NURS FPX 6111 Criteria and Rubric Development Paper Example

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

NURS FPX 6111 Criteria and Rubric Development Assignment Brief

Course: NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Assignment Title: NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Assignment Instructions Overview

This assignment focuses on creating a comprehensive assessment description and grading rubric for a chosen assessment strategy. The assessment aims to evaluate learners’ proficiency in achieving specific learning objectives related to nursing informatics. Through this assignment, students will develop an understanding of the rationale behind their chosen assessment strategy and create a grading rubric that aligns with the assessment objectives.

Understanding Assignment Objectives

The primary objective of this assignment is to design an effective assessment tool that aligns with the learning objectives established in Assessment 1. Students will need to consider the cognitive, psychomotor, and affective domains of learning when developing their assessment strategy. Additionally, students will explore processes for determining the validity and reliability of their assessment methods and how grading expectations can be communicated to learners.

The Student’s Role

As a nursing student, your role is to design an assessment tool that accurately measures learners’ proficiency in nursing informatics. You will need to carefully consider the learning objectives and select appropriate assessment methods for each domain of learning. Additionally, you will justify your assessment strategy by providing evidence-based support and create a grading rubric that clearly defines performance levels and expectations.

You Can Also Check Other Related Assessments:

NURS FPX 6111 Assessment 1 Course Definition and Alignment Table Example

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NURS FPX 6111 Criteria and Rubric Development Paper Example

In the realm of nursing education, it’s crucial to assess students’ knowledge effectively. Developing criteria and rubrics helps students understand what’s expected of them in terms of learning abilities and capabilities.

Part One: Assessment Description and Rationale

Assessment Description

The assessment for Nursing Informatics course aims to evaluate students’ understanding and application of theoretical knowledge in real-life scenarios. It focuses on enhancing nurses’ skills to deliver patient-centered, fair, and evidence-based healthcare, free from biases (Veinot et al., 2019). This assessment also aims to strengthen nurses’ cognitive abilities and their use of technology in healthcare settings.

Rationale

The chosen assessment strategy aligns with contemporary nursing practice, emphasizing the importance of technology integration for delivering optimal patient care (Veinot et al., 2019). By assessing cognitive abilities, the assessment ensures that students can effectively apply theoretical knowledge in real-world scenarios, enhancing their critical thinking and decision-making skills.

Specific Learning Outcomes

Specifically, students will be evaluated on their proficiency in utilizing technology for tasks such as updating patient information, e-monitoring, diagnosis, providing patient-centered care, and identifying drug interactions using digital automated systems. The assessment will gauge their ability to integrate evidence-based learning, critical thinking, and practical experience gained through simulation-based learning (Choi et al., 2021). Additionally, it will assess their capacity to manage complex situations calmly and without errors, particularly under pressure scenarios encountered in simulation-based and theoretical examinations.

Assessment Services the Needs of the Learner

The assessment caters to learners’ requirements by emphasizing the integration of technology into healthcare practices. It educates students on utilizing technological advancements, including Automated IV Pumps, EMR systems, remote monitoring systems, and CCC (Central Command Center) (Bacon & Hoffman, 2020). This approach equips them with the skills to deliver safe and high-quality patient care, leveraging automation to minimize medication errors. Consequently, it contributes to reducing mortality, morbidity rates, and healthcare disparities associated with medication errors.

Part Two: Grading Rubric Development

Steps in Assembling and Administrating Test:

To ensure effective assessment of learning outcomes, it’s essential to follow a structured process in assembling and administering tests.

Assembling of the Test:

Assembling the test begins with meticulously selecting course content, serving as the foundation for student learning. Following content selection, questions are crafted in a challenging manner to assess students’ cognitive abilities. These questions undergo critical analysis by the faculty to ensure they are cognitively stimulating. Once finalized, questions are arranged from easier to more challenging to encourage students and push their cognitive and critical thinking abilities to their limits.

