Learning Activity

Evaluation Learner-Centered Objectives

Formative or Summative? Why? Level of Learning
Strategy (Identify Being Measured
focus of Activity)

Cognitive:

Remembering- Students will remember

information they learned about the respiratory
system.

Applying- Students will apply knowledge they

learned in the clinical setting.

Analyzing- Students will analyze their

experience by reflecting on what they learned,
then applied, and the result of their
Shelly experience.

Strategy #1
Creating- Students will gather all the
information pertaining to their learning
See Reflective Formative- this ongoing assessment will be experience, review it, rationalize it, and
Journal Grading used throughout the course to monitor Reflective Students will Analyze patient develop new methods of using information.
Rubric Example student learning. According to Billings & Journaling outcomes after treatment for
Below Halstead (2016) formative evaluation Respiratory distress.
Affective: After reflecting on the Respiratory
system, treatment and patient outcomes,
students will utilize reflective journaling to
self-learn thoughts, ideas and beliefs that are
new to them. This will allow them to build on
current knowledge and develop ethical
comportment.

Psychomotor: Finally, after the educational

information is understood and students put
the pieces of experience together, they
understand and develop proper procedures for
providing care to patients in a safe effective
manner. They can document their thoughts
about this in their journal.

Nursing care plans allow instructors to
evaluate students critical
understanding after clinical experiences. Care
Barb
plans help the student connect the patient's
health problems and prioritize needs of each
unique patient. This would be integrated as a
type of formative evaluation as students
Strategy #2 would receive feedback throughout the
course in regards to their care plan
developments.
Cognitive:
Affective:
The student will be able to
Integrate the understanding
of respiratory issues into
patients care plan and create
Nursing Care a holistic and culturally
Plan
competent care environment
at the patient's bedside.
Psychomotor:
• Remembering – Explaining the
patients’ different lung sounds
• Applying – Using knowledge to address
care plan
• Analyzing – Comparing lung
assessment to preceptor and patients
baseline, Differentiate between acute
and chronic issues
• Creating – Develop care plan specific
to patient case
• Receiving – Ask the patient questions
about respiratory issues and include
in care plan what they feel is
important
• Responding - Help the patient with
their daily cares and allow patient to
verbalize their own values,
incorporate in care plan
• Organizing – Formulate a care plan
with the patient and interdisciplinary
team that includes patients’ specific
needs that they address
• Characterizing – reorder priority as
patient needs change and as they
participate in own care
• Imitation – Follow preceptor and
appropriate assess
• Articulation - connect with patient and
adapt care plan to patients needs
 • Naturalization – Provide proper care
and alter as patients’ needs arise

Cognitive:

Remembering: Students have to remember

the information presented to answer questions

The student will: Understanding: Students must understand

Jen
Strategy #3 Summative- Exams are examining the
students understanding of subjects after they
are presented in class. These are given at Choice Exam
Exam
regular intervals throughout the curriculum.
Describe the risk factors of a
stroke and educate patients
on how to avoid them
Written Multiple
List neurological disorders
and their symptoms
the concepts and the pathophysiology of the
information.
Applying: Using the information that they
understand, they will apply it to answer
questions

Compare chronic and acute Analyzing: Students analyze wrong answers

neurological disorders to ensure they choose the most correct.

Affective:

the students will be tested on appropriate

responses to patient concerns

Scott
Summative assessment- is a way of Cognitive:
Strategy #4 measuring course and program effectiveness The student will be able to
and student outcomes as defined prior to the identify plans for treatment of
• identify plans for treatment of patient’s
Simulation will be start of the program. Unlike formative Unit Lab patient’s suffering from a
suffering from a burn.
measured through assessment, this is applied at certain points simulation test burn.
during the curriculum and measures all the • explain the importance of maintaining a
cognitive, burn patient’s health.
psychomotor, and coursework in lecture, labs, and clinical at The student will be able to
affective domains specific times. choose treatments based
of learning. wound severity. Affective:
 • explain the psychosocial aspects of burn
care and its effects on patients and
their families

Psychomotor:

• choose treatments based wound

severity
• maximize patient comfort
• adapt patient beliefs of care by
identifying alternative care modalities
that might be better suited to patient’s
beliefs