This course is the third course of six collective courses that make up the learner6paced online program,Faculty Knowledge/Skills Development: A Review for Nurse Educators.
The six6courses, designed like chapters in an online study6guide booklet, closely align to all major content areas within the Certified Nurse Educator (CNE®) test blueprint. Each course is engaging, featuring interactive practice scenarios, knowledge checks, and downloadable resources. Over 200 combined knowledge checks and test questions weaved throughout the six courses will help learners prepare for the credentialing exam. The learner has the option to complete the program in its entirety or complete only courses aligned to content areas they wish to study, depending on their readiness for the CNE® exam.
After completing this course in the program, learners will be able to:
Section 1: Evaluation Strategies for Learning Outcomes
- Distinguish between grading and evaluation.
- Evaluate students using various methods.
- Differentiate between norm—referenced and criterion—refrenced evaluation.
- Distinguish between formative and summative evaluation.
Section 2: Quantitative Tests for Evaluation
- Differentiate between the types of reliability and validity.
- Select appropriate assessment tools for both quantitative and qualitative data.
- Determine the level of a data set with regards to what degree it may be analyzed.
- Interpret results of a test item evaluation and make decisions regarding test items for improvement.
Section 3: Evaluation & Feedback
- Select the appropriate method of qualitative data collection -- questionnaire, interview, observation.
- Describe the steps for giving feedback to students.
- Identify appropriate evaluation strategies based on desired learning outcomes.
Section 4: Clinical Evaluation
- Discuss the various methods of clinical evaluation used in nursing programs.
- Explain how anecdotal notes are utilized for clinical evaluation.
- Select clinical evaluation tools based on which learning domain(s) it is expected to assess.
- Demonstrate how portfolios can be used to demonstrate learning through scholarly tasks.
About the Author
Kimberly Dunker, DNP, MSN, RN, CNE, CNEcl, Kimberly has been a nurse for over 18 years and has worked in a variety of Critical Care Nursing specializing in Adult, Surgical, Medical, Oncology, Thoracic, neurology and Cardiac Surgeries. Early in her journey she found her love for teaching as a clinical adjunct faculty where she worked in several nursing schools teaching medical surgical clinical rotations in both the AS and BS nursing programs.
Kimberly’s doctoral research focused on Thesis “Empowerment of Nursing Faculty” and her capstone project implementation program was focused on transition and orientation programs for clinical nursing faculty. This project continues to be the highlight of Kimberly’s continued scholarship which includes working on the MASS Action Coalition on the Faculty team. The focus is to provide resources to faculty and understand the nursing faculty shortage. Kimberly’s passion is to help new clinical faculty and preceptors gain the knowledge and competency to bridge into academia from practice. Kimberly has provided many continuing education workshops for RN’s who want to learn the faculty role and help them by giving them tools to be successful in their transition.
Following graduation Kimberly has continued to work in academia with pre-licensure nursing students teaching adult medical surgical nursing concepts in the classroom and clinical instruction as well as RN-BS students teaching Nursing Research, Nursing Leadership and Informatics.