Student Evaluation Surveys Research Articles

Enhancing the Diversity of Student Nursing Practitioners: A Formative Participatory Program Evaluation of a Northeastern Licensed Practical Nursing Program

Objective: This study aimed to provide a program evaluation of a longstanding Licensed Practical Nursing (LPN) program within an urban U.S. context. This study aimed to identify strengths and weaknesses in the current LPN program, gather participant feedback, and make recommendations for future improvements emphasizing culturally and contextually appropriate programming in the health sector. In this manuscript, researchers detail a final evaluation report of an external evaluation of an established LPN program. This study was guided by three key evaluation questions, an examination of multiple documents, including grant proposals, student evaluation survey data, attendance records, and interviews with student alumni and administrative staff. Methods: Using purposeful sampling, semi-structured interviews were collected to understand the experiences of participants and staff. Next, document analysis was utilized to examine the discourse and portrayal of the program. We provide a qualitative overview, and recommendations based on the experiences of students and staff involved in the LPN program. Four types of documents were examined in this Institutional Review Board (IRB) -approved study, including one grant proposal, 67 student evaluation surveys (n=67), two years of attendance records, two semi-structured interviews with student alumni, and three administrative staff to identify the goals of the evaluation and develop key evaluation questions to be answered by the data collection and analysis about the nursing program. Results: Findings yield an emphasis on supporting the social conditions of students and staff. Researchers suggest using a participatory framework which entails working closely with key stakeholders to advance social outcomes that might be appropriate for the altruistic norms embedded in the larger healthcare and social work arena. Conclusion: Findings highlight effective measures to refine and maintain a high-quality student-centered nursing program for working adults through contextually and culturally appropriate programming.

Bridging the theory-practice gap in pharmacy education using an authentic learning approach: A cross-sectional study

Background: Authentic learning environments highlight real-world relevance to students, contributing to readiness for practice. This study evaluated the impact of an educational activity on student pharmacist learning and personal/professional development. Methods: An activity similar to that used by practising pharmacy professionals to record errors during dispensing was included in simulated community pharmacy workshops delivered to Year-2 students as part of a Professional Practice Module. Students were instructed to complete entries when academic staff identified errors during final accuracy checks. Student evaluation surveys were analysed at the end of terms one and two of the academic year. Descriptive statistics were used for closed questions, and thematic analysis for open-ended responses. Results: Of the 75 student pharmacists who completed both evaluation surveys, 64% (n=48) recorded fewer errors in term two. Respondents considered the exercise helpful in highlighting the need for more attention to detail and identifying negative trends in their dispensing process. A positive response to personal/professional development was noted, with student pharmacists commenting that the activity facilitated reflection. Conclusion: This activity has allowed students to experience real-world working situations, extending their learning experience, facilitating personal/professional development, and encouraging best practices.

학습자의 자기이해 경험을 통한 중학교 맞춤형 미술교육의 의미와 가능성 탐색

This study was explored the meaning of personalized art instruction through the voice from the students. Therefore, the concept of personalized education, class design strategy, and learning characteristics in art education were considered. Data was collected through focus groups interview for students. In addition, the results of the class and output for student evaluation and open survey was collected together. This analyzed the overall response and experience of students. The results of the study were ‘discovering one’s prefer-ences’, ‘judging independently through choices’, and ‘recognizing differences within relationships’, which confirmed the properties of self-understanding in personalized art education. Personalized art education is preceded by a process of self-understanding, and through this, it helps you recognize your own preferences and visually confirm your differences from others. It also plays a role in creating harmonious interactions by forming social relationships based on self-understanding within the school community. The implications of this study are as follows. First, the conceptual consensus of students’ data considered in differentiated edu-cation is required. Second, organizing a variety of differentiated educational strategies and organizing teach-ing and learning methods that are most suitable for the classroom of 'I' can be a new capacity to be re-quired for future teacher. Third, personalized art education is more self-understanding of students.

Understanding the impact of biased student evaluations: an intersectional analysis of academics’ experiences in the UK higher education context

ABSTRACT This paper aims to offer an understanding of how (intersectional) bias in student evaluations of teaching affects academics’ mental health and career progression. Despite the widespread acceptance of student evaluations, an emerging stream of research has begun to highlight the biases and prejudices that underpin much of data collection when it comes to student evaluation surveys both in terms of who completes the evaluation and also in terms of who is being evaluated. While most studies provide analyses of students’ comments and illustrate the abuse that is directed at (marginalised) academics, very little research has focused on the impact of this process on academics. This study offers an overview of academics’ experiences with student evaluations by drawing on an intersectional analysis of 17 interviews with academics employed in UK Business Schools. The findings illustrate the detrimental impact of student evaluations on academics’ mental health and career progression. This study also shows how institutional pressures to keep students happy impact academics’ wellbeing and teaching approaches.

