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NURS FPX 6111 Assessment 3 Course Evaluation Template

Course Evaluation Template

A course assessment is a brief survey given to students by their instructors after the completion of a course. The purpose of the evaluation questionnaire is to obtain broad feedback from students on their experiences in the classroom so that the learning environment for future classes could be enhanced. Since the Likert scale has been demonstrated to be both reliable and valid, it is the one used to evaluate the course outcomes of Nursing Informatics. This specific rating tool contains five levels of agreement that include strongly agree as the first scale, agree as the next scale, neutral relates to impartial feedback, disagree comes next to neutral, and strongly disagree in the end. The scale also provides further two categories for students as two levels of neutrality such as neither agree nor disagree (Taherdoost, 2019).

NURS FPX 6111 Assessment 3 Course Evaluation Template

In order to provide a precise quantitative evaluation of opinions, several evaluation systems have been created. The completed Likert scale consists of a multiple-point scale on which the respondent rates the extent to which they wholeheartedly agree or disagree with a given information. It is common practice to use a five-point Likert scale, with responses ranging from strongly agreeing to strongly disagree, to gauge how strongly a student feels about a given knowledge and insight regarding Nursing Informatics (Jebb et al., 2021).


You have been given an assessment questionnaire with which to determine whether the current curriculum corresponds with the stated goals and expected results of the program. And how much you grow as a learner and how well you use healthcare IT expertise in your diagnostic procedures.

Please take the time to study the table’s information thoroughly and respond truthfully by selecting the appropriate response based on the scale provided strongly disagree to strongly agree. Each column only accepts a single selection.

Course Title: Nursing Informatics

Learning Outcomes:

Strongly Disagree




Strongly agree

I now have greater faith in my abilities to argue for focusing on medical practice with technological outcomes.


In my experience, multidisciplinary teams who use technology to communicate and share their findings get better results.


Using statistical analysis, I can determine the most effective course of action for patient prevention across a wide range of diseases.


I can properly analyze the clinical and statistical learning outcomes that are easily applicable to practicing nursing services


Connection Between Learning Outcomes and Evaluation Table

The term “learning outcomes” is used to define the expected levels of understanding, competence, and conduct that students must have upon graduating from the course. In the respective course evaluation program, the Likert scale is utilized to analyze the response of students based on different learning outcomes. Student opinions would be sorted into three groups: disagree, slightly agree, and strongly agree. The proportions of individuals who are confident in their knowledge versus those who are not will be determined based on their answers. Details based on the student’s preparedness to utilize healthcare technology integration will be obtained from their replies. Educational outcomes may be assessed with the use of the aforementioned framework by examining learners’ test results (Pescaroli et al., 2020).

Assessment Strategies

The program analysis will include a mix of both types of questions including the open and closed-ended ones to provide students with the most accurate reflection of their learning from the experience. Examining whether or not what was actually told in a program corresponds to what was intended for learners to understand and how the instructor planned to achieve those goals is what course assessment is all about.

Addressing Appropriate Cognitive, Psychomotor, and Affective Domains

The Course helped to develop:

Strongly Disagree




Strongly agree

Cognitive domain


I have developed the ability to use critical thinking skills in virtual settings.


I have now reached the point where I can use what I have read or remembered about medical equipment in practice.


I have gained the ability to think critically and behave rationally in a variety of healthcare contexts.


I have developed the capacity to think critically and act appropriately.


Psychomotor Domain 


I have complete faith in my ability to properly use blood pressure measuring devices.


I have full confidence in the efficacy of the Electronic Health Record system.


I have great self-belief in my ability to use telehealth monitoring tools.


The use of infusion pumps has been a simple task for me.


Affective Domain 


I have improved my ability to understand and respond to patients’ concerns.


I am better able to meet the expectations of my patients.


I am now in a position to consider the patient’s perspective.


NURS FPX 6111 Assessment 3 Course Evaluation Template


The examination of the program relies on the following assumptions:

  • Quality of education is directly proportionate to how hard teachers work with their learners.
  • Course objectives or student objectives should be standardized to guarantee that student evaluations are valid and useful.
  • Students’ abilities to use technology for illness prevention, identification, and treatment will be tested across a variety of cognitive, psychomotor, and emotional domains throughout the curriculum (Schroeder et al., 2019).
  • The extent to which students are able to employ framework learning, in conjunction with and without technologies, to improve the effectiveness of treatment delivered.

