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Section 3 - Assessment

Summary and Direction  

In this section you will take a closer look at the educational program as a whole. You will learn the difference between evaluation and assessment, and how and when to conduct both. By reading through Chapter 14 – Evaluation in Healthcare Education, you will learn the importance of evaluating educational programs and how to interpret the data from these evaluations to improve outcomes for the learner (nurse, community member or patient). You will also be introduced to different evaluation models and barriers to effective evaluation. Although the text may be focused mainly on the patient as the learner, it is still very useful to the Nurse Educator. We must not lose sight of the fact that although nurses may be our students in the context of a course we are teaching, we are also responsible for passing on the skills of an educator to these nurses, who will have patients as students as part of their professional day.

The final sections of the chapter (page 611- 628) can be a bit overwhelming but the themes contained in those pages are very important. Read between the lines to focus on the purpose behind evaluation, why choosing proper evaluation methods is so important, and the barriers to evaluation.

The College of Nurses of Ontario website has a Quality Assurance section that provides activities, resources and video that will help us make connections between BPGs, Evaluation and Lesson Planning.  The recommended activity is not mandatory but is a great resource and a highly effective exercise.

Once you have completed the reading please click on the Section 3 Evaluation at the bottom of the page to complete the multiple-choice questions. 

Exit Competencies in this section 

From WHO Nurse Educator Core Competencies, page 11-16

  • Competency 2.8 - Formulate evaluation tools for teaching and learning experiences, and use results to monitor learners’ performance and desired outcomes of courses.
  • Competency 3.2 - Practice nursing in ways that reflect evidence-based, up-to-date knowledge.
  • Competency 4.3 - Develop future nursing scholars by nurturing a spirit of sharing inquiry and self-reflection. 
  • Competency 7.1 - Monitor, assess and evaluate teaching and learning methods and experiences in relation to nursing outcomes and learner needs.
  • Competency 7.2 - Evaluate own teaching competencies by seeking input from peers and students. Use feedback to improve role effectiveness.
  • Competency 7.3 - Develop a variety of assessment tools and methods to ascertain student competence in cognitive, affective and psychomotor domains. Provide timely constructive verbal and written feedback to learners.
  • Competency 8.4 - Engage in quality reviews to assess strengths and weaknesses of the program based on set criteria, and use the results for benchmarking and ongoing progress.

Required Reading
  1. Bastable, Susan B. (2018) Nurse as Educator - Chapter 14 : Evaluation in Healthcare Education (page 595 -628)
  2. CNO (2020) SMART Goals & watch the video: SMART Goals Video on YouTube
  3. Website: Assessment Tools and Measurement - Gallaudet University
  4. Website: Developing a Scoring Criteria (Rubrics) – Gallaudet University

Recommended Activity

Try completing an Action Plan (previously called Learning Plan) with the CNO Action Plan Toolkit.


Multiple-Choice Evaluation

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