CAUTI lesson evaluation. Health, Medicine, Nursing Essay

CAUTI Teaching and Evaluation Strategies
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February 12, 2020
Educators in the field of nursing face many difficulties when it comes to planning, implementing, and revising a lesson plan. This is due to the fact that nursing curricula are continually changing through time and that lessons should emphasize not only theoretical but also practical instructions. In line with this need, it is apparent why nurse-educators require both experience and a comprehensive understanding of the subject matter. Additionally, such curricula should effectively integrate teaching and evaluating the student’s performance to perform necessary changes that would further the student’s improvement. This also means that the instructor, herself, should be able to assess her own performance based on the perception of her individual students. In this paper, the author would discuss about (1) the different techniques that can be used in teaching Catheter-Associated Urinary Tract Infection (CAUTI) and (2) the evaluating strategy in a nurse educator's lesson plan. This includes subject matters such as (1) formative assessment strategy, (2) summative assessment strategies, and (3) instructor satisfaction surveys. All in all, the author of this paper believes that by using these different kinds of strategies, a better understanding of nurse-education could be gleaned by both the students and the teacher.
Formative Assessment Strategy
Formative Assessment Strategies (FAS) are those evaluations that are focused on understanding the student’s ability to follow the classroom lessons as well as the possible interventions or changes that could be made in order to address the gaps that reduce active learning (Rosciano, 2015). While there are many ways on how to conduct some of the tests that can be beneficial in teaching CAUTI are mind mapping, projects, and pop quizzes. Generally, topics involving CAUTI (i.e., prevention, treatment, and evidence-based practices) could vary significantly between different approaches. This is because, despite the list of ‘State proposed’ guidelines, practitioners still differ on how they comply and apply such guidelines. Accordingly, mind-mapping would allow the students to be able to summarize these different rules by essence and not merely by words. In fact, several studies show that using mind mapping techniques could help in more excellent retention of information since concepts are being summarized graphically through the understanding of the student himself (Rosciano, 2015).
Nonetheless, in order to implement this, the author proposes that mind-mapping techniques should be done regularly (i.e., every after three chapters) to gradually build the ‘mind-map’ that would serve as a project and be presented to the whole class by the end of the semester. Aside from this, surprise quizzes, as well as group projects, should be provided regularly. Notably, this can be every week, with the students not knowing when this would be conducted. From this, students could become more attentive to classroom discussions and would actually increase active participation in the subject (Hennig et al., 2019).
Summative Assessment Strategies
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