Student Name
Capella University
NURS-FPX 6111 Assessment and Evaluation in Nursing Education
Prof. Name
Date
Course Evaluation Template
This document presents a structured course evaluation template specifically designed for the BSN program at Mountainside Teaching Hospital. It focuses on the course “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings”. The template assesses students’ learning across cognitive, psychomotor, and affective domains to provide a comprehensive understanding of their competencies. An executive summary is also included to justify the evaluation methods and highlight their relevance to improving nursing education and patient care outcomes.
Part One: Standardized Course Evaluation Template
Student Course Evaluation Survey
Instructions: Please indicate your agreement with the following statements using the scale below:
Rating Scale:
🟢 Strongly Agree | 🔵 Agree | ⚪ Neutral | 🟠 Disagree | 🔴 Strongly Disagree
Learning Objectives
After completing this course, I can:
| Learning Objective | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree |
|---|---|---|---|---|---|
| Demonstrate understanding of foundational principles of palliative care in long-term care (Cognitive) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Assess and manage pain and distressing symptoms in elderly patients (Cognitive + Psychomotor) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Effectively communicate with patients, families, and healthcare teams regarding end-of-life care goals (Affective) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Implement evidence-based practices to enhance patient comfort and quality of life (Cognitive + Psychomotor) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Address ethical dilemmas and cultural considerations in palliative care (Cognitive + Affective) | ☐ | ☐ | ☐ | ☐ | ☐ |
Program Outcomes
This course has helped me:
| Program Outcome | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree |
|---|---|---|---|---|---|
| Apply specialized nursing knowledge to provide high-quality, safe care across the lifespan (Cognitive) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Exhibit strong clinical reasoning and analytical skills for comprehensive patient care planning (Cognitive) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Demonstrate effective interprofessional communication and teamwork to optimize palliative care outcomes (Affective) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Provide culturally competent and patient-centered palliative care for diverse populations (Cognitive + Affective) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Uphold ethical, legal, and professional standards while advocating for patient dignity and autonomy (Cognitive + Affective) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Demonstrate leadership skills in coordinating interdisciplinary care in palliative settings (Cognitive + Affective) | ☐ | ☐ | ☐ | ☐ | ☐ |
Instructor Approaches
The instructor:
| Statement | Strongly Agree | Agree | Neutral | Disagree | Strongly Disagree |
|---|---|---|---|---|---|
| Clearly presented course objectives and expectations | ☐ | ☐ | ☐ | ☐ | ☐ |
| Provided course content relevant to real-world clinical applications | ☐ | ☐ | ☐ | ☐ | ☐ |
| Used diverse teaching methods to enhance learning (lectures, case studies, discussions, simulations) | ☐ | ☐ | ☐ | ☐ | ☐ |
| Offered clear, constructive feedback on assignments and assessments | ☐ | ☐ | ☐ | ☐ | ☐ |
| Created a supportive learning environment that encouraged participation and critical thinking | ☐ | ☐ | ☐ | ☐ | ☐ |
Overall Feedback & Recommendations
Please provide any additional comments on your experience in this course, including suggestions for improvement:
[Open-ended response section]
NURS FPX 6111 Assessment 3 Course Evaluation Template
Part Two: Executive Summary
The evaluation framework for “Improving Palliative Care for Geriatric Patients in Long-Term Care Settings” is designed to assess students’ competencies in cognitive, psychomotor, and affective domains. This approach ensures that students not only understand palliative care principles but also apply them effectively in real-world long-term care settings. Specifically, the evaluation measures proficiency in pain management, interprofessional communication, ethical decision-making, and culturally competent care (Sultan et al., 2022).
By targeting these competencies, the evaluation ensures students develop critical thinking, leadership, and collaborative skills essential for improving patient care. The structured approach provides insight into students’ preparedness to deliver evidence-based, compassionate, and patient-centered care across diverse long-term care environments.
Assumptions
- Learning occurs in cognitive, psychomotor, and affective domains; therefore, the evaluation must comprehensively capture knowledge, skills, and attitudes.
