Learning

Activity

Evaluation
Strategy

Formative or
Summative?
Why?

Simulations are
activities, typically
conducted in the
clinical lab
setting. Students
are able to
demonstrate
patient care
techniques and
skills, as well as
critical thinking
skills through
simulations that
typically utilize a
specialized
mannequin to
demonstrate on.
This evaluation
strategy provides
a safe
environment for
students to
demonstrate
skills with no
threat to patient
safety.

Simulations can be
used as a
summative
assessment for
licensing and
certification
examinations. Sim
ulations can also
be used as a tool to
determine what
instructors need to
alter to improve the
course for future
students.
Simulations can
also be used as a
formative
assessment to
assess students
learning and ability
to apply the
content, as well as
identify any
difficulties that the
students encounter
with content or
concepts.

Case studies
are useful
learning
activities as they
provide an indepth analysis of
a real life
scenario that
demonstrates
class content.
Case studies
associate the
practical aspects
of nursing
content with the
theoretical
aspects that help
students to recall
important
information. This
learning activity
stimulates critical
thinking,
retention, and
recall. Problem
solving is
promoted with
this activity.

Reflective journaling is
considered a formative
evaluation tool. This is
due to the nature of the
assignment being
learner centered with a
focus on achievements,
with students and
educators being able to
see their progress
towards
course/program

Self-assessment of
the student is
occurring when
utilizing reflective
journaling. As
mentioned, it allows
for the student to
review their own
practice during
clinical experiences
and how knowledge
was applied to the

Reflective
Journaling
Reflective journaling
is an evaluation
strategy done to
reflect upon nursing
experiences, areas of
strength, and areas
where improvements
could be made. It

(Identify focus
of Activity)

Learner-Centered
Objectives Being
Measured

Level of L

1. Cognitive
(Understand

1.Explain the proper

steps for oral medication
administration
2. Demonstrate the
proper technique for
inserting an indwelling
catheter in a male and a
female patient.

The student will:

1. Describe integration of
theory into clinical practice.
2. Describe the nursing
process as it applies to
specific clinical experiences.

Simulations
students the
opportunity
their unders
of learned c

2. Cognitive
(applying):

The simulat
require the s
to display th
understandi
course
content/con
through
demonstrati
various skill

Cognitive T
students are a
integrate theo
learned knowl
their own prac
Reflection upo
show their pro
towards learni
classroom.

allows for the student

to express their
thoughts and feelings
about their
experiences, which
often leads to a great
understanding of
ones self. While
utilizing reflective
journaling, student
should and most
likely will connect
ideas from the
classroom to their
clinical experiences.
Providing objectives
or expectations of
journal entries will be
helpful in guiding the
students thoughts
and enhance critical
thinking.

Clinical
Competencies
Competencies are
used to measure the
students ability to
perform tasks. Three
ways in
understanding
competence is: (a)
task related skills; (b)
pertaining to generic
attributes essential to
effective
performance; and (c)
the bringing together
of a range of general
attributes such as
knowledge, skills and
attitudes appropriate
for professional
practice (LevettJones, Gersbach,
Arthur & Roche,
2011).

outcomes. Formative
evaluation is done
while the student
experiences the
teaching- learning
process, which is when
reflective journaling is
completed.

nursing process. In
doing so, the
student can
continue to develop
clinical thinking
skills. During selfassessment, the
student is often able
to recognize
something that
could have been
done better. When
the student is able
to recognize this,
growth in his or her
own professional
development is
attained.

Clinical
competencies can
be used as
formative
evaluation because
the student
performs
competencies and
immediately
receives a pass/fail
based on their
performance. This
gives faculty
immediate
evaluation on the
overall student
outcomes and see
if the teaching
techniques are
effective. If a
student is
unsuccessful

Nursing students
will have the
opportunity to
learn through
creative lab skill
activities. This
learning activity
will give faculty
the opportunity
to show skills,
give students
skills checklists
with grading
rubrics, and time
to practice skills.
Giving students
the rubric will
guide students
with the correct
way to perform
skills and the
criteria needed

Affective Thr
reflection, the
able to identify
values, and m
in regards to t
experiences.
important part
awareness, a
imperative to h
nursing.

At the completion of this

learning activity, the
learner will:
1. Perform assigned
nursing skills
successfully in front of
nursing faculty.
2. Demonstrate
appropriate
assessment skills,
critical thinking and
interventions during
tested scenarios.

1. (Applying

Students wi
the opportun
practice
psychomoto
that they ca
develop and
appropriate
clinical prac

2. (Evaluatin

The cognitiv
students ga
these learni
activities wil
justified by t
performance

The Minute
Paper:

during a
competency they
receive feedback
from the instructor
and may have to
take part in
remediation with
specific faculty.
This gives students
the opportunity to
receive
constructive
feedback and
understand where
they are falling
short in their clinical
performance.

to pass during
their
performance.
After skills tests,
students have to
ability to move
forward with their
learning, or will
need to attend
remediation.
Remediation
may include
additional
practice in a
particular
nursing skill or
set of skills,
writing a
reflective
narrative about a
critical incident,
searching for the
evidence that
underpins a
particular aspect
of practice,
additional
supervised
clinical
placement
hours, or
spending time
with a specialist
nurse, for
example, a pain
consultant
(Levett-Jones,
Gersbach, Arthur
& Roche, 2011).

