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NURS FPX 6116 Assessment 5 Program Effectiveness Presentation

nursfpx6116assessment / July 17, 2026

NURS FPX 6116 Assessment 5 Program Effectiveness Presentation Student Name Capella University NURS-FPX6116 Nursing Education Assessment and Evaluation professor Name Submission Date Program Effectiveness Presentation Slide 01 I am……., and I am really pleased to be here today speaking about the “central line–associated bloodstream infections (CLABSI) prevention and management”. Anyone in the critical care field is familiar with the dire risks that are posed with central lines when infection control precautions are not consistently followed. This presentation will look at the success of the CLABSI prevention and management course in nursing education and how to enhance patient safety and outcomes. Slide 02 Philosophical Perspectives to Evaluation A positivist approach looks at quantifiable and objective measures to evaluate course outcomes. Observed data like pre- and post-test scores, competence checklists, simulation outcomes, and protocol compliance based on evidence are useful indicators of learning and skill development in this regard (Schlechter et al., 2024). These findings have the potential to be replicated with other students and extended to other cohorts of students to help determine if the course is ongoing to improve clinical preparedness to prevent CLABSI. Constructivist Approach The views and experiences of the course participants are the focus of the constructivist philosophy. Qualitative techniques, including reflective journaling, focus groups, or feedback from the participants, can be used by the evaluators to explore the participants’ perception of the applicability of the course, the barriers they foresee when implementing the course, and the organizational or cultural factors that may affect the implementation of central line care (Behrens, 2021). The focus is on the value of mutual meaning-making of teachers and students, whereby the content of the course was meaningful, relevant, and adaptable to the real-life intensive care unit (ICU) context. Pragmatist Approach Pragmatism accepts solutions that are practical in nature and is based on the combination of quantitative and qualitative assessment techniques. For instance, changes in test scores and clinical outcomes can be correlated with learner responses to barriers in their work setting to implementing the bundle. The two lenses are used to determine the effect of the course not only on increasing the knowledge, but also on giving the learners hands-on experience and confidence to lower the risk of CLABSI in their institution (Allemang et al., 2021). The flexibility of the approach of pragmatism makes the process of assessment flexible, goal-oriented, and directly connected with safer clinical practice and quality improvement. The evidence presented to support the explanation For the assessment to be more substantial, the evaluation model to use, which will include both empirical and experiential data, will be selected. A mixed method of positivist performance data and constructivist learner understandings provides a more in-depth analysis of the effectiveness of the course. For example, Sharma et al (2024) performed a cross-sectional observation study with a validated questionnaire of physicians and nurses in the intensive care unit (ICU) to help estimate awareness and use of central line bundles. They generally had a good protocol knowledge score of 82%, with those who were trained having a particularly high score, thereby reflecting the benefit of the educational interventions on protocol adherence. Similarly, a multicenter study was completed by He et al. (2025) that involved a large population in China and evaluated the nurses of the Intensive Care Unit in 22 tertiary government hospitals. The study determined the level of knowledge, attitude, and practice (KAP), and it revealed that the knowledge, attitude, and practice of 31.1%, 45.5%, and 89.9% of the nurses were good, favorable, and appropriate, respectively. Therefore, the level of knowledge may be different, but the functional behaviors are not. This could mean that the ones noted as differences may be more explainable through qualitative research, where the level of knowledge may be different. Process for Evaluation of the Program Slide 03 Step 1: Goal Setting and Planning A key element of assessment is the clear description of the purpose of the course assessment. This program will aim to reinforce the learners’ understanding of the CLABSI prevention, reduce the non-adherence to the CLABSI central line care bundle, and boost the confidence in evidence-based practice. The outcomes could include improvement in pre-test and post-test scores, increased competence in simulation or clinical competency, and increased satisfaction (Ullah et al., 2024). One other challenge often faced at this stage is the need to make goals realistic, measurable, and in line with institutional priorities and resources. The second step This step is to choose the methods that are going to identify the quantitative and qualitative outcomes. Skill test results, adherence to protocols, and/or checklists for performance may be used to assess quantitatively. Qualitative feedback can be obtained through reflective activities, focus groups, or feedback questionnaires (Ullah et al., 2024). The factors outlined include avoiding participant bias and selecting instruments that assess experiential learning as well as cognitive learning to some extent for the course. Step 3 Data collection These data can be collected using online testing, simulation, assessment from electronic health records (EHR)–based case studies, and student surveys, in addition to faculty assessments. Restrictions may be that learners’ responses are incomplete, that the learners report change, but it does not actually happen, or that surveys have low returns. Consistency can be achieved through documentation and multiple data sources to enhance reliability. Analyze data (Step 4) The data are analyzed and aggregated to assess the knowledge acquisition and skills performance, and learner attitude. While thematic content analysis of qualitative data can be used to determine experiences, challenges, and contextual issues affecting knowledge transfer of learners, statistical data can be used to determine increases or decreases in scores or competency ratings. The restrictions might be because of the interpretation of the qualitative information or the lack of analytic instruments that the program can use. The final step is reporting and interpretation The results are synthesized to show the results of the course in relation to the intended results. Reports should also be clear about the progress in knowledge, skills, and confidence, and difficulties in learning and/or applying. One

