C921 Task 3: Summative Assessment on Social Determinants of Health
Student Name
Western Governors University
C921 Assessment and Evaluation Strategies for Measuring Student Learning
Prof. Name
Date
Developing a Performance Objective Assessment
Alignment of Assessment Items with Course Objectives and Learning Outcomes
Community health nursing plays a foundational role in improving population-level health outcomes by addressing prevention, education, and access to care within diverse communities. The overarching objective of this course is to ensure that learners clearly understand the professional responsibilities of community health nurses and the evidence-based interventions required to promote wellness and reduce health disparities. To determine whether learners meet these expectations, a structured set of assessment items was intentionally designed to align with both course objectives and student learning outcomes. These assessments evaluate knowledge application, cultural competence, and critical analysis of social determinants affecting community health.
What does the first assessment question evaluate?
The first assessment item evaluates students’ understanding of the nurse’s role in community education and health promotion. Community health nurses serve as educators who empower populations through preventive strategies, health literacy, and advocacy. Because healthcare practices and beliefs differ widely across cultures, the assessment emphasizes the nurse’s responsibility to adapt education strategies to community-specific needs. While preventive care may reduce acute hospital utilization, nurses remain accountable for ongoing treatment coordination, rehabilitation support, and participation in community-based research initiatives. This question ensures students can articulate the multifaceted responsibilities of nurses within non-acute, population-focused settings.
What does the second question assess?
The second assessment question focuses on cultural competence by requiring students to identify and explain four healthcare beliefs drawn from four distinct cultural backgrounds. This task assesses the learner’s ability to recognize how cultural values, religious traditions, and belief systems influence patient decision-making, treatment adherence, and health outcomes. By engaging with diverse cultural perspectives, students demonstrate an understanding that culturally insensitive care can lead to mistrust, miscommunication, and ineffective treatment. The assessment reinforces the necessity of culturally responsive nursing practice in community settings.
What are the purposes of prompts four and five?
Prompts four and five are designed to deepen students’ analytical skills related to health inequities and underserved populations. These prompts require learners to submit a concept map that identifies at least four contributing factors linked to one or more social determinants of health (SDOH). Through this activity, students explore structural and systemic barriers—such as poverty, limited education, and inadequate access to healthcare—that negatively influence health outcomes. These prompts assess the student’s ability to synthesize complex social data, visualize relationships among determinants, and propose nursing interventions grounded in population health principles.
Reynders et al. (2020) emphasize that assessment validity and authenticity are achieved when evaluation methods are intentionally aligned with course objectives and learning outcomes, a principle that guided the design of this assessment framework.
Mapping Assessment Prompts to Course Objectives and Learning Outcomes
| Prompt Number | Course Objective (CO) / Student Learning Outcome (SLO) | Focus Area | Explanation |
|---|---|---|---|
| Prompt 1 | CO #1 | Community health nursing roles | Evaluates understanding of professional nursing responsibilities in community settings |
| Prompt 2 | CO #2 | Cultural healthcare beliefs | Assesses knowledge of cultural and religious influences on care delivery |
| Prompt 3 | SLO #2 | Social determinants of health | Analyzes the impact of SDOH on individual and population health outcomes |
| Prompts 4 & 5 | SLO #1 and SLO #2 | Underserved community challenges | Encourages identification of barriers and conceptual analysis of social influences |
Why is understanding cultural beliefs important in community health nursing?
An in-depth understanding of cultural and religious beliefs is essential for community health nurses because these factors significantly influence patient behaviors, communication patterns, and acceptance of medical interventions. For instance, language barriers—such as those encountered within rapidly growing Spanish-speaking populations—can compromise patient safety and treatment adherence if not appropriately addressed. Nurses must leverage interpreters, culturally tailored educational materials, and community resources to ensure effective communication. Cultural awareness enables nurses to provide respectful, patient-centered care, ultimately improving trust, satisfaction, and health outcomes.
What challenges do nurses face in underserved communities?
Nurses working in underserved communities encounter complex challenges stemming from demographic diversity and social inequities. These communities often include individuals of varying ages, ethnicities, religions, and socioeconomic backgrounds, each presenting distinct healthcare needs. Social determinants such as financial instability, limited education, food insecurity, and inadequate access to healthcare services significantly affect patient outcomes. Community health nurses must adopt a holistic approach, considering both clinical needs and environmental influences, to develop effective interventions and advocate for equitable resource allocation.
Communication of Results and Constructive Feedback
When can students expect their results?
Students receive assessment results within 48 hours of submission. Timely access to results supports the learning process by allowing students to quickly identify strengths and areas requiring improvement. Rapid feedback transforms assessments from purely evaluative tools into opportunities for knowledge reinforcement and skill development.
How is constructive feedback provided?
Constructive feedback is delivered through detailed explanations that clarify discrepancies between student responses and instructor expectations. Students are encouraged to engage in dialogue regarding their results and seek clarification when needed. Jenkins et al. (2021) highlight that prompt, accurate feedback is a critical component of effective learning, as it reinforces correct understanding and corrects misconceptions before they become ingrained.
What are the passing criteria for the assessment?
