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.

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 perform and the skills they demonstrate through assessment are crucial to determining whether the course is achieving what it sets out to do. Score distribution analysis helps in the establishment of areas of strength and where improvement is required in the curriculum (Tanrıverdi et al., 2023). In addition, the quality and availability of instructional materials are also assessed, ensuring that they are adequate to enable the learners to progress and use them in clinical practice.
Qualitative feedback from learners through written comments gives a deeper understanding of how learners are satisfied, engaged, and how their practice was influenced. These remarks are useful to establish the elements that are good and what needs to be improved in the training. The end-of-course evaluation (EOCE) data are added to the summary to provide insight into the students’ perceptions of the teaching methods, course structure, and use of this data for critical care practice (Gatlin et al., 2021). These observations can provide faculty with a clear sense of strengths, areas for improvement, and ensure that future program offerings will meet the needs of students and clinical partner expectations.

Assessment Strategies

The evaluation uses quantitative as well as qualitative research methodologies to quantify results. The Likert scale provides standard scale data to assess the agreement/partnership with the statements about course content, teaching, and resources. This will be supplemented by open-ended questions that will gather a rich narrative response from students, giving informative information about their experiences and their application of knowledge (Tal & Epstein, 2021). The mixed-method design will correspond with the best practice in the field of healthcare education, and will offer an overall evaluation of the effectiveness of learning, the utility of the resources, and points of modification.

Addressing Appropriate Cognitive, Psychomotor, and Affective Domains

Assumptions

Assessment of the course, Critical Care Nurses – CLABSI prevention and management, is based on the assumption that the respondents will give honest and reasonable responses to the assessment statements. Responses should be close to the group’s experience, and responses should cover the three domains of learning (cognitive, psychomotor, and affective). The assumption is also that all the students have the same understanding of the Likert scale and that instruction was similar. Assessment conditions are designed to provide students the opportunity to respond to questions openly and honestly, and the feedback is used in a positive way to inform the course development. Last but not least, it is assumed that the sessions were active and the learners could give their valuable feedback about the effectiveness of the training and implementation in their clinical practice.

Evaluation Format that Adequately Assesses Learning Outcomes

To gauge the learning outcomes based on a learner-centered approach, quantitative and qualitative methods of assessment will be used. The quantitative assessment methods that will be utilized in the form of knowledge tests, skill rubrics, and simulation checklists will yield quantitative data related to the improvement, while the qualitative assessment methods in the form of a Likert scale survey and open-ended questions will capture the perception, attitude, and confidence of the learners in the prevention and management of CLABSI (Rajabalee & Santally, 2020). For instance, they may be able to answer the 5-point Likert questions regarding their confidence in performing insertion and maintenance of central lines, and the open-ended questions will ask them about their experiences in the past, what they would like to gain from the training, and their personal objectives.
A variety of tests, including quizzes, case studies, demonstrations of returns and simulation tasks in the form of scenarios will be utilized during the course to gauge knowledge retention and mastery of skills. These will be in line with the learning objectives and will offer them guidance thus ensuring consistency and reliability in assessment. A post training survey will follow the course consisting of closed question Likert scale to assess knowledge and skills gained and open-ended questions to give reflective feedback on the content and delivery of the course, any barriers faced.
This assessment method, which involves a multi-faceted assessment, will help the instructors to garner a rich picture of learner performance in the cognitive, psychomotor, and affective domains. The data from test grades and rubrics and the data from surveys and reflection can be triangulated to determine the effectiveness of the course as a whole ( Chen et al., 2023). This type of learner-centered assessment not only ensures that the course is meeting its goals but can also serve as a tool to continuously improve and reach the ultimate goal of empowering ICU nurses to implement CLABSI prevention and management strategies in their practice.

Criteria Used to Evaluate the Format

The Likert scale to be used to measure the CLABSI prevention course will be measured in terms of relevance, clarity, balance, sensitivity, validity, reliability, and feasibility. Items will be directly related to the goals and program outcomes of the course, and statements will be clear and direct to prevent misunderstanding (Jebb et al., 2021) and be relevant. There will be a balanced set of response options to provide the participants with a means of stating their level of agreement. It will be sensitive to the small differences in perceptions and valid to effectively measure the intended constructs. It will be internally consistent, and it will be feasible in terms of administration, scoring, and analysis, being achievable for learners and instructors. These criteria will ensure that the Likert scale is used as a valid instrument to measure the knowledge, attitudes, and confidence of the ICU nurses regarding the implementation of CLABSI prevention practice.

Validity and Reliability of Evaluation Methods Used in Course Evaluation Form

Open questions give the nurses the chance to give detailed feedback on their experience, perceptions, and recommendations for future development of the CLABSI prevention course. The answers provide qualitative data with a focus on strengths and aspects that should be improved. Closed questions, different from this, on the other hand, enable the collection of standardized, structured feedback, which can be measured and statistically analysed (de Ridder et al., 2021). The two approaches together provide a balance, not just the measurable outcomes, but also what students were thinking.
The Likert scale is effective and easy to administer, and can be used to measure a large sample of ICU professionals. It can also be used to evaluate the shifts in perceptions and self-confidence across time (Jebb et al., 2021). This method also has some disadvantages, as participants’ opinions might be best expressed in a simpler way than the fixed response options. Also, Likert responses do not provide an insight into why one agrees or disagrees, thereby, the need to complement them with open-ended questions to have a better evaluation.

Executive Summary

The executive summary below provides an explanation of the process used to assess the ICU course on Central Line-Associated Bloodstream Infection (CLABSI) Prevention. Evaluation will be planned considering the learning outcomes and objectives of the program, and the instruments used in the evaluation will be valid and reliable. The techniques used are quantitative and qualitative techniques, such as Likert scale questionnaires and open-ended questions, which will provide a general picture of the level of learner achievement and attitude. These assessment methods directly assess knowledge of evidence-based strategies to prevent CLABSI, psychomotor skills relating to insertion and maintenance of central lines, critical thinking related to clinical decision making, and professional responsibility related to infection control.
Structured questionnaires with Likert scales are used to collect consistent, measurable data on the extent of the learners’ improvement, and open-ended questions are used to collect qualitative data on the experience, attitude, and suggestions for the improvement of the course for the participants. Assessment will be carefully planned to be brief, suitable, and fair, and pilot tested and possibly amended as necessary. The reliability test will be carried out by applying such statistical tests as Cronbach’s alpha to see the internal consistency. By using two or more assessments, a valid, evidence-based evaluation of the course impact will be achieved that will eventually translate to ongoing training improvements and staff competence in decreasing the rate of CLABSIs in the ICU.

Conclusion

The evaluation of the training course for CLABSI Prevention is designed to assess the achievement of the learner, and thus, at the same time, the overall aims of the training course are achieved. A mixed-methodology will be implemented whereby open-ended and closed-ended questionnaires, including questions with a Likert scale, will be used to obtain both qualitative and quantitative responses. This mixed-method study allows a balanced insight into the attitudes of learners, acquisition of skills, and use of knowledge in central line care and prevention of infections. The instruments used for measuring the learning outcomes are supported with validity and reliability, to measure the learning outcome in a consistent and accurate way and reliable. In order to strengthen this, there is careful planning in designing the tools for the evaluation, pilot testing, and revision in relation to statistical testing to achieve reliability and consistency.