Capella University, MSN, NURS-FPX6116

NURS FPX 6116 Assessment 4 Course Evaluation Template

nursfpx6116assessment / July 17, 2026

NURS FPX 6116 Assessment 4 Course Evaluation Template Student Name Capella University NURS-FPX6116 Nursing Education Assessment and Evaluation professor Name Submission Date Course Evaluation Template This is an assessment form to determine the usefulness and value of the central-line-associated bloodstream infection (CLABSI) prevention and management for the critical care nurses’ course in the nursing education program. The Likert scale format is used since it is a widely accepted tool for gathering valid and reliable feedback on the experiences of learners. The participants are asked to agree or disagree with certain statements, which gives the instrument an insight into the relevance of the course, the effectiveness of the instructor, and satisfaction (Westland, 2022). The methodical strategy generates meaningful data that can be used to find areas of strength and weakness. The goal of assessment is to enable the participant’s feedback to be applied to ongoing course enhancement, to enable explicit learning goals to be met, and to improve clinical practice to reduce central line-associated bloodstream infections. Instructions As we work to improve the CLABSI prevention and management course offered to critical care nurses at Valley Health teaching hospital, we would like to invite you to participate in the course evaluation. Your remarks will be very important in the assessment of the success of the course and areas to improve the learning process. The respondents would be asked to rate different aspects of the course on a 5-point Likert scale where the answers range between “strongly disagree” and “strongly agree”. With this system learner satisfaction, knowledge acquisition and overall impressions of course quality can be assessed and provide real data to show areas of excellence and areas that require improvement. Incorporating student feedback into course We are developing a CLABSI prevention and management course for critical care nurses at Valley Health teaching hospital, and we would love to have your feedback on the course. Your remarks will be very important in the assessment of the success of the course and areas to improve the learning process. The respondents would be asked to answer on a 5-point Likert scale ranging from “strongly disagree” to “strongly agree” with respect to various aspects of the course. This system can be used to measure learner satisfaction, knowledge acquisition, and general impressions of the quality of the course and will produce real data to illustrate strengths and weaknesses. In the future, incorporating student feedback into the design will ensure that information presented is current, applicable, and useful to their professional needs, ultimately improving Infection Prevention practice and evidence-based compliance.The course evaluation questionnaire uses a Likert scale to collect quantitative and objective data on the effectiveness of the course. There can be 4 or 5 scales reflecting responses. In a four-point version, a scale will run from strongly disagree to strongly agree; a five-point version will include a neutral option for more neutral responses (Westland, 2022). Using this standardized approach would enable the nursing program to evaluate participant perceptions, discover areas that need improvement, and verify that the course is progressing toward its intended learning results. The Connection between Learning Outcomes and the Evaluation Table The students’ opinions about all the learning outcomes will be recorded in the evaluation table, which will be organized and then analysed by the students’ opinions using the Likert scale. A clear visual image of the feedback from the students will be given, and this will enable a thorough review of the degree to which the course is achieving its desired results. Combining the Likert data with the assessment table will provide valuable data concerning the experiences of the learners, and the strengths and areas requiring improvement (Jebb et al., 2021). The final goal of this process is to enhance the course development and students’ learning outcomes.Moreover, a systematic Course Evaluation form has been well designed for assessing the achievement of the course purposes and learning outcomes. It can be applied for a comprehensive evaluation of the objectives of learning, the quality of teaching, and the appropriateness of teaching materials, as well as their use in cognitive, psychomotor, and affective aspects of learning (Grudniewicz et al., 2023). It will be student-centred, and the template will seek feedback from the students on what they will learn from the course, with a focus specifically on CLABSI management and prevention, while ensuring consistency with the overall course objectives. Evaluation Statement Strongly Disagree Disagree Neutral Agree Strongly Agree The course content was thorough and addressed essential aspects of CLABSI prevention and management. The learning materials were clear, concise, and easy to follow. The course content aligned with my professional practice needs. The instructor explained the material effectively. The instructor demonstrated expertise in CLABSI prevention and infection control. The instructor created an engaging and interactive learning environment. The course was logically structured and well-organized. Questions Answers What parts of the course were the most helpful to your study and practice? Was there anything on CLABSI prevention or management that you felt was under-described? If yes, please specify. How will you incorporate the learning and skills acquired in this course into your practice? What suggestions do you have to change the structure or delivery of the course? Did you have difficulties in the course? If you did, how so? How useful were the learning materials (e.g., case studies, videos, demonstrations) to you? What further tools, resources, or support would have improved your learning? The course evaluation summary is designed to give a detailed overview of the effectiveness of the CLABSI prevention and management course and its impact on the knowledge and practice of the learners. The summary combines the information on the number of participants who completed the evaluation so as to come up with reliable findings that are representative of the information. How well learners

