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Development of a Lesson Plan: Designing the Evaluation

Karen Ballard

School of Nursing, SUNY Delhi

NURS-601-13841-202202: Principles of Teaching and Learning

Dr. Katherine Quartuccio

April 24, 2022

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Development of a Lesson Plan: Designing the Evaluation

When considering a method of evaluation, instructors can choose to use a formative or summative method of evaluation. The

formative evaluation method occurs as the course is on-going while the summative evaluation method occurs upon the completion of

the course (Halstead, 2020). Each evaluation method carries its own advantages and disadvantages which can help guide the instructor

to choose the most appropriate method. For this course, the summative evaluation method was deemed most appropriate since the

instructor’s intention for the evaluation is to understand the degree to which the learning outcomes were met after the required

information was disseminated. The evaluation strategy for this lesson will require students to review a case study of an individual

recently admitted to an acute in-patient psychiatric unit for the purpose of psychiatric stabilization in the context of medication non-

compliance who also carries a diagnosis of Schizophrenia. Upon case study review, students will answer three questions related to the

information and then create a nursing care plan for the patient.

The decision to utilize essay writing and nursing care plan development based on a provided care plan was made with the

understanding that these strategies could foster and evaluate key communication and critical thinking skills within the students.

Kirkpatrick and DeWitt (2020) provide insight into the many evaluation strategies that can be used by the nurse educator and discuss

that nurse educators who choose to use a paper or essay questions are able to assess their students’ organizational skills, their critical

thinking skills, as well as their written communication skills. Additionally, the use of case studies in undergraduate nursing courses

can engage students in a higher-learning process (Dutra, 2013).

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Method of Evaluation: The Case Study Assignment

As previously mentioned, the evaluation strategy that was chosen for this course is an essay assignment based off an applicable

case study. Students will also be asked to create a nursing care plan based on their assessment of the case study. Students will be asked

to answer three questions, with each question relating back to the first three learning objectives of the course. Then, the students will

identify an applicable nursing diagnosis and develop a nursing care plan for that diagnosis. The task of developing a nursing care plan

is intended to evaluate how well the students met the fourth learning objective of the course. The course weight of this assignment

would be 20% as this module is a part of a larger course. The directions for the case study assignment would be as follows:

Read the assigned case study found below. Consider the nursing care that this patient may require and how you would

deliver that care as their primary nurse. Write an essay that is reflective of the nursing care for this patient. In the essay,

make sure to answer the following questions:

 Review the patient’s past history, collateral information from the chart that was provided by the family, and the events

leading up to admission. Can you identify any pertinent risk factors for this patient? If so, explain the relevance of each

factor and how they may have contributed to the patient’s current presentation.

 Identify and classify the patient’s symptoms. How may the patient’s current symptoms pose as a barrier to care? What

interventions would you include in your care of this patient to help combat those barriers?

 Based on the description of the patient’s presentation, which interview technique would be the most appropriate? Why?

Describe where your interview would take place and how you would employ the interview technique.
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Now that you have obtained subjective and objective data, devise a nursing care plan based off of one applicable

nursing diagnosis. What outcome goal does your plan of care intent to help your patient achieve? What nursing

intervention(s) are needed to aid the patient in successfully achieving the treatment goal? What method of evaluation

will be used to assess the degree to which the patient achieved the goal?

(Essay should be written in APA format and be at least 1.5 pages but not to exceed 3 pages. It is a good idea to use

subject headings to help organize your essay. Be sure to support your findings with scholarly articles as well as course

text.)

Refer to the grading rubric for further guidance. Also, do not hesitate to reach out with any questions or clarifications.

The following sections explore the grading rubric and grading scale that were developed for this course module.

Grading Rubric

Written Content – 40 % of Total Grade (20 points)

10 8 5 2 0

Depth of Content Essay is well- Essay is Essay is adequately Essay is poorly There is no depth or

developed and depth appropriately developed with developed with no development to

of responses developed with varying depth of little to no depth to essay. Page minimum

demonstrates varying depths in responses that responses. Page is not met.

command of the responses that demonstrate a minimum is not met.

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subject matter. Page demonstrate general satisfactory

minimum is met. understanding of the understanding of the

subject matter. Page subject matter. Page

minimum is met. minimum is met.

10 8 5 2 0

Scholarly Support At least three At least two scholarly At least one scholarly There are no There is no scholarly

scholarly articles are articles are presented article is presented scholarly articles for support and no use of

presented for for academic support. for academic support. academic support, the course text.

academic support. The course text is The course text is however, the course

The course text is also cited. also cited. text is cited.

also cited.

