Diabetes Mellitus Course Evaluation and Executive Summary Part 1: Standardized Course Evaluation Template

 

Please evaluate honestly using the following scale;

1: Failed to achieve the expectations

2: Partially fulfilled the expectations

3: Fulfilled the expectations in their entirety

4: Excellent and exceeded the expectations
Course Objectives
The course achieved the following objectives:

 	
Describe the epidemiology of diabetes mellitus locally and globally.

1              2                  3            4

 	
Explanation of the different classifications of diabetes mellitus

1                 2               3             4

 	
Evaluate various screening methods and identify possible nursing diagnoses.

1                  2                3             4

 	
Explain diabetic emergencies and complications.

1                 2                3             4

 	
Identify unique populations and how they are impacted by diabetes mellitus

1                 2               3             4

 	
Describe various nursing interventions: pharmacological and non-pharmacological interventions in the management of diabetes mellitus.

1                2               3              4
Instruction

 	
The instructor presented content logically and was easily understood.

1               2               3                4

 	
The instructor completed the lessons promptly based on the course schedule.

1             2               3                4

 	
The instructor provided relevant coursework teaching aids such as handouts and other reference materials

1               2               3                4

 	
The instructor gave relevant feedback after each lecture and any assessment

1               2                3               4
Relevance (Learning outcomes)

 	
I can offer holistic healthcare services based on the epidemiological epidemiology characteristics of the patient (Affective domain).

1                   2                   3               4

 	
I can use an evidence-based approach to classify diabetes mellitus.

1                  2                    3               4

 	
I can accurately perform patient-centered screening exercises for diabetic Patients (Psychomotor Domain)

1                   2                   3                  4

 	
I can diagnose patients with diabetes mellitus, including the identification of different nursing diagnoses

1                      2                   3                 4

 	
I can apply evidence-based practice to manage diabetes mellitus (Cognitive Domain).

1                    2                   3                4

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Part 2: Executive Summary
The course evaluation is designed to enable the learners to provide their feedback and perceptions about the course. Course evaluation will be done at the end of the course. It will be in the form of online surveys available to all learners. Course evaluation is important because the feedback helps restructure the course and the teaching guidelines to achieve the best outcomes. Evaluations help to assess the educational techniques employed (Moses, 2022). Furthermore, studies have demonstrated that course evaluations can predict the performance of students in contemporaneous learning (Borch et al., 2020). Course evaluations should focus on the objectives, the teaching techniques, and the expected outcomes.
Achievement of Learning Outcomes
The evaluation aligns with the objectives and learning outcomes of the course. The cause’s objectives aim to enable the learner to develop cognitive, psychomotor, and affective domains. Therefore, feedback from this evaluation will demonstrate the success of the course in achieving these outcomes. The cognitive domain of learning focuses on learners’ ability to recall pertinent facts and concepts about the completed topic and think critically through the logical application of facts (Supena et al., 2021). This is demonstrated by the course evaluation seeking learners to diagnose patients with diabetes mellitus, including identifying different nursing diagnoses and applying evidence-based practice in the management of diabetes mellitus.

Moreover, the course evaluation seeks to evaluate the psychomotor skills of the learner. An example is where it prompts the learners to state whether they can accurately perform patient-centered screening exercises for diabetic patients. These screening exercises involve activities such as eye examinations and foot examinations that require the learner to apply specialized psychomotor skills. Additionally, the course evaluation will assess their affective domain by encouraging the learners to state whether they can offer holistic services. Holistic services are patient-centered services that address the patient as a whole (Frisch & Rabinowitsch, 2019). This involves fulfilling the patient’s cultural, spiritual, emotional, and physical needs (Frisch & Rabinowitsch, 2019). These services promote the development of the affective domain by necessitating interdisciplinary collaboration and discussions (Frisch & Rabinowitsch, 2019).
Justification of the Methods of Evaluation
The method of evaluation is the use of a rating scale. Rating skills are desirable because they are standardized and adopt a specific structure (Chyung et al., 2018). By so doing, the various categories of ratings can be easily compared. In this context, the rating scales were used to evaluate three findings: the course objectives, the instruction process, and the outcomes. Rating scales are relevant in this scenario because structured statements are used to evaluate the satisfaction levels of respondents. However, closed-ended questions used in a rating scale can limit feedback from the respondents (Chyung et al., 2018). In addition, closed-ended questions are usually subjective. The course evaluation template included a comment box to address the open-ended question to address this shortcoming. Accordingly, open-ended questions provide detailed and diverse feedback from the respondents.
Determining Effectiveness
According to Clemett and Raleigh (2021), validity entails the relevance and the ability of the assessment to fulfill its intended objectives. In this context, the validity will be evaluated based on this concept and by external parties such as peer reviews from other nurse educators. The course evaluation template addresses the course objectives and learning outcomes, increasing its validity. However, other external parties will be involved in determining its validity. On the other hand, reliability can be demonstrated by replicating similar results in a different population (Clemett & Raleigh, 2021). This will be evaluated by checking for the responses among various learners participating in the evaluation. The course evaluation template will be considered reliable if similar results are replicated.
References
Borch, I., Sandvoll, R., & Risør, T. (2020). Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”? Educational Assessment, Evaluation, and Accountability, 32(1), 83–102. https://doi.org/10.1007/s11092-020-09315-x

Chyung, S. Y. Y., Swanson, I., Roberts, K., & Hankinson, A. (2018). Evidence-Based Survey Design: The Use of Continuous Rating Scales in Surveys. Performance Improvement, 57(5), 38–48. https://doi.org/10.1002/pfi.21763

Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgment and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, 102(March), 104885. https://doi.org/10.1016/j.nedt.2021.104885