Pulmonary Artery Hypertension Lesson Plan for Critical Care Nurses Evaluation Paper

Describe one formative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.

The formative assessment strategy selected for the lesson plan is a summary paper that identifies the main points of the lesson. This approach helps in providing feedback for the ongoing lessons to improve the lessons while helping the nurses improve on learning. In addition, it is diagnostic in nature as it assesses the learning rather than the learner. It measures how well the student is learning along the way with a focus on the strengths and weaknesses and immediate target areas that need attention. In essence, the formative assessment provides insight into the learners’ performance to enable just-in-time lesson revisions (Harrison & Graham, 2021). Pulmonary Artery Hypertension Lesson Plan for Critical Care Nurses Evaluation Paper

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Describe one summative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.

The summative assessment strategy selected for the lesson plan is an oral presentation as part of a group task requiring them to plan a relevant care package or approach based on the lessons. The assessment instructions would include the required material, minimum pass mark, and weighting. The assessment is conducted at the end of the instructional unit to evaluate learning. It is an assessment of learning that measures the overall progress and competency of the learners (Fain, 2021). Pulmonary Artery Hypertension Lesson Plan for Critical Care Nurses Evaluation Paper

Describe your instructor satisfaction survey. Explain how you will use the results to guide your future lesson plan revisions.

The instructor satisfaction survey would be presented as an open-ended questionnaire that engages the learners in measuring instructor presence and learner satisfaction. This is based on the understanding that some elements of the instruction are not modality-dependent, such as instructor availability, effective communication, technology access, contact hours, amount and type of written communication, and learner control of the learning process. Understanding these factors, based on learner feedback, helps in designing better instruction methods for future interactions (Bastable, 2021).

References

Bastable, S. B. (2021). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (6th ed.). Jones & Bartlett Learning.

Fain, J. A. (2021). Reading, Understanding, and Applying Nursing Research (6th ed.). F.A. Davis Company.

Harrison, M. B., & Graham, I. D. (2021). Knowledge Translation in Nursing and Healthcare:

.Discussion
The terms mentor and coach have often been used interchangeably. While the terms share a common concept, they are really different. Coaching and mentoring play a significant role in enhancing employee performance in an organization. By offering mentoring programs, healthcare providers can enhance care and improve the general standards of the healthcare facility. It is important to understand that the mentoring offered to novice and experienced educators differs in an organization. According to NLN. 2007), mentoring is considered a nurturing process in which more experienced people counsel and advise less experienced people to promote their personal development. Pulmonary Artery Hypertension Lesson Plan for Critical Care Nurses Evaluation Paper
In an educational setting, an experienced teacher can allow a preservice teacher-in-training into their classroom so that they can understand the professional skills required by teachers in modern-day schools. Mentors should establish that the needs of teachers differ at various levels of professional development. Therefore, mentors should be aware when striving to help novice educators (NLN. 2007). Most nurse educators from DNP or PhD programs who lack education courses tend to need help with their role. This group of professionals should be mentored so that they can adapt essential skills such as assisting novice learners. Nurse educators are expected to have requisite knowledge as stated by the NLN Core Competencies. Mentoring experienced educators is often about introducing them to a new development. A specific technology developer often does such mentoring and works to monitor and support the mentee. At this point, mentors help experienced educators overcome certain challenges with their skills and knowledge. For novice educators, mentors have to supervise literally everything. When mentoring novice educators, mentors should remain professional without becoming overbearing. Since novice teachers need more education courses and are unfamiliar with the new setting, monitoring and illustrating everything required is crucial

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The purpose of this assignment is to understand the link between formative and summative assessment strategies and instructor satisfaction survey data and to develop a concept map illustrating the relationship of assessment strategies throughout the practicum lesson plan you developed in Topic 9. Pulmonary Artery Hypertension Lesson Plan for Critical Care Nurses Evaluation Paper

The effective nurse educator employs a variety of formative and summative techniques during curriculum implementation to monitor student learning. A well-developed lesson plan employs both formative and summative assessments. A nurse educator should plan to use data from these assessments to guide instruction. Information from instructor satisfaction surveys also provides valuable information to guide teaching.

Concept maps describe the relationships between concepts and allow for improved understanding through critical thinking and analysis.

Use the topic Resources and your own research to complete this assignment. Topic Resources include websites with templates, videos, and written materials with more details about concept maps and how to make them. Be creative in your design.

Part 1

Write three short paragraphs (five to seven sentences per paragraph) to provide the foundation for your concept map. Address the following:

Describe one formative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.
Describe one summative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.
Describe your instructor satisfaction survey. Explain how you will use the results to guide your future lesson plan revisions.
Part 2

Develop a concept map illustrating the relationships among these assessments.

General Requirements

Submit both parts in one Word document.

Cite two or three peer‐reviewed/scholarly resources no more than 5 years old in your paper.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance. Pulmonary Artery Hypertension Lesson Plan for Critical Care Nurses Evaluation Paper