Diabetes Mellitus Course Evaluation and Executive Summary

Diabetes Mellitus Course Evaluation and Executive Summary

Part 1: Standardized Course Evaluation Template

Please evaluate honestly using the following scale;

1: Failed to achieve the expectations

2: Partially fulfilled the expectations

3: Fulfilled the expectations in their entirety

4: Excellent and exceeded the expectations

Course Objectives

The course achieved the following objectives:

Describe the epidemiology of diabetes mellitus locally and globally.

1 2 3 4

Explanation of the different classifications of diabetes mellitus

1 2 3 4

Evaluate various screening methods and identify possible nursing diagnoses.

1 2 3 4

Explain diabetic emergencies and complications.

1 2 3 4

Identify unique populations and how they are impacted by diabetes mellitus

1 2 3 4

Describe various nursing interventions: pharmacological and non-pharmacological interventions in the management of diabetes mellitus.

1 2 3 4

Instruction

The instructor presented content logically and was easily understood.

1 2 3 4

The instructor completed the lessons promptly based on the course schedule.

1 2 3 4

The instructor provided relevant coursework teaching aids such as handouts and other reference materials

1 2 3 4

The instructor gave relevant feedback after each lecture and any assessment

1 2 3 4

Relevance (Learning outcomes)

I can offer holistic healthcare services based on the epidemiological epidemiology characteristics of the patient (Affective domain).

1 2 3 4

I can use an evidence-based approach to classify diabetes mellitus.

1 2 3 4

I can accurately perform patient-centered screening exercises for diabetic Patients (Psychomotor Domain)

1 2 3 4

I can diagnose patients with diabetes mellitus, including the identification of different nursing diagnoses

1 2 3 4

I can apply evidence-based practice to manage diabetes mellitus (Cognitive Domain).

1 2 3 4

Please help us improve this course by providing your feedback in the comment box below.

Part 2: Executive Summary

The course evaluation is designed to enable the learners to provide their feedback and perceptions about the course. Course evaluation will be done at the end of the course. It will be in the form of online surveys available to all learners. Course evaluation is important because the feedback helps restructure the course and the teaching guidelines to achieve the best outcomes. Evaluations help to assess the educational techniques employed (Moses, 2022). Furthermore, studies have demonstrated that course evaluations can predict the performance of students in contemporaneous learning (Borch et al., 2020). Course evaluations should focus on the objectives, the teaching techniques, and the expected outcomes.

Achievement of Learning Outcomes

The evaluation aligns with the objectives and learning outcomes of the course. The cause’s objectives aim to enable the learner to develop cognitive, psychomotor, and affective domains. Therefore, feedback from this evaluation will demonstrate the success of the course in achieving these outcomes. The cognitive domain of learning focuses on learners’ ability to recall pertinent facts and concepts about the completed topic and think critically through the logical application of facts (Supena et al., 2021). This is demonstrated by the course evaluation seeking learners to diagnose patients with diabetes mellitus, including identifying different nursing diagnoses and applying evidence-based practice in the management of diabetes mellitus.

Moreover, the course evaluation seeks to evaluate the psychomotor skills of the learner. An example is where it prompts the learners to state whether they can accurately perform patient-centered screening exercises for diabetic patients. These screening exercises involve activities such as eye examinations and foot examinations that require the learner to apply specialized psychomotor skills. Additionally, the course evaluation will assess their affective domain by encouraging the learners to state whether they can offer holistic services. Holistic services are patient-centered services that address the patient as a whole (Frisch & Rabinowitsch, 2019). This involves fulfilling the patient’s cultural, spiritual, emotional, and physical needs (Frisch & Rabinowitsch, 2019). These services promote the development of the affective domain by necessitating interdisciplinary collaboration and discussions (Frisch & Rabinowitsch, 2019).

Justification of the Methods of Evaluation

The method of evaluation is the use of a rating scale. Rating skills are desirable because they are standardized and adopt a specific structure (Chyung et al., 2018). By so doing, the various categories of ratings can be easily compared. In this context, the rating scales were used to evaluate three findings: the course objectives, the instruction process, and the outcomes. Rating scales are relevant in this scenario because structured statements are used to evaluate the satisfaction levels of respondents. However, closed-ended questions used in a rating scale can limit feedback from the respondents (Chyung et al., 2018). In addition, closed-ended questions are usually subjective. The course evaluation template included a comment box to address the open-ended question to address this shortcoming. Accordingly, open-ended questions provide detailed and diverse feedback from the respondents.

Determining Effectiveness

According to Clemett and Raleigh (2021), validity entails the relevance and the ability of the assessment to fulfill its intended objectives. In this context, the validity will be evaluated based on this concept and by external parties such as peer reviews from other nurse educators. The course evaluation template addresses the course objectives and learning outcomes, increasing its validity. However, other external parties will be involved in determining its validity. On the other hand, reliability can be demonstrated by replicating similar results in a different population (Clemett & Raleigh, 2021). This will be evaluated by checking for the responses among various learners participating in the evaluation. The course evaluation template will be considered reliable if similar results are replicated.

