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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Course Name
Prof Name
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April 10, 2024
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Part One – Standardized Course Evaluation Form
In the dynamic field of education, feedback plays a crucial role in shaping course
content and instructional methods. At [University Name], we value our students as
essential contributors to the teaching-learning process. Your feedback is immensely
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valuable in helping us identify effective practices and areas for improvement. This
evaluation form not only demonstrates our commitment to continuous improvement but
also reflects our belief in fostering a collaborative educational environment. We assure
you of the confidentiality of your responses and sincerely appreciate your time and
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honesty.
Evaluation of the Course "Clinical Healthcare Ethics for Pediatric Nurses"

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Course Objectives: The main objective of the course is to ensure that you:
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Grasp and proficiently apply fundamental ethical principles in pediatric nursing.
Demonstrate practical skills in addressing and resolving ethical dilemmas.
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Engage deeply with the emotional and moral dimensions of decision-making in pediatric
nursing.
Collaborate effectively in a team setting, embodying leadership in ethical

decision-making.
Your feedback on course objectives:
Learning Outcomes: The course aims to equip you with skills in the following areas:
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Theoretical understanding and cognitive mastery of pediatric ethical principles.
Hands-on application of these principles in practical settings.
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Development of emotional intelligence and encouragement of thoughtful reflection on
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ethical decision-making. PX
Your feedback on learning outcomes:
Teaching Approaches: Please evaluate the instructor based on the following:
Expertise and clarity in presenting ethical principles.

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Effective use of teaching aids and instructional tools.
Frequency and quality of feedback on assignments.

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Encouragement of class discussions and active student participation.
Your feedback on teaching approaches:

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Program Outcomes: Reflect on the following components of the course:

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Relevance and comprehensiveness of course materials and supplementary readings.
Realism and effectiveness of class simulations and practical scenarios.
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Value of peer interactions and structured group activities.
Your feedback on program outcomes:
Evidence Supporting Assessment Strategies
The development of our template is based on evidence-based strategies. Drawing from

academic literature, studies consistently emphasize the importance of incorporating all
three learning domains—cognitive, psychomotor, and affective—in assessments, as
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reflected in our template (Agustian, 2022; Lo & Yang, 2022). This theoretical foundation
is supplemented by invaluable feedback from educators and students, ensuring the
template's practical relevance. A comprehensive benchmarking process, analyzing
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templates from esteemed educational institutions, allowed us to identify and integrate
the most effective assessment strategies. Lastly, our commitment to excellence led to
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the pilot testing of the template with a select group, ensuring its accuracy through
iterative refinements based on direct feedback.
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Part Two – Summary for Executives
A robust academic program relies on the accuracy of its assessment methods.

Recognizing this, we have developed a standardized course evaluation template that
meticulously covers the three essential learning domains: cognitive, psychomotor, and
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affective. The inclusion of these domains is intentional, as scholarly evidence suggests

their crucial role in understanding the complexity of the educational experience (Smith &
Agustian, 2022; Lo & Yang, 2022).
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Our template's format, used to evaluate learning and program outcomes, employs a
mixed-method strategy incorporating research, quantitative, and qualitative
assessment. Grounded in research, this strategy ensures both breadth and depth in
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feedback collection. Quantitative metrics, in the form of Likert scales, provide

standardized, measurable insights into student perceptions (Kondakci et al., 2022).
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Qualitative inquiries, facilitated through open-ended questions, yield detailed narratives

of student experiences (Wilson et al., 2023).
Criteria for evaluating this strategy include its ability to provide comprehensive
feedback, alignment with learning outcomes, and adaptability to diverse educational
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settings. Reliability and validity are fundamental to any assessment mechanism. Our
template excels in this regard, maintaining high content validity and criterion validity by
closely aligning with course objectives. Furthermore, our methods offer a predictive
perspective, providing educators with insights into potential academic outcomes based
on feedback received. This reliability stems from the template’s standardization,
ensuring consistent feedback regardless of when or by whom the evaluation is
conducted (Varghese & Timmons, 2022).
Despite its strengths, our evaluation methodology acknowledges its imperfections. The
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nature of open-ended responses means personal sentiments can sometimes influence
them. Moreover, our broad-ranging questions, aiming to capture the broader educational
experience, might occasionally overlook the nuances of specific course modules, as
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highlighted by Mello (2022). However, recognizing these shortcomings is our first step
toward excellence. By acknowledging these gaps, we demonstrate transparency and
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signal our unwavering commitment to improvement.
Embracing these challenges inspires us to work even harder, ensuring our evaluation
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tool is continually refined, becoming more accurate and valuable with each iteration. In
conclusion, our evaluation template is not static but a dynamic tool deeply rooted in
academic research, pedagogical best practices, and the pragmatic needs of educators
and learners. Its design promotes actionable insights, yet its utility depends on
continuous updates and alignments, ensuring it remains a gold standard in course
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evaluations.
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Call Us Now (516) 218-0006
References
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 the assessment of
student learning. Chemistry Education Research and Practice, 23(3), 518–530.
https://doi.org/10.1039/D1RP00271F
Kondakci, Y., Zayim Kurtay, M., Kaya Kasikci, S., & Önen, Ö. (2022). Graduate student
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 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
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Falcão, & Dragan Gašević. (2022). Enhancing instructors’ capability to assess open-response
using natural language processing and learning analytics. Lecture Notes in Computer Science,
102–115. https://doi.org/10.1007/978-3-031-16290-9_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 Communications, 6(0),
e2022022. https://doi.org/10.53388/in2022022
Wilson, S. T., Urban, R. W., & Smith, J. G. (2023). Online prelicensure nursing students’
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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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Assessment 3: Course Evaluation Template

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

Grasp and proficiently apply fundamental ethical principles in pediatric nursing.

Demonstrate practical skills in addressing and resolving ethical dilemmas.

Collaborate effectively in a team setting, embodying leadership in ethical

Your feedback on course objectives:

Hands-on application of these principles in practical settings.

Teaching Approaches: Please evaluate the instructor based on the following:

Expertise and clarity in presenting ethical principles.

Effective use of teaching aids and instructional tools.

Frequency and quality of feedback on assignments.

Encouragement of class discussions and active student participation.

Your feedback on teaching approaches:

Program Outcomes: Reflect on the following components of the course:

Relevance and comprehensiveness of course materials and supplementary readings.

Realism and effectiveness of class simulations and practical scenarios.

Your feedback on program outcomes:

Evidence Supporting Assessment Strategies

The development of our template is based on evidence-based strategies. Drawing from

A robust academic program relies on the accuracy of its assessment methods.

affective. The inclusion of these domains is intentional, as scholarly evidence suggests

feedback collection. Quantitative metrics, in the form of Likert scales, provide

Qualitative inquiries, facilitated through open-ended questions, yield detailed narratives

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