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NURS FPX 6111 Assessment 3 Course Evaluation Template

Student Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name


Standardized Course Evaluation Template

In the dynamic landscape of education, feedback holds significant importance in shaping course content and instructional methods. At [University Name], we regard our students as essential contributors to the teaching-learning process. Your feedback assists us in identifying areas of improvement and ensuring continuous enhancement. This evaluation form not only reflects our commitment to ongoing improvement but also highlights our belief in fostering a collaborative educational environment. We assure you of the anonymity of your responses and deeply appreciate your time and honesty.

Evaluation of the Course “Clinical Healthcare Ethics for Pediatric Nurses”

Course Objectives

The primary objectives of the course are to:

  • Understand and proficiently apply fundamental ethical principles in pediatric nursing.
  • Demonstrate practical skills in navigating and resolving ethical dilemmas.
  • Engage deeply with the emotional and moral dimensions of decisions in pediatric nursing.
  • Collaborate effectively in a team setting, demonstrating leadership in ethical decision-making.

Please provide your comments regarding the course objectives:

Learning Outcomes

The course is designed to develop skills in the following areas:

  • Theoretical understanding and cognitive grasp of pediatric ethical principles.
  • Practical application of these principles in real-life scenarios.
  • Cultivation of emotional intelligence and reflection on ethical decision-making.

Please provide your comments on the learning outcomes:

Teaching Approaches

Please rate the instructor based on the following criteria:

  • Expertise and clarity in presenting ethical principles.
  • Effective utilization of teaching aids and instructional tools.
  • Frequency and quality of feedback on assignments.
  • Promotion of class discussions and active student participation.

Please provide your comments on the teaching approaches:

Program Outcome

Please reflect on the following components of the course:

  • Relevance and comprehensiveness of course literature and supplemental reading materials.
  • Realism and efficacy of class simulations and practical scenarios.
  • Value of peer interactions and structured group activities.

Please provide your comments on the program outcomes:

Evidence to Support Assessment Strategies

Our template is grounded in evidence-based strategies derived from multiple sources. Academic literature emphasizes the importance of incorporating cognitive, psychomotor, and affective domains into evaluations, a principle reflected in our template (Agustian, 2022; Lo & Yang, 2022). Feedback from educators and students further enriched our theoretical foundation, ensuring practical relevance. A rigorous benchmarking process allowed us to incorporate effective assessment strategies identified from reputable educational institutions. Additionally, pilot testing with a select group ensured refinement based on direct feedback, contributing to the template’s precision and effectiveness.

Executive Summary

The foundation of a reliable academic program lies in the accuracy of its evaluative methods. Recognizing this, we have developed a standardized course evaluation template that meticulously assesses the cognitive, psychomotor, and affective domains of learning. These domains are essential for understanding the complexity of the educational experience (Smith & Agustian, 2022; Lo & Yang, 2022). Our mixed-method approach to assessment, incorporating research, quantitative, and qualitative methods, ensures comprehensive feedback collection. This approach offers standardized, measurable insights through Likert scales while also capturing detailed narratives of student experiences through open-ended questions.

Criteria for evaluating our strategy include its capacity for comprehensive feedback, alignment with learning outcomes, and adaptability to diverse educational settings. Our template maintains a high standard of content validity and aligns closely with course objectives, ensuring reliability and validity. Despite its strengths, we acknowledge the potential for personal biases in open-ended responses and the challenge of capturing nuances in extensive educational experiences. However, recognizing these limitations drives our commitment to continuous improvement, ensuring that our evaluation tool remains a gold standard in course evaluations.


Agustian, H. Y. (2022). Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to the assessment of student learning. Chemistry Education Research and Practice, 23(3), 518–530.

Kondakci, Y., Zayim Kurtay, M., Kaya Kasikci, S., & Önen, Ö. (2022). Graduate student perceptions of preparedness for responsible conduct of research: A mixed methods study. Ethics & Behavior, 1–18.

Lo, K.-W., & Yang, B.-H. (2022). Development and learning efficacy of a simulation rubric in childhood pneumonia for nursing students: A mixed methods study. Nurse Education Today, 119, 105544.

NURS FPX 6111 Assessment 3 Course Evaluation Template

Mello, R. F., Neto, R., Fiorentino, G., Alves, G., Verenna Arêdes, Galdino, V., Taciana Pontual Falcão, & Dragan Gašević. (2022). Enhancing instructors’ capability to assess open-response using natural language processing and learning analytics. Lecture Notes in Computer Science, 102–115.

Varghese, D., & Timmons, D. (2022). Establishing and reporting content validity evidence of periodic, objective treatment review and nursing evaluation. Nursing Communications, 6(0), e2022022.

Wilson, S. T., Urban, R. W., & Smith, J. G. (2023). Online prelicensure nursing students’ experiences of academic incivility during COVID ‐19: A qualitative inquiry. Journal of Advanced Nursing.

NURS FPX 6111 Assessment 3 Course Evaluation Template