1
The standardized course evaluation template for "Mental Health Assessment in
Primary Care" provides an all-inclusive tool for assessing effectiveness toward achieving its
learning objectives in preparing students for practice in the integrated mental health care
setting of primary care. It shall include course objectives, faculty effectiveness, resource
utilization, and the three domains of learning: cognitive, psychomotor, and affective.
Quantitatively, this is assessed based on a 5-point Likert scale, while qualitatively, it is based
on open-ended responses. The template focuses on learner-centered experiences whereby
students can reflect on skill development, knowledge acquisition, and attitude change for the
duration of the course (Tsimane & Downing, 2020). This template systematically enables the
instructor to appraise these aspects, thus providing valuable insights into class strengths and
weaknesses for further action on improvement in the educational experience and preparing
future nurses to integrate mental health assessment into their primary care practice.
Course Evaluation Template for Mental Health Assessment in Primary Care.
Evaluation Criteria Strongly
Disagree
(1)
Disagree
(2)
Neutral (3) Agree
(4)
Strongly
Agree
(5)
Course Objectives
The course effectively
prepared me to conduct
comprehensive mental
health assessments using
validated screening tools in
primary care settings.
I can confidently
differentiate between
common mental health
disorders and their
presentations in diverse
2
patient populations.
The course enhanced my
ability to develop evidence-
based care plans integrating
mental and physical health
interventions.
I acquired effective
communication strategies
for discussing mental health
concerns with patients and
families.
The course improved my
understanding and
application of cultural
competence principles in
mental health assessments
and interventions.
I gained proficiency in
utilizing electronic health
records to document mental
health assessments and
coordinate care with
interdisciplinary teams.
The course equipped me
with skills to evaluate the
effectiveness of mental
health interventions in
primary care settings using
quality improvement
methodologies.
Faculty Effectiveness
The instructor demonstrated
a thorough knowledge of
3
mental health assessment in
primary care.
The instructor effectively
explained complex concepts
related to mental health
integration in primary care.
The instructor provided
timely and constructive
feedback on assignments
and clinical performance.
The instructor fostered an
inclusive learning
environment that respected
diverse perspectives on
mental health.
Resource Effectiveness
The textbooks and reading
materials were relevant and
supported the learning
objectives.
The simulation lab
equipment adequately
replicated primary care
settings for mental health
assessment practice.
The electronic health record
system used for training was
user-friendly and
representative of real-world
applications.
Guest speakers and clinical
preceptors enhanced my
understanding of mental
4
health integration in primary
care.
Cognitive Domain
The course expanded my
theoretical knowledge of
mental health disorders
commonly encountered in
primary care.
I can critically analyze the
interplay between physical
and mental health conditions
in patient case scenarios.
The course enhanced my
ability to interpret results
from standardized mental
health screening tools.
Psychomotor Domain
I feel confident in my
ability to administer mental
health screening tools
accurately in a time-efficient
manner.
The course improved my
skills in conducting a
comprehensive mental status
examination.
I can effectively document
mental health assessments in
electronic health records.
Affective Domain
The course increased my
empathy and understanding
towards patients with mental
5
health concerns.
I feel more comfortable
discussing sensitive mental
health topics with patients
and their families.
The course strengthened my
commitment to reducing the
stigma associated with
mental health in primary
care settings.
Open-Ended Questions
What aspects of the course
were most effective in
helping you achieve the
learning objectives?
How could the course be
improved to better prepare
you for integrating mental
health assessments in
primary care practice?
Describe a specific instance
where you applied
knowledge from this course
in your clinical rotations or
practice.
Executive Summary
This is a highly aligned standardized course evaluation template for "Mental Health
Assessment in Primary Care" about course learning objectives and program outcomes. The
criteria of the evaluation address the seven key learning objectives: conducting an integrated
and comprehensive mental health assessment, differentiating the most common causes of
6
major mental health disorders, developing integrated care plans, demonstrating effective
communication strategies, showing the application of cultural competence principles, using
electronic health records, and evaluating intervention effectiveness (Immonen et al., 2019).
Specific questions represent each objective, assessing students' perceived competence and
skill development. Such alignment will ensure the evaluation captures data relevant to
measuring the course's success in achieving its intended learning outcomes.
It also meets broader program outcomes for the Bachelor of Science in Nursing with
Mental Health Integration. Questions addressing the application of comprehensive nursing
knowledge, implementation of evidence-based interventions, effective communication,
leadership in interdisciplinary care teams, ethical decision-making, and utilization of
technology related to health and awareness about policy-related issues are located throughout
this template. This course assessment thus helps measure program effectiveness overall in
preparing nurses for integrated mental health care in primary settings. Including cognitive,
psychomotor, and affective domain assessment ensures a comprehensive assessment of
student learning toward producing well-rounded, competent nursing professionals (Defi
Efendi et al., 2023).
