NURS FPX 6111 Assessment 3 Course Evaluation Template

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Assessment 3: Course Evaluation Template
Student Name
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Capella University
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Prof Name
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FEB 10, 2024

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Part One – Standardized Course Evaluation Template
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In the dynamic sphere of academia, feedback assumes a pivotal role in shaping course
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content and instructional methodologies. Here at X University, we esteem our students
as indispensable contributors to the teaching-learning continuum. Your insights are
invaluable in steering us towards effective practices and pinpointing areas for
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enhancement. This evaluation form not only underscores our commitment to continuous
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improvement but also underscores our dedication to fostering a collaborative

educational milieu. We assure you of the confidentiality of your responses and sincerely
appreciate your time and candor.
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Evaluation of the Course "Clinical Healthcare Ethics for Pediatric Nurses"

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Course Objectives
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The paramount aim of the course is to ensure that you:

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● Comprehend and adeptly apply fundamental ethical principles in pediatric

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● Demonstrate practical skills in navigating and resolving ethical dilemmas.

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● Engage deeply with the emotional and moral dimensions of decisions within
pediatric nursing.
● Collaborate effectively in a team setting, showcasing leadership in ethical
decision-making.
Your remarks concerning course objectives:
Learning Outcomes
The course endeavors to equip you with skills in the following domains:
● Theoretical comprehension and cognitive mastery of pediatric ethical principles.

● Practical application of these principles in real-world scenarios.
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● Cultivation of emotional intelligence and facilitation of profound reflection on
ethical decision-making.
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Your comments on learning outcomes:
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Teaching Approaches
Kindly rate the instructor based on the following:
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Expertise and lucidity in presenting ethical principles.
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● Effective utilization of teaching aids and instructional tools.
● Frequency and caliber of feedback on assignments.
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● Encouragement of class discussions and active student participation.

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Your remarks on teaching approaches:
Program Outcome
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Please reflect on the following components of the course:

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● Relevance and comprehensiveness of course literature and supplementary

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reading materials.
● Realism and effectiveness of class simulations and practical scenarios.
● Value of peer interactions and structured group activities.
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Your comments on program outcomes:

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Evidence to Support Assessment Strategies

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The development of our template is grounded in multiple evidence-based strategies.
Drawing from scholarly literature, studies consistently underscore the inclusion of all
three learning domains—cognitive, psychomotor, and affective—in evaluations, as
reflected in our template. This theoretical foundation is enriched by invaluable feedback
from educators and students, ensuring the practical relevance of the template. A
thorough benchmarking process, involving the analysis of templates from esteemed
educational institutions, enabled us to identify and incorporate the most effective
assessment strategies. Lastly, our commitment to excellence led to the pilot testing of
the template with a select group, ensuring its refinement through iterative adjustments
based on direct feedback.
Part Two – Executive Summary
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A robust academic program pivots on the precision of its evaluative methodologies.
With this in consideration, we have formulated a standardized course evaluation
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template that meticulously addresses the three integral learning domains: cognitive,
psychomotor, and affective. The inclusion of these domains is rooted in scholarly
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evidence, underscoring their paramount importance in grasping the intricacies of the
educational experience.
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The structure of our template, employed to evaluate learning and program outcomes,
employs a mixed-method strategy encompassing research, quantitative, and qualitative
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assessment. Grounded in research, this strategy ensures both breadth and depth in
feedback collection. Quantitative metrics, in the form of Likert scales, furnish
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standardized, measurable insights into student perceptions. Qualitative inquiries,

facilitated through open-ended questions, yield detailed narratives of student
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experiences.
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The criteria for evaluating this strategy encompass its capacity for comprehensive
feedback, alignment with learning outcomes, and adaptability to diverse educational
settings. Reliability and validity are fundamental to any evaluation mechanism. Our
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template excels in this regard, maintaining high content validity and criterion validity by
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closely aligning with course objectives. Furthermore, our methods offer a predictive
lens, affording educators foresight into potential academic outcomes based on received
feedback. This reliability emanates from the template’s standardization, ensuring
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consistent feedback regardless of when or by whom the evaluation is conducted.

