Evaluation
Strategies
Concept
Mapping
Definition
Formative/Summative Why
Learning
Objectives
Students express
concepts related
to a
particular
topic in a visual
format. Can be
used as an
alternative to
care
planning for
students to
analyze and
express
understanding of
different
aspects
of care associated
with a certain
diagnoses.
Formative: Assesses the
students’ ability to apply
to
content, ensures that the
students are grasping the
concepts currently
being
taught
Upon completion of
the concept map
the
learner will be
able to:
1.
Recognize
abnormal
assessment
findings and clinical
manifestations
related to
CHF.
2.
Appropriately
identify diagnostic
testing and
common
interventions
utilized
by nurses
in the care of the
adult patient with
CHF.
3.
Demonstrate
critical thinking
skills related to
caring for a
patient
experienci
Learning Activity
Level of Learning
Develop a concept
map centered on the
diagnosis of CHF
exacerbation
that
relates etiology,
manifestations,
prevention,
treatment, and
nursing
care.
Creating- level5.
Remembering- level
1. UnderstandingLevel
1.
ng a CHF
exacerbation.
Grading
Rubric
A grading rubric is
a practical tool
that
provides a
description of an
assignment with a
breakdown of the
parts of the
assignment. Each
of the identified
parts is scored for
the purpose of
evaluation.
The grading rubric
is used to
evaluate
student
s’ development,
facilitates self and
peer evaluation
and
promotes
deeper
learning among
nursing students.
It provides the
students with
a
concrete view
Summative:
Evaluates competence and
ensure students
have
acquired the
information given (Billings, &
Halstead, 2012).
Formative:
Provides students with quick
and
quality feedbacks to
improve their performance
(Billings, & Halstead,
2012).
Upon completion of
the Adult
Patient with
Congestive Heart
Failure (CHF) Module,
the students will be
able to:
1. Describe the
signs/symptoms
of
CHF.
2. Summarize
Pathophysiology
ofCHF.
3. Develop
a nursing
care plan that includes
nursing diagnoses,
goals, and
nursing
interventions
for a patient with CHF.
4. Compare and
contrast the diagnostic
tests
for CHF.
5. Determine the
differences
between
the Right-Sided Heart
Failure and Left-Sided
Heart Failure in the
1. Pre-class reading
assignment.
2. In-class learning
activities:
case
study, group
discussions
3. Post-class
learning
activities:
online discussion,
CHF Final Paper.
(Cognitive Domain)
Remembering- Level
1.
Understandinglevel 2.
Analyzing- level 4.
Creating- level 5.
of their
performance and
allows them to
make changes to
improve
their
performance early
in the class.
Rubrics provide
a clear
communication of
the
expectations
for
the students and
the educators
(Billings,
&
Halstead,
2012).
Presentation
Delivering a
speech to the
class to provide
them
with new
content
knowledge on a
specific topic.
adult patients.
Formative: Assesses how
well the student
understands
a particular topic they have
just learned about; allows
the
instructor to evaluate if
further clarification is needed
Upon completion of
the presentation
students will be
able to:
1. Explain the
pathophysiology of
the assigned
illness.
Develop a
presentation on the
assigned illness
experienced by
the
adult patient to
present to the class
including clinical
manifestations,
etio
logy, treatment,
nursing
Creating- level 5.
Remembering-level1.
Understanding- level
2.
Explaining.
Tests
Tests are used at
a particular
periods of time in
a course to
measure
student’
s progress as
part of the grading
process as well as
determine what
students do
or
do not learn about
a certain topic.
Tests include
different
types of
question such as
short answer
questions, true
Summative:
Provides the educators
and
students with feedback
about students’ achievement
as well as allows educator
to
change his/her teaching
strategies if needed.
Tests are a great strategy
to
assess students
understanding and evaluate
students’ progress in the
course
(Billings, & Halstead,
2012).
2. List clinical
manifestations of
the assigned illness
3. Explain
the
etiology,
manifestations,
prevention,
treatment, and
nursing care
associated
with
the assigned
illness.
interventions, and
prevention.
Upon completion of
the of the
Medication
Safety Module, the
student will be able to:
1. Identify high alert
medications.
2. Compare
and contrast
medications used for
controlling pain.
3. Analyze safety
risks for medication
administration.
4. Identify patient
safety
with the uses
of different
medications used for
1. Pre-class reading
assignment.
2. In-class learning
activities.
3. Lectures.
(Cognitive Domain).
Remembering- Level
1.
Understandinglevel 2.
Analyzing- level 4.
and false,
and
multiple
choices.
controlling pain.
.
Simulation
Simulation is
the use of
manikins,
equipment, and
live-action roleplay
to
represent
clinical
situations
(Billings &
Halstead,
2012).
Summative and Formative:
Simulation is a way to
evaluate the
students’
accomplishment of course
goals and objectives
(Herrman, 2016). It
also
gives feedback to the
instructor and allows the
instructor to
assess
learning in order
to improve teaching
strategies (Herrman,
2016).
Upon completion of
the simulation the
student will be able
to:
1. Identify
symptoms critical
to medical
diagnoses
presented.
Pre-class reading
assignment.
Case study
presentation.
Student
demonstration.
Post simulation
review.
Domain:
Psychomotor and
cognitive
domains.
Level 1:
Remembering.
Level 3: Applying
Level 3: Applying.
2.Demonstrate a
comprehensive
assessment the
patient
with
correct
technique
3. Apply the
nursing process to
a particular patient
situation.
Journal Entry
Communicates
Can be formative or
Define your
Reflective
Journ
Analyze- level 4.
Grading
Rubric
to the students
what
is
expected
and provides
clear
guidelines and
consistency
among faculty
for
grading.
Placing higher
value or points
in certain areas
will
encourage
stu
dents to focus
to achieve.
summative. Formatively
shows
that integrative
learning is occurring
and demonstrated as class
concepts are presented.
Shows concepts
being
applied or
internalized. Allows
the
student to self-assess for
insight and self-awareness.
Provides
continuous
feedback.
Summatively can show the
outcomes overall.
own
conflict
resolution style and
inventory other
useful methods for
when and
where
to apply.
aling om Conflict
Management and
Resolution.
Evaluate-level 5.
Apply-level 3.
Participation
Grading
Rubric
Informs student
that
participation is
expected and
counts as
part
of grade.
Encourages
active
discourse.
Formative for continuous
feedback.
Comments made by
students reflect that preclass reading
was
completed and the
moving video
reinforcement of concepts
Define
and
articulate the
principles of
leadership and
compare and
contrast
with
management
principles used in
nursing
Moving video
on
Leadership
followed by class
discussion with
leading questions
Rememberlevel1.
Analyzelevel 4.