Forrmative and summative assessments should align with instructional objectives and provide instructors with a variety of ways to measure learning. Instructors have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
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The purpose of this assignment is to create a test blueprint based on the health care practice you selected in Topic 2 and the objectives you created in Topic 3. After the blueprint is developed, create a summative assessment that consists of five multiple-choice questions. Following each question, include a short narrative that addresses the following:
- The domain of knowledge each question addresses.
- A rationale for strategies used in the development of your test blueprint and multiple-choice questions.
- An explanation of how the test blueprint guided the development of your summative assessment based on learning objectives.
Include the test blueprint, summative assessment, and associated narratives as one Word document. Add your test blueprint and summative assessment to your Nurse Educator Electronic Portfolio.
APA style is not required, but solid academic writing is expected
Rubic_Print_Format
| Course Code |
Class Code |
Assignment Title |
Total Points |
| NUR-648E |
NUR-648E-O501 |
Benchmark –
| Summative Assessment |
120.0 |
|
| Criteria |
Percentage |
Unsatisfactory 0-75% (0.00%) |
Less Than Satisfactory 76-80% (80.00%) |
Satisfactory 81-88% (88.00%) |
Good 89-92% (92.00%) |
Excellent 93-
| 100% |
(100.00%)
Comments |
Points Earned |
Criteria
| 100.0% |
| Assess and Evaluate Learning Using a Variety of Strategies (6.2 MSN, 1.2 Post MSN) |
| 30.0% |
A variety of strategies is not used to develop the test blueprint and summative assessment. |
A variety of strategies is included but not used to develop the test blueprint and summative assessment. |
A variety of strategies is used to develop the test blueprint and summative assessment. |
A variety of strategies is appropriately used to develop the test blueprint and summative assessment. |
A variety of strategies is thoroughly used to develop the test blueprint and summative assessment. |
| Assessment Blueprint |
20.0% |
Assessment blueprint is not present. |
Assessment blueprint is present, but lacks detail or is incomplete. |
Assessment blueprint is present. |
Assessment blueprint is present and well developed. |
Assessment blueprint is thoroughly developed. |
| Domain of Knowledge |
| 5.0% |
Domain of knowledge is not present for each question. |
Domain of knowledge is not present for most questions. |
Domain of knowledge is present for each question. |
Domain of knowledge is present for each question and is mostly appropriate. |
Domain of knowledge is present for each question and appropriate. |
| Rationale for Strategies |
10.0% |
Rationale for strategies is not present. |
| Rationale for strategies is present |
, but lacks detail or is incomplete.
Rationale for strategies is present
Rationale for strategies is present and well developed. |
Rationale for strategies is present and thoroughly developed with supporting details. |
Summative Assessment 30.0%
| Summative assessment is not present. |
Summative assessment is present, but lacks detail or is incomplete. |
Summative assessment is present. |
Summative assessment is well developed and appropriate for selected setting. |
Summative assessment is thoroughly developed and appropriate for selected setting. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) |
5.0%
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. |
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. |
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. |
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. |
Writer is clearly in command of standard, written, academic English. |
| Total Weightage |
100%
Nurse Educator Lesson Plan
Running head: ASSIGNMENT TITLE HERE
1
Running head: Nurse Educator Lesson Plan
Nurse Educator Lesson Plan
Name of Course. Nursing
Instructors name
Course Code:
Unit Name: Pharmacology and Toxicology
Target aggregate: The Nursing students year 2
Estimated Time Teaching a lesson will Last: 2Hours
Materials
·
Class laptops
· Novels in Nursing
· Assignment sheets
· Revision books from the Library
Identification of the Topic
In my teaching plan, I will identify some common drugs used in the hospital by care providers, where my focus will be on the way health care workers should be careful in administering them to patients bearing in mind of how hazardous they might be if wrongly used.
Readiness to learn by the students.
Identification of how the students are ready for the lesson. The young grown-ups will compose themselves fully to the event in terms of their body feelings, on the measures that can be taken to prevent the dangers associated with wrong usage of drugs.