Nursing Care Plan – 30% of Total Grade (15 points)

7.5 5 3.75 2.5 0

Nursing Assessment Nursing diagnosis is Nursing diagnosis is Nursing diagnosis is Nursing diagnosis is Nursing diagnosis is

reflective of nursing reflective of the satisfactorily stated poorly stated and not clearly stated, not

assessment and nursing assessment but is not reflective inaccurately relates to reflective of

clearly stated. and suitably stated. of the nursing the nursing assessment findings,

assessment. assessment. or not provided.

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7.5 5 3.75 2.5 0

Plan of Care The outcome goal is The outcome goal is The outcome goal is The outcome goal is The outcome goal is

both measurable with limited in its difficult to measure not measurable; not measurable with

an appropriate measurability though the however, the inapplicable

intervention and although intervention intervention and intervention and intervention and

evaluation. and evaluation are evaluation are evaluation are loosely evaluation.

adequately satisfactorily applicable.

applicable. applicable.

Style – 15% of Total Grade (7.5 points)

7.5 5 3.75 2.5 0

Writing, Grammar, Presence of an Presence of an Presence of an Subtle detection of an No presence of

and Tone academic and academic and academic tone with academic tone, some academic or scholarly

scholarly tone with scholarly tone with minimal organization colloquial tone and poorly

clear organization adequate organization and three to four expressions with little organized with

and no grammatical and one to two grammatical and organization and five numerous

or punctuation errors. grammatical and punctuation errors. or more grammatical grammatical and

punctuation errors. and punctuation punctuation errors.

errors.
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APA – 15% of Total Grade (7.5 points)

7.5 5 3.75 2.5 0

APA Format Formatting is correct Formatting is mostly Formatting has four Formatting has seven APA formatting is

and without errors. correct, with only one to six errors. or more errors. not utilized.

to three errors.

Total Score /50

Comments

Grading Scale

The grading scale depicted below was designed for this course module. The grades range is typical of most grading scales in

that it ranges from the highest grade of an “A” to the lowest of an “F”. The percentages and corresponding grade points were

constructed from the standard percentages and quality grade points commonly found in relation to undergraduate work. The definition

of “Satisfactory” was applied to the grade of “C+” to denote that this grade is adequate to demonstrate acceptable knowledge of the

subject matter. While the students’ work will be graded based on demonstrated understanding of the material, for the overall course

grade, there will also be room for the addition of effort-based grading. It has been noted that the construction of a grading system that

accounts for the effort students put into their work, can have a positive impact on the students’ personal investment for improvement
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(Schinske & Tanner, 2014). Additionally, the integration of a self-assessment tool could provide valuable feedback to the instructor

while also increasing self-regulation and self-efficacy for the student (Mulrooney, 2019).

Grade Percentages Quality Grade Points Definition

A 94-100 4.0 Excellent

A- 90-93 3.7

B+ 86-89 3.3 Good

B 84-87 3.0

B- 80-83 2.7

C+ 76-79 2.3 Satisfactory

C 73-75 2.0

C- 70-72 1.7

D+ 66-69 1.3 Poor

D 63-65 1.0

D- 60-62 0.7

F 0-59 0.00 Fail

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References

Dutra, D. K. (2013). Implementation of case studies in undergraduate didactic nursing courses: A qualitative study. BMC Nursing, 12,

15. https://doi.org/10.1186/1472-6955-12-15 

Halstead, J.A. (2020). Introduction to the evaluation process. In D.M. Billings & J.A. Halstead (Eds.). Teaching in nursing: A guide

for faculty (6th ed. pp. 437-449). Elsevier.

Kirkpatrick, J.M., & DeWitt, D. (2020). Strategies for evaluating learning outcomes. In D.M. Billings & J.A. Halstead (Eds.).

Teaching in nursing: A guide for faculty (6th ed. pp. 450-473). Elsevier.

Mulrooney, H. M. (2019). Exploring self-assessments in university undergraduate students: How accurate are they? New Directions in

the Teaching of Physical Sciences, 14(1). https://doi.org/10.29311/ndtps.v0i14.3208

Schinske, J., & Tanner, K. (2014). Teaching more by grading less (or differently). CBE—Life Sciences Education, 13(2), 159–166.

https://doi.org/10.1187/cbe.cbe-14-03-0054