Capella University, MSN, NURS-FPX6116

NURS FPX 6116 Assessment 2 Course Definition and Alignment Table

nursfpx6116assessment / July 17, 2026

NURS FPX 6116 Assessment 2 Course Definition and Alignment Table Student Name Capella University NURS-FPX6116 Nursing Education Assessment and Evaluation professor Name Submission Date Course Definition and Alignment The course “Transition to Professional Nursing Practice” is an essential part of the Nurse Residency Program provided in the hospital setting for newly licensed registered nurses. This course is dedicated to facilitating the transition from the educational setting to the practice setting through the integration of evidence-based practice, clinical decision-making, and patient-focused care. The course is provided as a blended format with the intention of creating a supportive environment for trainee nurses. The focus is on the development of nursing competence, professional confidence, and effective collaboration with the healthcare team. The course is aligned with the National Transition to Professional Nursing Practice is a required course for newly licensed registered nurses in the hospital setting as part of the Nurse Residency Program. This course is designed to encourage the transition from the educational to the practice environment by incorporating evidence-based practice, clinical decision-making, and patient-centered care. The course is offered in a blended format with the aim of providing a supportive environment for trainee nurses. Emphasis is placed on developing nursing competence, confidence, and effective teamwork with the health care team. To help novice nurses provide safe and high-quality patient care in the complex healthcare system, the course is aligned with national nursing standards. Nal nursing standards to ensure the novice nurses provide safe and high-quality patient care in the complex healthcare system. Program Offering Description A Nurse Residency Program for New Graduate Registered Nurses is a career path that is offered in a hospital setting with the intent to assist the new graduate registered nurse in transitioning to the role of a professional nurse. The residency program is a career development opportunity for new graduate registered nurses to help them transition to the practice in various health care environments, particularly in acute care environments (Mohammad & Al-Hmaimat, 2024). The residency program offers new graduate registered nurses a complete educational experience that builds on their clinical skills, critical thinking, and decision-making, emphasizes evidence-based practice, patient safety, quality improvement, and interprofessional collaboration. The purpose of a nurse residency program is to create a supportive and educationally nurturing environment for the new graduate registered nurse (NGRN) to ease the transition into the practice of nursing with an emphasis on enhancing patient outcomes, reducing clinical errors, and promoting nurse retention over time (Rae et al., 2025). A residency program is a 6-12 month educational experience where a new graduate registered nurse (RN) can be supported in their transition into practice as a professional registered nurse (PRN) with a focus on developing graduates who are confident and competent practitioners who can provide safe and effective patient care in a variety of healthcare environments. Program Learning Outcomes for Nurse Residency Program Clinical Competence and Patient Safety A student’s knowledge of clinical competence and patient safety. Deliver safe, evidence-based clinical practices that are patient-centered. Critical Thinking and Judgment Use clinical reasoning and decision-making skills in complex patient care situations. Identify changes in patients’ conditions and act accordingly by using clinical judgment skills. Interprofessional Collaboration Work effectively in a team of interdisciplinary healthcare professionals in coordinating patient care. Use effective communication skills in interacting with patients, families, and healthcare professionals. Career development and Responsibility Demonstrate accountability and adherence to ethical standards in practice. Use reflective practice in support of lifelong learning and career development. Course Title: “Transition to Professional Nursing Practice” Course Definition Length of Course This course is an 8-week-long course in the Nurse Residency Program. The Course sessions are 3 hours per week. The Course is a combination of synchronous, simulation, and group learning. All of the course concepts are applied in the hospital, during the residents’ designated shifts. Purpose of the Course (Rationale) The course aims to prepare the newly licensed registered nurses to make the transition from the academic environment to the practice environment. It’s not easy to make the switch to a professional nurse, especially in the hospital environment, where responsibility and patient care are required. The course assists new nurses to strengthen their clinical skills, confidence, and professionalism (Lye et al., 2025). The course will emphasize using evidence-based practice as a tool in the decision-making process in the clinical setting. This will ensure the residents are provided nursing care that is safe, effective, and meets nursing care standards of practice. The course provides for simulation training, which increases critical thinking and flexibility. The way of learning is in line with the nursing world standards, including safety and quality. Target Audience This course is designed for newly licensed registered nurses in a Nurse Residency Program in a hospital setting. These are new graduate nurses who are trying to get into their first position in a nursing program. Registered nurses with restricted clinical experiences who want to extend and improve their clinical skills, self-confidence, and nursing competencies in a hospital environment would find this course beneficial as well. Credit Hours, Location, and Rationale This course is a career development, non-credit hour course within a hospital/healthcare setting Nurse Residency Program. It is added to the Nurse Residency Program to address gaps in knowledge in clinical practice readiness, such as clinical judgment, communication, and evidence-based practices. It is part of the program to help integrate it into national standards and to increase the preparedness of new graduate nurses in a hospital environment. Course Learning Objectives To implement evidence-based clinical practices safely and effectively in providing care for our patients. To be able to illustrate the clinical reasoning and decision-making process in different clinical and patient care scenarios. To be able to demonstrate basic nursing skills and procedures correctly and safely. To be able to effectively work together and collaborate with other health care professionals to provide coordinated care to patients. Evaluation and Assessment Strategies and Examples To assess students’ knowledge of clinical concepts and evidence-based practices (Cognitive domain) before and after the course, using a pre- and