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Despite its strengths, our evaluation methodology acknowledges its imperfections. The
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nature of open-ended responses entails that personal sentiments can occasionally
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influence them. Moreover, our broad-ranging questions, aimed at capturing the
extensive educational experience, may occasionally overlook the nuances of specific
course modules, as highlighted by Mello. However, acknowledging these shortcomings
is our initial stride towards excellence. By recognizing these gaps, we demonstrate
transparency and convey our unwavering commitment to improvement.
Embracing these challenges inspires us to toil even more diligently, ensuring our
evaluation tool is continually refined, becoming more accurate and valuable with each
iteration. In conclusion, our evaluation template is not a static entity but a dynamic tool
deeply entrenched in academic research, pedagogical best practices, and the pragmatic
needs of educators and learners. Its design promotes actionable insights, yet its utility is
contingent on continuous updates and alignments, ensuring it remains a gold standard
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in course evaluations.
References
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Agustian, H. Y. (2022). Considering the hexad of learning domains in the laboratory to
address the overlooked aspects of chemistry education and fragmentary approach to
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the assessment of student learning. Chemistry Education Research and Practice, 23(3),
518–530. https://doi.org/10.1039/D1RP00271F
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Kondakci, Y., Zayim Kurtay, M., Kaya Kasikci, S., & Önen, Ö. (2022). Graduate student
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perceptions of preparedness for responsible conduct of research: A mixed methods
study. Ethics & Behavior, 1–18. https://doi.org/10.1080/10508422.2022.2149524
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Lo, K.-W., & Yang, B.-H. (2022). Development and learning efficacy of a simulation
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rubric in childhood pneumonia for nursing students: A mixed methods study. Nurse
Education Today, 119, 105544. https://doi.org/10.1016/j.nedt.2022.105544
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Mello, R. F., Neto, R., Fiorentino, G., Alves, G., Verenna Arêdes, Galdino, V., Taciana
Pontual Falcão, & Dragan Gašević. (2022). Enhancing instructors’ capability to assess
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open-response using natural language processing and learning analytics. Lecture Notes
in Computer Science, 102–115. https://doi.org/10.1007/978-3-031-162 90-9_8
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Varghese, D., & Timmons, D. (2022). Establishing and reporting content validity
evidence of periodic, objective treatment review and nursing evaluation. Nursing
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Communications, 6(0), e2022022. https://doi.org/10.53388/in2022022

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Wilson, S. T., Urban, R. W., & Smith, J. G. (2023). Online prelicensure nursing students’
experiences of academic incivility during COVID ‐19: A qualitative inquiry. Journal of
Advanced Nursing. https://doi.org/10.1111/jan.15656
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FEB 10, 2024

improvement but also underscores our dedication to fostering a collaborative

Evaluation of the Course "Clinical Healthcare Ethics for Pediatric Nurses"

The paramount aim of the course is to ensure that you:

● Comprehend and adeptly apply fundamental ethical principles in pediatric

● Demonstrate practical skills in navigating and resolving ethical dilemmas.

Your remarks concerning course objectives:

● Theoretical comprehension and cognitive mastery of pediatric ethical principles.

Kindly rate the instructor based on the following:

● Encouragement of class discussions and active student participation.

Your remarks on teaching approaches:

Please reflect on the following components of the course:

● Relevance and comprehensiveness of course literature and supplementary

Your comments on program outcomes:

Evidence to Support Assessment Strategies

Part Two – Executive Summary

standardized, measurable insights into student perceptions. Qualitative inquiries,

consistent feedback regardless of when or by whom the evaluation is conducted.

nature of open-ended responses entails that personal sentiments can occasionally

Communications, 6(0), e2022022. https://doi.org/10.53388/in2022022

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