Support Your Work With Course And Text Readings

To Support Your Work Use Your Course And Text Readings And Also Use R

To support your work, use your course and text readings and also use resources from the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format. You may use this APA Citation Helper as a convenient reference for properly citing resources or connect to the APA Style website through the APA icon below.

Paper For Above instruction

The assignment requires students to choose between two topics related to nursing education and assessment, and to deliver a comprehensive response supported by academic sources and resources, including R programming where relevant. The first topic focuses on mentoring experiences and their effect on nursing practice, while the second entails designing a teaching scenario that incorporates formative and summative assessments, along with strategies for communicating feedback to learners.

In this paper, I will select the second topic regarding formative and summative learning assessments. The discussion will begin with the creation of a detailed teaching scenario that demonstrates the integration of both assessment types. Subsequently, I will examine how to effectively communicate assessment findings to learners, emphasizing strategies that promote constructive learning and motivation. I will also compare positive versus discouraging feedback examples to illustrate best practices in fostering learner engagement and development.

Designing a teaching scenario that combines formative and summative assessments requires careful planning to ensure each assessment serves its purpose while supporting learner growth. For instance, envision a nursing skills lab focusing on intravenous (IV) insertion. The formative assessment might include a peer and instructor observation during practice, along with real-time feedback on technique, safety, and adherence to protocols. This ongoing assessment allows immediate correction and guidance, helping students recognize their strengths and areas needing improvement.

In contrast, the summative assessment would occur at the end of the unit, such as a practical exam where students demonstrate IV insertion skills independently. The performance would be evaluated using a standardized rubric, providing a final grade and competency confirmation. This combination ensures continuous feedback throughout learning and a decisive measurement of mastery at the conclusion.

Effective communication of assessment results is crucial in enhancing learner motivation and fostering professional growth. To communicate formative assessment findings, instructors should adopt feedback strategies that are specific, timely, and constructive. For example, highlighting what the learner did well before suggesting areas for improvement can reinforce positive behaviors. Utilizing a growth-oriented feedback style encourages learners to view assessments as opportunities for development rather than evaluation of failure.

When delivering summative assessment results, clarity and professionalism are vital. Feedback should clearly articulate the student’s performance relative to established standards, acknowledging achievements while also providing guidance for future improvement if necessary. Offering specific suggestions for further practice or resources demonstrates support for continuous learning.

Positive feedback examples include affirming statements such as, “You demonstrated excellent technique in maintaining aseptic practice during the IV insertion,” or “Your confidence in identifying the correct vein significantly improved after practice.” Discouraging feedback, on the other hand, might convey criticism without constructive suggestions or be overly general, such as, “You need to improve your skills,” which can diminish motivation and confidence.

Overall, integrating formative and summative assessments within a teaching scenario enhances educational outcomes by promoting ongoing learning and accountability. Effective communication of feedback tailored to each assessment type further fosters a positive learning environment, essential for developing competent and confident nursing professionals.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Bastable, S. B. (2019). Nursing education: The faculty guide (4th ed.). Jones & Bartlett Learning.
• Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80(2), 139–148.
• Driessen, E., Van Der Vleuten, C. P. M., Schuwirth, L. W. T., & Wass, V. (2012). The essentials for successful assessment systems. Medical Teacher, 34(3), 205–211.
• Gikandi, J. W., Morrow, D., & Davis, N. (2011). The role of formative assessment in fostering students’ motivation and achievement in higher education. Assessment & Evaluation in Higher Education, 36(5), 551–567.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112.
• National League for Nursing. (2016). Development and validation of assessment tools in nursing education. NLN Publications.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Education Review, 57(1), 1–22.
• Wiggins, G. (1998). Educative assessment: Designing assessments to inform and improve student learning. Jossey-Bass.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64–70.