Capella University, MSN, NURS-FPX6116

NURS FPX 6116 Assessment 3 Criteria and Rubric Development

nursfpx6116assessment / July 17, 2026

NURS FPX 6116 Assessment 3 Criteria and Rubric Development Student Name Capella University NURS-FPX6116 Nursing Education Assessment and Evaluation professor Name Submission Date Criteria and Rubric Development To assess students’ learning fairly and objectively, the setting of criteria and rubrics is essential. Clinical performance will be assessed by simulation for the course “Transition to Professional Nursing Practice” using a clinical performance evaluation to evaluate the learner’s level of competence in cognitive, psychomotor, and affective areas of the learning process. Formal evaluation in clinical nursing education is a method of formally recording the objective evidence of the knowledge, skills, and attitudes a student has acquired that enable them to practice in the professional nursing role (Aase et al., 2022). Well-designed criteria and rubrics facilitate effective communication of expectations and effective learning in the role of the professional nurse. Part One: Assessment Description and Rationale Assessment Description and Overview A crucial component of competency-based nursing residency programs is proper evaluation. This course of study uses a clinical performance assessment via simulation to evaluate the transition from student to professional practice as a nurse. It is assessed to determine the transfer of the knowledge acquired during the coursework to the clinical experiences of caring for patients. This assessment mechanism directly relates to the course learning objective and is designed to assess clinical reasoning and clinical judgement as it is applied to simulated and real-world patient care experiences. Vincent et al (2021) recognize the importance of having a valid evaluation mechanism in nursing education, and state that, “Formal evaluations in clinical education are designed to give an objective account of whether or not a learner has developed the knowledge, skills, and attitudes that are required to achieve competent nursing practice. This clinical performance assessment has been designed to allow for evidence to be gathered in the context of authentic clinical practice, with a view to measuring the learning outcomes. Assembling and Administering the Assessment Tool By working as a group, faculty, clinicians, and simulation experts will put together an evaluation using simulations of real-world situations (as defined by National Standards and Clinical Guidelines). We will be building our cases on a set of agreed and standardized guidelines that can be put to the test in the hospital and nursing practice. The residents will be given a practice test at the HFH Simulation Lab in Week 6 of the course. This will take three hours total, but will be untimed, so residents don’t have to rush through the evaluation and won’t become anxious. Masso et al. (2022) claim that structured simulations build confidence in first-time graduates and ease the transition to the profession as a nurse. There will be a formal pre-briefing, before the simulation, to set objectives and expected behaviour for residents; a post-evaluation debriefing after each simulation to reinforce learning and provide an opportunity for reflection and practice; and the simulation will include the participation of residents. Knowledge Gaps in Assessment Administration The assessment plan is robust, but because of the many unknowns and uncertainties, there are numerous areas that could affect the overall consistency and quality of the assessment process. A major obstacle includes some residents having had variable amounts of exposure to simulation while in their undergraduate programs; therefore, this will naturally add uncertainty to all aspects of the evaluation process. The level of expertise of individual faculty members in conducting simulations is another potential source of variation. The variable level of competency of the individual faculty members could lead to inconsistencies in how they guide and assess each resident in the assessment process. Muirhead et al. (2022) suggest that the variety of clinical practice experiences for nursing learners not only presents a challenge to the standardization