Assessment Instruction Guide For s1

Assessment Instruction Guide for NURS 410 - Community Health Nursing

The purpose of this document is to provide you with key information regarding assessment in {Course Code}, including:

1. Instructions on the REQUIRED assessments for your course 2. The Course Learning Outcomes (CLOs) for your course 3. Instructions on how to implement and grade these assessments in D2L (these instructions are found after the list of assessments and CLOs). 4. Answers to commonly asked questions/problems regarding assessment implementation 5. An overview of the Assessment Process at Columbia College and why it is important

After reading this document, if you have questions about any of the assessments that are REQUIRED in your course, please contact one of the following people, depending on your venue of instruction:

 Online Instructors: Contact your program coordinator  Evening Campus and Nationwide Campus Instructors: Contact your Campus Director  Day Campus Instructors: Contact your department chair

1 This document was created by the Assessment Office for assessments given during the 2017-2018 Academic Year. Last Updated: May 2017 Assessment Instruction Guide for NURS 410 - Community Health Nursing

What assessments are REQUIRED for NURS 410?

Assessment Activity Type Method of Data Name of Rubric Rubric Course Graded/ When Time Limit/ Opportunity Collection Used (if Should Learning Non- Administered Constraints Name applicable) Be Outcomes Graded Visible Measured

Community Survey & Community Due Week 5 Windshield Narrative Rubric Windshield Yes CLO 02 Graded N/A (Evening/Online) Survey Findings Rubric

Unit Quiz Due Week 1 Time limits 15 points Quiz N/A N/A CLO 1 Graded Week 1 (Evening/Online) 20 minutes

Assessment & Family Health Family Health Due Week 6 Narrative Rubric Yes CLO 5 Graded N/A Risk Appraisal Risk Appraisal (Evening/Online) Findings

Assessment Opportunity Additional Instructions Name

This survey is worth 45 points. Refer to Table 12-3 Windshield Survey Guidelines (p 220) of your textbook and the Windshield Survey Guideline Worksheet in the Content area of the course to complete this assignment. There are 15 elements to be addressed and each element is worth 4 points. Document the survey findings in a comprehensive narrative format using each of the elements as a heading. Photographs should be taken of each element and submitted with the paper.

These photographs will also be a requirement for the Community Health Assessment/Analysis project for NURS 411. Community Windshield Your specific community may not have all fifteen elements. For example on a military ship you would not have “Street People Survey or Animals” but you should include reasoning for the lack of that particular element. Refer to the Community Windshield Rubric in the Content area for grading criteria.

Benchmark:

The goal is that 80% of the students will achieve 82%, 37/45 points, or greater on this assignment.

CLO #1 will be measured with 2 Questions on Quiz 1. Questions 2 and 3 on Quiz 1 will be comprehensive level questions, which will relate to the definitions of community-based nursing and community-oriented nursing practice. Unit Quiz Week 1 Benchmark: The goal is that 80% of the students will answer these 3 questions correctly. Family Health This written assignment is worth 25 points. There are five criteria that will be assessed in this project. Risk Appraisal  Genogram  Ecomap  Genogram and Ecomap Use in Nursing

 Significant Findings  How to Incorporate These Tools in Nursing Practice Each criterion is worth five points. You will create a Genogram and Ecomap for your family and attach these documents to your final analysis. Then you will document your findings in a comprehensive narrative format using the final three criteria as your headings. Refer to The Family Health Risk Appraisal Rubric in the Content area for grading criteria.

Your Family Health Risk Appraisal should be submitted to the appropriate folder in the Dropbox area and is due by 11:59 pm CT on Saturday of Week 6.

What are the Course Learning Outcomes for NURS 410?

CLO Number Course Learning Outcome Text CLO 01 Describe community-oriented nursing practice. CLO 02 Discuss specific issues, vulnerable populations and societal concerns that affect nursing practice in the community. CLO 03 Examine conceptual frameworks applied to nursing practice in the community. Describe the management of health care and selected community environments, to include the managing of cases, CLO 04 programs, disasters and groups. CLO 05 Discuss risk factors and health problems for families and individuals throughout the life-span.

What exactly are Course Learning Outcomes?

Course Learning Outcomes are specific statements that describe what students know, understand, and/or can do as a result of instruction in a course. These outcomes should lead to the Program Learning Outcomes which then lead to the Institutional Learning Outcomes.

What is the difference between formative and summative assessments?

In the assessment table, you may notice some assessments marked as being “Formative.” Formative and Summative assessments only differ in how they are used. Formative assessments occur during a course and result in feedback used for student improvement. Summative assessments occur at the end of a course or group of lessons to show what a student has accomplished.

