Three Levels of Evaluation

  • Review the media program related to “Curriculum Evaluation” in this week’s Learning Resources and consider the importance of the three levels of evaluation that impact learning.
  • Review the learning activity you developed for the Week 7 Discussion, including the learning outcomes and learning objectives that you developed and any recommended revisions from colleagues.
  • Consider types of evaluation at the learner level that would match that activity and your original or revised objectives and learning outcomes.

By Day 3 of Week 9

In your Group Discussion area, post the following:

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  • Explain the purpose of evaluation and the basic concepts and forms of evaluation at the learner level.
  • Based on your Week 7 Discussion learning activity, create an evaluation appropriate for your Discussion group setting that matches the level of the objectives and learning outcomes and domains of learning.                                                                                                                                                                                                                      week 7 discussion post
  1. The patients will list five signs of hyperglycemia, hypoglycemia and demonstrate how to use an insulin syringe by discharge.

Diagnosing patient with chronic health conditions comes with shock and stress; therefore, patient education is essential to help them

deal with the diagnosis. A newly diagnosed diabetic patient will need to understand how to manage their condition through self-

management. This education aims to ensure that the patient learns about their conditions, including signs of high and low levels of

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glucose in the blood, how to measure their blood glucose using glucometers, and how to use insulin syringes. Nurse educators should

assess the patient’s needs to understand their learning needs to design teaching strategies that will meet their learning needs.

Patient education involves explaining to the patient to understand what they need to do to manage their condition and improve their

quality of life.  Therefore, this patient education aims to create awareness of the signs of hyperglycemia, hypoglycemia and how to use

the insulin syringe. For instance, patients will receive learning material with information about diabetes to allow them to understand

the disease and debunk myths surrounding it. Besides, patients will participate in activities such as learning how to hold the insulin

syringe, which part of the body they can inject, the frequency of insulin, the dosage, and how to use a glucometer and learn

 

about the important vital signs to observe. Another objective is that the patients will adequately know the difference between long and

short acting insulin by the end of the training.  The rationale for this objective is that when the patients understand how to use insulin

properly it will reduce episodes of high and  low blood sugars. Learning outcomes are statements that summarize or identify

measurable and essential mastered content-knowledge—skills, competencies, and information that learners have attained and can

demonstrate after completing training. Higher-level thinking skills that integrate course content and activities are expressed as outcomes, which can be observed as a behavior, skill, or specific user information when the learning is completed. Assessments are designed to indicate outcomes, mainly what the learners will perform after completing the course. Patient education for newly diagnosed diabetic patients has different learning outcomes. One learning outcome is that patients will acquire knowledge that will help them identify signs and symptoms of hyper and hypoglycemia

One of the activities that will be integrated into this patient education includes developing skills of proper administration of insulin. According to Sexson, Lindaure and Harvath (2016), proper administration of insulin can affect absorption and therapeutic dosing. Therefore, this activity is essential during patient education to ensure that the learning outcomes of providing that patient learn skills that will help them use administer insulin correctly, leading to achieved objectives of ability to demonstrate skills of correctly administering insulin. The differences between learning objectives and outcomes play out well in this activity; the learning outcome summarizes what the learners have achieved throughout the learning period (Atta & AlQahtani, 2018). The learning objectives indicate the desired goal of the training has been achieved.

Nurses educator will need to learn how to develop complete and adequate care for newly diagnosed diabetic patients.  Education will

help them to provide education to others while also enhancing their knowledge about the practice.  Accordingly, creating a good

lesson plan for implementing a wellness program for staff nurses educating patients with diabetes requires a thorough understanding

of the learning needs of the learners and the realities of the practice.  The lesson plan should comprise well-researched information

and extensive knowledge about diabetes education. Nurses are at the forefront of patient care and tend to interact with them

more often. Therefore, nurses must develop prevention plans and health education and understand behavioral change approaches for diabetic patients. Besides, nurses must understand the clinical practice guidelines necessary to provide care to the patients.  Additionally, nurses should understand the importance of various teaching strategies to facilitate the attainment of desired learning outcomes and objectives.

The difference in learning objectives and outcomes influences learners in different ways. Learning objectives are typically viewed from the instructor’s perspective of what the teacher wants to achieve. In contrast, learning outcomes are viewed from the learners’ perspective of what the course imparts in them (Mickel et al., 2017). Thus, when designing teaching materials, it is essential to cover the educators and learners’ perspectives. The activity should be addressing the difference of learning objective and outcomes; for instance; the activity should focus on achieving the learning objective according to the instructor’s point of view and focus on achieving learning outcomes as per learners’ perspectives. Therefore, instructors should conduct learning assessment needs to understand the learners’ expectations and what their learning needs.

 

References

Atta, I. S., & AlQahtani, F. N. (2018). Matching medical student achievement to learning

objectives and outcomes: a paradigm shift for an implemented teaching module. Advances in medical education and practice, 9, 227. doi: 10.2147/AMEP.S158784

Mickel

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