Evidence Based Teaching Strategies and Evaluation Methods
The Evidence Based Teaching Strategies and Evaluation Methods assignment prompts an understanding of teaching strategies and evaluation methods useful in educating our future nurses and ensuring an effective teaching-learning-assessing process. The assignment utilizes the John Hopkins Nursing Evidence-Based Practice tools, which will provide a beginning database of scholarly evidence related to teaching strategies and evaluation methods that will help inform and possibly guide your capstone project.
The assignment includes four major criterion.

1. Teaching Strategies – Review the chapters in the course textbooks related to teaching strategies. You will select at least three for further review and utilization in the assignment. At least one teaching strategy must be an active learning teaching strategy and at least one must be an online learning teaching strategy.
   a. Note to achieve the Well-Done level of achievement, a comparison/contrast is required.
   b. An additional resource: Study.com provides a step-by-step approach to analyzing information to prepare a compare/contrast essay. Here is the link: https://study.com/articles/Step-by-Step_Guide_to_Writing_Compare_and_Contrast_Essays.html
2. Evaluation Methods – Review the course textbooks related evaluation and or assessment methods. You will select at least three for further review and utilization in the assignment. At least one must be a formative assessment and at least one must be a summative assessment. Again, note that a comparison/contrast is needed to achieve a well-done level of achievement.
3. Best Practices – The criterion here will address the different learning environments – online and face-to-face. Examine each learning environment. What are the strengths and weaknesses of each? Identify and explain the best teaching strategies for each learning environment.
4. John Hopkins Nursing Evidence-Based Practice (JHNEBP) tools, 2017, 3rd edition, Appendix G – Individual Evidence Summary tool will be used for the evidence matrix. Please locate the tools at https://www.ijhn-education.org/content/johns-hopkins-nursing-evidence-based-practice-model-and-tools. You will need to register for permission to use the model and tools prior to downloading. You may need to utilize the other tools to appropriately and accurately complete the table.
   a. Include at least two pieces of evidence for each teaching strategy and each evaluation method.
   b. The EBP Question on the form does not need to be completed.
   c. Author and date – indicate the last name of the first author or the evidence source and the publication date.
   d. Evidence type – Indicate the type of evidence reviewed. For example: RCT, meta-analysis, mix methods, qualitative, systematic review, case study, narrative literature review, etc.
   e. Sample, sample size, and setting – Provide a quick view of the population, number of participants, and study location.
   f. Findings that help answer the EBP Question –The assignment does not require writing an EBP question. Therefore, in the Findings column include the key findings/recommendations and strengths and weaknesses.
   g. Observable measures – Quantitative measures or variables are used to answer a research question, test a hypothesis, describe characteristics, or determine the effect, impact, or influence. Qualitative evidence uses cases, context, opinions, experiences, and thoughts to represent the phenomenon of study.
   h. Limitations – Include information that may or may not be within the text of the article regarding drawbacks of the piece of evidence. The evidence may list limitations, or it may be evident to you as you review the evidence, that an important point is missed.
   i. Evidence level and quality – Using information from the individual appraisal tools, transfer the evidence level and quality into this column.