Audrie Frehner RN, BSN
Western Governors University
C921- Assessment and Evaluation Strategies- Task 1
November 12,2025
, Alignment
The formative assessment questionnaire and multiple-choice questions are created to
ensure that the student is gaining understanding and knowledge. The main focus is to have a deep
understanding of the community and address the needs of vulnerable populations. This module
focuses on social determinants of health (SDOH) and how vulnerable groups are impacted.
The activity is set as a discussion-based case study. This will allow students to identify barriers to
healthcare access and propose evidence-based interventions. Each assessment item aligns with
the course objectives and student learning outcomes. This will ensure that students develop
understanding and are capable to apply their skills in community nursing (Billings & Halstead,
2020).
The first item in this assessment asks students to identify three barriers that prevent the
homeless population from receiving adequate healthcare. This item aligns with the first course
objective, which focuses on understanding how social determinants of health affect vulnerable
populations by the end of week 3. It also aligns with student learning outcome 1, which asks
students to identify two vulnerable groups and explain how social determinants affect their health
and access to care. According to the Centers for Disease Control and Prevention (2024), social
determinants of health—such as housing, education, and income—have a significant influence
,on individuals’ ability to access and benefit from healthcare. During this assessment students
will have a strong foundation and understanding on how this is happening in the community.
The second item asks students to propose one evidence-based intervention to address the
identified barriers. This task aligns with course objective 2, which involves investigating
evidence-based interventions that can help vulnerable populations by the end of week 4. It also
supports student learning outcome 2, which requires students to complete three strategies that
address barriers faced by vulnerable populations. According to Health People 2030, interventions
targeting vulnerable populations must address both individual and systemic barriers,
emphasizing the importance of accessible, equitable healthcare delivery. This item has students
think critical and apply evidence based based practice. This will also be in line with the
American Association of Colleges of Nursing (AACN) Essentials Domain 7 (System-Based
Practice) and Domain 8 (Population Health).
The third item of this assessment involves responding to two peers’ discussion posts. The
student will be providing feedback and making suggestions, such as interventions. This item
aligns with the student learning outcomes. It will help students be reflective, communicate well
and collaborate. All of these are essential in the nursing field. Students are able to engage and
look at different approaches to caring for vulnerable populations (Ernstmeyer & Christman,
2022).
Feedback
, Having immediate feedback is a important during this formative assessment. Students
will receive written feedback from both their peers and the instructor. Peer feedback allows
students to collaborate with others and reflect. They are able to look at other students analysis
and interventions. Having instructor feedback is important because it will be looking at the
accuracy of social determinants of health identification, how relevant the interventions are, and
depth of analysis. There will be an automated discussion board that will be giving immediate
notifications to the students. Students also have access to email and office hours for clarification,
supporting continuous learning (Dennison et al., 2015). Students will also be encouraged to seek
additional understanding if needed. This combination of feedback methods allows students to
immediately correct misunderstandings. They will be able to apply their public health concepts
into the real world.
Assessment Theory, Concept, Principle
The assessment was created around Bloom’s Taxonomy and Knowles Adult Learning
Theory. Knowles’ theory focuses on the fact that adult learners are self-directed and learn best
when content is relevant (Billings & Halstead, 2020). In addition, when it is applicable to their
professional practice. The case study format supports this principle. Bloom’s Taxonomy provides
a the foundation for this assessment. It gives a cognitive framework to help students move from a
lower level of thinking to a higher level of thinking. The higher level is when the students are
analyzing and applying what they have learned. Students begin by identifying barriers
(understanding). They will then progress to evaluating the effects of social determinants
Western Governors University
C921- Assessment and Evaluation Strategies- Task 1
November 12,2025
, Alignment
The formative assessment questionnaire and multiple-choice questions are created to
ensure that the student is gaining understanding and knowledge. The main focus is to have a deep
understanding of the community and address the needs of vulnerable populations. This module
focuses on social determinants of health (SDOH) and how vulnerable groups are impacted.
The activity is set as a discussion-based case study. This will allow students to identify barriers to
healthcare access and propose evidence-based interventions. Each assessment item aligns with
the course objectives and student learning outcomes. This will ensure that students develop
understanding and are capable to apply their skills in community nursing (Billings & Halstead,
2020).
The first item in this assessment asks students to identify three barriers that prevent the
homeless population from receiving adequate healthcare. This item aligns with the first course
objective, which focuses on understanding how social determinants of health affect vulnerable
populations by the end of week 3. It also aligns with student learning outcome 1, which asks
students to identify two vulnerable groups and explain how social determinants affect their health
and access to care. According to the Centers for Disease Control and Prevention (2024), social
determinants of health—such as housing, education, and income—have a significant influence
,on individuals’ ability to access and benefit from healthcare. During this assessment students
will have a strong foundation and understanding on how this is happening in the community.
The second item asks students to propose one evidence-based intervention to address the
identified barriers. This task aligns with course objective 2, which involves investigating
evidence-based interventions that can help vulnerable populations by the end of week 4. It also
supports student learning outcome 2, which requires students to complete three strategies that
address barriers faced by vulnerable populations. According to Health People 2030, interventions
targeting vulnerable populations must address both individual and systemic barriers,
emphasizing the importance of accessible, equitable healthcare delivery. This item has students
think critical and apply evidence based based practice. This will also be in line with the
American Association of Colleges of Nursing (AACN) Essentials Domain 7 (System-Based
Practice) and Domain 8 (Population Health).
The third item of this assessment involves responding to two peers’ discussion posts. The
student will be providing feedback and making suggestions, such as interventions. This item
aligns with the student learning outcomes. It will help students be reflective, communicate well
and collaborate. All of these are essential in the nursing field. Students are able to engage and
look at different approaches to caring for vulnerable populations (Ernstmeyer & Christman,
2022).
Feedback
, Having immediate feedback is a important during this formative assessment. Students
will receive written feedback from both their peers and the instructor. Peer feedback allows
students to collaborate with others and reflect. They are able to look at other students analysis
and interventions. Having instructor feedback is important because it will be looking at the
accuracy of social determinants of health identification, how relevant the interventions are, and
depth of analysis. There will be an automated discussion board that will be giving immediate
notifications to the students. Students also have access to email and office hours for clarification,
supporting continuous learning (Dennison et al., 2015). Students will also be encouraged to seek
additional understanding if needed. This combination of feedback methods allows students to
immediately correct misunderstandings. They will be able to apply their public health concepts
into the real world.
Assessment Theory, Concept, Principle
The assessment was created around Bloom’s Taxonomy and Knowles Adult Learning
Theory. Knowles’ theory focuses on the fact that adult learners are self-directed and learn best
when content is relevant (Billings & Halstead, 2020). In addition, when it is applicable to their
professional practice. The case study format supports this principle. Bloom’s Taxonomy provides
a the foundation for this assessment. It gives a cognitive framework to help students move from a
lower level of thinking to a higher level of thinking. The higher level is when the students are
analyzing and applying what they have learned. Students begin by identifying barriers
(understanding). They will then progress to evaluating the effects of social determinants