Learning Theory
I will apply to explain back and behavioral methods as the learning theories (Yen & Leasure, 2019). This will help me to be able to confirm whether what I am explaining to the audience is important and in a manner that can be understood. Besides, when explaining some concepts, I will use the simplest medical terms that can be understood easily by the students. This will ensure that no student is left behind. Once they explain it back to me, I will be able to evaluate their understanding of the same, after which I will re-educate where needed. These methods promote the use of personal contact, body language, eye contact, and repetition which enhance its effectiveness.
Course Goal / Learning Outcome
The learning objective will be basically drugs. In the lesson we will deeply go in details of how drugs react with the body highlighting how the body responds to the drugs. Besides, to tackle some of the possible reasons that may result to wrong prescription of drugs. For example, physician’s failure to pay keen attention when prescribing them. Also identify some of the possible sources of errors in prescribing drugs.
Come up with Behavioral objectives including Domains, strategies used and Content
·
· Behavioral objectives and Domain
· Example- each of the year two students will identify some drugs prescribed in hospital
· Content
· Example- Commonly prescribed drugs like the Metformin which is used to treat the diabetes type 2
Strategies/Methods
· Example- Interactive poster presentation of the drug types. The poster will be discussed in details by the students groups.
· 1. Students to be enlightened with the benefits that accrue as a result of taking some drugs that are commonly prescribed in hospitals.
1.Students to learn that the most drugs available in the hospital are the most and commonly prescribed.
1. Providing a poster to each of the groups of the students.
· 2. All the learners to say how some drugs might be toxic to the bodies of users.
2.Encouraging taking of drugs that are not harmful and which have been investigated and proven safe.
2.Each of the student’s groups will come up with specific drugs that has been proven safe for taking.
· 3. Students to avoid going to doctors who are not professionals like the ones who are not registered
3.For anyone visiting any clinic to be sure that it is accredited by a recognized accreditation body. This will ensure that whoever is visiting those facilities is sure of accurate care provision.
3. Put in place some regulations that will ensure that doctors give right prescription of drugs taking into consideration of the possible side effects of the same.
·
· Planned Evaluation of Goal: Describe how and when you could evaluate the overall effectiveness of your teaching plan.
· I can do that by asking my friend to observe me when teaching.
· I can also videotape myself during the lesson.
· I can ask my colleague to read my plan after the lesson.
· I can also take notes during class.
· Checking scores for tests and homework after a lesson is also another way of evaluating the effectiveness.
·
· Planned Evaluation of Lesson and Teacher (Process Evaluation):
· First, to organize the purpose of the class.
· Familiarize myself with the students.
· Put down my objective.
· Involving students.
· Have an aided and individualized learning
· Conduct an assessment.
· Finally, do a follow up of the assessment.
How to the Assess The students
To check the progress of my students, I will conduct various assessments. For example, I will have the students do three CATS for the unit. This will be under strict supervisions to ensure that each student produces honest work. Besides, I will arrange to have practical to demonstrate on use of drugs like paracetamol. After these CATS and the practical, I will do stern follow up of the same. Later, I will have the students do an exam of the same. With all this I will be able to tell the students who will have understood the unit well as well as those who have not.
Reference
Yen, P. H., & Leasure, A. R. (2019). Use and effectiveness of the teach-back method in patient –education and health outcomes. Federal Practitioner, 36(6), 284.
Billings, D. M. G., & Halstead, J. A. (2015). Teaching in nursing: A guide for faculty (5thed.).St. Louis, MO: Saunders. ISBN-13: 9780323290548
Saunders L & Wong M.A. (2020). Selecting instructional strategies and creating lesson plans.
https://iopn.library.illinois.edu/pressbooks/instructioninlibraries/chapter/selecting instructional-strategies-and-creating-lesson-plans/
4
Course Design
Students’ Name
Instructors’ Name
Institution Affiliation
Course Name and Number
Date
Introduction
Health care refers to the maintenance or improvement of health by an individual and medical practitioners. It is achieved through diagnosis, prevention, treatment, recovery of illnesses or diseases. Primary, secondary, tertiary care, and public health are some of the services provided by health professionals in their respective fields. Evidence practices are linked to primary care services, hospital-based practices, and private settings for health delivery, as addressed below. The paper will also develop a course design outline based on primary care and healthcare setting.
