NURS603 / Measurement and Evaluation in Nursing Education

TERM:

CREDIT HOURS: CARNEGIE UNITS:

CLASS MEETING TIME: This course does LOCATION: Vancko Hall:

not have any specified meeting times. It is https://vanckohall.delhi.edu/
entirely asynchronous.
INSTRUCTOR NAME: OFFICE PHONE:

OFFICE ADDRESS: EMAIL ADDRESS:

INSTRUCTOR RESPONSE TIME: Response time to emails: within 48 hours; to discussion forums: within 72
hours; for grading assignments/quizzes: within 5 days.

COURSE DESCRIPTION:
In this course students will examine concepts of measurement and evaluation in teaching and learning for both
academic and clinical practice settings. The course will provide the opportunity to synthesize information about
teaching, learning and assessment. There will be a focus on various evaluation methodologies for learners, courses
and programs. The course will offer students the opportunity to apply assessment and evaluation concepts to the
development of tests, grading and the use of rubrics, and evaluation of written materials.

PRE-REQUISITES: NURS 501, 502, 600, 601

COURSE OBJECTIVES:
1. Discuss measurement of learning outcomes
2. Appraise methods of learner evaluation
3. Examine quantitative methods for evaluation
4. Synthesize concepts of taxonomy, assessment and evaluation for all levels of nursing education

STUDENT LEARNING OUTCOMES:

1. Discuss concepts of assessment and evaluation of learners
2. Examine approaches for learner assessment in classroom (on-ground and remote) and clinical environments.
3. Apply methods for test analysis to objective assessment data
4. Explore the development and use of rubrics in evaluation of student work
LEARNING OUTCOMES: NURS603 Measurement and Evaluation in Nursing Education

Course Student Learning Activities Data Source

Program Outcomes Outcomes Learning
Outcomes
Integrate advanced 1- 4 1-4 Reading Discussions
knowledge and theories Discussions Assignment 1-5
from nursing and related Web and database searches
disciplines into the nurse Multimedia Resources
educator role of advanced Survey monkey
nursing practice. Test blue prints
Test Analyses
Use scientific inquiry and NA NA NA NA
quality principles to
identify problems and
individualize patient care
designed to improve care
outcomes.
Apply advanced 1, 2, 4 1 Reading Discussions
knowledge of leadership Discussions Assignment 1, 2, 4
and management to affect Web and database searches
change, and influence Multimedia Resources
health policy to transform Survey monkey
care delivery systems. Test blue prints
Test Analyses
Practices inter-professional 1, 2, 4 1-4 Reading Discussions
collaboration for Discussions Assignment 1, 2, and
improving patient and Web and database searches 3
population health Library searches
outcomes. Multimedia Resources

Demonstrates competence NA NA NA NA
in the advanced nursing
role to meet current and
emerging health needs of a
global changing society.
Apply teaching/learning 1-4 1-4 Reading Discussions
principles with patients Discussions Assignment 1-5
and/or students across the Web and database searches
continuum of care in a Multimedia Resources
variety of settings. Survey monkey
Test blue prints
Test Analyses

Professional Nursing Standards And Guidelines

This course student learning outcomes meet the professional nursing standards and guidelines of the MSN essentials
and NLN core competencies for nurse educators as follows:
MSN Essential MSN Essentials
Outcomes
Essential I Background for Practice for Science and Humanities 1
Essential IV Translating and Integrating Scholarship into Practice 6
Essential V Informatics and Healthcare Technologies 3, 5, 6
Essential VIII Clinical Prevention and Population Health for Improving Health 3, 4, 5
Essential IX Masters-Level Nursing Practice 1, 2, 8, 11, 12, 14, 15

NLN Competencies For Nurse Educators

Competency 2 Facilitate Learner Development and Socialization
Competency 3 Use Assessment and Evaluation Strategies
Competency 5 Function as a Change Agent and Leader
Competency 6 Pursue Continuous Quality Improvements in the Nurse Educator Role
Competency 7 Engage in Scholarship
Competency 8 Function Within the Educational Environment

MEASUREMENT CRITERIA: A combination of methodologies will be used. These include:

1. Threaded Discussion Questions: Weeks 1, 3, 5, 7 (20%)

2. Assignment 1: Design, Administration, and Analysis Of Objective Tests (20%)
3. Assignment 2: Evaluating Written Assignments (15%)
4. Assignment 3: Evaluating Clinical Performance (20%)
5. Assignment 4: Evaluating Multimedia Assignments (15%)
6. Assignment 5: Weebly Website Portfolio presentation (10%)

GRADING CRITERIA: A letter grade is given in this course based upon numerical scoring:

Letter Grade Numerical Score Letter Grade Numerical Score

A 95-100 C+ 75-79
A- 90-94 C 69-74
B+ 86-89 D 61-68
B 80-85 F 60 or less

The nursing graduate student must obtain a minimum grade of 80 to pass this course. An overall cumulative index of
3.0 is required by the College in order to confer a degree in a graduate program.