References

Borch, I., Sandvoll, R., & Risør, T. (2020). Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”? Educational Assessment, Evaluation, and Accountability, 32(1), 83–102. https://doi.org/10.1007/s11092-020-09315-x

Chyung, S. Y. Y., Swanson, I., Roberts, K., & Hankinson, A. (2018). Evidence-Based Survey Design: The Use of Continuous Rating Scales in Surveys. Performance Improvement, 57(5), 38–48. https://doi.org/10.1002/pfi.21763

Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgment and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, 102(March), 104885. https://doi.org/10.1016/j.nedt.2021.104885

Frisch, N. C., & Rabinowitsch, D. (2019). What’s in a Definition? Holistic Nursing, Integrative Health Care, and Integrative Nursing: Report of an Integrated Literature Review. Journal of Holistic Nursing, 37(3), 260–272. https://doi.org/10.1177/0898010119860685

Moses, K. S. (2022). Student course evaluations : instructor effectiveness and lessons learned.

Supena, I., Darmuki, A., & Hariyadi, A. (2021). The influence of the 4C (constructive, critical, creativity, collaborative) learning model on students’ learning outcomes. International Journal of Instruction, 14(3), 873–892. https://doi.org/10.29333/iji.2021.14351a

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Question

Assessment 3 Instructions: Course Evaluation Template
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Develop a standardized template for evaluating courses in a selected program. Include a 2-3 page executive summary containing the rationale and justification for the methods selected.

Diabetes Mellitus Course Evaluation and Executive Summary

Introduction
The purpose of a course evaluation is to ensure that your course is, in fact, serving the intended purpose and assessing the learning outcomes and instructional content. Standardized templates are useful for learners, faculty, and the organization because they allow you to establish expectations and ensure that the data collected give you the right kind of information upon which to make evidence-based decisions related to meeting learners’ and the organization’s needs and goals.

Overview
This is a two-part assessment. The first part is the development of a standardized course evaluation template. The second part is an executive summary addressed to a workplace supervisor.

Preparation
As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

What are the key components of an end-of-course evaluation?
How can you determine if educational outcomes meet the needs and goals of a health care setting?
What are examples of alternative evaluation methods for learning outcomes in nursing education?
What types of questions should be included in a clinical evaluation questionnaire?
Use the Capella University Library and the Internet to ensure you are familiar with the following:

Explore a variety of methods that can be used to evaluate the achievement of the learning objectives as well as program outcomes.
Understand the steps in assembling and administering the tests for learning outcomes.
Examine how validity and reliability of evaluation methods for courses and program outcomes are measured and established.
Find examples of course evaluations. If you choose to incorporate ideas from other examples, you must provide proper APA citations and format.
The following resources are required to complete the assessment.

Assessment Formatting Guidelines [DOCX].
Part One – Standardized Course Evaluation Template
Determine the best approach for evaluating whether the learning objectives and program outcomes are being assessed adequately in your course. Make use of your work from the previous assessments in the creation of your standardized course assessment template.

Create a standardized template that clearly measures the course’s ability to achieve the learning objectives and outcomes stated in your earlier assessments in this course.
There is no page limit for this template. Page length should be appropriate to the context.
Note: You are encouraged to integrate feedback received for your earlier assessments to continue tweaking your application of the concepts in this course.

Part Two – Executive Summary
Once you have completed your standardized template, construct an executive summary to discuss the rationale for it.

In the executive summary, include the following critical elements that align with the grading criteria:

A summary of how the course evaluation aligns with the stated learning objectives and program outcomes.
A justification for the methods chosen to evaluate the achievement of learning outcomes.
A description of how validity and reliability of evaluation methods will be established.
Additional Requirements
Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

APA format: Use correct APA style and formatting for the executive summary, paying particular attention to citations and references.
Document format: Include a cover page and a properly formatted APA style reference list.
References: Include at least five peer-reviewed scholarly resources from the last 5 years to support your rationale.
Length:
Executive summary: 1–2 double-spaced pages (excluding cover page and reference list).
Evaluation template: No page limit.
Font and font size: Times New Roman, 12 point.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
Ensure that the appropriate cognitive, psychomotor, and affective domains have been addressed in a course evaluation.
Competency 3: Engage in the development of a classroom examination.
Select an evaluation format that adequately assesses learning and program outcomes.
Competency 4: Evaluate the achievement of learning outcomes.
Create a standardized course evaluation template that can be used to evaluate the achievement of learning outcomes in a program offering.
Support the validity and reliability of evaluation methods used in a course evaluation form.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.
Correctly format the assessment, citations, and references using APA style.