5.3 Assignment: Unfolding Case Study
Evaluation of the effectiveness of teaching and learning strategies, including the instructor, is a multi-faceted process. An evaluation plan should be reliable, valid, and linked to outcomes. Approaches to evaluating the effectiveness of teaching and learning strategies must include:
Numerous methods and sources of data
Clearly stated policies and guidelines for assessment and evaluation
Individualized approaches where feasible
Outcome based assessment and evaluation parameters
Upon successful completion of the course material, you will be able to:
Analyze the results of an evaluation plan for selected teaching strategies within a diverse learning setting.
Modify teaching strategies based on the needs of a diverse student population.
Resources
Textbook: Evaluation and Testing in Nursing Education
File: 5.3 Lesson Plan Instructions
File: 5.3 Lesson Plan Template
Background Information
In this area of the Unfolding Case Study, you will review data collected from assessment and evaluation strategies. Based on your analysis of this data, you will determine whether new assessment evaluation strategies are necessary for the clinical and classroom setting.
Instructions
Review the rubric to make sure you understand the criteria for earning your grade.
For additional information about the case study, read 5.3 Lesson Plan Instructions.
Based on the information presented in this case study, provide answers to the statements listed below on the 5.3 Lesson Plan Template.
Please note this assignment has two parts to complete:
Revised Lesson Plan for the Theory Course
Division of Masters Nursing
The faculty decided to adopt your lesson plans for the clinical and classroom settings. At the end of the term, you gathered data from the classroom and clinical faculty and analyzed the results. You found some results encouraging but others troubling, and decided to share your ideas for new strategies with the dean.
Workshop Five Lesson Plan Instructions
Please note this assignment has two parts:
- Revised Lesson Plan for the Theory Course
- Revised Lesson Plan for the Clinical Course
Part 1: Revised Lesson Plan for the Theory Course
Review the lesson plan below. Pay particular attention to the assessment and evaluation strategies listed and the corresponding data. For each of the three categories presented, you will:
- Write a summary of your analysis of the data presented.
- You should need no more than one paragraph for each analysis
- Decide to keep or select another assessment or evaluation strategy based on your analysis.
- Be certain to include rationales with your ideas.
- You should need no more than one paragraph to describe why you elected the same or chose a different assessment or evaluation strategy.
This lesson plan was intended for a class of 60 students within a lecture hall. The students were 60% Hispanic/Latino, 20% African-American, 10% Caucasian, 5% Filipino, and 5% Not Identified, average age, 29. This class was the first in a series of four units that included content related to upper and lower respiratory disorders.
Classroom Outcome: Discuss the types of objective and subjective data relevant when assessing a patient with an upper and lower respiratory disorders.
Teaching and Learning Strategies: Lecture with slide
| Assessment Strategy | Data | Formative Evaluation Strategy | Data | Summative Evaluation Strategy | Data |
| Periodically stopping the lecture and asking a student in the class a question related to the material | Summary of student comments from a faculty evaluation at the end of the term:
The instructor received a 3 out of 5 for teaching effectiveness, which corresponded to “agree” on a 5-point Likert Scale.
Student comments included:
“The class moves too fast and I can’t understand what the instructor is saying even though I read.”
“Even though I sit up front, I can’t hear the instructor, and the slides are distracting.” |
Assign a “muddiest point” paper for the student to complete at the end of the lecture and submit to the instructor’s online class blog before the next class period.
The paper should contain any area where the student needs further clarification.
The instructor will compile the papers and complete a brief review session of the main points at the beginning of the next class. |
Summary of student comments from a classroom evaluation at the end of the term:
This evaluation strategy received a 1 out of 5 for teaching effectiveness, which corresponded to “strongly disagree” on a 5 point Likert Scale . Student comments included:
“What is a blog? I was so confused, and since this was not required, I did not participate.”
“I found this assignment confusing. Why this was online and why was there no grade? I had to type everything in a very tiny space when I could not figure out how to upload a document. Total waste of time.”
|
The student had to complete an entry into an online electronic health record and submit at the end of the four unit sessions. | Summary of student comments from a classroom evaluation at the end of the term:
This evaluation strategy received a 1 out of 5 for teaching effectiveness, which corresponded to “strongly disagree” on a 5 point Likert Scale. Student comments included:
“I had never attempted to use an EHR before; what gives? No practice?”