Assignments:
Assignments may not be submitted before the week in which they are due.
All submissions of course work earn a 10% deduction for each day the assignment is submitted late (10%
of 100 points per day).
Course work will earn a grade of 0 if submitted more than 5 days after the due date (except for Discussion
posts, see below).
No course work will be accepted after the final day of class.
All non-DQ assignments must be submitted in order to pass the course.

Discussions:
Discussion postings may not be submitted before the week in which they are due.
The initial discussion post for the assigned discussion questions posted in the discussion forum will earn a
10% deduction for each day the post is late (10% of 100 points per day).
An initial discussion post that is more than 3 days late will earn a grade of 0.
Discussion question postings will not be graded if submitted past the end of the online week (Sunday, 2359
or Friday, 2359 in week 7).
Content of discussion postings will be evaluated according to the Discussion Grading Rubric posted in each
course.
Course failure will result from missing more than one DQ.

Participation Policy: see below

Extra credit: There is no extra credit available in this course.

Incomplete grade: The Incomplete Policy is found at the following link in the Provosts handbook:
http://www.delhi.edu/academics/provost/pdfs/HANDBOOKAUGUST2014.pdf

CLASS SCHEDULE OF TOPICS OR OUTLINE:

Introducing assessment and evaluation

Evaluation of learners
o Formative evaluation
o Summative evaluation
o Clinical
Evaluation methods and tools
o Planning for testing
o Types of questions
o Test construction
o Test blueprints
Administration and evaluation of measures of learning
o Objective test analyses
o Essay and short answer questions
o Written assignments
o Clinical assignments
Evaluation of learners
o Evaluating online, in the classroom and in clinical environments
o Use of rubrics
o Multimedia assignments

OTHER:

Required Materials

TEXT:
Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Jones and
Bartlett: Sudbury, MA

Oermann, M., & Gaberson, K. (2014). Evaluation and testing in nursing education (4th ed.). Springer: New York,
NY

MATERIALS REQUIRED:
None

LAB FEE:
None

OTHER:
Adamson, K., & Prion, S. (2012a), Making sense of methods and measurement: Validity assessment, part 1. Clinical
Simulation in Nursing, 8, e319-e320. doi:10.1016/j.ecns.2012.07.001

Adamson, K., & Prion, S. (2012b), Making sense of methods and measurement: Reliability.
Clinical Simulation in Nursing, 8, e259-e260. doi:10.1016/j.ecns.2012.05.003

Allen, M. (2008). Developing and using rubrics for assessing, grading, and improving student learning. Retrieved
from assessment.aas.duke.edu/documents/DevelopingandUsingRubrics.pdf
Cant R. P., & Cooper, S. J. (2010) Simulation-based learning in nurse education:
systematic review. Journal of Advanced Nursing 66(1), 315. doi: 10.1111/j.1365-2648.2009.05240.x

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines
for classroom assessment. Applied Measurement in Education, 15(3), 309333.
doi:10.1207/S15324818AME1503_5

Oermann, M. H., Yarboroough, S. S., Saewart, K. J., Ard, N., & Charasika, M. (2009a). Assessment and grading
practices in schools of nursing: National Survey Findings Part II. Nursing Education Perspectives, 30(5), 352-357.
Retrieved from www.nln.org

Oermann, M. H., Yarboroough, S. S., Saewart, K. J., Ard, N., & Charasika, M. (2009b). Clinical evaluation and
grading practices in schools of nursing: National Survey Findings Part II. Nursing Education Perspectives, 30(6),
352-357. Retrieved from www.nln.org

Porter, J., Al-Motlaq, M., Hutchinson, C., Sellick, K., Burns, V., & James, A. (2011)
Development of an undergraduate nursing clinical evaluation form (CEF). Nurse Education Today, 31, e58e62.
doi:10.1016/j.nedt.2010.12.016

