Discussion Question Response:

#1  Samantha -an essential role of nurse educators is assessing and evaluating their students. I do not agree that evaluation should be conducted at the end of a course. Evaluation should be a continual process throughout the course or program. If evaluation takes place at the end of the course, there is no time for improvement or change. Students and educators cannot provide criticism, and areas of the course cannot be altered to enhance learning. Improvement can take place for the next group of students, but the current students will not benefit from the evaluation. In addition, students may not have gained the vital knowledge and experience to improve their nursing practice. Students are not able to share their concerns or areas of struggle. This hinders the ability of the students to be active learners and participants in the course. Evidence has shown that student performance is heightened when they are actively involved in their learning (Laokhompruttajarn, et al., 2021).

           Evaluation is described as a universal process that considers the price or worth of something. Evaluation can offer indication that what nurses perform as educators generates a value-added transformation in the care they deliver. Assessment and evaluation are exceedingly interconnected, but they are not identical. An education program starts with an assessment of requirements of its learners Assessment information might be mentioned as the input of the program. While the program is being directed, intermittent evaluation allows the educator to identify whether the progress of the program and learners is happening as intended. After program conclusion, evaluation works to further recognize whether and to what degree acknowledged needs were attained and educational outcomes were reached. Each process should be continual (Bastable, 2019).

           Although an evaluation occurs at the conclusion of a program, this is not the sole time to plan it. When evaluation happens at the end of the course, it becomes an afterthought. This is a poor and hazardous idea because the information may be unattainable, be unfinished, or even be false. Negative behaviors could have continued throughout the course without change or identification. Students and educators will be negatively impacted by only providing evaluation at the end of the program. Ideally, assessment and evaluation preparation should be simultaneous activities. The educator should assess the outcomes of the course after each activity and meeting. As result, the educator can identify if outcomes were met or not met. If outcomes were not met, the educator can work to adjust their planning and methods used so that outcomes can be met (Bradshaw et al., 2021).

#2 Gwen-Evaluation is a process that involves different types. Formative evaluation for me is the ideal type since it conducts frequent feedbacks and responses while the performance is ongoing. This evaluation process gathers information during the early stage and focuses on finding out whether the efforts are unfolding as planned, uncovering any obstacles and barriers while identifying adjustments and corrections to ensure success (Boothroyd, 2018). When I was still studying, my teachers usually gave feedback from time to time or when needed. Although it made the struggle harder, it did guide me in the right direction. When doing a clinical procedure, my instructor always gives positive feedback for correctly doing a certain procedure and gives constructive criticism when I miss something. It helped me point out my strengths and weaknesses and boosted my confidence in performing the procedure the second time. This feedbacks gauges where I am at with my skills and what skills I need to correct and improve to perform successfully. If given at the end, I would have forgotten which part I did well and where I need improvement.

The primary purpose of assessment and evaluation is to improve students’ skills and knowledge. By doing a continuous assessment, educators can determine what the student needs to maximize learning, and at the same time, allows students to recognize the teaching strategy that works best for them. The students are guided if they are still on the right path to completing their task and given the direction in what is ideal. This strategy ensures a clear direction for improvement. Another scenario is when a student is doing a case presentation, where the clinical instructor provides ongoing evaluation, allowing the student to comprehend the topic better. This method guides the presenter that the teaching approaches are effective and create meaningful learning through constant feedback. Formative evaluation gives the instructor an opportunity to recognize struggling students and provide intervention to help the students complete the task successfully, giving the student the self-confidence and motivation to improve.

Although formative evaluation does not measure a student’s grade through a benchmark or rubric, it provides actional feedback making the learning more interesting. The learning is unique for every student, making the teaching and learning individualized addressing each student’s needs. Another advantage of this type of evaluation is students’ ability to monitor their own progress by self-identifying the challenges they met while completing the task. Evaluating students as they learn improves their ability to communicate their needs and how to manage those needs.