Evaluation Format that Adequately Assesses Learning Outcomes

The program successfully achieved its desired results:

Strongly Disagree




Strongly agree

Articulating the medical practice on results of technology related to nursing informatics


Technological improvements implemented with multidisciplinary teamwork


Action plan for patient prevention for further illness 


Critical analysis of clinical and statistical research papers



The Likert scale has been employed here to investigate indications of a connection between stated goals for the program’s duration and its actual results. The findings have been utilized to draw conclusions about the learner’s progress and potential. It has been put to use in studies examining how well the program’s intended results correspond to actual changes in students’ attitudes, attitudes, and understanding. The statistics from the assessment were utilized to determine which areas of instruction needed to be strengthened in order to provide the greatest improvement in students’ performance (Considine et al., 2021).

Criteria Used to Evaluate the Format

The parameters used to evaluate the learning program are based on the Likert Scale. There are five different scales for learners to use (strongly agree, agree, neither agree nor disagree, strongly disagree and disagree). Students may choose among these alternatives in order to provide answers that are both specific and correct, with minimal margin for inaccuracy (Brown Tyo & McCurry, 2019).

Validity and Reliability of Evaluation Methods Used in Course Evaluation Form

The assessment procedure based on a mix of open-ended and closed-ended questionnaires has good validity and reliability. The findings obtained with the Likert Scale may be recognized since it has a dependability of 94%. This evaluation relies on it because of its high degree of dependability.

Strengths of the Likert Scale

  • Simplicity of Application
  • Answer Choices with Observable Quantities
  • Individuals confidently respond to questionnaires
  • Responses may be simply coded
  • A fast, reliable, and efficient way to assess and gather information.

Weaknesses of the Likert Scale

  • It’s hard to accommodate replies that fall in the “neither agree nor disagree” category.
  • People are more likely to agree with every assertion if they have an acquiescence tendency.
  • The responders don’t always provide truthful answers.
  • It is possible that the survey or assessment won’t be completed in full.

Executive Summary

The goals and results of the program and the curriculum are consistent with the assessment. The assessments put an emphasis on providing a critical analysis of the course by analyzing the integration of the program objectives and the observed learning outcomes (Malik et al., 2021).

The analysis relies on the student’s responses to a series of questions posed on a Likert scale, which have been incorporated into the evaluation template with the curriculum and educational objectives. The assessment shows how the expected educational consequences compare to the understanding that students actually acquired. The evaluation’s findings were more trustworthy and legitimate because of the anonymity it provided to the participants. The strong reliability score obtained from using this approach on data or outcomes measured using a Likert scale allowed to confidently set the upper limit of validity at 94%.

NURS FPX 6111 Assessment 3 Course Evaluation Template


Brown Tyo, M., & McCurry, M. K. (2019). An integrative review of clinical reasoning teaching strategies and outcome evaluation in nursing education. Nursing Education Perspectives, 40(1), 11–17. https://doi.org/10.1097/01.nep.0000000000000375 

Considine, J., Berry, D., Allen, J., Hewitt, N., Oldland, E., Sprogis, S. K., & Currey, J. (2021). Specific elements of team-based learning used in nursing education. Nurse Educator, 46(5), E84–E89. https://doi.org/10.1097/nne.0000000000001061 

Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637547 

Malik, M. A. A., Mustapha, M. F., Sobri, N. M., Razak, N. F. A., Zaidi, M. N. M., Shukri, A. A., & Sham, M. A. L. Z. (2021). Optimal reliability and validity of measurement model in confirmatory factor analysis: Different Likert point scale experiment. Journal of Contemporary Issues and Thought, 11, 105–112. https://doi.org/10.37134/jcit.vol11.9.2021 

Pescaroli, G., Velazquez, O., Alcántara-Ayala, I., Galasso, C., Kostkova, P., & Alexander, D. (2020). A Likert scale-based model for benchmarking operational capacity, organizational resilience, and disaster risk reduction. International Journal of Disaster Risk Science, 11(3), 404–409. https://doi.org/10.1007/s13753-020-00276-9 

Schroeder, K., Garcia, B., Phillips, R. S., & Lipman, T. H. (2019). Addressing social determinants of health through community engagement: An undergraduate nursing course. Journal of Nursing Education, 58(7), 423–426. https://doi.org/10.3928/01484834-20190614-07 

Taherdoost, H. (2019, March 29). What Is the Best Response Scale for Survey and Questionnaire Design; Review of Different Lengths of Rating Scale / Attitude Scale / Likert Scale. Papers.ssrn.com. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3588604 

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