Evaluation of the Course “Clinical Healthcare Ethics for Pediatric Nurses”

Please provide your comments regarding the course objectives:

Learning Outcomes

The course is designed to develop skills in the following areas:

• Theoretical understanding and cognitive grasp of pediatric ethical principles.
• Practical application of these principles in real-life scenarios.
• Cultivation of emotional intelligence and reflection on ethical decision-making.

Please provide your comments on the learning outcomes:

Teaching Approaches

Please rate the instructor based on the following criteria:

• Expertise and clarity in presenting ethical principles.
• Effective utilization of teaching aids and instructional tools.
• Frequency and quality of feedback on assignments.
• Promotion of class discussions and active student participation.

Please provide your comments on the teaching approaches:

Program Outcome

Please reflect on the following components of the course:

• Relevance and comprehensiveness of course literature and supplemental reading materials.
• Realism and efficacy of class simulations and practical scenarios.
• Value of peer interactions and structured group activities.

Please provide your comments on the program outcomes:

Evidence to Support Assessment Strategies

Our template is grounded in evidence-based strategies derived from multiple sources. Academic literature emphasizes the importance of incorporating cognitive, psychomotor, and affective domains into evaluations, a principle reflected in our template (Agustian, 2022; Lo & Yang, 2022). Feedback from educators and students further enriched our theoretical foundation, ensuring practical relevance. A rigorous benchmarking process allowed us to incorporate effective assessment strategies identified from reputable educational institutions. Additionally, pilot testing with a select group ensured refinement based on direct feedback, contributing to the template’s precision and effectiveness.

Executive Summary

The foundation of a reliable academic program lies in the accuracy of its evaluative methods. Recognizing this, we have developed a standardized course evaluation template that meticulously assesses the cognitive, psychomotor, and affective domains of learning. These domains are essential for understanding the complexity of the educational experience (Smith & Agustian, 2022; Lo & Yang, 2022). Our mixed-method approach to assessment, incorporating research, quantitative, and qualitative methods, ensures comprehensive feedback collection. This approach offers standardized, measurable insights through Likert scales while also capturing detailed narratives of student experiences through open-ended questions.

Criteria for evaluating our strategy include its capacity for comprehensive feedback, alignment with learning outcomes, and adaptability to diverse educational settings. Our template maintains a high standard of content validity and aligns closely with course objectives, ensuring reliability and validity. Despite its strengths, we acknowledge the potential for personal biases in open-ended responses and the challenge of capturing nuances in extensive educational experiences. However, recognizing these limitations drives our commitment to continuous improvement, ensuring that our evaluation tool remains a gold standard in course evaluations.

References

Agustian, H. Y. (2022). Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to the assessment of student learning. Chemistry Education Research and Practice, 23(3), 518–530. https://doi.org/10.1039/D1RP00271F