Cognitive:
Strategy #1
Creating- Students will gather all the
information pertaining to their learning
See Reflective Formative- this ongoing assessment will be experience, review it, rationalize it, and
Journal Grading used throughout the course to monitor Reflective Students will Analyze patient develop new methods of using information.
Rubric Example student learning. According to Billings & Journaling outcomes after treatment for
Below Halstead (2016) formative evaluation Respiratory distress.
Affective: After reflecting on the Respiratory
system, treatment and patient outcomes,
students will utilize reflective journaling to
self-learn thoughts, ideas and beliefs that are
new to them. This will allow them to build on
current knowledge and develop ethical
comportment.
Affective:
Nursing care plans allow instructors to The student will be able to
evaluate students critical Integrate the understanding
understanding after clinical experiences. Care • Receiving – Ask the patient questions
Barb of respiratory issues into
plans help the student connect the patient's about respiratory issues and include
patients care plan and create in care plan what they feel is
health problems and prioritize needs of each Nursing Care a holistic and culturally
unique patient. This would be integrated as a Plan important
competent care environment • Responding - Help the patient with
type of formative evaluation as students at the patient's bedside.
Strategy #2 would receive feedback throughout the their daily cares and allow patient to
course in regards to their care plan verbalize their own values,
developments. incorporate in care plan
• Organizing – Formulate a care plan
with the patient and interdisciplinary
team that includes patients’ specific
needs that they address
• Characterizing – reorder priority as
patient needs change and as they
participate in own care
Psychomotor:
Cognitive:
Affective:
Scott
Summative assessment- is a way of Cognitive:
Strategy #4 measuring course and program effectiveness The student will be able to
and student outcomes as defined prior to the identify plans for treatment of
• identify plans for treatment of patient’s
Simulation will be start of the program. Unlike formative Unit Lab patient’s suffering from a
suffering from a burn.
measured through assessment, this is applied at certain points simulation test burn.
during the curriculum and measures all the • explain the importance of maintaining a
cognitive, burn patient’s health.
psychomotor, and coursework in lecture, labs, and clinical at The student will be able to
affective domains specific times. choose treatments based
of learning. wound severity. Affective:
• explain the psychosocial aspects of burn
care and its effects on patients and
their families
Psychomotor: