BSN 1-L
Group 5
P R E S E N T A T I O N
Assessment
and Evaluation
“For the sick, it is important
to have the best.”
BSN 1-L
Group 5
Flow of Presentation
assessment
and evaluation
general definition learning assessment
of clients
methods of evaluation
objectives of terms qualities of good
measurement
interaction process
analysis/process recording
BSN 1-L
Group 5
Conduct Comprehensive
Objective:
Learning Assessments
Utilize Various Evaluation
Methods
Evaluate the Qualities of
Measurement Tools
Analyze Interaction
To provide the BSN 1-L students with a Processes
comprehensive understanding of Apply Reflective Practices
Develop Effective
assessment and evaluation in nursing Educational Interventions
education, focusing on the importance and
application of various assessment methods,
evaluation techniques, and the
The Specific Learning
characteristics of effective measurements in Outcomes for BSN 1-L
clinical practice. students on
Assessment and
Evaluation are the ff:
After 30 minutes of Lecture-Discussion, the
BSN 1-L students will gain a solid foundation By the end of the
in the principles of assessment and session, the students
will be able to:
evaluation, enabling them to apply these
concepts effectively in their future nursing
practice.
BSN 1-L
Group 5
Introduction
Assessment and evaluation are crucial in nursing
education, ensuring students develop the necessary
competencies for high-quality patient care.
Assessment involves systematically collecting and
analyzing data on students' knowledge, skills, and
learning needs, enabling educators to identify
strengths and areas for improvement. This process
informs personalized teaching strategies and
enhances learning outcomes. Evaluation, on the other
hand, measures the effectiveness of educational
programs and interventions against set standards,
providing insights into the achievement of
educational goals. Together, these processes foster
continuous improvement, preparing nursing
students to excel in a dynamic healthcare
environment.
BSN 1-L
Group 5
Definition of Terms
Assessment Fun Facts! Evaluation
A systematic process of “assessment” - the process of
collecting, analyzing, assessio = “a sitting
determining the
and interpreting data by” or “a session”
effectiveness of the
about learners’
educational activities
knowledge, skills, “evaluation” -
attitudes, and and programs.
aestimatio =
educational needs.
“valuation”
BSN 1-L
Group 5
Importance and Purpose of
Assessment and Evaluaton
Purpose Importance
Measuring Learning Outcomes Ensuring Patient Safety
Identifying Learning Needs Continuous Professional
Informing Instructional Development
Planning Quality Improvement
Monitoring Student Progress Promoting Evidence-Based
Promoting Quality Practice
Improvement Compliance with Regulatory
Standards
BSN 1-L
Group 5
Learning Assessment of
Clients
The first step in the patient teaching process; includes
determining what patients already know, what they need
and want to learn, what they can learn, and how best to
teach them.
Nurses use an individualized approach that is customized to
meet the specific needs, preferences, and learning styles of
each client when providing health education and health
promotion interventions.
Three crucial characteristics of assessment, according to
Cronbach (1960), to set it apart from evaluation:
1. Using a range of methods and techniques,
2. dependence on observation in both planned and
unplanned situations, and
3. information integration.
BSN 1-L
Group 5
Assessment of Needs
Identifying the material that needs to be taught, deciding how much
instruction is required, and whether instruction is even necessary at all.
1. Identify the Learner
Questions you might ask include:
The development of formal as well as informal education
2. Choose the ideal environment to work on What are you most concerned about?
Building rapport and providing confidentiality and privacy. What are your goals for learning how to
3. Collect data from the learner take care of yourself?
What do you feel you need to know to
4. Prioritize needs achieve your goals?
Maslow’s Hierarchy of Human Needs What specific problems are you having?
The teacher can help the student take care of their What do you know about your
condition?
most basic needs first. What are you most interested in
learning about?
How will you manage your care at
home?
BSN 1-L
Group 5
Before learning can begin, the
Readiness to
nurse assesses the patient for
readiness:
Ability to learn - Vision, hearing, learn
intellectual status, language barriers
Motivation - “If I quit smoking, I will A learner's capacity to take action,
gain weight” change their behavior, and apply new
Comfort - Pain, distress, nicotine
knowledge to produce successful and
withdrawal.
useful results.
Questions you might ask include:
How do you feel about making the The client's level of readiness for
changes we’ve discussed? learning and their past learning
What changes would you like to work on
now?
experiences can influence the teaching
Are there any problems that would process.
prevent you from learning right now?
BSN 1-L
Group 5
Styles of Learning
Explains the way individuals understand information.
