NURS FPX 6116 Assessment 5

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