The course assessment methodology is a fundamerntal concept in the success of any teaching method. It is one of the main factors that need to be developed to help in the development and the creationof a well-developed teaching plan. The same methodology needs to be used with diligence to aid in the creation of a well-updated plan that will address all the needs of the learners (Alfred, Chilton, & Klotz, 2015). Developing and planning are essential to remember when evaluating how students are learning. As the leader of the Faculty of Community Health Nursing Course, it is crucial to develop a current methodology that will give the best results on the level of understanding of the students and also on what needs to be done to check on the knowledge gained. The development of a course assessment method is essential in the study of nursing.
Developing a Course Assessment for Exploring the Community
This is one of the critical modules in Community Health Nursing. The community health nursing includes a number of modules that we teach the students to develop knowledge and skills on various diseases, illness, and conditions related to their environment and community (Cant & Coper, 2013).Correspondingly, the three objectives for the course include: analyze the virtual community for health determinants; examine the virtual community’s citizens; and analyze the virtual community to identify wellbeing support options. In the first module, the learners will learn through interaction by adopting the use of virtual city simulation. The simulation is imperative to their understanding as the activities enhance decision-making capabilities and fosters critical thinking (Cant & Cooper, 2013). The simulation is an excellent alternative to the teacher-centered approach for several reasons. Firstly, it avails feedback to the learners, enabling them to reflect on their competencies and on what they should improve.
Forthwith, the student will have to assess the virtual community to find health determinants. Thus, the learner will apply the knowledge gained to state the impact that the health determinants have on the town. Learners will use the Healthy People 2020 article to provide illustrations on health determinants and their effects on society. The various cases in the text will enable students to understand what they need to assess in the virtual city. Comparatively, the modules availed in the virtual town allows learners to apply what they learned as they analyze the virtual city. There are two expected learning outcomes for this course. The first outcome is that students will identify and understand the determinants of health in a community. The second outcome is that students will be able to analyze the adverse effects that health determinants have on the population.
The assessment for this course is also an essential aspect of ensuring that the nursing students are fully adhering to nursing standards.The cognitive value that is used in this case is the level of understandability that the students have learnedin the course. The development of the know-how and how the students can use to apply the same knowledge to real-life situations is vital in nursing. Knowledge sharingcreates the practicability of the whole conceptof learning (Herrman, 2016). The level of undertoning will determine how the students will create and apply the same knowledge on the field. The assessment will occur while the student completes the assignments in the virtual city simulation, as the simulation provides feedback.The student will have to tour the city and identified ten health determinants they observed in the virtual city simulation. Once the student has identified the health determinants, they will have to analyze the results of the determinants and state one possible solution for reducing the effects on the community. The assessment activities align with the course objectives by having the students tour the town and locate the possible health determinants seen and review the data provided in the virtual city. The students then need to analyze the effects of the health determinants to provide a possible solution for it.
Developing anAssessment for Fostering Healthy Everyday Living and Opportunities for Improving Safety
The second module for this course is Fostering Healthy Everyday Living and Opportunities for Improving Safety.In this module, the students, with the use of the virtual city simulation and the CDC website will work in groups to illuminate the prevailing health risks in the community and how to solve them and promote health. Virtual groups are beneficial to the learners as they are interactive, fostering discussions that encourage understanding and immediate feedback (Alfred et al., 2015). Moreover, the presentation will also encourage team building. Correspondingly, the objectives for the course include: identifying a health risk in the virtual community and apply learned skills to suggest two methods of minimizing the health risks affecting the city, and to analyze how the given suggestions will impact the community. Similarly, the students’ learning objectives entail identifying and analyzing health risks; and providing likely solutions for the risks and assess those solutions.
The learners will complete a practical community assessment to identify existing health risks. Additionally, the learners will discuss various health risks found in their communities and compare them to those in the virtual community. The activities are aligned with the first learning outcome, which entails student participation in discussing health risks, in enhancing their understanding of the topic. The learners will also work in their virtual groups to provide solutions for the health risk assigned to them. The activity is in line with the learning outcome of students being able to avail answers to health risks and promote health.
The checkpointswill ensure that the learners are well versed with some of the major concepts of promoting community health and wellbeing. The course focuses on all the factors needed to promotethe proper way toassess, analyze the virtual community health risks and suggest solutions to improve the wellbeing of the citizens in the virtual city. The objective of this course is toensure that the students can develop problem-solving techniques. The expected outcomes also ascertain that the students apply the same knowledge that they have learned in class and apply the same in the real world. The assessment model that can be applied in module two is the written assessment technique. This will give a clear overview to the students on how they can fully utilize the knowledge they gain and how to apply it.
