week 3 discussion answers

Formative evaluation is typically informal and ungraded. The aim is to not gauge students on their knowledge by way of tests but instead by asking them to give feedback that the professor can use to improve their lesson plans if needed. This involves frequent and interactive assessments of students' development (Ismail et. al., 2022). An example of this would be to have students do a teach back as a group in front of the class on a specific topic. This would allow the professor to understand where the students are in the learning process, without adding the extra pressure of tests or quizzes. I would use this throughout the term.

Summative evaluation is the graded side of teaching. This is applied to give learners a numerical score with limited feedback and typically used to measure learning (Ismail et. al., 2022). An example of this would be a midterm or final exam. I would use this in every theory course to assess the students’ learning. I think I’d like to implement it a week before midterms and finals are typically given in order to have the chance to fill in any gaps that might have been missed before the students go on to their next course.

Reference

Ismail, S. M., Rahul, D. R., Patra, I., & Rezvani, E. (2022). Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill. Language Testing in Asia, 12(1), 40. https://doi.org/10.1186/s40468-022-00191-4

Formal Definitions

Formative evaluation: The teacher judges the quality of the achievement while students are still in the process of learning (Oermann, 2016)

Summative evaluation: The end-of-instruction evaluation that determines what the student has learned throughout the course (Oermann, 2016). 

Own Words

Formative evaluation is focused assessment where educators can assess their students on their current knowledge comprehension on a certain skill or topic and then can determine is there is any further need for learning and/or a change in the instructional delivery. A summative evaluation is the ongoing comprehensive assessment of a handful of topics that were learned throughout the course to determine if learner outcomes were met. 

A prime example of a formative evaluation that I always found helpful were weekly quizzes. Providing a quiz on the material that was lectured on the week prior always helps educators determine what topics were easily understood by the students and what topics were more difficult to comprehend. The educators can then go over the commonly missed topics with the class again to clarify the points missed. This experience as a student helped me out so much that I plan on incorporating it in my own practice as an educator. I found that this strategy made me more aware of the topics that I struggled with and actually motivated me to study. 

For formative evaluation, I like having midterm and end of term evaluations in clinical. Checking in halfway through the clinical allowed me to get in touch with my instructor to determine what I was weak in so I could practice more and be competent at the end of term. the midterm evaluations also allowed myself to communicate my needs on how to enhance my learning environment to my educator. This is something that I carry onto my clinical rotations as a clinical instructor now. I love to sit with my students one on one and talk about what is lacking and what are were going to do to become competent by the end of course. Developing an open communication line with the student will allow the student to verbalize their needs effectively. This strategy has not failed me yet in guiding students in meeting the outcomes. 

 

References 

Oermann, M (2016). Evaluation and Testing in Nursing Education (5th ed.). Springer Publishing LLC. https://online.vitalsource.com/books/9780826194893

When it comes to learning objectives, I think there would be a difference between a theory course and a clinical setting. A major difference would be the direction the learning objectives would be headed, such as a theory course objectives being based on the ability to assess via tests, while in a clinical setting it would be based more on a hands on approach (How to design and use learning objectives in clinical teaching, 2021). For example, a theory course objective could be something like “at the end of the course, students will be able to describe and list signs and symptoms of preeclampsia”. And for a clinical setting the course objective could be something like “At the end of this rotation, students will be able to identify medications and appropriate dosages for patients based on clinical findings”. 

Reference How to design and use learning objectives in clinical teaching. (2021). The Pharmaceutical Journal. https://pharmaceutical-journal.com/article/ld/how-to-design-and-use-learning-objectives-in-clinical-teaching

When writing learning objectives for students in a clinical setting compared to a theory course, there are some differences and special considerations to remember. Here is an example and an explanation of my thought process behind the development choices:

Learning Objective: At the end of the clinical rotation, the student can effectively assess and manage patient vital signs, demonstrating proficiency in recognizing and responding to abnormal findings.

Special Considerations:

1. Application of Knowledge: In a clinical setting, students must apply theoretical knowledge to real-world situations. Therefore, the learning objectives should focus on the practical application of skills and concepts in a clinical context. It is important to emphasize the ability to recognize and respond to abnormal findings, as this is a critical aspect of clinical practice.

2. Patient Safety and Ethical Considerations: In a clinical setting, students must prioritize patient safety and adhere to ethical guidelines. Learning objectives should incorporate these considerations, emphasizing the importance of providing appropriate care, maintaining patient confidentiality, and practicing within legal and ethical boundaries.

3. Collaboration and Communication Skills: Clinical settings involve interaction with healthcare professionals, patients, and their families. Learning objectives should include the development of effective communication and collaboration skills. Students should be able to communicate patient information accurately, collaborate with the healthcare team, and engage in interprofessional communication.

Example Explanation: In a clinical setting, a learning objective could be: "By the end of the clinical rotation, the student will be able to effectively assess and manage patient vital signs, demonstrating proficiency in recognizing and responding to abnormal findings."

I chose this objective because it focuses on a fundamental clinical skill—assessing and managing vital signs—while emphasizing the ability to recognize and respond to abnormal findings. This objective aligns with the intended learning outcomes of the clinical rotation, which are to develop the student's competence in applying theoretical knowledge to real-world patient care scenarios.

References

Bastable, S. B. (2017). Nurse as educator: Principles of teaching and learning for nursing practice. Jones & Bartlett Learning.

Billings, D. M., & Halstead, J. A. (2016). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.

Larew, C., Lessans, S., Spunt, D., Foster, D., & Covington, B. G. (2006). Innovations in clinical simulation: application of Benner's theory in an interactive patient care simulation. Nursing Education Perspectives, 27(1), 16-21.