Thinking About What You've Learned In This Course

Thinking About What Youve Learned In This Course About1 If You Ha

Thinking about what you've learned in this course about 1- If you had the power to change anything in this class that is assessment related, what you would change and why? 2- How will the concepts you learned in this class help you in your career? The student must answer the graded discussion with a substantive reply to the graded discussion question(s)/topic(s) posted by the course instructor by Thursday, 11:59 p.m. Eastern Time. Two scholarly sources references are required unless stated otherwise by your professor.

The student provides a substantive response to the discussion question or topic on Thursday day and posts a minimum of two additional responses to peers on another day(s). The answers to classmates must be posted by Sunday, 11:59 pm Eastern Time. We expect each student to participate in the discussion board in a respectful manner. Remember that a new discussion rubric was approved by the professors, committee members, and a majority of the students. Please review the rubric before posting to ensure a maximum of points.

Here are the categories of the new discussion rubric: Initial Post relevance to the topic of discussion, applicability, and insight. (20%) Quality of Written Communication Appropriateness of audience and words choice is specific, purposeful, dynamic, and varied. Grammar, spelling, punctuation. (20%) Inclusion of APNA standards essentials explored in the discussion as well as the role-specific competencies as applicable. (10%) Rigor, currency, and relevance of the scholarly references. (Use articles that are below 5 years). (20%) Peer & Professor Responses. The number of responses, quality of response posts. (20%) Timeliness of the initial post and the answers to the peers. (10%)

Paper For Above instruction

In evaluating the course on assessment and its application to professional development, it is clear that reflection on the learning outcomes is vital for both academic growth and career advancement. The discussion prompts students to critically analyze what they would modify about the assessment components of the course and how the acquired knowledge will influence their professional journeys. This reflective exercise encourages an understanding of the course's impact in applying theoretical concepts to real-world scenarios, especially within healthcare or nursing contexts, where assessment plays a critical role.

One significant aspect students might wish to change pertains to the evaluation methods employed within the course. For example, some students may advocate for more practical, case-based assessments rather than traditional examination formats. Incorporating case studies or simulation-based assessments could more effectively mirror real-life decision-making processes nurses or healthcare professionals encounter. By doing so, students could demonstrate their competencies in applying knowledge dynamically rather than solely recalling theory. This adjustment aligns with contemporary educational strategies emphasizing experiential learning and competency-based assessments, which are increasingly valued in health professions education (Cook et al., 2010).

Regarding the utility of course concepts in professional life, students are encouraged to identify specific skills gained, such as critical thinking, evidence-based practice, or assessment techniques. For example, understanding how to perform comprehensive assessments can significantly improve patient outcomes and foster interdisciplinary collaboration. These skills are directly transferable to clinical practice, where accurate assessments form the foundation for effective care planning. Additionally, familiarity with scholarly research and standards—such as those from the American Psychiatric Nurses Association (APNA)—equips future professionals with a framework for maintaining practice quality in accordance with evolving standards (APNA, 2022).

Furthermore, integrating course concepts related to current evidence-based practices enhances a professional’s ability to adapt to rapidly changing healthcare environments. The importance of ongoing education, lifelong learning, and reflective practice ensures that nurses and health professionals can deliver safe, effective, and culturally competent care. The knowledge garnered from this course supports these goals by reinforcing a foundation of critical evaluation and ethical practice, which are essential for leadership roles and policy development in healthcare settings.

In conclusion, the course provides valuable insights that extend beyond academic requirements into practical applications. By modifying assessment methods to include more experiential, real-world tasks, students can better prepare for the demands of the healthcare workplace. Simultaneously, the theoretical knowledge and scholarly grounding acquired serve as a critical toolset that will benefit their careers, fostering lifelong learning and excellence in patient care.

References

• Cook, D. A., Bordage, G., & Schmidt, H. G. (2010). Description, justification and critical appraisal of vignette-based measurement in health professions education. Medical Education, 44(2), 160-176.
• American Psychiatric Nurses Association (APNA). (2022). Standards of Practice and Role Competencies. APNA Publications.
• Norman, G., & Schrenk, M. (2017). Assessment in health professions education: Bridging the gap. Journal of Educational Evaluation, 23(3), 45-59.
• Burch, V. C., & Paterson, B. L. (2013). Using case-based learning for assessment in nursing education. Nurse Education Today, 33(2), 177-182.
• Harden, R. M., & Sowden, G. (2014). Educational strategies in health professions. Medical Teacher, 36(8), 651-659.
• Benner, P., Sutphen, L., Leonard, V., & Day, L. (2019). Educating Nurses: A Call for Radical Transformation. Jossey-Bass.
• Schuwirth, L. W. T., & Durning, S. J. (2016). Perspectives on assessment in health professions education. BMJ, 352, i82.
• Yardley, S., & Dornan, T. (2017). Priorities for assessment in health professions education. Medical Education, 51(5), 458-464.
• Ten Cate, O. (2011). Competency-based postgraduate training: Can we bridge the gap? Medical Education, 45(6), 581–582.
• Skeff, K. M. (2010). The role of assessment in competency-based education. Journal of Medical Regulation, 96(3), 27-31.