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Nursing Evaluation01:15

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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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There are several characteristics related to delivering nursing care. One vital characteristic of the nursing process is that it can be used to protect nurses and justify the provided care. Productive use of the nursing process requires the knowledge and skills of nurses to assess and solve issues. Nurses should develop and strengthen their critical thinking skills and evidence-based nursing interventions to improve their skills in formulating nursing care plans. A well-defined approach to...
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Using Learning Outcome Measures to assess Doctoral Nursing Education
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Faculty Development Needs and Approaches to Support Course Examination Development in Nursing Programs: An

Desirée Hensel1, Margaret Moorman, Megan E Stuffle

  • 1Visiting Professor (Dr Hensel) Teachers College, Columbia University; Clinical Associate Professor and Director of Faculty Innovating for Nursing Education (Dr Moorman), Clinical Assistant Professor and Simulation Liaison, Graduate Programs (Dr Stuffle), and Clinical Assistant Professor and NCLEX-RN Success Coordinator (Dr Holtel) School of Nursing, Indiana University, Indianapolis, Indiana.

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Summary
This summary is machine-generated.

Many nursing faculty need better training in creating course exams. This review identifies key areas for faculty development in test construction and offers insights for improving nursing education assessment strategies.

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Area of Science:

  • Nursing Education
  • Academic Assessment
  • Faculty Development

Background:

  • Many nursing faculty members lack formal training in essential item writing and test construction techniques.
  • This deficiency impacts the quality and validity of course examinations in nursing programs.

Purpose of the Study:

  • To synthesize existing evidence on the developmental needs of nursing faculty regarding test development.
  • To identify effective interventions for enhancing faculty skills in creating course examinations.

Main Methods:

  • An integrative review of original research and non-research reports published since 2012.
  • Quality appraisal using the Johns Hopkins Nursing Evidence-based Practice Model.
  • Data analysis via the constant comparison method.

Main Results:

  • Nineteen reports met the inclusion criteria.
  • Key themes in test development included adherence to standards, educational preparation, technology integration, and clear writing.
  • Faculty development themes encompassed continuous improvement, professional development, collaboration, and resource utilization.

Conclusions:

  • Nursing programs must implement strategies to ensure faculty competency in best practices for test development.
  • Further research is needed to determine optimal faculty development approaches for assessment skills.