Critical Thinking Strategies Case Study

1. Critical Thinking Strategies Case Study Angela Broughton, Claudette Johnson, Deborah Knutson, Eileen Padilla & Danica Stout Grand Canyon University NUR: 649E Nursing Education Seminar II Professor Jacquie Lisicki May 22, 2013

2. Learner Objectives Upon completion of the program, participants will be able to: • Describe the pathophysiology of CHF and how the diagnosis of CHF is determined.

3. Learner Objectives • Explain the difference between systolic and diastolic heart failure and the importance of assessing left ventricular function in suspected CHF patients

4. Learner Objectives • Describe the role of appropriate medications for CHF patients • Identify the components of appropriate discharge planning for CHF patients.

5. Evaluation Methods for Objectives • Observation • Participation

6. Evaluation Methods for Objectives • Pre/Post Test • Diagram fill-in

7. Evaluation Methods for Objectives • Interactive Case Scenarios • Simulation Lab

8. Evaluation Advantages & Disadvantages Observation Participation

9. Evaluation Advantages & Disadvantages Pre & Post Test Diagram

10. Evaluation Advantages & Disadvantages Interactive Case Scenarios Simulation Lab

11. Acceptable Outcomes Pre & Post Designed Testing- Cognitive Domain • Does not pre-determine how a student can learn, however can determine knowledge base • Analyzes conclusions drawn from the information in lecture form. • Assesses knowledge learned in the class (in post testing).

12. Acceptable Outcomes Observation & Simulation- Psychomotor Domain • Teach, learn and practice • Safe environment • Encourages close interaction in learning • Ultimate level is at skill performance-automatic without practice needed.

13. Acceptable Outcomes Participation/Discussion- Audio Domain • Active learning should be encouraged • Discuss CHF in a report of the consequences on diet and medication non-compliance • Discuss in this same report that patient contribution and taking action in diet and medications make a big difference in how they feel.

14. Assessment Model for Evaluation Design • CIPP Decision-Oriented Evaluation Framework Context Input Process Product

15. CIPP Evaluation Model • Context Evaluation • Identify target population • Needs assessment (pre/post testing, observation) • Textbook knowledge applied to practice

16. CIPP Evaluation Model • Input Evaluation • Identifies & assesses: • System capabilities • Alternative program strategies • Procedural designs for implementation • Student plan of care & interventions

17. CIPP Evaluation Model • Process Evaluation • Detects defects • Advantages vs. disadvantages • Evaluate performance, time management, documentation • Simulation-Educators can observe & intervene

18. CIPP Evaluation Model • Product Evaluation • Collect description/Analysis of Outcomes • Prioritization of goals and outcomes • Interpret results

19. Conclusion • Evaluation is accomplished through observation, participation, pre/post testing, diagrams, case studies, and simulation. • Effective evaluation strategies must consider the purpose, advantages and disadvantages of the evaluation tool. • CIPP Evaluation Framework-measures weaknesses/strengths, provides alternative options/information for decision makers

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