Primary Care
Primary care refers to the type of care provided by health professionals trained and skilled specifically for comprehensive first and continuing care for individuals or patients. Primary care includes disease prevention, health promotion, counseling, patient education, and diagnosis. Health maintenance and the treatment of acute and chronic diseases such as hypertension, diabetes, asthma, depression, and arthritis, among many others, form part of primary health care. Primary care is administered by a personal doctor in collaboration with other health professionals accordingly. It promotes effective and efficient communication between physicians and doctors and encourages patients’ role in administering healthcare.
Sources
“Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review” article aims at providing the knowledge, attitudes, implementation, facilitators, and barriers or evidence-based practice in community nurses. It aims at addressing and informing people about the stated aspects of evidence-based practice. Understanding the facilitators of evidence-based practice, such as personal knowledge and belief, is key to understanding, implementing, and transferring knowledge on evidence-based practice. To provide effective primary health care for their patients, community nurses must be trained in evidence-based practices.
“Evidence-based practice education for healthcare professions: an expert view” explains that effective education programs and curriculum will act as a medium for shaping healthcare attitude, knowledge, skills along with determining the type of quality healthcare needed. Through the article, one can see the importance of patient engagement in getting evidence and informing medical practitioners and patient interactions. EBP is vital for primary health care to influence behavior in decision making when dealing with patients. Primary care deserves well trained medical practitioners to provide satisfactory and improved patient outcomes.
“Evidence-Based Practice Models to Maximize Nursing’s Contributions to Global Health” addresses the various barriers and solutions to these barriers of evidence-based practices in healthcare facilities. The articles also address the necessary steps for evidence-based practices. There are three phases that one should employ when using evidence-based practice. The actions and procedures discussed are useful in maintaining patient health through primary health care.
Course Design
A course design for professional medical practitioners in hospitals on evidence-based practices under primary care will differ from community nurses in a village or medical practitioners. Experienced physicians and doctors are aware of evidence based practitioners, unlike community nurses who might lack sufficient knowledge of evidence based practice. Therefore developing a course design for the two different settings will be different.
Designing a course for evidence based practice for community nurses, especially those dealing with primary care. The first step of course design is predesign, where the faculty understands the students’ background and reviews other courses that might be of use in the topic. The second step is to design course objectives, outcomes, and competencies, which suggests what the students should do and what knowledge they should have acquired after completing the entire course. Course concepts and content are the third steps where several experts are chosen to develop the course according to the student’s level to study evidence-based practice. The next step is to organize the content into modules, design lesson plans, and identify the required sources.
Health care practices include primary, secondary, and tertiary services, which, through evidence-based procedures, ensure proper health for the patient. Couse designing for health professionals at different levels and settings is very different and requires taking the time and understanding the students.
References
Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F. and Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine, 24(3), 103-108.
https://doi.org/10.1136/bmjebm-2018-111019
Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98(39), e17209.
https://doi.org/10.1097/MD.0000000000017209
Wilson, L., Acharya, R., Karki, S., Budhwani, H., Shrestha, P., Chalise, P., Shrestha, U. and Gautam, K.(2016). Evidence-Based Practice Models to Maximize Nursing’s Contributions to Global Health. Asian Journal of Nursing Education and Research, 6(1), 41. https://doi.org/10.5958/2349-2996.2016.00009.4
4
Course Design
Students’ Name
Instructors’ Name
Institution Affiliation
Course Name and Number
Date
Introduction
Health care refers to the maintenance or improvement of health by an individual and medical practitioners. It is achieved through diagnosis, prevention, treatment, recovery of illnesses or diseases. Primary, secondary, tertiary care, and public health are some of the services provided by health professionals in their respective fields. Evidence practices are linked to primary care services, hospital-based practices, and private settings for health delivery, as addressed below. The paper will also develop a course design outline based on primary care and healthcare setting.
