urinary catheters.

Respond to this post by provide feedback in terms of how their evaluation approaches align with the outcome/learning objective and Kirkpatrick’s levels of evaluation

 

Kirkpatrick’s Four levels of Evaluation

With considering the objectives that were created for the learning outcome taken from the practice gap, the nurse professional development practitioner (NPD) needs to evaluate the objectives for accountability and assess for areas for improvement. Teaching and upholding best practice standards are one of the main duties of the NPD practitioner (Harper & Maloney, 2016). One of the biggest questions the NPD practitioner needs to ask themselves if the students are learning from the content and improving their clinical skills (Oermann & Gaberson, 2016). The NPD practitioner will need to complete a formal evaluation process that involves measuring outcomes, includes the learners and stakeholders, documents the results, revises activities based on data, and implements the changes based on the results of the data (Dickerson, 2020).

 In order to accomplish a thorough evaluation, the NPD practitioner can use Kirkpatrick’s four levels of evaluation as a guide to complete the process. The learning objective that was selected was: The registered nurse will demonstrate proper sterile technique and practice infection control measures with insertion of urinary catheters.

Creating Evaluations

            Using Kirkpatrick’s levels of evaluation, the NPD practitioner can divulge into the objectives to evaluate the effectiveness of the desired learning (Dickerson, 2017).  In level 1, the NPD will consider who the learners liked the activity. This level considers the learners satisfaction within the activity, but the activity may not have an overall effect on practice improvement (Dickerson, 2017).  With considering the objective, the nurses will demonstrate the proper sterile procedure with urinary catheter insertion, for the NPD to evaluate the activity the learners could be given a short survey at the end of the activity to assess their satisfaction,

            For level 2, the NPD practitioner will assess the learner’s achievement of outcomes (Dickerson, 2017). With the proposed objective, a good way to gage if learning has occurred is with a pre and post-test. Also, live demonstrations, teach back, questions and answers discussion, and role plays are also effective in this level for evaluation (Dickerson, 2017). For the objective, offering a post-test may solidify the desired learning for improvement of sterile technique.

            In level 3 the NPD will evaluate changes in the learner’s behavior. The nurse educator will audit charts, pull statistics, and obtain observational accounts from management and peers to gage if there has been a change in practice (Dickerson, 2017). Hopefully a drop in the number of catheters associated urinary infections will be seen in this phase. The NPD will gather all levels of data and provide a complete evaluation of the objective and subjective data then to gather if further intervention is needed to achieve the original desired objective and learning outcome.  

           

 

 

 

References

Dickerson, P. (2017). Core curriculum for nursing professional development (5th ed.). Chicago,

IL: Association for Nursing Professional Development.

Harper, M. G., & Maloney, P. (2016). Nursing professional development scope & standards of

practice (3rd ed.). Chicago, IL: Association for Nursing Professional Development.

Oermann, M., & Gaberson, K. B. (2016). Assessment and the educational process. In Evaluation

and testing in nursing education (5th ed., pp. 3-20). New York, NY: Springer Publishing

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