Tanner, C. (2011). The critical state of measurement in nursing education research. Journal of Nursing Education,
50(9), 491-492. Retrieved from http://www.healio.com/journals/jne
POLICIES

PARTICIPATION POLICY:

Students are expected to post on a minimum of three days (10% deduction for day non-attendance; 10% of
100 points)
One day must be nonconsecutive (10% deduction if not met; 10% of 100 points)
Posting more than 3 days in one week supersedes the above requirement for non-consecutive days

STUDENT CONDUCT IN THE COURSE: The instructor in the classroom and in conference will encourage free
discussion, inquiry, and expression. Student performance will be evaluated wholly on an academic basis, not on
opinions or political ideas unrelated to academic standards. However, in instances where a student does not comply
with the Code of Student Behavior or with an instructor's reasonable conduct expectations in the course, such non-
compliance can affect the student's evaluation and be cause for permanent removal from class or dismissal from
College.

COMMUNICATIONS ETIQUETTE: The State University of New York at Delhi is committed to open, insightful
and relevant dialogue in all of its courses, especially those being presented via the Internet, as that is what
formulates the bulk of the course content and material. Diversity of thought, opinion, and values are created as a
result of this process and, as such, we encourage all students to be respectful of that diversity, thereby refraining
from inappropriate commentary. Should such inappropriate action occur, the instructor will intervene as each piece
of dialogue that takes place in the course is monitored. The student making the infraction will be notified and
appropriate disciplinary action will be taken. The following are sound guidelines to follow regarding communication
etiquette:

Never post, transmit, promote, or distribute content that is known to be illegal.

Never post harassing, threatening, or embarrassing comments.
If you disagree with someone, respond to the subject, not the person.
Never post content that is harmful; abusive; racially, ethnically, or religiously offensive; vulgar; sexually
explicit; or otherwise potentially offensive.
ACADEMIC INTEGRITY POLICY: If a faculty member discovers that a student has committed an academic
integrity violation that warrants a sanction beyond a verbal warning, such as cheating or plagiarizing, the procedures
outlined in the Academic Integrity Policy will be followed.
http://www.delhi.edu/academics/provost/academic_integrity.php .

NEW YORK STATE EDUCATION LAW - ABSENCES FOR RELIGIOUS REASONS: Section 224-A allows
a student to be excused from any examination or study or work requirements because of religious holidays. Each
student must notify the instructor in advance so that an equivalent opportunity to make up any examination, study,
or work requirements he or she may have missed because of such absence may be given.

POWER OUTAGES/SYSTEM FAILURES: In the event of a power outage or system failure of the Delhi
systems, notification may be placed on the Delhi Logins page (http://www.delhi.edu/current_students) or sent to all
campus users via email. It is up to each individual instructor to decide whether certain activities will have extended
time or additional attempts following such an outage. If a student experiences a local outage in her or his service
area, the student will be expected to complete course work on time or communicate with the instructor to make
alternative plans.

ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES: Reasonable accommodations will be

provided to qualified students with documented disabilities. If you have a disability requiring accommodations,
contact the Coordinator of Access and Equity Services, Gabriella Vasta, at vastagm@delhi.edu fax (607) 832-
7593 or call (607) 746-4593. Your request for accommodation will be reviewed and if determined to be reasonable,
you will be provided with a verification letter that must be delivered to your course instructor and sent back to
Gabriella Vasta.

TECHNICAL REQUIREMENTS
INTERNET/COMPUTER/SOFTWARE REQUIREMENTS: Here are the technical requirements and
recommendations for online courses: https://cctl.delhi.edu/?page_id=675. In addition, this course requires the
following software and/or hardware:

EMAIL: You will be expected to access your College e-mail account.

To find your email address: Log into Bronco Web, click Personal Information, then View E-Mail Addresses,
look under SUNY Delhi Student E-mail System. Your email address should be your initials followed by a number
and then @live.delhi.edu (ex: gd23@live.delhi.edu)

To login to your email account: Go to www.delhi.edu, click Current Students and click Email.
Enter your username (ex: gd23) or full email address. Your password is your Bronco Web PIN.

TECHNICAL SUPPORT: Please contact the SUNY Delhi Service Center/Help Desk assistance:
https://www.delhi.edu/cis/service_center/

OTHER: