For this assessment, combine a synopsis of information and appendices from the previous three assessments and add a new section about curriculum evaluation. This assessment should flow smoothly as one cohesive

INTRODUCTION

Nurse educators are responsible for many areas of evaluation, including students, curriculum, and program evaluation. Additionally, they have a responsibility to the internal and external stakeholders when it comes to the evaluation process. There are two types of evaluation: summative and formative evaluation. Formative evaluation takes place during the learning process (Billings & Halstead, 2019). Summative evaluation refers to the outcomes of the learning when the learning environment has ended (Billings & Halstead, 2019.)

Reference

Billings, D. M., & Halstead, J. A. (2019). Teaching in nursing: A guide for faculty (6th ed.). Saunders Elsevier.

Overview

For this assessment, combine a synopsis of information and appendices from the previous three assessments and add a new section about curriculum evaluation. This assessment should flow smoothly as one cohesive document. When combining the previous assessments, make revisions based on feedback you received from your instructor.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

•            Who should perform curriculum evaluation: individual faculty, a curriculum committee, or full faculty? Should any other stakeholders be involved?

•            When should curriculum evaluation be done: each semester, each academic year, at the end of a program cohort, or prior to accreditation visits?

•            How can a curriculum be revised to ensure that program outcomes are met without compromising the whole curriculum?

•            How can a curriculum be revised to reflect changes in society, nursing, health care delivery, health care needs, educational practice, learner diversity, and emerging technology when curriculum revision entails a lengthy process involving state regulations and accreditation standards?

Requirements

Provide a clear and organized synopsis summarizing key information from the three prior assessments, with relevant appendices included. Consider faculty feedback to integrate into your synthesis.

Consider curriculum evaluation and address the following:

•            Explain the importance of ongoing curriculum evaluation, why it is important, and for whom it is important.

•            List criteria that are important to consider in curriculum evaluation.

•            Explain how and why pilot testing can be used in curriculum evaluation.

•            Provide examples of both short-term and long-term curriculum evaluations for process improvement, and explain why both types are necessary to curriculum development.

•            Describe how to apply evidence-based nursing concepts, theories, and best practices to improve curriculum development.

◦ Include examples that are relevant to your curriculum.

•            Identify the appropriate accreditation body for a selected curriculum. ◦ For example, a school of nursing might be accredited by Commission on Collegiate Nursing Education (CCNE) or the Accreditation Commission for Education in Nursing (ACEN), whereas a hospital staff development program might be accredited by The Joint Commission (TJC), Healthcare Facilities Accreditation Program (HFAP), or others. The American Nurses Credentialing

Center (ANCC) is important for Magnet Hospitals or Professional Development.

Additional Requirements

To achieve a successful project experience and outcome, you are expected to meet the following requirements:

•            Written communication: Written communication is free from errors that detract from the overall message. Do not copy and paste the first three assignments, just provide a brief summary and appropriate appendices from them.

•            APA formatting: Resources and citations are formatted according to current APA style and formatting.

•            References: Include at least five-references from peer-reviewed journals that are less than five years old, and cited in proper APA format.

•            Length of evaluation: 11 typed double-spaced pages, excluding the title page and the reference page.

•            Appendix: Include appropriate material from your Curriculum Overview assignment and the course outline created for your Course Development and Influencing Factors assignment. The appendices should follow the Reference pages and will not be included in the page count for the paper.

•            Font and font size: Any APA-approved font, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and scoring guide criteria:

•            Competency 1: Examine the development of a curriculum for a nursing program using educational theory and evidence based teaching practices.

◦ Describe how to apply evidence-based nursing concepts, theories, and best practices to improve the process of curriculum development.

•            Competency 2: Analyze internal and external factors that impact the design of a nursing curriculum.

◦ Identify the appropriate accreditation body for a selected curriculum and describe appropriate accreditation evaluation criteria.

•            Competency 4: Select a curriculum evaluation process that facilitates continuous quality improvement.

◦ Explain the importance of ongoing curriculum evaluation, including why it is important and for whom it is important.

◦ List criteria that are important to consider in curriculum evaluation.

◦ Explain how and why pilot testing can be used in curriculum evaluation. ◦ Provide examples of both short-term and long-term evaluations for process improvement, and explain why both types are important to curriculum development.

•            Competency 6: Communicate effectively with diverse audiences, in an appropriate form and style, consistent with organizational, professional, and scholarly standards.

◦ Provide a clear and organized synopsis summarizing key information from the three prior assignments, with relevant appendices included. Faculty feedback is thoughtfully considered and partially integrated into the current synthesis.

◦ Convey purpose of the assessment in an appropriate tone and style, incorporating supporting evidence using APA style citations and references, and adhering to organizational, professional, and scholarly communication standards.