How to write a Nurse Educator Role (Essay)

How to write a Nurse Educator Role (Essay)

Validity and reliability are important educational measures that guide decision-making about students based on their performance. Validity represents the accuracy of an assessment of whether it measures what is supposed to be measured (Rudolph et al., 2020). On the other hand, reliability involves the ability of a tool to consistently produce the same results over time. To ensure test questions developed are valid and reliable, the nurse educator must plan to develop a well-designed examination. The nurse educator must create a detailed blueprint that outlines the desired content and skills to be assessed. To ensure the test provided is of quality, the nurse educator must explicitly state the information they are seeking, keep questions short and to the point, and ensure the sentence structure is succinct (Rudolph et al., 2020). When designing questions, the nurse educator must focus on essential concepts of the lesson and ensure the questions discuss what was outlined in the learning objectives.

An important opportunity for faculty learning and improvement of the student’s performance is item analysis. Item analysis involves the systematic process of collecting, summarizing, and using information from students’ responses to assess the quality of test questions (Rudolph et al., 2020). Item analysis provides nurse educators with an opportunity to observe the characteristics of a test question and improve the quality of a test. To evaluate and assess for validity and reliability, I intend to use the item difficulty index (p) and the Kuder-Richardson formula (KR20) (Rudolph et al., 2020). The p-value expresses results according to the percentage of students who answered an item correctly and its score ranges from 0 to 1. The KR20 score ranges from 0 to 1 with 0 representing no internal consistency and values approaching 1 indicating a high degree of reliability.

References

Rudolph, M. J., Daugherty, K. K., Ray, M. E., Shuford, V. P., Lebovitz, L., & DiVall, M. V. (2019). Best practices related to examination item construction and post-hoc Review. American Journal of Pharmaceutical Education, 83(7), 7204. https://doi.org/10.5688/ajpe7204

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