C921 NLN Core Competencies and Assessment

Student Name

Western Governors University

C921 Assessment and Evaluation Strategies for Measuring Student Learning

Prof. Name:

Date

NLN Core Competencies and Assessment

One of the primary responsibilities of a nurse educator is to develop evidence-based assessment and evaluation methods grounded in current research and best practices. Staying informed about updated policies and procedures is crucial to ensure students receive relevant knowledge and skills supported by evidence. This requires continuous professional development through ongoing education and frequent reevaluation of assessment strategies.

Assessment methods should be designed to accommodate diverse learning styles, ensuring fairness and accurate measurement of student competencies. Effective assessments challenge learners but remain achievable, incorporating a variety of question types and activities rather than catering to a single learning style. Such diversity promotes equitable evaluation and better reflects the true abilities of all students.

Additionally, educators should use assessment results to enhance teaching strategies. For example, if many students struggle with a topic, the educator can adjust instructional methods or content delivery. Feedback from students also provides valuable insight into the learning environment and assessment difficulty, signaling when assessments may be too simple or overly complex.

Timely, constructive feedback is essential throughout the course, especially during clinical practice. Students need clear guidance on when they are performing skills correctly and areas requiring improvement. Providing feedback privately helps minimize embarrassment and encourages receptiveness to constructive criticism, which is vital in clinical settings where incorrect practice can have severe consequences.

Clinical Competence Stage

My experience includes two years as a nurse in an acute care environment and four years as a certified nursing assistant in the same setting. This background has made me well-acquainted with facility protocols, patient acuity, workload, and staff responsibilities. Occasionally, I serve as a relief charge nurse and preceptor, indicating a proficiency level ranging from competent to proficient.

I feel confident teaching students and new staff on my current unit but recognize that I would be a novice in other specialties. My goal is to develop expertise and become a valuable resource for both students and colleagues. To advance, I plan to seek leadership opportunities, strengthen critical thinking, and enhance my ability to perform under pressure. According to Nightingale College (n.d.), education, practical experience, and professional networking are essential for career progression. As an educator, I commit to continuous learning to achieve expert status.

COPA Model

The COPA (Competency Outcomes and Performance Assessment) Model offers a structured framework to evaluate the learning environment, content, and competencies necessary in nursing education. It revolves around four key questions educators must address collaboratively and realistically:

Question Number	Question	Purpose
1	What are the essential competencies and outcomes for contemporary practice?	To design clear, achievable learning outcomes that accurately measure student understanding.
2	What are the indicators that define those competencies?	To identify why these competencies are crucial for students to master.
3	What are the most effective ways to learn those competencies?	To determine optimal learning environments and resources to achieve objectives efficiently.
4	What are the most effective ways to document that learners have achieved the required skills?	To select appropriate assessment methods (formative or summative) to verify competency attainment.

Formative assessments monitor ongoing student progress and provide regular feedback, while summative assessments evaluate learning outcomes against predetermined standards at the end of a course or unit.

Eight-Core Nursing Practice Competencies and Assessment Methods

Lenburg’s (1999) eight-core competencies guide the development of formative and summative assessments tailored to different learning domains and experience levels. Below is a summary of each competency with example assessments.