Innovations in online classes introduced during the COVID-19 pandemic and their educational outcomes in Japan

BackgroundThe novel coronavirus disease (COVID-19) pandemic emerged in Japan in February 2020, forcing the adoption of online education by university medical schools across Japan. The advantages and disadvantages of online education have been studied in Japan; however, the educational outcome of online classes conducted during the COVID-19 pandemic has not been completely evaluated. In this study, we examined the relationship between lecture format (e.g., face-to-face or online) and performance of third-year university students in their organ-specific cardiovascular course examination.MethodsThis retrospective, nonclinical, and noninterventional comparative educational study included 550 third-year medical students who took a cardiovascular course between April 2018 and May 2022. Cardiovascular coursework was conducted in-person in 2018 and 2019, online in 2020 and 2021, and again in-person in 2022. The course comprised 62 lecture and 2 problem-based learning (PBL) sessions. A quiz was set up in advance on Moodle based on all lectures conducted in 2021 and 2022. A written examination was administered at the end of the course to evaluate the knowledge of students. The student online course evaluation questionnaires were administered in 2020 and 2021. Examination scores and proportion of failures in each year were compared.ResultsThe mean examination scores were significantly higher in 2021 and 2022 than in 2018, 2019, and 2020 (p < 0.05). Univariate and multivariate analyses adjusted for the class type, online quiz, and PBL revealed that only online quiz was significantly associated with better examination results (p < 0.05). A student course evaluation survey indicated that the online format did not interfere with the students’ learning and was beneficial.ConclusionsThe introduction of online classes into medical education due to the COVID-19 pandemic was as effective as face-to-face classes owing to learning management system and other innovations, such as online quizzes. Online education may confer more benefits when provided in a combination with face-to-face learning after COVID-19 pandemic.

Introducing Graduate Students in Biomedical Sciences to an Institutional Animal Research Program.

At the University of Oklahoma Health Sciences Center, graduate students enrolled in biomedical science programs comprise a significant portion of personnel working with research animals. Although the University requires that all personnel receive appropriate training before working with animals, veterinarians and research mentors agreed students would benefit from additional training. As a result, a course entitled "Laboratory Animal Use and Concepts" was added to the curriculum of the University's largest graduate program in biomedical sciences starting in 2017. The course introduces students to a number of topics relevant to the use of animals in biomedical research, with an emphasis on mice. Here we present a summary of the course and an assessment of its impact during the initial 5 y, from 2017-2021. Enrollment, student outcomes, and student evaluation surveys were included in this assessment. The course was offered to 6 classes totaling more than 120 students during this period. After completing the course, nearly 80% of students used animals as part of their graduate training. Among those, at least 21% sought additional training through formal workshops that offered supplemental opportunities to practice animal handling techniques. Student feedback suggested strong satisfaction with the course content and an appreciation for wet lab sessions. Providing enhanced training for incoming graduate students through this structured course appears to help students improve knowledge, skills, and attitudes that facilitate the responsible and ethical use of animals in biomedical research.

Evaluation of the Prescribing Skills Assessment implementation, performance and medical student experience in Australia and New Zealand.

The UK Prescribing Safety Assessment was modified for use in Australia and New Zealand (ANZ) as the Prescribing Skills Assessment (PSA). We investigated the implementation, student performance and acceptability of the ANZ PSA for final-year medical students. This study used a mixed-method approach involving student data (n= 6440) for 2017-2019 (PSA overall score and 8 domain subscores). Data were also aggregated by medical school and included student evaluation survey results. Quantitative data were analysed using descriptive and multivariate analyses. The pass rate was established by a modified Angoff method. Thematic analyses of open-ended survey comments were conducted. The average pass rate was slightly higher in 2017 (89%) which used a different examination to 2018 (85%) and 2019 (86%). Little difference was identified between schools for the PSA overall performance or domain subscores. There was low intercorrelation between subscores. Most students provided positive feedback about the PSA regarding the interface and clarity of questions, but an average of 35% reported insufficient time for completion. Further, 70% on average felt unprepared by their school curricula for the PSA, which is in part explained by the low prescribing experience; 69% reported completing ≤10 prescriptions during training. The ANZ PSA was associated with high pass rates and acceptability, although student preparedness was highlighted as a concern for further investigation. We demonstrate how a collaboration of medical schools can adapt a medical education assessment resource (UK PSA) as a means for fulfilling an unmet need.