Justification for Evaluation Methods to Assess Learning Outcomes
A learning outcome-based course evaluation form, comprising quantitative Likert-
scale questions and qualitative open-ended inquiries, will capture students' perceived
competence given the manifold learning objectives above. Statistical analyses can draw
comparisons between different facets of the course. This will enable educators to realize
trends in student learning and areas that need improvement. These Likert scale questions
were specifically aligned to each learning objective, thus providing direct alignment from the
evaluation to course goals (Pueyo‐Garrigues et al., 2020). Mental health assessments,
7
integrated care plans, and electronic health records contributed to significant learning
outcomes.
Open-ended questions provide rich, detailed insight into students' experiences and
perceptions that underpin the quantitative data. Students are invited to describe examples of
the usefulness of their knowledge, outline specific effectiveness of course features, and
mention suggestions for improvement. This qualitative data forms a critical component that
will enable one to understand the intricacies of student learning and unintended consequences
or challenges. It thus provides quantitative and qualitative approaches toward a valid and
reliable evaluation. It entails multiple data points from which information is to be elicited,
allowing for triangulation of results. This comprehensive approach ensures a thorough
learning outcome assessment, agreeing with the competency measure of developing teaching
strategies, assessments, and evaluation tools for diverse learner needs.
Establishing Validity and Reliability of Evaluation Methods
Content and construct validity procedures will establish the validity of the evaluation
methods. Content validity will be achieved from a panel of expert educators and mental
health professionals, who will review the evaluation template to ensure the comprehensive
coverage of course objectives and learning outcomes. The construct validity can be tested by
comparing the evaluation results with other performance measures like clinical assessment
and exam scores. It shall include factor analysis to prove that the items for evaluation will
measure the intended cognitive, psychomotor, and affective learning domains (Alshehri et al.,
2022).
Reliability will be determined using test-retest reliability and measures of internal
consistency. A pilot group of students will complete the evaluation twice, two weeks apart, to
calculate the test-retest reliability coefficient. The internal consistency measure will use
Cronbach's alpha calculation for Likert-scale items. Inter-rater reliability regarding open-
8
ended questions will be established by multiple evaluators who independently code a sample
of the responses, calculating their level of agreement with one another (Pueyo‐Garrigues et
al., 2020). These stringent approaches will help establish the validity and reliability of the
evaluation so that the learning achievements are measured accurately and consistently.
9
References
Alshehri, F. D., Jones, S., & Harrison, D. (2022). The effectiveness of high-fidelity simulation on
undergraduate nursing students’ clinical reasoning-related skills: A systematic review. Nurse
Education Today, p. 121, 105679. https://doi.org/10.1016/j.nedt.2022.105679
Defi Efendi, Renny Wulan Apriliyasari, Gracia, J., Cho Lee Wong, Natalia, R., Bejo Utomo, Chiyar
Edison Sunarya, Efa Apriyanti, & Chen, K.-H. (2023). The effect of virtual reality on
cognitive, affective, and psychomotor outcomes in nursing staffs: systematic review and
meta-analysis. BMC Nursing, 22(1). https://doi.org/10.1186/s12912-023-01312-x
Immonen, K., Oikarainen, A., Tomietto, M., Kääriäinen, M., Tuomikoski, A.-M., Kaučič, B. M.,
Filej, B., Riklikiene, O., Vizcaya-Moreno, M. F., Perez-Cañaveras, R. M., De Raeve, P., &
Mikkonen, K. (2019). Assessment of nursing students’ competence in clinical practice: A
systematic review of reviews. International Journal of Nursing Studies, 100(1), 103414.
https://doi.org/10.1016/j.ijnurstu.2019.103414
Pueyo‐Garrigues, M., Pardavila‐Belio, M. I., Whitehead, D., Esandi, N., Canga‐Armayor, A., Elosua,
P., & Canga‐Armayor, N. (2020). Nurses’ knowledge, skills and personal attributes for
competent health education practice: An instrument development and psychometric
validation study. Journal of Advanced Nursing, 77(2), 715–728.
https://doi.org/10.1111/jan.14632
Tsimane, T. A., & Downing, C. (2020). Transformative learning in nursing education: A concept
analysis. International Journal of Nursing Sciences, 7(1), 91–98.
https://doi.org/10.1016/j.ijnss.2019.12.006