Developing Assessment Preparing the community for Emergencies, Disasters, and Recovery
There are three-course objectives for this assessment. The first objective is to identify the emergency preparedness of the virtual community. Secondly, to analyze the emergency preparedness level of the community. The last aim is to apply learned concepts in identifying three ways that the virtual community can improve its emergency planning and disaster planning and recovery activities. By comparison, the student objectives include being able to identify and grasp the already existing plans for emergency preparedness for various emergency levels. Equally, the students should apply their knowledge in evaluating the community plans for discrepancies and propose improvements.
The emergency preparedness analysis will be done at various levels by the students. The learners will analyze disasters like flooding, cold weather, terrorism, and even active shooter events. With the probe, the students can understand the nature of the plans (Dillon, 2015). The analysis is in line with the first outcome, which is to identify emergency preparedness. Equally, the students will watch videos of incidents and critique the disaster response. The activity aligns with the need to have a basis which details analysis of plans for gaps and suggesting improvement strategies.
The study materials can be fully applied in creating information on how to handle multiple calamities with relevant learning. The third module will detail a scenario-based learning activity. In the scenario,the student, a Community Emergency Response Team (CERT) trainee is continuing with the training, and an actual disaster occurs. A bus driver had a cerebrovascular accident (CVA) while driving and has caused an 80-car accident on a freeway nearby. The student is sent to respond to the incident with his/her team. Upon arriving at the scene, there are police officers, firefighters, and EMS team. As the team leader, you (the student) begin your duties when you notice a vehicle approaching the scene.At first, you think the van contains more respondents coming to offer more help. Suddenly, you hear a loud crash and find that racing van has crashed into one of the units of the EMS. The race car is under the EMS unit, with people trapped into the vehicle. Provide a reflective paper on how you feel about the incident and what actions you would have taken to stop the second car accident. Analyze what was missing in the set up consisting the police, fire, and EMS response, and how this situation can be avoided in the future. The assessment methodology applicable in the case is a written assessment using the student’s evaluation skills.
The development and the success of the same case are developed based on the instructions that are given on the three modules of the courses provided above. The case herein issued to create an explicit knowledge and well-updated methodology that will be used to create the outcome of the best of the entire process. The three modules discussed above are done following some specific instructions that will help in ensuring that the sole objectives of the course are met. The guidelines for each assessment are analyzed below:
Rubric for the Modules
The assessment items that form the vital part of this module must conform and must meet the core objectives of the course. The items also must comply and must achieve the required professional code of conducts and even the core objectives of the course. The following is a list of items that touch on the assessment of the course. The following is a list of items that will form the most important part of assessing and creating the best out of the study:
A B B
A B A
A B C
A A B
A B B A
of how the students apply the powers of critical thinking and creative thinking in the course
The Implementation and the Evaluation Plan
The assessment results will be communicated after it has been marked and fully passed. The same will then be communicated to the students through their respective class reps and also the same put in the notice boards. The same should only take a maximum period of one week. The pass criteria will be based on the overall performance ofthe student. The marks will be communicated based on the pass or fail criterion. The pass mark will be 55%. The end of the tests will be preceded by the revision of the same to ensure that the students get to learn and understand all that is required of them in the course.
The theory that informed my choice of the assessment theorychosen for this assessment modules that I applied in this study is the Kirkpatrick’s four-level model (Herrman, 2016). It is an evaluation theory technique that I need to apply in the study. The theory is essential in developing a transparent methodology that will capture on the development of assessment for the learners. One of the critical barriers to the technique applied is that the methods cannot work for students with hearing and visual impairment. It isessential to develop a clear platform that will help in achieving the most desired results. The reliability should be fully activated to ensure that the low level and any other reliability deficiency are made and corrected. The end result will act as a test for the knowledge of the students, and the same can be applied for the overall benefit of the students and improve learning through correcting any sluggishness and any other related problem seen in the examination process.
Alfred, D., Chilton, J., & Klotz, L. (2015). Preparing for disasters: Education and management strategies explored. Nurse education in practice, 15(1), 82-89.
Billings, D. M.& Halstead, J. A. (2016). Teaching in nursing: A guide for faculty
Cant, R. P., & Cooper, S. J. (2013). Simulation‐based learning in nurse education: a systematic review. Journal of advanced nursing, 66(1), 3-15.
Dillon, M. P. (2015). Nursing Health Assessment The Foundation of Clinical Practice. F.A Davis Books
Herrman, J. W. (2016). Creative teaching strategies for the nurse educator.
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