Development and implementation of a novel peer mentoring program for undergraduate nursing students.

Given the dynamic and high-stress environment of nursing education today, the need arose for the development and implementation of a novel peer mentoring program to support undergraduate nursing students. Peer mentoring refers to a network of support in which a more skilled or experienced person serves as a role model for a less skilled person for professional development and personal growth. Peer mentoring provides a support system that encourages self-confidence and increases self-worth for both the mentee and the mentor. The undergraduate student peer mentoring program in a large, Southeastern United States, university-based, 4-year school of nursing was created in response to a desire for more support conveyed by upper-level nursing students. A model was developed whereby each incoming nursing student (Semester 1) would be paired with a senior nursing student (Semesters 3, 4, or 5). This mentoring dyad was then assigned to a faculty mentor who ensured that the mentoring relationship was functioning in accordance with established guidelines and provided support to both the student mentee and the student mentor. The first cohort was comprised of 20 mentoring dyads. Subsequent cohorts have ranged from 20 to 45 mentoring dyads. To date, over 300 nursing students have participated in the undergraduate peer mentoring program. Based on feedback from student evaluation surveys, both mentors and mentees appreciate and find value in the program. Approximately 93% of student mentors indicated that they would have appreciated such a program when they were first semester nursing students. Some of the challenges of navigating nursing programs are not related to lack of academic aptitude. Rather, other challenges, including lack of social support and soft skills needed to successfully complete the first and second semesters of nursing school. These are critical challenges that a peer mentor could help to meet.

A Proposal for Enhancing Students’ Evaluations through an Adaptive and Progressive Digital Feedback System

&#x0D; &#x0D; &#x0D; Students enrolled in a course are asked to complete an anonymous Student Evaluation Survey (SES) towards the end of the term that will provide the university with student feedback. The aim of the SES is to collect and use student feedback to enhance the overall design, delivery and outcomes as part course quality and enhancement processes. However, this traditional SES model is not without limitations. It has been observed that there has been a decline in response rate of SESs across universities risking insufficient sample sizes for meaningful and valid analysis. This coupled with their infrequent deployment, limited duration and inability to capture informal, time-sensitive feedback suggests that exploration into new ways of facilitating surveys is necessary. In this paper we present a work-in-progress collaborative project that proposes to augment traditional SES methods in a way that responds to the afore mentioned limitations, reimagining SESs to include regular informal weekly engagement with students.&#x0D; &#x0D; &#x0D;

Where's the harm? Screening student evaluations of teaching for offensive, threatening or distressing comments

Student evaluation surveys provide educational institutions with important feedback regarding the student experience of teaching and courses; however, qualitative comments can contain offensive, insulting or threatening content. Large educational institutions generate thousands of comments per academic term; therefore, manual screening processes to find potentially harmful comments are not generally feasible. We developed a methodology for semi-automated screening of student comments that incorporates a machine learning decision support system and a detailed psychological assessment protocol. In a case study at a large public Australian university, our system identified 4,258 out of 62,049 (6.9%) comments as potentially harmful and requiring further review. Feedback from stakeholders demonstrates that this methodology is useful in reducing staff workload and could be broadly applied to different settings. Implications for practice or policy: Educational institutions can adopt this methodology to dramatically decrease the number of working hours required to screen harmful free-text comments. Researchers can use the proposed psychology-based assessment as an example of how to develop a protocol to categorise comments. Educators and researchers can use this case study to follow best practices to develop their own decision support system that implements free-text comment classifiers.

Experience of Online Learning the Elective Course “Competency-Based Approach in Pharmacy Education” in Bogomolets National Medical University

The article focuses on the experience of online learning the elective course “Competency-based approach in Pharmacy education” for pharmacy students of the first year of study at the Bogomolets National Medical University. Course was designed to discuss actual information on the development of competency-oriented higher pharmaceutical education in Ukraine and increase Ukrainian students’ understanding of actual role of the pharmacist as health care professional. The 3.2-credit hours elective course consisted of five lectures (ten hours), ten seminars (twenty hours) and independent work of students (sixty-six hours). The article represents information about the structure of the course and its online form organizing due to the COVID-19 pandemic in 2020/2021 academic year. There were 162 students enrolled in this course. The course was evaluated using student evaluation survey. Overall, students felt that the course was educational, engaging, and well organized with effective delivery of material. This elective course was successfully conducted achieving the high level learning outcomes and was well received by the students.

