C921 Task 3: Summative Assessment on Social Determinants of Health

C921 Task 3: Summative Assessment on Social Determinants of Health

Student 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 is pivotal in enhancing health outcomes on a population level by focusing on prevention, education, and improving access to healthcare across varied communities. The primary goal of this course is to ensure learners grasp the professional roles of community health nurses and the evidence-based practices necessary to foster wellness and minimize health disparities. To verify that learners achieve these goals, a thoughtfully constructed set of assessment items has been aligned with the course objectives and expected learning outcomes. These assessments target the application of knowledge, cultural competence, and critical examination of social determinants impacting community health.

What does the first assessment question evaluate?

The first question assesses students’ comprehension of the nurse’s role in community education and health promotion. Community health nurses act as educators, empowering populations through preventive approaches, enhancing health literacy, and advocating for better health policies. Since healthcare practices vary widely across cultures, this assessment stresses the importance of adapting educational strategies to the unique needs of each community. While preventive care reduces the need for acute hospital services, nurses are also accountable for ongoing treatment management, rehabilitation support, and contributing to community-based research. This question verifies students’ ability to articulate the complex responsibilities nurses hold in non-acute, community-focused 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 groups. This exercise tests learners’ understanding of how cultural values, religious traditions, and belief systems influence patient choices, adherence to treatment, and health outcomes. Engaging with diverse cultural viewpoints helps students recognize that culturally insensitive care can cause mistrust, poor communication, and ineffective treatment. Therefore, this assessment reinforces the necessity for culturally responsive nursing practices in community settings.

What are the purposes of prompts four and five?

Prompts four and five aim to enhance students’ analytical skills related to health inequities and populations that are underserved. Students are required to create a concept map that outlines at least four contributing factors connected to one or more social determinants of health (SDOH). This task encourages learners to explore systemic and structural barriers such as poverty, limited education, and lack of healthcare access that negatively affect health outcomes. These prompts assess the ability to synthesize complex social information, visualize the relationships between determinants, and propose nursing interventions based on population health principles.

Reynders et al. (2020) emphasize that assessments gain validity and authenticity when aligned intentionally with course objectives and learning outcomes, which is the guiding principle behind this assessment framework.

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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 knowledge of nursing roles within community settings
Prompt 2	CO #2	Cultural healthcare beliefs	Assesses awareness of cultural and religious impacts on care
Prompt 3	SLO #2	Social determinants of health	Analyzes how SDOH influence individual and community health
Prompts 4 & 5	SLO #1 and SLO #2	Underserved community issues	Encourages identification of barriers and social influences

Why is understanding cultural beliefs important in community health nursing?

A profound understanding of cultural and religious beliefs is critical for community health nurses because these elements deeply shape patient behaviors, communication styles, and acceptance of healthcare interventions. For example, language barriers—common among rapidly increasing Spanish-speaking populations—can jeopardize patient safety and adherence unless appropriately managed. Nurses must use interpreters, culturally adapted educational resources, and community partnerships to facilitate effective communication. Such cultural awareness fosters respectful, patient-centered care, thereby enhancing trust, satisfaction, and health outcomes.

What challenges do nurses face in underserved communities?

Nurses serving underserved populations confront numerous challenges rooted in demographic diversity and social inequities. These communities often consist of individuals varying in age, ethnicity, religion, and socioeconomic status, each presenting unique healthcare needs. Social determinants like poverty, limited educational opportunities, food insecurity, and restricted access to healthcare significantly affect health outcomes. Community health nurses need a holistic approach that addresses clinical needs and the broader social context to design effective interventions and advocate for equitable resource distribution.

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Communication of Results and Constructive Feedback

When can students expect their results?

Students typically receive their assessment results within 48 hours of submission. Prompt result delivery supports the learning process by helping students quickly identify their strengths and areas needing improvement. Timely feedback shifts assessments from mere evaluation tools to opportunities for reinforcing knowledge and honing skills.

How is constructive feedback provided?

