Strategy
The
assessment strategy that suited the proposed course of Leadership in nursing
was that of periodic evaluation. Evaluation enables one to study a program and
understand how effective it is in achieving the outlined objectives. By using
evaluation methods as assessment strategies, finding out what can be improved
on, before finalizing any aspects of the program, is made possible. Moreover,
periodic evaluation as an assessment strategy can help convince targeted
investors that the program is beneficial and impactful among the target
audience.
Assessment
tools are methods that are used to test a student’s proficiency in a
certain skill or their progress in a specific area in their academics. The
assessment tools that will be used in evaluating the program’s worth will
include various types of evaluation methods, the assignment of senior projects,
and the accomplishment of performance tasks. One of the most common evaluation
methods is a formative evaluation method where one can test the program's
effectiveness over a short period. This can be done through quizzing the
students as the semester is ongoing by having mid-term examinations as well as
pop quizzes that are randomly given after a unit is taught. By using surveys
after each unit, one can get feedback directly from the students as well as the
teachers and this will promote two-way communication from all the relevant
parties in the institution. Summative is more of a long-term evaluation method
where the students are examined by a standardized body to test whether they
have grasped all that they could from the course taught to them. In many
countries, it is used in high schools as a way to classify students into what
career field best suits them based on their subject cluster performance. In our
scenario, a periodic evaluation will help produce competent and skilled
healthcare workers with leadership skills to cope with the ever-changing
healthcare industry.
Assigning
senior projects as a tool for student assessment will test the students’
psychomotor as well as cognitive abilities. The projects assigned can have
certain performance tasks that they have to fill out daily for some time under
supervision. This would prove useful in monitoring their attitudes towards
particular activities as well as their proficiency at handling some
clinical procedures as a team. In addition to all this, having such projects
would foster inter-disciplinary collaboration which is crucial for intrinsic
job satisfaction (Marmo & Berkman, 2018). Also, interdisciplinary
collaboration works to match healthcare services to the needs of the patients providing
a strong and diverse team of healthcare workers working to ensure the best care
is given to their patients (Rumping, Boendermaker & de Ruyter, 2019).
When it comes to ensuring the quality and importance of a proposed program, the internal parties involved may be biased since they may see no need for it or lack the extra funds to support its incorporation into the learning curriculum. In such cases, using an accredited accreditation board to look at the strengths and weaknesses of the program is the way to go. Research done by Thomas and his colleagues shows that formal accreditation helps maintain and even improve the quality of healthcare as well as promote high standards of practice (Musholt et al., 2019). One can provide an accrediting board the reports of results from the internal evaluations done, as well as the feedback from the performance tasks completed thus, giving them a history of how the program has been working in the institution. Their reliable and unbiased opinion will determine the validity of the program and whether it should be continued or terminated. This would be termed a post-implementation evaluation which aims to continuously improve the quality of a program or system (Wang et al., 2019).
Grading Rubric for The Proposed Leadership Program
|
Criteria |
10 |
5 |
1 |
Total points awarded |
|
Promptness in class and participation during lessons |
Arrives early to class and answers the teacher’s questions
as well as asks questions where relevant. |
Average participation level |
Do not participate at all even when called out by the
teacher. |
|
|
Inter-collaboration with students from other healthcare
disciplines |
Leads the team in whatever capacity is given and embraces
teamwork. |
Average participation in team-related activities. |
Shows no interest in teamwork and prefers to work alone. |
|
|
Senior project performance tasks |
Complete and well-executed tasks. |
Moderate execution and average performance in the project
work. |
Poorly done and incomplete tasks in the project. Also can
be used when no effort to do the project was made. |
|
|
Written down exams and pop quizzes |
Excellent performance with good grades. |
Average performance. |
Poor grades in the written examinations. |
|
References
Marmo, S., & Berkman, C. (2018).
Social Workers' Perceptions of Job Satisfaction, Interdisciplinary
Collaboration, and Organizational Leadership. Journal of social work in
end-of-life & palliative care, 14(1), 8–27. https://doi.org/10.1080/15524256.2018.1437590
Musholt, T. J., Bränström, R., Kaderli,
R. M., Pérez, N. M., Raffaelli, M., Stechman, M. J., & ESES (2019). Accreditation
of endocrine surgery units. Langenbeck's archives of surgery, 404(7),
779–793. https://doi.org/10.1007/s00423-019-01820-y
Rumping, S., Boendermaker,
L., & de Ruyter, D. J. (2019). Stimulating interdisciplinary
collaboration among youth social workers: A scoping review. Health &
social care in the community, 27(2), 293–305. https://doi.org/10.1111/hsc.12589
Wang, Y. B., Tang, D. Z., Gao, J. W., Wang, Y. H., Chen, Y., Li, C. T., & He, X. D. (2019). Evaluation and Countermeasures of the Implementation of Forensic Clinical Identification Standards Based on the Perspective of Accreditation. Fa yi xue za zhi, 35(4), 467–471. https://doi.org/10.12116/j.issn.1004-5619.2019.04.017
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