The minute paper

can be used as

This evaluation
strategy would

At the completion of this

learning activity, the

1.
(Cognitive)Q

a very short, in-class

writing activity where
students answer
questions that
prompt them to
reflect on the days
lesson and provides
the instructor with
useful feedback. This
versatile classroom
assessment tool
provides a quick and
simple way to assess
student learning.
The minute paper
can be used at the
end of class or at the
conclusion of a key
concept during class.
Feedback from the
teacher is given at
the beginning of the
next class.

Quickie Quizzes
These quizzes
can be a way to
test
understanding
in the moment

formative or
summative
evaluation. This
write-to-learn
activity may be
used throughout
the course.
Students collect
their minute papers
during the course
and use them as an
ongoing learning
journal. Feedback
from the teacher
provides a
formative
assessment for
students to identify
their strengths and
weaknesses and
target areas that
need work. It also
helps faculty
recognize where
students are
struggling and
address problems
immediately. If the
minute paper is
graded, then it can
be used as part of
the summative
evaluation at the
conclusion of the
course.

be used for the

Imagine
learning activity
in a class on
health promotion
for the older
adult. The
students are
asked to imagine
that their parents
are no longer
able to care for
themselves and
are living in a
long-term care
facility. They are
asked how they
would want the
nurses to treat
their parents.
This activity
helps the
students to
contemplate the
challenges of
aging patients
and to develop
empathy for the
older population.

This form of
evaluation
technique is
formative because
it allows for a
valuable way to
assess

The quizzes are

given at times
that may be
unexpected by
the students. It
is a to assess
their learning

learner will:
1. Explain the
challenges of older
adults who can no
longer care for
themselves.
2. Respect the older
adults experience as
he/she adapts to
physical limitations and
role change.

on the minu
would ask to
two or three
significant th
they learned
this session

2. (Affective
minute pape
students wo
asked to ref
their unders
of challenge
older adults
experience
physical lim

1. ( Cogniti
rememberin
will test the
comprehens
the informat

2. (Creating

and give the

teacher a view
of where
learning needs
to continue.
These can be
pre- post
activity
and allow for
immediate
feedback to the
student

Concept
Mapping:Using a
flow chart design
to organize ideas
that help the
learner build and
discover

understanding and
quickly get the
students attention.
Not all quizzes
need to count
toward the
summative grade .
They can be a way
to monitor
preparation for
class, and the
process of forming
critical thinking as
the material is
assimilated
(Herrman, 2016).
It can be used to
review previously
learning material
before learning new
material. Student
can develop their
own quizzes as a
mechanism to
stimulate their own
active learning, and
use them as self
-assessment tools

processes in the
moment. Some
quizzes of this
type do not need
to be 'graded' but
used to identify
areas where
further learning
is needed. It can
be a way to
assess the
students'
preparation for a
class as a pretest and given
later as a posttest to determine
if learning
occurred. In the
pre-test quiz it
can be a way to
review previously
learning material
before new
material is
presented.
Quizzes that
count need to be
clearly
designated as
going toward the
grade. In these
cases the
students need
opportunity for
make up
(Herrman, 2016).

Formative: this is
a learner centered
technique provides
ongoing feedback
to students, as they
create several
concept maps

The Learning
activities that are
evaluated with
this strategy
include
classroom
discussions, pre

Evaluating)
The student will:
1. Be able to list risk
factors for someone
having Peripheral Artery

Applies the
information
study

2.Write a care plan

incorporating the factors
known, medications to
be used, and ways of
preventing PAD

1. Students will be able to

make connections between
content delivered in
classroom to patient
assignment in clinical setting.

1) Apply
Students wi
information
learned in th
classroom in
specific sce
the clinical s

relationships as
they create a
visual
representation of
each connection.
Concept mapping
is an advanced
learning/evaluatio
n technique that
allows the
opportunity for
critical thinking,
linking theory to
practice and
development of
organization
skills.

through their
clinical rotation.
Concept maps may
not necessarily be
graded, with each
new concept map,
students progress
in abilities and will
eventually lead
toward completion
of outcomes.

pertaining to
specific pati
and post
conferences and
pre class room
assignments of
chart review and
review of theory.

2. Students will develop a full

plan of care utilizing the
nursing process and nursing
diagnosis to build
relationships between
medical diagnosis and
nursing interventions.

2) Create
Students ar
creating a p
care for thei
patients utili
nursing proc
concept ma
techniques.

(Both Cogn