Core Competency	Formative Assessment Example	Summative Assessment Example
1. Assessment and Intervention Skills	Case study analysis requiring students to determine necessary tests, monitor signs, and suggest treatments.	Simulated patient exam where students perform safety protocols, assessments, and treatments.
2. Communication Skills	Role-play with a simulated patient to practice interviewing, listening, feedback, and accurate documentation.	Development and presentation of a comprehensive care plan, including appropriate documentation.
3. Critical Thinking Skills	Virtual patient scenario requiring diagnostic reasoning, prioritization, and test selection based on symptoms.	Written exam analyzing an emergency patient’s symptoms, prioritizing care, and choosing diagnostic tests.
4. Human Caring and Relationship Skills	Reflective journaling on nursing ethics, cultural respect, and patient advocacy.	Ethical dilemma paper where students propose culturally sensitive advocacy solutions.
5. Management Skills	Role-play assigning tasks as floor nurse, nursing assistant, or manager, emphasizing delegation and accountability.	Situational test evaluating delegation, resource use, communication, and supervision effectiveness.
6. Leadership Skills	Group discussions analyzing leadership traits in case scenarios.	Group presentations demonstrating leadership principles via creative methods such as role-plays or multimedia presentations.
7. Teaching Skills	Reflective journals assessing confidence and strategies in teaching skills and health promotion.	Group or individual presentations teaching specific nursing skills to classmates.
8. Knowledge Integration Skills	Minute papers summarizing key learning points and identifying knowledge gaps.	Multiple-choice final exam covering nursing, healthcare, and interdisciplinary knowledge.

Academic Freedom

Academic freedom permits educators to express ideas freely without fear of political or religious consequences (U.S. Legal, Inc.). This freedom should be utilized to foster open discussions about patient care, including acceptance and cultural sensitivity. Educators must emphasize the importance of separating personal beliefs from professional duties to provide respectful, patient-centered care.

However, academic freedom should not be misused to promote irrelevant agendas. Educators should maintain focus on nursing-related topics and create an inclusive learning environment that prioritizes patient welfare.

Reflecting on Reflective Practice

Reflective journaling serves as both an educational assignment and an evaluative tool that bridges classroom knowledge with real-life experiences. Its purpose is to cultivate deep learning, critical self-reflection, and professional growth by connecting cognitive, psychomotor, and affective domains (Dennison, Rosselli, & Dempsey, 2015).

Personally, I have found reflective journaling invaluable for processing daily challenges, identifying areas for improvement, and enhancing problem-solving skills. Reflection helps dissect events, reactions, and alternative approaches to improve future outcomes. It is also beneficial during skill acquisition, revealing ineffective learning strategies and facilitating more efficient knowledge gain.

Academic nursing educators play a key role in helping students appreciate reflective practice’s benefits. Sharing personal reflections, setting realistic expectations about the adjustment period, and providing structured time for journaling can foster acceptance. Inviting guest speakers to discuss their experiences with self-reflection adds credibility and motivation.

Encouraging students to maintain weekly reflective journals avoids overwhelming backlog and maximizes recall accuracy. Prompting students to identify strengths, limitations, and learning opportunities in their reflections supports continuous improvement.

Final Course Reflection: Assessment and Evaluation Strategies for Measuring Student Learning

1. What did you already know about the evaluation of course assessments?
Before this course, my understanding was limited. I knew assessments measured student knowledge, and that poorly designed questions required revision to avoid confusion or irrelevance. I was aware of the need to balance question difficulty.

2. How has your opinion or philosophy on assessment changed or evolved?
I learned the distinction between formative and summative assessments and that assignments, presentations, and quizzes are also forms of evaluation. I now appreciate the extensive effort and strategic planning involved in developing and grading assessments.

3. What surprised you the most about course assessment evaluation?
I was surprised by the depth of analysis involved, such as reviewing each question’s difficulty and how educators actively revise or remove questions. The educator’s role in this process was more significant than I expected.

4. How will you ensure you meet academic nurse educator competency requirements for assessments?
I will regularly review and update assessments, seek feedback from students and colleagues, engage in self-reflection, and pursue ongoing education to align with evidence-based standards.

5. What steps will you include in your professional development plan to build competence in assessment evaluation?

Step Number	Action
1	Attend continuing education courses
2	Engage in self-reflection and evaluation
3	Participate in meetings and seminars
4	Request feedback from students and coworkers
5	Maintain openness to constructive criticism and change

References

Dennison, R., Rosselli, J., & Dempsey, A. (2015). Evaluation beyond exams in nursing education: Designing assignments and evaluating with rubrics. Springer Publishing Company.