of any type of nursing learner’s performance measure but also poses an inherent challenge for any group of nursing learners. Future iterations of this process should incorporate a faculty calibration process and offer residents the opportunity to pre-experience simulation demonstration re-evaluation before taking the assessment tool to ensure equal opportunity to prepare for success for all nursing learners. Learning Domains: Cognitive, Psychomotor, and Affective This evaluation is designed to evaluate a nurse’s skills more comprehensively by measuring the ability to acquire a comprehensive assessment of their skills as compared to QSEN competencies and best practice in all geographical areas. Before simulating a patient encounter (simulation), the cognitive learning domain is evaluated by having residents complete an alternate form of the case-based analysis by documenting what they would do in accordance with QSEN competencies. Residents are evaluated on the psychomotor learning domain during the simulation, in which they are expected to accurately demonstrate a range of nursing skills such as patient assessment, medication administration, and safety measures with simulated patients according to standards of care. Lastly, the affective domain is evaluated after the simulation by asking residents about their emotions, values, and communication skills regarding interaction with members of a healthcare team. AlRatrout et al. (2025) stated that when the QSEN competencies (patient-and-family cantered care, safety, and collaboration) are used to evaluate nursing, nursing programs can develop and apply alternative assessment strategies to evaluate nursing students’ development, increasing nursing and nurse practitioners’ competencies throughout the nation. Knowledge Gaps in Domain Assessment To ensure that assessments/evaluations are of a higher standard and equitable, the gaps in assessment need to be identified in the domain. The uncertainty of this area (affective domain, values, attitudes, and emotional reactions) is especially high because attitudes, values, and emotional reactions of learners are subjective and hard to measure with standardised measurement techniques. In addition, the cognitive domain (assessed by asking residents questions based on a diagnosis before a case) may not adequately measure the complexity of thought exhibited by a graduate when responding with a clinical reasoning process related to patient evaluation and management in a complex and dynamic environment. Several methods would be necessary to assess the competence of new graduate nurses in their practice to evaluate their ability, not just providing one-point (singular format) measurement of performance; therefore,

Capella University, MSN, NURS-FPX6116

NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template

nursfpx6116assessment / July 17, 2026

NURS FPX 6116 Assessment 1 MSN Practicum Conference Call Template Student Name Capella University NURS-FPX6116 Nursing Education Assessment and Evaluation professor Name Submission Date MSN Practicum Conference Call Template Date: Attending: Meeting objectives: Describe the practicum experience that you have had this far. Be able to identify challenges during the practicum. Tabulate practical goals for the practicum experience. Topic Action Item Notes Practicum Experience Overview Approved Discussed the whole clinical experience Positive Aspects Approved Preceptor support has been beneficial Challenges Faced Approved Role expectations after clinical practicum 3 Practical Goals Approved To integrate the academic theory with my practical experience into my professional field of study Format Approved Paper will be in APA format Reference PageTitle page will be bold Step-By-Step Instructions to write NURS FPX 6116 Assessment 1 Contact us today for expert step-by-step instructions for NURS FPX 6116 Assessment 1. References In APA Format For NURS FPX 6116 Assessment 1 References Coming Soon. Best Capella professors to choose from for NURS-FPX6116 Class Lisa Kreeger, PhD, RN Buddy Wiltcher, EdD, MSN, APRN, FNP-C (FAQs) related to NURS FPX 6116 Assessment 1 Question 1: What is NURS FPX 6112 Assessment 1 About? Answer 1: Practicum conference call reviewing experience, challenges, and professional practicum goals.