Course Evaluation Template

In this assessment, the standardized course evaluation template for the BSN program at Mountainside Teaching Hospital is developed for the course “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings”. This template will evaluate cognitive, psychomotor, and affective learning domains to comprehensively assess students’ learning experiences. Finally, an executive summary will justify the selected evaluation methods by showing how they will improve nursing education and patient care outcomes.

Part One: Standardized Course Evaluation Template

Student Course Evaluation Survey

Instructions: Please indicate your level of agreement with the following statements using the scale below:

Rating Scale:
🟢 Strongly Agree | 🔵 Agree | ⚪ Neutral | 🟠 Disagree | 🔴 Strongly Disagree

Learning Objectives

(Please provide any additional comments on your experience in this course, including suggestions for improvement.)

Part 2: Executive Summary

The course evaluation template for “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings” aligns learning objectives and program outcomes by assessing student cognitive, psychomotor, and affective competencies. The evaluation measures students’ ability to understand and apply palliative care principles in long-term care settings, which is the program’s goal to provide high-quality, evidence-based care. It measures students’ ability to practice pain management, interprofessional communication, and ethical decision making, which are program outcomes in patient safety, advocacy, and cultural competence (Sultan et al., 2022).

The evaluation also ensures that students acquire the critical thinking and leadership skills required to improve palliative care practices. Assessment of these competencies allows the assessment to provide valuable insights into whether students are ready to integrate their specialized nursing knowledge, work collaboratively with the healthcare teams, and uphold ethical standards. An approach that structures the course allows the course to be based on comprehensive learning experience, with students acquiring the skills and background for giving compassionate patient-centered palliative care in varying long-term care settings.

Assumptions 

Assuming that learning happens in the cognitive, psychomotor, and affective domains, the course evaluation needs a comprehensive assessment to capture students’ knowledge, skills, and attitudes. Assuming students can accurately describe their learning experiences and competencies allows for meaningful feedback regarding their ability to apply palliative care principles. Students’ self-assessments are believed to align with their actual performance and that their responses are engaging. Second, it also assumes that measuring these domains will help to understand course effectiveness and instructional quality. Finally, it takes for granted that the feedback collected will be used to improve the curriculum and align it with program outcomes.

Assessment Strategies and Supporting Evidence 

This course evaluation template combines three different assessment strategies, such as the Likert scale, open-ended questions, and Bloom’s taxonomy, for a complete evaluation of student learning. Quantitative analysis using the Likert scale is widely applied in education and social sciences (Kusmaryono et al., 2022). Qualitative research from open-ended questions offers qualitative insights followed by an elaboration of experiences and recommendations for course improvements beyond the quantitative data (Aznar-Mas et al., 2023).

Bloom’s Taxonomy relates cognitive, psychomotor, and affective learning domains with objectives to ensure students acquire foundational knowledge, practical skills, and ethical awareness (Momen et al., 2022). A structured approach to course evaluation is adopted as this not only improves the course evaluation but also gives valid evidence of curriculum effectiveness and student learning outcomes. Together, these strategies provide an excellent balanced assessment where the quantitative metrics are combined with the qualitative feedback to improve the course and then repeated for the subsequent ones. 

Criteria to Evaluate Selected Format 

The criteria for selecting a course evaluation format are clarity and comprehensiveness to ensure that questions adequately capture student learning in the cognitive, psychomotor, and affective domains. Validity and reliability are important, meaning the evaluation measures the learning outcomes well and is consistent across different student cohorts (Erlinawati & Muslimah, 2021). The assessment is easy to use and accessible so that students can complete it without confusion or technical difficulties. The actionability of feedback is how useful responses are to course improvement. Finally, alignment with program outcomes ensures that the format is aligned with the format to evaluate students’ preparedness to apply specialized knowledge, work in healthcare teams, and uphold ethical nursing standards.

Validity and Reliability of Evaluation Methods

The course evaluation methods are valid and reliable, so the assessment accurately measures student learning and yields consistent results. Validating the evaluation criteria is linked to the corresponding course learning objectives and program outcomes, and with that, cognitive, psychomotor, and affective domains are reflected to some extent. Whereas structured Likert scale questions facilitate quantitative analysis and open-ended questions give a qualitative understanding of the student’s experiences, it concludes that they produce a complete view of the student experiences (Aznar-Mas et al., 2023; Kusmaryono et al., 2022).

The evaluation is based on key competencies needed for palliative care in long-term care settings using standardized questions and Bloom’s Taxonomy as a framework. This evaluation method is a strength because it uses a balanced approach of numerical data for trend analysis and detailed feedback for course improvement. Nevertheless, as data are self-reported, there is a weakness in this. Some students may overestimate or underestimate their abilities. Student feedback could be supplemented with additional faculty observations or performance-based assessments to increase reliability.

Conclusion 

The course evaluation ensures that the learning objectives and program outcomes align with cognitive, psychomotor, and affective domains. The structured format makes it useful for course improvement. Although self-reporting may introduce a bias, using both quantitative and qualitative methods increases the methodology’s reliability. It supports the continual improvement of palliative care education in long-term care settings.

References

Aznar-Mas, L. E., Huerta, L. A., & Marin-Garcia, J. A. (2023). Effectiveness of the use of open-ended questions in student evaluation of teaching in an engineering degree. Journal of Industrial Engineering and Management, 16(3), 521–534. https://doi.org/10.3926/jiem.5620

Erlinawati, E., & Muslimah, M. (2021). Test validity and reliability in learning evaluation. Bulletin of Community Engagement, 1(1), 26. https://doi.org/10.51278/bce.v1i1.96 

NURS FPX 6111 Assessment 3 Course Evaluation Template

Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022). Number of response options, reliability, validity, and potential bias in the use of the Likert scale education and social science research: A literature review. International Journal of Educational Methodology, 8(4), 625–637. https://doi.org/10.12973/ijem.8.4.625

Momen, A., Ebrahimi, M., & Hassan, A. M. (2022). Importance and implications of theory of Bloom’s taxonomy in different fields of education. Proceedings of the 2nd International Conference on Emerging Technologies and Intelligent Systems, 573, 515–525. https://doi.org/10.1007/978-3-031-20429-6_47

Sultan, L., Alsaywid, B., De Jong, N. D., & De Nooijer, J. D. (2022). Current trends in interprofessional shared decision-making programmes in health professions education: A scoping review. Sustainability, 14(20), 13157. https://doi.org/10.3390/su142013157 

NURS FPX 6111 Assessment 3 Course Evaluation Template