Constructive feedback is given through detailed explanations clarifying where student responses diverge from instructor expectations. Students are encouraged to discuss their results and seek further clarification if needed. According to Jenkins et al. (2021), timely and accurate feedback is vital for effective learning as it reinforces accurate understanding and rectifies misconceptions before they become entrenched.

What are the passing criteria for the assessment?

To pass the assessment, students must score at least 80%. Scores below this threshold are considered failing, with a score of zero recorded. This standard ensures that students demonstrate sufficient mastery of essential course content and competencies.

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Assessment Theory

The design of this assessment is based on Cognitive Load Theory, which suggests that learning is optimized when extraneous cognitive demands are reduced. By clearly structuring assessment items and aligning them with learning outcomes, students can focus their mental efforts on meaningful learning rather than dealing with confusing tasks. Skulmowski and Xu (2022) highlight that matching cognitive load with instructional goals is especially effective in digital and online learning environments, where poorly designed assessments can overwhelm learners. This approach improves knowledge retention and practical application.

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Test Security

What measures are implemented to ensure test security?

Several measures are established to maintain the integrity of assessments. Assessment materials are securely stored and accessible only to authorized personnel via institutional systems. Faculty and staff involved sign confidentiality agreements. Students use school-managed computers with plagiarism detection tools when submitting assignments. A maximum similarity threshold of 25% is allowed to account for common templates and terminology. Advanced data analytics monitor submission patterns to detect irregularities. Any confirmed violations result in automatic failure and disciplinary actions following institutional policies.

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Potential Barriers in the Online Environment

What obstacles might students face when completing online assessments?

Students may face obstacles such as unreliable internet connections or lack of access to personal computers. To address this, learners are required to use campus facilities equipped with dependable technology. Occasionally, technical issues with the learning management system arise; if more than five students are affected simultaneously, deadlines are staggered to reduce system overload and maintain fairness.

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Analytical Methods for Assessment

The summative assessment uses criterion-referenced grading, where student performance is measured against fixed standards rather than compared to peers. McDonald (2018) describes this method as essential for gauging mastery of learning outcomes and course objectives.

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

This framework allows instructors to evaluate individual progress and overall instructional effectiveness. Consistent low performance in certain areas may highlight curriculum weaknesses, while consistently high results support the efficacy of current teaching methods.

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Importance of Authenticity in Assignments

Authentic assessment requires students to apply their knowledge in contexts that mirror real-world professional practice. Lee, Budhiraja, and Rathi (2024) define authenticity as staying true to one’s professional values and expertise despite external pressures. In community health nursing education, authentic assessments simulate real clinical and community challenges, encouraging critical thinking and practical problem-solving. Engaging with realistic scenarios helps students develop competencies that prepare them for professional roles beyond theoretical knowledge.

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Improving Teaching Strategies and Student Learning

Continuous analysis of assessment outcomes allows educators to improve instructional quality. Assessment data helps identify curriculum strengths and weaknesses, supports targeted academic interventions, and guides refinement of teaching strategies. Providing prompt feedback enables early correction of knowledge gaps, preventing deeper misunderstandings. End-of-semester reviews inform curriculum updates to ensure content remains relevant and aligned with evolving healthcare demands.

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Application of the ADDIE Instructional Design Model

The ADDIE instructional design model—Analyze, Design, Develop, Implement, and Evaluate—served as the foundational framework for creating this course module (Spatioti, Kazanidis, & Pange, 2022).

ADDIE Phase	Purpose and Application
Analyze	Identifies learner characteristics, needs, and instructional goals
Design	Defines learning objectives, assessment methods, and instructional strategies
Develop	Creates course materials, assessments, and evaluation tools
Implement	Delivers instruction and promotes learner engagement
Evaluate	Measures instructional effectiveness and learning outcomes

Each phase builds on the previous one, ensuring the course is methodically developed, effectively delivered, and continuously refined based on data and learner feedback.

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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.

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

Reynders, G., et al. (2020). [Reference on alignment of assessments].

C921 Task 3: Summative Assessment on Social Determinants of Health

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