The nursing competency of third, describes: Use of Assessment and Evaluation Strategies which is identified through Evidence-Based Practice by an individual educator to fit into the particular classroom settings. The assessment and evaluation techniques are planned and exercised according to the learner, and the goals which are to be achieved that is the objectives outcome. Thereby, the enhancement of the teaching-learning process take place. The knowledge and skills expected from the educator in selection of tools and imply on clinical practice to assess students (NLN, 2012, p.17). My practicum classes in teaching medical-surgical hired nurses and new grads in clinical practice with orienting to certain topics. Teaching on various topics
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The questions mainly reflect the meaning of - “What information that we have covered today could have practical applications for you outside the classroom? And “What was the muddiest point in today’s class section?” ( Halstead, 2007, p.61.). One-Minute paper method is considered as simple feedback obtained quickly to assess and evaluate the understanding of the concept of the topic by the learners. The major elements of teaching in reaching the goal by attainment of objectives and the capacity of learners ability to analyze the questions to receive feedback (Ashakiran & Deepthi, 2013). The advantages of One-minute paper is stated as inexpensive, user friendly, and could assess the achievement of the learning objectives instantly (Halstead, 2007, p.87). DeYoung, (2003) is cited by Halstead, 2007 on definition of assessment of learning as “simply to find out what and how well people are learning what we teach, without any intend to give a grade” (p.59). So far I participated in teaching classes on Sepsis and Heparin Induced Thrombocytopenia, they were presented with lecture and PowerPoint presentation. The assessment and evaluation of teaching and learning were conducted with one-minute questions and case studies. The case study was prepared and multiple choice questions revealed the perception of the subjects by the orientee nurses created the satisfaction score of learning outcome. It reflect the effectiveness of teaching as well. One of the characteristic this competence in evaluation is the constructive, thoughtful feedback given within the
The questions mainly reflect the meaning of - “What information that we have covered today could have practical applications for you outside the classroom? And “What was the muddiest point in today’s class section?” ( Halstead, 2007, p.61.). One-Minute paper method is considered as simple feedback obtained quickly to assess and evaluate the understanding of the concept of the topic by the learners. The major elements of teaching in reaching the goal by attainment of objectives and the capacity of learners ability to analyze the questions to receive feedback (Ashakiran & Deepthi, 2013). The advantages of One-minute paper is stated as inexpensive, user friendly, and could assess the achievement of the learning objectives instantly (Halstead, 2007, p.87). DeYoung, (2003) is cited by Halstead, 2007 on definition of assessment of learning as “simply to find out what and how well people are learning what we teach, without any intend to give a grade” (p.59). So far I participated in teaching classes on Sepsis and Heparin Induced Thrombocytopenia, they were presented with lecture and PowerPoint presentation. The assessment and evaluation of teaching and learning were conducted with one-minute questions and case studies. The case study was prepared and multiple choice questions revealed the perception of the subjects by the orientee nurses created the satisfaction score of learning outcome. It reflect the effectiveness of teaching as well. One of the characteristic this competence in evaluation is the constructive, thoughtful feedback given within the