“This did not evaluate what I learned in class. I studied all the respiratory assessment material but had no idea what was necessary to put in the chart. Why was this not in the clinical course?” |
Part 2: Revised Lesson Plan for the Clinical Course
Review the lesson plan below. Pay particular attention to the assessment and evaluation strategies listed and the corresponding data. For each of the three categories presented, you will:
- Write a summary of your analysis of the data presented.
- You should need no more than one paragraph for each analysis
- Decide to keep or select another assessment or evaluation strategy based on your analysis.
- Be certain to include rationales with your ideas.
- You should need no more than one paragraph to describe why you elected the same or chose a different assessment or evaluation strategy.
This lesson plan was intended for a clinical group of 12 students assigned to a medical surgical unit in a 180-bed hospital. There were seven Hispanic/Latino students, four African-American students, and one Caucasian student. The average age of the students was 28. This clinical occurred the week after the first theory class on respiratory assessment.
Classroom Outcome: Demonstrate an assessment of your assigned patient.
Teaching and Learning Strategy: Students were assigned two online respiratory assessment videos to watch before attending clinical.
| Assessment Strategy | Data | Formative Evaluation Strategy | Data | Summative Evaluation Strategy | Data |
| During pre-conference, the instructor asked each student to discuss their respiratory assessment strategy for their assignment clinical patient. | Summary of student comments from a faculty evaluation at the end of the term:
The instructor received a 3 out of 5 for teaching effectiveness, which corresponded to “agree” on a 5 point Likert Scale.
Student comments included:
“I really liked my clinical instructor but I wish he had talked about his experiences with respiratory assessment.” |
At the end of the day, the clinical instructor will assign a numeric grade from 1 to 5 for each student in the assessment category. | Summary of student comments from a faculty evaluation at the end of the term:
The instructor received a 3 out of 5 for teaching effectiveness, which corresponded to “agree” on a 5 point Likert Scale.
Student comments included:
“The clinical evaluation tool is so hard to use, I can’t even find my score.”
“My clinical instructor only watched part of my respiratory assessment, so how can he grade me?” |
At the end of the day, the clinical instructor will assign an overall assessment competency score as a numeric grade from 1 to 5 for each student in the assessment category. | Summary of student comments from a classroom evaluation at the end of the term:
This evaluation strategy received a 1 out of 5 for teaching effectiveness, which corresponded to “strongly disagree” on a 5 point Likert Scale.
Student comments included:
“The clinical evaluation tool is so lame. It is 30 pages we have to carry to clinical each week and I lost pages. Why could this not be online?”
“I thought this course was pass or fail, so why did I get a numeric grade for my assessments with no instructor comments?” |
Part 1: Revised Lesson Plan for the Theory Course
Write a summary for each category listed below:
- Teaching and Learning Assessment Strategy
- Formative Evaluation Strategy
- Summative Evaluation Strategy
Part 2: Revised Lesson Plan for the Clinical Course
Write a summary for each category listed below:
- Teaching and Learning Assessment Strategy
- Formative Evaluation Strategy
- Summative Evaluation Strategy
ORDER A CUSTOM-WRITTEN PAPER HERE
Part 1: The Theory Course Revised Lesson Plan
- Learning and Teaching Assessment Strategy
The current assessment strategy involves stopping the lecture periodically to ask a student a question related to a particular topic. This strategy should be maintained since it enables the instructor to identify areas that require improvement based on the learners’ feedback. For instance, data indicates that the class moves too fast and the supervisor is inaudible, compromising the students’ capacity to understand the course content. Thus, the instructor should take more time covering every topic and present the content more clearly to enhance learners’ understanding capacity. However, this strategy should be revised to meet the needs of learners from diverse backgrounds. The instructor should collect data from a student from every ethnic group during the assessment. This approach will ensure that challenges facing students from every ethnic group are identified and addressed, creating a conducive learning environment for ethnically diverse learners.
