Discussion: Kirkpatrick’s Four Levels of Evaluation

Discussion: Kirkpatrick’s Four Levels of Evaluation
Think about a professional development program you participated in as practicing nurse. Did you find the training to be engaging? What new knowledge and skills did you acquire? More importantly, were you able to successfully apply these new skills on the job and did they lead to successful outcomes for your organization and your patients? Kirkpatrick’s four levels of evaluation serve as a model for guiding nurse educators in developing evaluations that provide answers to these questions.

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For this Discussion, you will revisit the learning outcome and objectives you created in Part 2 to serve as the basis for developing evaluation approaches for your students. When developing evaluations, there are many things to consider. First, your evaluations must align to the learning outcome and objectives you created. This requires a close examination of the wording of your outcome and objectives to ensure they are well defined and measurable. If it’s not clear how the student should be evaluated, you may need to consider further refinement to your outcomes and objectives before moving on.

Kirkpatrick’s four levels of evaluation are another important consideration of educational design. Their purpose is to measure the effectiveness of professional development at the student and organizational level, with each level offering a more precise measure. For our purposes, we will just consider Kirkpatrick’s levels of evaluations at the individual student level. For this Discussion, you will analyze evaluation approaches across Kirkpatrick’s four levels and ensure alignment of evaluations to learning outcomes and objectives. This Discussion will give you an opportunity to receive feedback from your colleagues in preparation for your Module 3 Assignment.

To prepare:

Review the Resources for this week related to alignment of evaluations to learning objectives/outcomes and Kirkpatrick’s Levels of Evaluation.
Review the learning objectives you developed for Part 2 of your Module 3 Assignment and select one for this Discussion.
Consider how you would evaluate one of your learning objectives at the first three levels of Kirkpatrick’s levels of evaluation.
By Day 3 of Week 7
Post the learning objective you have selected and then explain approaches for creating evaluations at the first three levels of Kirkpatrick’s levels of evaluation.

Read a selection of your colleagues’ responses.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

By Day 6 of Week 7
Respond to at least two of your colleagues on two different days and provide feedback in terms of how their evaluation approaches align with the outcome/learning objective and Kirkpatrick’s levels of evaluation

Submission and Grading Information
Grading Criteria
To access your rubric:

Week 7 Discussion Rubric

Post by Day 3 of Week 7 and Respond by Day 6 of Week 7
To Participate in this Discussion:

Week 7 Discussion

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NURS_6370_Week7_Discussion_Rubric
Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
40 (40%) – 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.
35 (35%) – 39 (39%)
Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.
0 (0%) – 34 (34%)
Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.
Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by Day 3.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not post main post by Day 3.
First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.
12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.
Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100
Name: NURS_6370_Week7_Discussion_Rubric

Learning Resources
Required Readings (click to expand/reduce)

Dickerson, P. (2017). Core curriculum for nursing professional development (5th ed.). Chicago, IL: Association for Nursing Professional Development.

Chapter 17, “Measuring Outcomes at the Activity Level” (pp. 198–205)
Harper, M. G., & Maloney, P. (2016). Nursing professional development scope & standards of practice (3rd ed., pp. 30–41). Chicago, IL: Association for Nursing Professional Development.

“Standards of Nursing Professional Development Practice” (pp. 29–41)
“Standard 4: Planning” (pp. 34–35)
“Standard 5: Implementation” (pp. 36–40)
“Standard 6: Evaluation” (p. 41)
Oermann, M., & Gaberson, K. B. (2016). Assessment and the educational process. In Evaluation and testing in nursing education (5th ed., pp. 3–20). New York, NY: Springer Publishing Company.

Specifically focus on Figure 1.1, “Relationship of Evaluation and Instruction”
Credit Line: Evaluation and testing in nursing education, 5th Edition by Marilyn H Oermann; Kathleen B Gaberson. Copyright 2017 by Springer Publishing Company. Reprinted by permission of Springer Publishing Company via the Copyright Clearance Center.

Document: Educational Plan Template (Excel spreadsheet)

Continue using the Educational Plan Template you began in Part I and Part 2 to help you develop your Part 3 of your Module Assignment for this week. If you have not begun filling in the template for Parts 1 and 2, you can download the blank template from here.

Discussion: Kirkp

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