Introduction
The nursing faculty will demonstrate a better understanding of the current literature on competency testing of nursing students by the end of the term. A better understanding of the current literature implies a broader knowledge spectrum regarding the given topic. Consequently, how the faculty tested students’ competencies might register slight or significant changes. To evaluate the faculty’s ability in competency testing, pre-implementation, and post-implementation data should concern the results of such testing before and after the conducted changes. Specifically, the faculty should concentrate on the success rate and perceptions of a new testing version regarding its feasibility and efficiency. If the post-implementation data show worse results, it might be caused by the wrong estimation of new techniques’ value or mistakes in their direct application. Ultimately, fine-tuning based on continuous feedback will yield the desired results.
Discussion
Nursing students will show greater incentives to research unfamiliar diagnoses in clinical settings by the end of the term. Not knowing where to find the needed knowledge might discourage individuals from conducting the research. Consequently, to evaluate the students’ awareness of possible sources of credible information, pre-implementation, and post-implementation data should include the statistics regarding the nurses’ number of successfully treated patients. Post-implementation data should display an increase in the cases of successful treatment with a decrease in the number of reassigned patients. If the results prove otherwise, it will indicate that there might be issues regarding the nurses’ interpretation of obtained knowledge, which could be addressed by increasing their competence in certain aspects.
Conclusion
Nursing students will be able to apply knowledge of nursing concepts and theories in developing and evaluating the nursing curriculum by the end of the term. Nursing curriculum development is a complex process that requires a deep understanding of background nursing concepts and theories. Consequently, a properly developed curriculum should reflect all primary features of the field of knowledge it is intended to cover. Thus, to evaluate the student’s ability to enclose the required key concepts and elements in a curriculum, pre-implementation, and post-implementation data should include the results of practical tasks assigned to students during the term. The reasons behind unsuccessful outcomes, apart from the students’ poor performance, might lie in the flaws in the education process. Subsequently, the teaching techniques or program features will have to be adjusted based on the feedback.