- Formative Evaluation Strategy
The current strategy entails assigning the learners a “muddiest point” paper. The learners are expected to complete this paper after the lecture. They should ensure the paper is submitted to the instructor’s online class blog before the next class. The collected data indicates that this strategy is ineffective in assessing learners’ progress, with an effectiveness score of 1 out of 5. Students claimed the activity needed to be clearer since most needed help understanding a blog. Therefore, an inquiry and feedback strategy should replace this formative evaluation approach. The new technique is recommendable since it allows students to ask questions at the end of a specific topic and receive immediate feedback from the instructor (Ma et al., 2023). The instructor’s response enhances the learner’s understanding of the topic. On the other hand, the instructor adjusts instructions and teaching approaches based on questions asked by students, improving overall education outcomes for learners from diverse ethnic backgrounds.
- Summative Evaluation Strategy
The current strategy requires the students to enter data into an online electronic health record submitted at the end of the sessions. This assessment criteria seems ineffective since it was rated 1 on a scale 5. It was challenging for most learners to enter data into an EHR since they had not used the system before. Thus, a final exam or project should replace the current assessment strategy. This strategy is preferred since students reflect knowledge and skills acquired during the course while completing the final project or exam. Additionally, it is easy to evaluate students’ knowledge through final exams or projects via grades or scores for learners from various ethnic backgrounds. A passing mark in the final exam or project indicates a successful learning process and achievement of course objectives.
Part 2: The Clinical Course Revised Lesson Plan
- Assessment Strategy
Every student was required to describe their respiratory assessment procedure for the assigned patient before the conference. This approach is moderately effective, scoring 3 out of 5. However, students wished that the clinical instructor shared his experiences with a respiratory assessment to enhance their respiratory care skills. For this reason, this assessment strategy should be revised. The clinical instructor should lead the learners in formal assessment discussions before sharing their respiratory assessment procedure. This assessment approach will enhance students’ understanding of respiratory assessment procedures. Consequently, the learners will confidently share their respiratory care skills with their peers.
- Formative Evaluation Strategy
The clinical instructor assigned a numeric grade, ranging from 1 to 5, to all the learners in the assessment category. This assessment criteria is moderately effective in evaluating learners’ respiratory assessment skills. However, students seemed concerned with how the clinical instructor graded them since he did not watch the entire respiratory assessment procedure. This assessment strategy should be revised to enhance its effectiveness in evaluating respiratory care skills for individual learners. The clinical instructor should group the learners in groups of five students each to minimize the time needed to watch respiratory assessment procedures. The instructor should watch the respiratory care assessment for every group to the end and grade all the members based on the skills demonstrated throughout the procedure. Additionally, performing the procedure in groups will allow individuals to learn from their peers, enhancing their respiratory assessment competence.
- Summative Evaluation Strategy
The clinical instructor assigned a numeric grade, ranging from 1 to 5, to all the learners in the assessment category. Learners seem dissatisfied with this assessment criteria, rating at 1/5. They claim that numeric grading without the instructor’s comment is ineffective since the assessment criteria for this course should be pass or fail. For this reason, this strategy should be replaced with Objective Structured Clinical Evaluation (OSCE). The clinical instructor will use this tool to assess students’ ability to utilize the nursing process, apply course content, and make clinical judgments while performing respiratory assessment (Bani-Issa et al., 2019). Additionally, the OSCE will allow the instructor to provide the students with constructive feedback based on their performance in respiratory assessment, preparing them for future clinical practice.
References
Bani-Issa, W., Al Tamimi, M., Fakhry, R., & Al Tawil, H. (2019). Experiences of nursing students and examiners with the Objective Structured Clinical Examination method in physical assessment education: A mixed methods study. Nurse Education in Practice, 35, 83-89.
Ma, T., Li, Y., Yuan, H., Li, F., Yang, S., Zhan, Y., … & Mu, D. (2023). Reflection on the teaching of student-centred formative assessment in medical curricula: an investigation from the perspective of medical students. BMC Medical Education, 23(1), 1-10.