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NURSING SEMINAR II ASSIGNMENTNURSING SEMINAR II ASSIGNMENT1.Review “Code of Fair Testing Practices in Education,” located on the American Psychological Association: are your thoughts after reading the document? Did you realize it existed? How does the code apply to nursing education? The “Code of Fair Testing Practices in Education” is over 10 years old. Is it still relevant today? Why? If not, how should it be revised? Use correct APA format when citing.2.As we start this week’s discussion, I want to emphasize the significance of selecting effective strategies for evaluating learning objectives/outcomes. What are some of the important points nursing faculty member must take into consideration when selecting strategies? Although responding to CAT questions is not required, substantive responses will count towards weekly participation points.NURSING SEMINAR II ASSIGNMENT3.What would be a reasonable evaluation strategy for patient education?4.Compare and contrast three forms of evaluation:  formative, summative  and  confirmative.  Which evaluation method or methods do you find effective and why? Although responding to CAT questions is not required, substantive responses will count towards weekly participation points.Use 2 citing for each question.ORDER A PLAGIARISM-FREE PAPER HERE Nursing seminar Sample PaperPart 1.What are your thoughts after reading the document?I think that Joint Committee on Testing Practices (n.d.) is a document that presents a formal description of what fair examination entails in terms of test content and conditions. It defines fairness in terms of test appropriateness, scoring, results, and what information needs to be presented to different stakeholders.Did you realize it existed?I did not realize that the document existed. At least not until I was presented with this assignment that required me to read the document.NURSING SEMINAR II ASSIGNMENTHow does the code apply to nursing education?The code applies to nursing education by defining examination expectations for both examiners and students. It informs examiner how to set examination, acceptable content, information to present and how to mark and score tests. To students, the code identifies what they should expect before they sit for the examination and even after sitting for the examination.The “Code of Fair Testing Practices in Education” is over 10 years old. Is it still relevant today? Why? If not, how should it be revised?The code is only partially relevant today. In fact, there is a need for a revision to address changes in testing procedures and technologies. While examination remains the same in terms of testing knowledge, there are significant changes in how they are delivered. This is particular true when advances in information technologies are considered. As such, there is a need to address concerns in how online examination is managed and delivered. This means that a new chapter should be added to address concerns about online examination (Oermann&Gaberson, 2014).NURSING SEMINAR II ASSIGNMENTPart 2.When selecting strategies for evaluating learning objectives and outcomes, there as some points that should be considered. The first point should consider the anticipated learning outcomes and their relative importance. The second point is to consider the extent to which the available assessment modes can act in promoting the anticipated learning results. This would require a consideration of the knowledge and skills being tested through the evaluation, along with the learner activity areas that are promoted through the learning design and nature. The final point is to match learning results to the evaluation methods by matching them in terms of consistency. Overall, the three points are able to identify any inconsistencies what has been achieving through the education and what should have been achieved in terms of delivery, as well as the learning process and activities that the evaluation procedures promote (Perselli, 2016). Other than the listed points, there should be a consideration of the differences between grading and assessment whereby grading looks at how much information can be recalled from the course content whereas assessment looks at how much information can be applied in a practical environment away from the classroom to indicate that the relevant principles of problem solving have been understood (van Oers, 2012).NURSING SEMINAR II ASSIGNMENTPart 3.Evaluating a patient’s education should focus on presenting an ongoing appraisal of what the patient learned during and after the teaching exercise. The intention is to determine if the patient has learned what was taught. A reasonable assessment strategy for patient education would include eight steps. The first step is to observe demonstrations by the patient to determine if the psychomotor skills relevant to the task have been learned. The second step entails asking the patient to restate the learnt material based on comprehension. The third step is to ask questions about the learning areas that have not been well comprehended and require reinforcement or to be re-taught. The fourth step measures cognitive learning through written assessments before, during and after the learning exercise. NURSING SEMINAR II ASSIGNMENT. The fifth step entails conversing with persons in the patient’s environment (such as family members and other medical personnel) to acquire their perception of how well the patient applies the education when complete tasks. The sixth step is to carry out a physiological assessment of the patient’s systems to determine if he or she has been following the teachings. For instance, measuring and recording the blood pressure and weight to see whether medication is taken as prescribed, physical exercise plan followed, and diet observed. The seventh step is to review the patient’s records to determine progress. The final step is to take the patient through hypothetical problem situations to assess response (Joel, 2013; Lundy &Janes, 2016). The eight listed steps present a reasonable evaluation strategy for patient education.NURSING SEMINAR II ASSIGNMENTPart 4.Formative evaluation is an assessment approach that focuses on knowledge level prior to education. It is used to facilitate the design and development of an education intervention to address the patient’s needs. Summative evaluation is focuses on determining the effects of the education intervention to imply that it looks at how the education was implemented and deployed. Confirmative evaluation focuses on whether the education achieved the intended outcomes in terms of practical application at the end of the education process. Between the three evaluation methods, confirmative evaluation is perhaps the most effective. That is because it is concerned with revising and fine tuning the education to ensure that it achieved the intended objectives so that learning effectiveness and efficiency is improved. Through emphasizing specific learning areas, it is possible to develop a teaching plan that would focus on the more important teaching areas that are considered important or even problematic (Becker, 2016).NURSING SEMINAR II ASSIGNMENT  ReferencesBecker, K. (2016). Formative vs summative vs confirmative vs predictive evaluation. Retrieved from, L. (2013). Advanced practice nursing: essentials of role development, 3rd ed. Philadelphia, PA: F. A. Davis Company.NURSING SEMINAR II ASSIGNMENTJoint Committee on Testing Practices (n.d.). Code of fair testing practices in education. Retrieved from, K. &Janes, S. (eds) (2016). Community health nursing: caring for the public’s health, 3rd ed.Burlington, MA: Jones & Bartlett Learning.Oermann, M. &Gaberson, K. (2014). Evaluation and testing in nursing education (4thed.). New York, NY: Springer Publishing Company.Perselli, V. (2016). Education, theory and pedagogies of change in a global landscape: interdisciplinary perspectives on the role of theory in doctoral research. New York, NY: Palgrave Macmillan.vanOers, B. (2012). Developmental education for young children: concept, practice and implementation. Berlin: Springer. NURSING SEMINAR II ASSIGNMENT

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