Every learner is unique and complex, and they are all
distinguished from one another by their preferred learning
style.
Its goal is to identify the patient's preferred learning style so
that you may match your teaching strategies to it as closely as
possible.
Questions you might ask to determine the patient’s
learning style are:
What time of day do you learn best?
Do you like to read/what types of books or magazines do you
enjoy reading?
Would you prefer to read something first, or would you rather
have me explain information to you?
Do you learn something better if you read it, hear it, or do it
hand on yourself?
Literacy and Readability
The ability to read, comprehend, and analyze written
material is known as literacy, whereas readability
refers to how difficult a text is to understand.
Tests to measure client’s literacy:
a. REALM (Rapid Estimate of Adult Literacy in
Medicine)
b. WRAT (Wide Range Achievement Test)
BSN 1-L
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BSN 1-L
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Methods of Evaluation
Evaluating continuing staff development
and student nurse education is crucial for
improving professional practice. Nurse
educators must ensure that staff nurses
and nursing students possess the
knowledge, attitudes, and skills necessary
to demonstrate essential competencies for
delivering safe, high-quality, evidence-
based patient care.
Steps in Conducting an Evaluation
Determining the Designing the Conducting the
Focus of the Evaluation Evaluation
Evaluation
Identify the specific Develop a structured Implement the
aspects of staff plan outlining the evaluation plan, collect
development or evaluation methods, data through
student education that tools, and criteria. observations, tests,
need assessment. surveys, and other
relevant methods.
Steps in Conducting an Evaluation
Determining Reporting Results Using Evaluation
Methods to Analyze and Summarizing Result
and Interpret Data Findings
Apply the evaluation
Choose appropriate Prepare a findings to improve
statistical and comprehensive report educational programs,
qualitative methods that summarizes the inform policy
to analyze the findings and provides decisions, and
collected data. insights based on the enhance professional
data. practice.
Audience - The audience includes the people or groups for
whom the evaluation is being conducted. The primary There are 5 components of
audience are the individuals or groups who requested the
evaluation or who will use the evaluation results and the evaluation. To identify these
general audience is those who might benefit from the components, ask the
findings of the evaluation. following questions:
Examples:
Educators, administrators, policymakers, professional
colleagues, patients and their families, and peers.
“For which audience is the
Purpose - Clarify why the evaluation is being conducted evaluation being
and what it aims to achieve. An excellent rule of thumb is
to keep it singular, or in other words, the evaluator should conducted?”
state, “The purpose is…” not, “The purposes are…” “For what purpose is the
Questions - Formulate specific questions that the evaluation being
evaluation seeks to answer. It must be directly related to conducted?”
the purpose for conducting the evaluation, must be “What questions will be
specific and must be measurable. asked in the evaluation?”
Scope - Scope considers the extent of what is being “What is the scope of
examined. It defines the breadth and depth of the evaluation?”
evaluation, including the time frame and extent of Which resources are
activities evaluated. available to conduct the
Resources - Identify the resources needed, which includes evaluation?”
personnel, tools, expertise and time. Anyone who is
conducting an evaluation should remember that time and
expertise are required to collect, analyze and interpret
data as well as to prepare a report of the evaluation results.
Methods of Evaluation
Process/Formative Content Summative
Evaluation Evaluation Evaluation
It is to make necessary It determines
adjustments to an It determines the effects
whether learners or outcomes of teaching
educational activity as
soon as they are identified, acquired the effort. It measures the
such as changes in knowledge and skills changes that result from
personnel, materials, taught during the teaching and learning.
facilities, teaching learning experience.
methods, learning
objectives or even the
educator’s own attitude.
Methods of Evaluation
Impact Evaluation Program
Evaluation
To determine the relative The purpose is to
effects of educations on determine the extent
the institution or
community. It also obtain
to which all activities
information that will help for an entire
decide whether department or
continuing an program over a
educational activity is specified time meet
worth its cost. or exceed the goals
originally established.
The importance of a Good Measurement
In nursing education, effective assessment and evaluation rely on
measurements that are both valid and reliable.
Validity ensures the measurement accurately
assesses the intended learning outcomes or
competencies.
Reliability refers to the consistency of the
measurement. A reliable assessment yields
similar results if administered multiple times
under similar conditions.
Good measurement is essential for assessing
patient health, evaluating outcomes, and guiding
clinical decisions.
