C921 Task 3: Summative Assessment on Social Determinants of Health

C921 Task 3: Summative Assessment on Social Determinants of Health

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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 serves a crucial role in enhancing health outcomes at the population level by focusing on prevention, education, and facilitating access to healthcare within diverse community settings. The main goal of this course is to ensure learners thoroughly understand the professional duties of community health nurses alongside evidence-based strategies essential for promoting wellness and reducing health disparities. To verify if students meet these expectations, assessment items have been carefully constructed to align with the course’s objectives and expected learning outcomes. These assessments measure not only knowledge application but also cultural competence and critical thinking concerning social determinants impacting community health.

What does the first assessment question evaluate?

The first assessment question assesses students’ comprehension of the nurse’s role in community education and health promotion. Community health nurses act as educators who empower populations through preventive care, health literacy initiatives, and advocacy efforts. Given the cultural diversity influencing healthcare practices and beliefs, this question emphasizes the importance of adapting educational strategies to meet specific community needs. While preventive care can lower acute hospital visits, nurses are also accountable for ongoing treatment coordination, rehabilitation support, and community-based research participation. The question ensures students grasp the multifaceted responsibilities of nurses working in population-centered, non-acute environments.

What does the second question assess?

The second question evaluates cultural competence by asking students to identify and explain four healthcare beliefs from four different cultural backgrounds. This task measures learners’ understanding of how cultural values, religious traditions, and belief systems impact patient decision-making, adherence to treatments, and overall health outcomes. Engaging with diverse cultural perspectives highlights the consequences of culturally insensitive care, such as mistrust, communication breakdowns, and ineffective interventions. This assessment reinforces the critical need for culturally responsive nursing practices in community health contexts.

What are the purposes of prompts four and five?

Prompts four and five are crafted to enhance students’ analytical abilities related to health inequities and underserved populations. Learners are asked to create a concept map that identifies at least four contributing factors related to one or more social determinants of health (SDOH). This activity encourages exploration of systemic and structural barriers like poverty, limited education, and poor healthcare access that adversely affect health outcomes. These prompts test students’ capacity to synthesize complex social data, visualize interrelations among determinants, and propose nursing interventions based on population health principles.

Reynders et al. (2020) highlight that assessment validity and authenticity are maximized when evaluation tools are purposefully aligned with course objectives and learning outcomes, which informed the creation 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 nursing roles in community settings
Prompt 2	CO #2	Cultural healthcare beliefs	Assesses knowledge of cultural and religious care influences
Prompt 3	SLO #2	Social determinants of health	Analyzes SDOH impact on individual and population health
Prompts 4 & 5	SLO #1 and SLO #2	Underserved community challenges	Encourages identification of barriers and social analysis

Why is understanding cultural beliefs important in community health nursing?

A deep understanding of cultural and religious beliefs is vital for community health nurses because these factors significantly shape patient behaviors, communication styles, and acceptance of medical treatments. For example, language barriers, such as those encountered in growing Spanish-speaking populations, can jeopardize patient safety and adherence if not adequately addressed. Nurses must utilize interpreters, culturally appropriate educational resources, and community supports to foster effective communication. Culturally aware nursing care enhances respect, trust, patient satisfaction, and ultimately improves health outcomes.

What challenges do nurses face in underserved communities?

Nurses serving underserved populations face multifaceted challenges due to demographic diversity and pervasive social inequities. These communities often include a broad range of ages, ethnic groups, religions, and socioeconomic statuses, each with unique healthcare needs. Social determinants such as economic hardship, limited education, food insecurity, and restricted access to healthcare services heavily influence patient health outcomes. Community health nurses must adopt a comprehensive approach, addressing clinical care while considering environmental and social factors to design effective interventions and advocate for equitable distribution of resources.

Communication of Results and Constructive Feedback

When can students expect their results?

Students typically receive their assessment results within 48 hours of submission. Timely feedback supports the learning process by enabling students to promptly identify their strengths and weaknesses. Quick turnaround transforms assessments into tools for knowledge reinforcement and skill enhancement.

How is constructive feedback provided?

