of the evaluation questionnaire is to obtain broad feedback from students on their experiences in the classroom so that the learning environment for future classes could be enhanced. Since the Likert scale has been demonstrated to be both reliable and valid, it is the one used to evaluate the course outcomes of Nursing Informatics. This specific rating tool contains five levels of agreement that include strongly agree as the first scale, agree as the next scale, neutral relates to impartial feedback, disagree comes next to neutral, and strongly disagree in the end. The scale also provides further two categories for students as two levels of neutrality such as neither agree nor disagree (Taherdoost, 2019).
NURS FPX 6111 Assessment 3 Course Evaluation Template
In order to provide a precise quantitative evaluation of opinions, several evaluation systems have been created. The completed Likert scale consists of a multiple-point scale on which the respondent rates the extent to which they wholeheartedly agree or disagree with a given information. It is common practice to use a five-point Likert scale, with responses ranging from strongly agreeing to strongly disagree, to gauge how strongly a student feels about a given knowledge and insight regarding Nursing Informatics (Jebb et al., 2021).
| Instructions:
You have been given an assessment questionnaire with which to determine whether the current curriculum corresponds with the stated goals and expected results of the program. And how much you grow as a learner and how well you use healthcare IT expertise in your diagnostic procedures. Please take the time to study the table’s information thoroughly and respond truthfully by selecting the appropriate response based on the scale provided strongly disagree to strongly agree. Each column only accepts a single selection. |
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| Course Title: Nursing Informatics
Learning Outcomes: |
Strongly Disagree | Disagree | Neutral | Agree | Strongly agree |
| I now have greater faith in my abilities to argue for focusing on medical practice with technological outcomes. | |||||
| In my experience, multidisciplinary teams who use technology to communicate and share their findings get better results. | |||||
| Using statistical analysis, I can determine the most effective course of action for patient prevention across a wide range of diseases. | |||||
| I can properly analyze the clinical and statistical learning outcomes that are easily applicable to practicing nursing services | |||||
Connection Between Learning Outcomes and Evaluation Table
The term “learning outcomes” is used to define the expected levels of understanding, competence, and conduct that students must have upon graduating from the course. In the respective course evaluation program, the Likert scale is utilized to analyze the response of students based on different learning outcomes. Student opinions would be sorted into three groups: disagree, slightly agree, and strongly agree. The proportions of individuals who are confident in their knowledge versus those who are not will be determined based on their answers. Details based on the student’s preparedness to utilize healthcare technology integration will be obtained from their replies. Educational outcomes may be assessed with the use of the aforementioned framework by examining learners’ test results (Pescaroli et al., 2020).
Assessment Strategies
The program analysis will include a mix of both types of questions including the open and closed-ended ones to provide students with the most accurate reflection of their learning from the experience. Examining whether or not what was actually told in a program corresponds to what was intended for learners to understand and how the instructor planned to achieve those goals is what course assessment is all about.
