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Formative or

Formative evaluation,
Concept Map:
because the students
performance on the
concept map gives an
relationships by
indication of the
putting the main
students level of
concept in the
center with related understanding of the
content. It also
surrounding (Billings demonstrated the
and Halstead, 2012). students ability to
apply their knowledge
to create new
meaning. Based on
the students
performance, both
the student and the
teacher can make

Learning Activity
A continuing case
study, as a learning
activity throughout
the content of the
class, will present the
patient to the
students. Through
the case study, the
patients medical
diagnosis, history,
treatments, lab
results, and
medications will be
exhibited. After the
class discussion on
the case study,
students will be
asked to create a
concept map

Objectives Being Level of Learning
1. Identify the
nursing interventions
implemented in the
care of a patient with
an alteration in
2. Develop the
linkages between the
causes, clinical
manifestations, and
nursing care of a
patient with an
alteration in

Analyze and Create:

Students are
breaking down the
information and
knowledge, making
meaning out of it,
and putting it back
together to
construct a graphic
representation of
the connections
and relationships
between concepts.

illustrating their
understanding and
application of the
learned material.
Students must write
one initial posting
and respond to two
of their peers
postings on an
online discussion
forum hosted on
the class moodle
page. The
discussion forum
posts will be based
on presentations
that the students
did in class in which
they identified a
location in which
community nurses
work and include
information from an
conducted with an
RN at their clinical
placement site.

This constitutes
formative assessment,
as it is not testing
knowledge, but an
activity centered on
expanding and
continuing upon the
learning the occurred
during the time spent
in the classroom. It
allows students to
further explore the
concepts involved and
better understand the
experiences of their
peers and the many
ways nurses can
practice in the
community. The
professor completes
the rubric and lets the

During class time,

each student will
present a brief
overview of a
location where
community nurses
work, including
information gleaned
from an interview
conducted with a
nurse who works in
the setting (either
from their clinical site
or different site,
based on student
preference). After
class, students will
continue the
discussion in an
online forum in which
they comment on
what they learned

1. List several
community locations
in which nurses can
2. Compare and
contrast the role of
nurses in different
community locations.

This activity
essentially asks the
students to
compare and
contrast different
roles nurses can
fulfill in the
community. They
process the
information learned
from the other
presentations and
then apply their
own personal
opinions and
preferences onto
the information
they learn. The
students are
expected to process


students know
whether their level of
discourse and
interaction with peers
reflects professional,

from each other.

Their initial post will
be to the following
Based on the
presentations of your
peers, which
presentation most
surprised you in
terms of what nurses
in that setting can or
cannot do. Which
community nurse
location would you
be most interested in
working at? Please
justify your answers
and use specific
examples. Please
respond to at least
two of your peers

This is summative
evaluation because it
will be due at the end
of the course and

Students will hand in

a poster on a specific
topic presented in
the course. The

and learn from

their peers and
then present those
views to their peers
and promote
discussion amongst

Upon completion of
the course, the
learner will be able

Levels of learning
according to
Blooms taxonomy:
1. Understanding

Role Play:

knowledge learned
about the topic over
the entire course.

content will be
related to the overall
course content of
Health and Wellness
Promotion. The
poster will be able to
be used to teach
patients or other
nursing students
about this topic. For
example, nutrition;
cancer detection &
prevention; smoking
cessation. The poster
will also contain
resources available to
people for further
help. A grading
rubric will be
provided to enable
students to
understand the
content required.

1. Understand the
important concepts
of a health related
2. Form conclusions
about the effects of
unhealthy behaviors
and lifestyle choices.
3. Construct a logical
arrangement of
credible resources
found on the
assigned topic.

This is a formative
evaluation because it
is occurring close to

Students will work in Upon completion of

pairs and role play on this section of the
course the learner

2. Evaluating
3. Constructing

Levels of learning
according to
Blooms taxonomy:

the completion of this

topic (effective
communication) and
evaluates what the
student learned about
this topic.

communication and
active listening.
They will take turns
being the nurse and
the patient. The
nurses role is to
obtain the necessary
information. The
patient will be given a
major complaint and
set of symptoms to
describe to the nurse.

will be able to:

1. Demonstrate
active listening.
2. Tell why active
listening is an
important skill
3. Give examples of
effective vs

A purposeful
assessments are used
collection of
to evaluate student
learning, skill
work, carefully
selected, dated and acquisition, and
presented to tell the academic
story of a students achievement at the
achievement or
conclusion of a
growth in welldefined instructional
defined areas of
period, typically at the
end of a project, unit,
course, semester,
program, or school

Student will create a

personal nursing
Student will define
and analyze active
learning and critical
Student will examine
personal teaching
strengths and
Student will justify
the need for diversity

At the completion of Creative

this program the
student will have
prepared a
manuscript depicting
their understandings,
assessments and
reflections regarding
their strengths,
opportunities for
growth, personal
beliefs and values,


1. Applying
2. Understanding
3. Evaluating


in the clinical practice clinical and