What does “Rubric Should Be Visible to Students” mean?

In some cases, the faculty creating the required assessments do not want the assessment rubric to be visible to students. If this is the case, “Rubric Should Be Visible to Students” column in the table on page two will be marked “no.” This will require the creation of a hidden assessment item. For more information on how to create and use hidden assessment items, please refer to the instructions on how to set up and use assessments in D2L provided by Online Education (links to these documents are provided later in this document). Why is the quiz in my course “inactive,” and how do I make it visible?

For assessment, all quizzes and exams loaded into D2L are set to inactive. This prevents students from taking the quiz/exam prematurely, before faculty want them to. Faculty activate the quiz/exam on a time schedule that is best for their class. Instructions for how to change a quiz’s status to active can be found in the D2L instruction documents provided by Online Education (links to these documents are provided later in this document). Can I use the comments box in the D2L rubric to communicate concerns with Main Campus faculty?

No. You should only leave comments on D2L rubrics to communicate information to your students. These comments will not be included in the data export provided to the Main Campus faculty. If you want to provide additional context for your rubric scores, please send them to the appropriate contact

6 This document was created by the Assessment Office for assessments given during the 2017-2018 Academic Year. Last Updated: May 2017 Assessment Instruction Guide for NURS 410 - Community Health Nursing listed on page 1 of this document and they will make sure the comments reach the appropriate faculty members.

How Do I Set Up an Assessment in D2L?

Online Education has created documents that go step-by-step through how to set up assignments in D2L and how to link them to assessment rubrics. These files can be found by clicking on “Quick Guides” on the D2L homepage or by following the links below:

For instructions on how to set up assessments in D2L for In-Seat Instructors, please consult the document linked here: https://ccis.ucourses.com/shared/D2LDocumentation/Assessment-InSeat.pdf

For instructions on how to set up assessments in D2L for Online Instructors, please consult the document linked here: https://ccis.ucourses.com/shared/D2LDocumentation/Assessment-Online.pdf

Do you have any tips to help make sure the assessment process runs smoothly?

 Set up your assessments early –This will help alleviate a lot of issues in the future. Doing this at the beginning of a session will ensure enough time to fix any problems that may arise.  Read the rubrics and ask questions – Please read through the assessment rubrics fully before you need to use them. Don’t hesitate to ask questions if you are not sure how a particular rubric criterion applies to an assignment. Ask questions early because it is much easier to help troubleshoot in Week 1 than in Week 7.  Double check your assessments – The assessment process is one of continual improvement and change. Assessments and rubrics used in a previous semester will most likely change before being used again. Also make sure you are using the most recent version of the Assessment Instructions for your course. Please ask if you have any questions about which version is most recent.  Fill out the entire rubric – Many rubrics will require you to input an overall score. If this overall score is not filled out, the data will not be visible to the Assessment Office and the assessment will appear to be incomplete.  Ask for confirmation – If you are unsure whether an assessment has been properly recorded in D2L, don’t hesitate to ask the appropriate contact listed on page 1 of this document for confirmation. It is easier to troubleshoot missing assessment records while the course is still in session rather than after the fact.

Institutional Outcomes

Knowledge: 1a. Describe and evaluate models of the natural and physical world through collection and scientific analysis of data, and through the use of mathematical or computational methods. 1b. Use knowledge, theories, methods, and historical perspectives appropriate to the social sciences to explain and evaluate human behavior and social institutions. 1c. Use knowledge, historical perspectives, analysis, interpretation, critical evaluation, and the standards of evidence appropriate to the humanities to address problems and explore questions. 1d. Use knowledge, historical perspectives, theories, or methods appropriate to the arts to describe their context, function and impact.

Skills: 2a. Write, read, speak, and listen effectively in various contexts using a variety of means including appropriate information sources and technologies. 2b. Use mathematical, computational, statistical, or formal reasoning to solve problems, draw inferences, and determine the validity of stated claims. 2c. Create original work, perform original work, or interpret the work of others.

Responsibility: 3a. Use critical and analytical skills to evaluate assumptions and challenge existing structures in ways that respect diversity and foster equity and inclusivity. 3b. Evaluate the impact of systems, institutions and issues in local and global contexts and across cultures. 3c. Use critical and creative thinking to address civic, social, and environmental challenges.

Integrate Learning: 4a. Apply knowledge, skills or responsibilities gained in one academic or experiential context to other contexts.

10 This document was created by the Assessment Office for assessments given during the 2017-2018 Academic Year. Last Updated: May 2017