Quality and Safety Education for Nurses Student Evaluation Survey: Adaptation and Psychometric Evaluation of the Brazilian Version

Background and Purpose: The development of quality and safety competencies is an important issue in nursing education globally. The purpose of this study was to cross-culturally adapt the Quality and Safety Education for Nurses Student Evaluation Survey (QSEN SES) for use in Brazil and evaluate its psychometric properties. Methods: The QSEN SES was adapted into Brazilian Portuguese. Reliability and structural validity were evaluated in an online study with 130 undergraduate nursing students. Results: The content validity index (CVI) of the instrument was 0.93. The reliability was strong. Confirmatory factor analysis was conducted, and the model fit was insufficient. Conclusions: The Brazilian version of QSEN SES is reliable, but additional analyses are needed with a larger sample to confirm the construct validity of the instrument.

Flipped Clinical Teaching: Battling COVID-19 With Creative and Active Pedagogy.

During the onset of the coronavirus disease 2019 global pandemic, Schools of Nursing transitioned from the traditional clinical teaching and learning experiences to synchronous online learning. As part of the Capstone experience in the second-degree, final semester course, students selected one clinical specialty area. Four full-time clinical faculty and five adjunct clinical instructors collaborated in flipped clinical lesson plans 3 weeks prior to the start of the semester. The lesson plan included three components: preconference, active learning, and postconference. Student evaluation of the experience was another critical component. The student evaluation surveys supported that 95% of the respondents identified that the flipped clinical experience was a successful methodology to reinforce clinical concepts. The flipped clinical learning approach showed promise as an effective way to provide remote clinical instruction for students during public health emergencies, when shortage of clinical sites arise, or as a replacement for missed clinical hours. [J Nurs Educ. 2021;60(9):534-537.].

Motivated reasoning and faculty interpretation of student evaluation research

In higher education, student evaluation surveys are an important tool for the assessment and improvement of teaching. Despite decades of investigation, research has yet to resolve disagreement about gender bias in student evaluations. One cause of disagreement may be motivated interpretation of research based on preexisting beliefs about gender bias. The current study examined how faculty members’ (N = 436) initial beliefs about gender bias and student evaluations influenced their interpretation of research on the topic. Participants read a summary of a study that either supported or refuted their initial beliefs about bias and then evaluated the study. Analysis of participants’ initial beliefs showed that 54% believed that student evaluations have a gender bias, 19% believed there is no bias, and 27% were neutral. Although participants believed that scientific evidence is relevant to the issue of gender bias in student evaluations, their initial beliefs affected perceptions of the study. Participants tended to view the study as stronger and more convincing when the results supported their initial belief. There was little reported attitude change after reading the summary. Overall, the current research suggests that motivated reasoning may contribute to the disagreement about the scientific status of gender bias in student evaluations.

Online teaching- present situation and its future: a survey of online study for medical students during the COVID-19 epidemic

During the COVID-19 epidemic, online teaching was widely used at Nanjing Medical University. Based on the practice, student evaluation surveys were used as the main assessment to analyze the effect of online teaching. Eventually, 826 undergraduates at Nanjing Medical University participated in the questionnaire survey. This study described the present situation of online studying among medical students, and some suggestions were put forward. The survey showed that online education could not replace face-to-face learning, but it presented great potential for application in teaching fields.

Total quality management for changes of staff capacity in higher education: a model to follow in the public sector

Changes of institutional features and increased effectiveness at all levels in higher education institutions involve activities related to quality enhancement in the core academic areas and in the administrative operations. The aim of this paper is to present an approach for measuring the administrative performance at the South East European University (SEEU) in North Macedonia through the principles of total quality management (TQM). Data gathered from three instruments are analysed and discussed: student and internal staff evaluation surveys of administrative services and a job skills inventory from the first phase of the project for performance management and optimisation. Recommendations are expected to contribute to creating a model for staff capacity change that can be followed by other higher education institutions and the public sector in the society, undergoing reforms in its integration processes.

Student evaluations: Pedagogical tools, or weapons of choice?

In this paper, we survey the recent literature of student evaluation surveys (‘SETs’) in the university sector, in so doing identifying a number of diverse issues that this literature reveals, and contextualising its general findings to the teaching practices of a regional Australian law school. This article argues that, contrary to their original intention, SETs are more often used as blunt instruments than nuanced pedagogical tools. Case studies drawn from Southern Cross University’s School of Law and Justice corroborate the general tenor of the literature, namely that there is ‘little evidence that study findings are being used to change or improve the student learning experience.’ Rather, these increasingly streamlined surveys provide online opportunities to take the subjective ‘pulse’ of student satisfaction, momentary snapshots that often generate instant heat, but shed little light. We argue that SETs need to be seen in context, as part of a wider and more pedagogically informed measure of good teaching. While it seems unlikely that SETs in their present form will disappear overnight, their continuing validity requires current teaching evaluation to be itself evaluated, the first priority being the paring back of survey questions to only those factors capable of objective and verifiable measurement.