- Students can accurately self-assess their learning experiences, allowing meaningful feedback on competency in palliative care.
- Self-assessments correlate with actual performance and engagement.
- Measuring these domains provides insights into course effectiveness and instructional quality.
- Collected feedback will inform curriculum improvements aligned with program outcomes.
Assessment Strategies and Supporting Evidence
This evaluation uses three complementary strategies:
- Likert Scale: Provides quantitative data to track trends in student responses and performance (Kusmaryono et al., 2022).
- Open-Ended Questions: Offers qualitative insights, allowing students to elaborate on their experiences and suggest improvements (Aznar-Mas et al., 2023).
- Bloom’s Taxonomy Framework: Links cognitive, psychomotor, and affective domains to ensure students acquire foundational knowledge, practical skills, and ethical awareness (Momen et al., 2022).
NURS FPX 6111 Assessment 3 Course Evaluation Template
Combining these strategies provides a balanced assessment, integrating numerical trends with descriptive feedback to guide course refinement and enhance educational outcomes.
Criteria to Evaluate Selected Format
The evaluation format was chosen based on the following criteria:
- Clarity and Comprehensiveness: Questions effectively capture learning across all three domains.
- Validity and Reliability: Measures align with course objectives and program outcomes consistently across cohorts (Erlinawati & Muslimah, 2021).
- Ease of Use: User-friendly and accessible for all students.
- Actionable Feedback: Results provide meaningful guidance for course improvement.
- Alignment with Program Outcomes: Ensures evaluation supports the development of specialized knowledge, teamwork skills, and ethical nursing practice.
Validity and Reliability of Evaluation Methods
The course evaluation methods are both valid and reliable, ensuring accurate measurement of student learning and consistent results. Likert-scale items facilitate quantitative analysis, while open-ended questions provide qualitative insights, creating a holistic view of student performance and experience (Aznar-Mas et al., 2023; Kusmaryono et al., 2022).
By using Bloom’s Taxonomy and standardized competencies in palliative care, the evaluation balances numerical data with detailed feedback. One limitation is the self-reported nature of responses, which may be subject to bias. Supplementing student feedback with faculty observations or performance-based assessments could further enhance reliability.
Conclusion
The structured course evaluation aligns learning objectives and program outcomes with cognitive, psychomotor, and affective domains. This approach supports continuous course improvement by combining quantitative and qualitative data, ensuring students develop the knowledge, skills, and attitudes necessary for effective palliative care in long-term care settings. Despite potential self-reporting bias, the methodology provides a reliable framework for improving nursing education and patient-centered care.
References
Aznar-Mas, L. E., Huerta, L. A., & Marin-Garcia, J. A. (2023). Effectiveness of the use of open-ended questions in student evaluation of teaching in an engineering degree. Journal of Industrial Engineering and Management, 16(3), 521–534. https://doi.org/10.3926/jiem.5620
Erlinawati, E., & Muslimah, M. (2021). Test validity and reliability in learning evaluation. Bulletin of Community Engagement, 1(1), 26. https://doi.org/10.51278/bce.v1i1.96
Kusmaryono, I., Wijayanti, D., & Maharani, H. R. (2022). Number of response options, reliability, validity, and potential bias in the use of the Likert scale education and social science research: A literature review. International Journal of Educational Methodology, 8(4), 625–637. https://doi.org/10.12973/ijem.8.4.625
NURS FPX 6111 Assessment 3 Course Evaluation Template
Momen, A., Ebrahimi, M., & Hassan, A. M. (2022). Importance and implications of theory of Bloom’s taxonomy in different fields of education. Proceedings of the 2nd International Conference on Emerging Technologies and Intelligent Systems, 573, 515–525. https://doi.org/10.1007/978-3-031-20429-6_47
Sultan, L., Alsaywid, B., De Jong, N. D., & De Nooijer, J. D. (2022). Current trends in interprofessional shared decision-making programmes in health professions education: A scoping review. Sustainability, 14(20), 13157. https://doi.org/10.3390/su142013157