To successfully pass the assessment, students must achieve a minimum score of 80%. Scores falling below this threshold result in a failing grade and a recorded score of zero. This criterion ensures that learners demonstrate adequate mastery of essential course content and competencies.
Assessment Theory
The assessment design is grounded in Cognitive Load Theory, which asserts that learning is optimized when extraneous cognitive demands are minimized. By structuring assessment items clearly and aligning them with learning outcomes, students are able to allocate cognitive resources toward meaningful learning rather than task confusion. Skulmowski and Xu (2022) note that aligning cognitive load with instructional objectives is particularly effective in digital and online learning environments, where poorly designed tasks can overwhelm learners. This theoretical approach enhances knowledge retention and practical application.
Test Security
What measures are implemented to ensure test security?
Multiple safeguards are in place to protect assessment integrity. All assessment materials are securely stored and accessible only to authorized personnel through institution-managed systems. Faculty and staff involved in assessment development are required to sign confidentiality agreements. Students complete and submit assignments using school-managed computers equipped with plagiarism detection software. A maximum similarity score of 25% is permitted to account for standardized templates and common terminology. Advanced data analysis techniques are employed to identify irregular submission patterns. Confirmed violations result in automatic course failure and disciplinary action in accordance with institutional policy.
Potential Barriers in the Online Environment
What obstacles might students face when completing online assessments?
Students may encounter barriers such as limited internet connectivity or lack of personal computer access. To mitigate these challenges, learners are required to utilize campus facilities that provide reliable technology resources. Technical difficulties with the learning management system may also occur. If widespread access issues affect more than five students simultaneously, submission deadlines are staggered to reduce platform strain and ensure fairness.
Analytical Methods for Assessment
The summative assessment employs criterion-referenced grading, in which student performance is measured against predefined standards rather than peer comparison. McDonald (2018) describes this approach as essential for evaluating mastery of learning outcomes and course objectives.
| Analytical Aspect | Description |
|---|---|
| Grading System | Criterion-referenced, emphasizing outcome mastery |
| Use of Rubrics | Ensures consistency, transparency, and structured evaluation |
| Interpretation of Scores | High scores reflect strong comprehension; low scores identify learning gaps |
This analytical framework enables instructors to assess both individual student progress and overall instructional effectiveness. Persistent low performance in specific areas may indicate the need for curriculum refinement, while consistently high performance validates current teaching strategies.
Importance of Authenticity in Assignments
Authenticity in assessment requires students to apply knowledge in ways that reflect real-world professional practice. Lee, Budhiraja, and Rathi (2024) describe authenticity as remaining true to one’s values and expertise, even when external pressures exist. In community health nursing education, authentic assessments simulate real clinical and community challenges, encouraging critical thinking and practical problem-solving. By engaging with realistic scenarios, students develop competencies that extend beyond theoretical understanding and prepare them for professional practice.
Improving Teaching Strategies and Student Learning
Ongoing analysis of assessment outcomes enables educators to continuously enhance instructional quality. Assessment data can be used to identify curriculum strengths and weaknesses, provide targeted academic support, and refine teaching strategies. Prompt feedback allows for early intervention, preventing knowledge gaps from widening. End-of-semester data reviews inform curriculum updates, ensuring that course content remains relevant, effective, and aligned with evolving healthcare needs.
Application of the ADDIE Instructional Design Model
The ADDIE instructional design model—Analyze, Design, Develop, Implement, and Evaluate—served as the framework for developing this course module (Spatioti, Kazanidis, & Pange, 2022).
| ADDIE Phase | Purpose and Application |
|---|---|
| Analyze | Identifies learner characteristics, learning needs, and instructional goals |
| Design | Establishes learning objectives, assessment strategies, and instructional methods |
| Develop | Produces course materials, assessments, and evaluation tools |
| Implement | Delivers instruction and facilitates learner engagement |
| Evaluate | Assesses instructional effectiveness and learning outcomes |
Each phase builds sequentially, ensuring the course is systematically developed, effectively delivered, and continuously improved based on evidence and learner performance.
References
Jenkins, S., Alabed, S., Swift, A., Marques, G., Ryding, A., Sawh, C., & Garg, P. (2021). Diagnostic accuracy of handheld cardiac ultrasound device for assessment of left ventricular structure and function: Systematic review and meta-analysis. Heart. http://dx.doi.org/10.1136/heartjnl-2021-319561
Lee, K., Budhiraja, S., & Rathi, N. (2024). Implications of authenticity and self-monitoring for in-role job performance and income. Indian Journal of Industrial Relations, 59(4), 635–651.
McDonald, M. E. (2018). The nurse educator’s guide to assessing learning outcomes (4th ed.). Jones & Bartlett Learning.
C921 Task 3: Summative Assessment on Social Determinants of Health
Skulmowski, A., & Xu, K. M. (2022). Understanding cognitive load in digital and online learning: A new perspective on extraneous cognitive load. Educational Psychology Review, 34(1), 171–196. https://doi.org/10.1007/s10648-021-09624-7
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A comparative study of the ADDIE instructional design model in distance education. Information, 13(9). https://doi.org/10.3390/info13090402