Part 2

 

One of the issues that plague all nursing educators is the question as to whether or not their nursing graduates will have the knowledge and skills to pass the NCLEX-RN exam post-graduation from their nursing program of study. By providing both formative and summative evaluation to the nursing students, nursing educators are providing the groundwork for evaluation that is productive and allows for student learning. By providing adequate and timely feedback to students, educators are providing students with the knowledge that they need to succeed in their post-graduation examination to determine licensure. The summative evaluation is completed after the course has completed and allows the instructor as the students to summarize and fully evaluate the course and the student learning based on the course learning objectives that had been set forth (McDonald, 2014). Formative evaluation can be done in a variety of ways, but is primarily done in the “here and now” format, so it is done in real time and can be used to evaluate and correct a situation before the class has ended (Kenny, Van Neste-Kenny, Park, Burton, and Meiers, 2009). With the example of the medical surgical course, it would be the feedback provided in the clinical session, or the immediately feedback after the lecture discussion. The summative evaluation would be conducted at the end of the course or educational session, and would be used to provide the student with feedback of their performance overall(Massey, Lee, Young, and Holmerud, 2013).  By combining the two types of feedback, the students should have had a sound background both in clinical and lecture to be able to take the NCLEX-RN examination with the necessary knowledge to pass the examination.

 

References

Kenny, R. F., Van Neste-Kenny, J. C., Park, C. L., Burton, P. A., & Meiers, J. (2009). Mobile learning in nursing practice education: applying Koole's FRAME model. Journal of Distance Education, 23(3), 75-96.

Massey, S. L., Lee, L., Young, S., & Holmerud, D. (2013). The relationship between formative and summative examination and PANCE results: A multi-program study. Journal of Physician Assistant Education, 24(1), 24-34.

McDonald, M. E. (2014). The nurse educator’s guide to assessing learning outcomes. (3rd Ed.). Brooklyn, NY: Jones and Bartlett.