First Advisor

Patricia Cullen

Second Advisor

Lora Claywell

College

Rueckert-Hartman College for Health Professions

Degree Name

Doctor of Nursing Practice

Document Type

Thesis - Open Access

Number of Pages

43 pages

Abstract

In nursing education, faculty do not have best practice guidelines or consistent methods for assessing learning outcomes. Specific variances include; test construction, delivery, and evaluation methods. DNP project, titled Improving Nursing Faculty Comprehension of Evaluation Methods, addressed the lack of consistent faculty evaluation methods, and based on research increased integration of evidenced based concepts into practice. The following PICO was used for the project statement: “In nursing faculty at a Midwestern associate degree program, what is the effect of an educational in-service regarding evaluation methods, compared to no intervention on outcomes of comprehension and confidence in the use of best practice guidelines for evaluation methods based on self-report?” In the literature review, the following nine themes emerged: faculty impact on student success, assessment strategies, test construction, administering exams, use of evidence, clinical evaluation, math evaluation, English as a second language student, and reflection to build critical thinking. Faculty at a Midwestern associate degree program attended an educational offering regarding the researched themes that serve as the independent variable. A quasi experimental pre/post-test design, was implemented to evaluate confidence, comprehension, and perceived ability to overcome barriers with evaluation methods. Cronbach’s Alpha determined internal consistency, therefore reliability with the survey tool. Wilcoxon Signed Ranks test was used to determine decreased confidence, increased comprehension and perceived ability to overcome barriers with evaluation methods. Finally, Spearman’s Rho concluded correlation between the independent variable, comprehension, and overcoming barriers for evaluation methods. Future studies should consider a larger sample size to validate findings. Key words: DNP Capstone project, learning assessment, and test construction.

Date of Award

Spring 2018

Location (Creation)

Denver, Colorado

Rights Statement

All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials. It is available only for research purposes and may not be used in violation of copyright laws or for unlawful purposes. The materials may not be downloaded in whole or in part without permission of the copyright holder or as otherwise authorized in the “fair use” standards of the U.S. copyright laws and regulations.

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