Good measurement is Qualities of Good Measurement
crucial in assessment and
evaluation because it Reliability
allows educators to
Consistency: Measurements should yield consistent results over
accurately gauge students' repeated applications, regardless of who performs the measurement.
learning and competency. Inter-Rater Reliability: Different nurses should obtain the same
results when measuring the same variable under the same
This information is then conditions.
used to: Intra-Rater Reliability: The same nurse should obtain the same
Identify areas where results when measuring the same variable at different times.
students excel and Validity
where they might need
additional support. Accuracy: Measurements should accurately reflect the true state or
Make informed condition being assessed.
decisions about Construct Validity: The measurement should accurately capture the
instruction and concept it is intended to measure, such as pain, anxiety, or mobility.
Content Validity: The measurement should cover all relevant aspects
curriculum of the concept being assessed.
development. Criterion Validity: The measurement should correlate well with other
Ensure graduates established measurements of the same concept.
possess the necessary
knowledge and skills to Sensitivity
provide safe and
effective patient care. The ability to detect small but clinically significant changes in a patient’s
condition.
Specificity
The ability to measure exactly what is intended without being confounded by other variables.
Practicality
Ease of Use: Measurements should be easy for nurses to perform without extensive training or
complex procedures.
Time Efficiency: Measurements should be quick to perform, fitting seamlessly into the workflow.
Cost-effectiveness: Measurement tools should be affordable and not require expensive equipment.
Relevance
Measurements should be directly related to patient care and the nursing interventions
beingassessed.
Objectivity
Measurements should be as objective as possible, minimizing subjective interpretation and bias.
Patient-Centeredness
Measurements should be appropriate and comfortable for patients, considering their physical
and emotional state.
They should respect patient privacy and dignity.
Standardization
Use of standardized measurement tools and protocols to ensure uniformity across different nurses and
settings.
Clinical Utility
Measurements should provide information that is useful for clinical decision-making and improving patient
outcomes.
They should help in monitoring patient progress, planning care, and evaluating the effectiveness of
interventions.
Ethical Considerations
Measurements should be conducted ethically, ensuring informed consent, patient comfort, and data
confidentiality.
Feasibility
Measurements should be practical in the clinical setting, considering the environment and available resources.
Educational Value
Measurements should contribute to the ongoing education and development of nursing skills and
knowledge.
Ensuring these qualities in nursing measurements enhances the accuracy, reliability, and usefulness of the
data collected, ultimately leading to better patient care and outcomes.
Interaction Process Analysis/Process Recording
What is interaction process analysis?
-the process of evaluating each process and
determining the data requirements of each and
developing a matrix of what data are used by what
process.
Why is it important?
It is valuable in enhacing our communication skills,
Training and Education, systematic analysis.
What is the purpose of interaction process
analysis/process recording?
The purpose of it is to understand the group
dynamics and enhancing communication.
Guide to Process Recordings and
Analysis
1. Develop a conscious
awareness of therapeutic
communication methods
used to help an individual
suffering from mental Complete a process
illness. recording in this manner:
2. Accurately chart the
interaction with verbatim
recording. Record descriptive data
3. Identify the congruency at top of Process
between verbal and Recording sheet.
nonverbal communication. Record as much of the
4. Analyze the significance of nurse-client interaction
the communication. as possible (at least 10
5. Describe the milieu and the
client. minutes).
6. Analyze the effects of the Include verbal and non-
milieu on the interaction. verbal communication of
7. Identify own feelings in both the nurse and the
relation to the interaction. client.
8. Identify themes that the
client has expressed.
9. Identify the goal of the
interaction.
Analysis of the interaction
1. Evaluate the non-verbal
communication for both nurse and
Describe nurse's thoughts and client.
feelings about the interaction. 2. Label each nurse response
according to the various
1. What were you feeling? communication techniques used.
2. What were you thinking? 3. Label each nurse response "T" for
3. What needs might the therapeutic or "U" for un-
client be expressing? therapeutic.
4. What feelings were being 4. Suggest alternative interactions
expressed by the client? (verbal or nonverbal) which might
5. What thoughts were being have enhanced the interaction.
expressed by the client?
5. Analyze the phase of the nurse-
Were they congruent with the
feelings or were they not? patient relationship.
6. Identify a theme/s of client's
6. Evaluate the non-verbal concern/s during the interaction. A
communication for both the theme is an issue and its
nurse and client. accompanying feeling tone which
dominates an interaction.
7. Utilize the Reflective Narrative
Client-Centered Analysis to
evaluate your therapeutic
communication experience.
8. Show students example of well-
done process recording.
