Evaluation Methods of Clinical Situations

To Prepare:

  • Based on your Discussion group setting,(Medical/Health Center

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  • Develop one course/learning experience level learning outcome from each domain of learning, and use higher Bloom’s levels of learning (i.e., application level or above).
  • Provide a type of evaluation method to be used for each course/learning experience level learning outcome.


In your Group Discussion area, post the following:

  • Briefly describe your practice scenario for the Discussion group setting and the needed learning.
  • Describe your course/learning experience level learning outcome from each domain and explain the type of evaluation method.
  • Explain why course/learning experience level evaluation methods might vary based on your Discussion group setting.
  • Explain how course/learning experience level methods might vary based on the healthcare setting.
  • Centers for Disease Control and Prevention (CDC) Program Performance and Evaluation Office. (2018). CDC program evaluation framework.

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Centers for Disease Control and Prevention. (2018a). Checklist for step 1: Engage stakeholders. Retrieved from https://www.cdc.gov/eval/steps/step1/Step-1-Checklist-Final.pdf

Centers for Disease Control and Prevention. (2018b). Checklist for step 2: Describe the program. Retrieved from https://www.cdc.gov/eval/steps/step2/Step-2-Checklist-Final.pdf

Centers for Disease Control and Prevention. (2018c). Checklist for step 3: Focus the evaluation. Retrieved from https://www.cdc.gov/eval/steps/step3/Step-3-Checklist-Final.pdf

Ratka, A., Zorek, J. A., & Meyer, S. M. (2017). Overview of faculty development programs for interprofessional education. American Journal of Pharmaceutical Education, 81(5), 1–10.

Rutherford-Hemming, T., & Lioce, L. (2018). State of interprofessional education in nursing: A systematic review. Nurse Educator, 43(1), 9–13.

Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). St. Louis, MO: Elsevier.

  • Chapter 23, “Introduction to the Evaluation Process” (pp. 437–449)

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