Principles and Components of Assessment

Principles and Components of Assessment Student’s NameInstitution
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Principles and Components of Assessment
The nursing education involves practical training and theoretical processes. The clinical training is the most important section in the nursing field of education. The accreditation commission for education in nursing (ACEN) accentuates that students should be offered the best skills in the nursing field to prepare them for employment. The ACEN in 2016 developed standard criteria to clarify the accreditation requirements and to emphasize the program outcomes, end-of-program student learning outcomes and the programmatic evaluation processes (Whitehead et al., 2017).
Nursing faculty finds it difficult to assess the student’s learning due to the inappropriate framework used in the evaluation process. Inconsistencies develop during the evaluating practical skills in addition to the theoretical knowledge of the student. This makes it difficult to follow up on the progress of the student’s performance.
Self-efficacy is assumed to have an impact on the learning environment and the behavior of students. Students who are more efficacious should engage in self-regulated learning. Behavioral outcomes like achievements and goal progress promote self-efficacy. Environmental input like getting feedback from teachers is also a factor that can promote self-efficacy. Self-efficacy during the assessment process can be promoted through establishing short-term attainable goals that will challenge the students.

Secondly, educators should help students design a specific learning technique and letting come with a clear plan to achieve the goal. Thirdly, by comparing the goals result the student has attained to the goals set in the initial stages (Badea & Suditu, 2017).
To ensure test validity, the nurse educators should describe precisely how the test scores will be interpreted. Moreover, they should be clear about the content and length of the test. The classroom test should be meticulously designed such that no inappropriate vocabulary or format can mislead the students (McDonald, 2017). These methods in addition to the student’s effort in self-assessment can dynamically improve the level of service delivery in the healthcare field.

References
Badea, M., & Suditu, M. (2017). Violence prevention and safety promotion in higher education settings.
McDonald, M. (2017). The nurse educator’s guide to assessing learning outcomes.
Whitehead, D. K., Dittman, P., & McNulty, D. (2017). Leadership and the advanced practice nurse: The future of a changing health-care environment.