Primary Care
Primary care refers to the type of care provided by health professionals trained and skilled specifically for comprehensive first and continuing care for individuals or patients. Primary care includes disease prevention, health promotion, counseling, patient education, and diagnosis. Health maintenance and the treatment of acute and chronic diseases such as hypertension, diabetes, asthma, depression, and arthritis, among many others, form part of primary health care. Primary care is administered by a personal doctor in collaboration with other health professionals accordingly. It promotes effective and efficient communication between physicians and doctors and encourages patients’ role in administering healthcare.
Sources
“Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review” article aims at providing the knowledge, attitudes, implementation, facilitators, and barriers or evidence-based practice in community nurses. It aims at addressing and informing people about the stated aspects of evidence-based practice. Understanding the facilitators of evidence-based practice, such as personal knowledge and belief, is key to understanding, implementing, and transferring knowledge on evidence-based practice. To provide effective primary health care for their patients, community nurses must be trained in evidence-based practices.
“Evidence-based practice education for healthcare professions: an expert view” explains that effective education programs and curriculum will act as a medium for shaping healthcare attitude, knowledge, skills along with determining the type of quality healthcare needed. Through the article, one can see the importance of patient engagement in getting evidence and informing medical practitioners and patient interactions. EBP is vital for primary health care to influence behavior in decision making when dealing with patients. Primary care deserves well trained medical practitioners to provide satisfactory and improved patient outcomes.
“Evidence-Based Practice Models to Maximize Nursing’s Contributions to Global Health” addresses the various barriers and solutions to these barriers of evidence-based practices in healthcare facilities. The articles also address the necessary steps for evidence-based practices. There are three phases that one should employ when using evidence-based practice. The actions and procedures discussed are useful in maintaining patient health through primary health care.
Course Design
A course design for professional medical practitioners in hospitals on evidence-based practices under primary care will differ from community nurses in a village or medical practitioners. Experienced physicians and doctors are aware of evidence based practitioners, unlike community nurses who might lack sufficient knowledge of evidence based practice. Therefore developing a course design for the two different settings will be different.
Designing a course for evidence based practice for community nurses, especially those dealing with primary care. The first step of course design is predesign, where the faculty understands the students’ background and reviews other courses that might be of use in the topic. The second step is to design course objectives, outcomes, and competencies, which suggests what the students should do and what knowledge they should have acquired after completing the entire course. Course concepts and content are the third steps where several experts are chosen to develop the course according to the student’s level to study evidence-based practice. The next step is to organize the content into modules, design lesson plans, and identify the required sources.
Health care practices include primary, secondary, and tertiary services, which, through evidence-based procedures, ensure proper health for the patient. Couse designing for health professionals at different levels and settings is very different and requires taking the time and understanding the students.
References
Lehane, E., Leahy-Warren, P., O’Riordan, C., Savage, E., Drennan, J., O’Tuathaigh, C., O’Connor, M., Corrigan, M., Burke, F., Hayes, M., Lynch, H., Sahm, L., Heffernan, E., O’Keeffe, E., Blake, C., Horgan, F. and Hegarty, J. (2018). Evidence-based practice education for healthcare professions: an expert view. BMJ Evidence-Based Medicine, 24(3), 103-108.
https://doi.org/10.1136/bmjebm-2018-111019
Li, S., Cao, M., & Zhu, X. (2019). Evidence-based practice: Knowledge, attitudes, implementation, facilitators, and barriers among community nurses-systematic review. Medicine, 98(39), e17209.
https://doi.org/10.1097/MD.0000000000017209
Wilson, L., Acharya, R., Karki, S., Budhwani, H., Shrestha, P., Chalise, P., Shrestha, U. and Gautam, K.(2016). Evidence-Based Practice Models to Maximize Nursing’s Contributions to Global Health. Asian Journal of Nursing Education and Research, 6(1), 41. https://doi.org/10.5958/2349-2996.2016.00009.4