Constructive feedback is offered through detailed explanations clarifying gaps between student answers and instructor expectations. Students are encouraged to discuss their results and ask for clarifications if necessary. According to Jenkins et al. (2021), prompt and precise feedback is vital for effective learning, as it solidifies correct concepts and addresses misconceptions early.

What are the passing criteria for the assessment?

To pass the assessment, students must attain a minimum score of 80%. Scores below this threshold result in a failing grade with a recorded zero. This standard ensures learners demonstrate sufficient mastery of critical course content and competencies.

Assessment Theory

The assessment design is informed by Cognitive Load Theory, which posits that optimal learning occurs when extraneous cognitive demands are minimized. By clearly structuring assessment items and aligning them with learning objectives, students can focus cognitive resources on meaningful learning rather than navigating confusing tasks. Skulmowski and Xu (2022) explain that aligning cognitive load with instructional goals is especially effective in digital learning environments, preventing learner overwhelm and promoting knowledge retention and application.

Test Security

What measures are implemented to ensure test security?

Several strategies maintain assessment integrity. All materials are securely stored and accessed only by authorized personnel via institution-controlled systems. Faculty involved in assessment design sign confidentiality agreements. Students submit work through school-managed devices with plagiarism detection software, permitting a maximum similarity index of 25% to accommodate standard phrases. Advanced analytic methods detect irregular patterns. Violations lead to automatic course failure and disciplinary measures in line with institutional policies.

Potential Barriers in the Online Environment

What obstacles might students face when completing online assessments?

Students may face challenges such as unreliable internet access or lack of personal computing devices. To mitigate these, learners must use campus facilities providing dependable technology resources. Technical issues with the learning management system may also occur. If widespread problems affect more than five students simultaneously, submission deadlines are adjusted to reduce system strain and maintain fairness.

Analytical Methods for Assessment

The summative assessment employs a criterion-referenced grading system, where student performance is compared to established standards rather than to peers. McDonald (2018) identifies this method as essential for gauging mastery of learning outcomes and course objectives.

Analytical Aspect	Description
Grading System	Criterion-referenced, emphasizing mastery of outcomes
Use of Rubrics	Ensures consistent, transparent, and structured evaluation
Interpretation of Scores	High scores indicate strong understanding; low scores identify gaps

This analytical framework allows educators to monitor individual progress and overall instructional effectiveness. Consistently low scores in specific areas may signal the need for curriculum adjustment, while high performance supports current teaching strategies.

Importance of Authenticity in Assignments

Authentic assessments require students to apply their knowledge in scenarios reflecting real-world nursing practice. Lee, Budhiraja, and Rathi (2024) describe authenticity as maintaining professional values and expertise despite external pressures. In community health nursing education, authentic assessments simulate clinical and community challenges, fostering critical thinking and practical problem-solving. This approach prepares students for real professional demands beyond theoretical knowledge.

Improving Teaching Strategies and Student Learning

Continuous analysis of assessment outcomes enables educators to refine teaching quality. Data highlight curriculum strengths and weaknesses, support targeted interventions, and inform pedagogical improvements. Prompt feedback facilitates early remediation, preventing knowledge gaps. Semester-end reviews guide curriculum updates, ensuring course content remains current and aligned with evolving healthcare needs.

Application of the ADDIE Instructional Design Model

The ADDIE model—Analyze, Design, Develop, Implement, and Evaluate—provided the structure for developing this course module (Spatioti, Kazanidis, & Pange, 2022).

ADDIE Phase	Purpose and Application
Analyze	Identifies learner traits, needs, and instructional goals
Design	Sets learning objectives, assessments, and instructional plans
Develop	Creates course materials, assessments, and evaluation tools
Implement	Delivers instruction and engages learners
Evaluate	Measures instructional effectiveness and learning outcomes

This sequential framework ensures the course is systematically developed, effectively delivered, and continuously improved based on evidence and student 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.

C921 Task 3: Summative Assessment on Social Determinants of Health

McDonald, M. E. (2018). The nurse educator’s guide to assessing learning outcomes (4th ed.). Jones & Bartlett Learning.

Reynders, G., et al. (2020).

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

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