Presentation and Evaluation of a New Graduate Unit of Study in Engineering Product Development

Engineering education has a key role to play in equipping engineers with the design skills that they need to contribute to national competitiveness. Product design has been described as “the convergence point for engineering and design thinking and practices”, and courses in which students design, build, and test a product are becoming increasingly popular. A sound understanding of product development and the implications associated with developing a product have been strongly linked to sustainability outcomes. This paper presents an evaluation of a new Master level engineering unit offered at Deakin University in product development technology. The unit allowed the students an opportunity to engage with the entire product development cycle from the initial idea to prototyping and testing through strategic assessment, which drove the unit content and student learning. Within this, students were also afforded an opportunity to explore resource usage and subsequent minimisation. Student evaluation surveys over two successive years found that students were responsive to this type of learning and appreciated the opportunity to do hands-on work. Improved student effort and engagement indicate that the students likely had better learning outcomes, as compared to traditionally taught units.

Going digital to enhance the learning of undergraduate students

The aim of this study was to investigate which of three types of video resources, and which additional resources, were preferred by Information Technology (IT) students for learning and exam preparation. We offered three types of video learning resources to support the delivery of a first year undergraduate IT course. We collated quantitative data on engagement with each video resource through the Learning Management System, drew further insights from an online survey of the students and combined this with data obtained from an institutional student evaluation survey. Whilst there has been much research conducted about the use of video lectures and other online resources, there has been little research conducted specifically with IT students to determine their preferences when selecting learning resources. We report the preferences of IT undergraduate students when provided with a selection of video learning materials, how the resources were used and their perceived learning value. This study not only offers a set of considerations and recommendations for the design of learning materials for IT students, but also for digital learning in higher-education more generally. Short premium videos were watched many more times than full lectures, and 85% of students agreed that short premium videos were more beneficial and effective than longer, lower quality lecture recordings for their learning. The students’ self-assessed video attention span varied greatly, with a mean of 10 minutes. Students perceived that short premium videos helped them to retain knowledge. However, the perceived most useful resource overall was the lecture slides.

MESLEK YÜKSEKOKULU ÖĞRENCİLERİNİN GENEL MUHASEBE VE BİLGİSAYARLI MUHASEBE DERSLERİNE İLİŞKİN BEKLENTİ VE TATMİN DÜZEYLERİNİN BAZI KATEGORİK DEĞİŞKENLERE GÖRE İNCELENMESİ

Muhasebe çevresinin ve muhasebeden beklentilerin değişmesi muhasebe eğitimi kalitesinin yeni imkan ve ihtiyaçlar doğrultusunda geliştirilmesini zorunlu kılmaktadır. Eğitim kalitesinin artırılmasının yollarından biri de algılanan eğitim kalitesini belirlemek, algının hangi noktalarda farklılaştığını tespit etmek ve kalitenin arttırılmasına dönük yöntemler belirlemektir. Bu araştırmanın da temel amacı muhasebe eğitim kalitesine katkı vermektir. Bu amaçla muhasebe eğitiminde oldukça önemli bir ağırlığa sahip olan genel muhasebe ve bilgisayarlı muhasebe derslerinin öğrenci ders değerlendirilme anket sonuçları ortalamaları ve bu ortalamaların bazı kategorik değişkenlere göre istatistiksel olarak anlamlı bir farklılık gösterip göstermediği incelenmeye çalışılmıştır. Ezine Meslek Yüksekokulu’na devam eden 89 öğrenciden anket yöntemiyle toplanan verilerin sonuçlarına göre, genel muhasebe dersi genel ortalaması 4,228; bilgisayarlı muhasebe dersi genel ortalaması 4,535’dir. Genel muhasebe dersinde, öğrencinin kayıtlı olduğu program ve devam durumu değişkenlerine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık gösterirken; sınıf, beklenen başarı notu, cinsiyet ve yaş aralığı değişkenlerine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık göstermemektedir. Bilgisayarlı muhasebe dersinde öğrencinin kayıtlı olduğu program ve cinsiyet değişkenine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık gösterirken; devam durumu, beklenen başarı notu ve yaş aralığı değişkenlerine göre öğrenci ders değerlendirme anketi ortalama puanları istatistiki açıdan anlamlı farklılık göstermemektedir.