Administrating the Test:

The test is administered to students after thorough briefing on guidelines, criteria, and rubrics. They receive detailed instructions on the criteria and rubric essential for achieving high grades. Administration involves:

• Guidelines: Students are provided with clear instructions by the instructor to effectively tackle the test, encouraging them to utilize their cognitive skills, theoretical knowledge, and simulation-based learning to resolve test problems.
• Outcomes: Students are evaluated based on their application of simulation-based learning, theoretical knowledge, and cognitive thinking in the test.
• Assessment: Students’ proficiency in utilizing technology for simulation-based learning to provide efficient healthcare services is assessed, reflecting sound psychomotor, cognitive, and affective learning abilities.

Knowledge Gaps:

Challenges may arise from professors’ inadequate collaboration in developing simulation-based learning assessments integrating healthcare and technology. Additionally, the absence of a standardized testing format may impede the assembling and administration of tests.

Learning in Multiple Domains:

Students are evaluated across cognitive, psychomotor, and affective domains in nursing informatics:

• Cognitive: Students’ critical thinking abilities are assessed through various challenging scenarios and theoretical/practical examinations. This assessment enhances analytical reasoning, enabling effective utilization of technology integrated with healthcare.
• Psychomotor: Practical examinations and clinical-based simulations enhance students’ psychomotor skills, enabling them to proficiently use technology for basic healthcare services.
• Affective: This domain evaluates nurses’ ability to apply evidence-based learning in professional practice, supporting actions with theoretical knowledge backed by research articles.

Performance-Level Criteria:

The grading rubric outlines criteria for performance evaluation:

Communication of Grading Expectations

To ensure clarity and transparency, grading expectations must be clearly communicated to students. Employing an open-line communication strategy, instructors should thoroughly explain each aspect of the grading criteria, ensuring students understand the distinctions between non-performance, basic, proficient, and distinguished levels. It’s imperative to elucidate how these criteria differ and provide guidance on how students can strive to attain distinguished levels.

Validity and Reliability of Assessment

Validity and reliability assessment measures gauge the assessment’s ability to furnish accurate and consistent criteria for evaluating students’ learning outcomes. Validity scrutinizes if assessment questions align with course learning objectives, particularly in nursing informatics, ensuring achievement of outcomes like effective technology integration to minimize medication errors and enhance patient safety (Eddy et al., 2020). Meanwhile, reliability assesses the consistency of test questions over time, evaluating students’ ability to consistently score similarly across repeated intervals. The fulfillment of grading criteria indicates the reliability of assessment criteria (Nolet et al., 2021).

Strengths and Weaknesses

Strengths lie in the criteria’s reliability to evaluate course learning outcomes comprehensively. The criteria cover all areas aligned with course objectives, ensuring thorough assessment. However, limitations stem from the lack of access to simulation-based learning, hindering students’ practical knowledge acquisition. This limitation restricts their ability to effectively apply technology in healthcare settings.

Conclusion

In conclusion, effective assessment in nursing education necessitates the development of clear criteria and rubrics to evaluate students’ knowledge and skills comprehensively. The assessment for the Nursing Informatics course aims to bridge theoretical knowledge with practical application, emphasizing the integration of technology into healthcare practices. By evaluating students’ cognitive abilities and technological proficiency, this assessment ensures they can deliver patient-centered care effectively, minimize medication errors, and mitigate healthcare disparities. However, challenges may arise from the lack of standardized testing formats and limited access to simulation-based learning resources. Ensuring clear communication of grading expectations, validity, and reliability of assessments are crucial for enhancing the effectiveness of the evaluation process.

References

Bacon, C. T., & Hoffman, L. A. (2020). Nursing Informatics: Challenges and Opportunities. Nursing Clinics, 55(3), 405-414.

Choi, J. S., Yi, B., & Lee, J. (2021). The effect of simulation-based education on knowledge, skills, and critical thinking in nursing students: A systematic review and meta-analysis. Nurse Education Today, 97, 104714.

Eddy, L. H., Bingham, D. D., Crossley, K. L., Shahid, N. F., Ellingham-Khan, M., Otteslev, A., Figueredo, N. S., Mon-Williams, M., & Hill, L. (2020). The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review. PloS One, 15(8), e0237919.

Nolet, P. S., Yu, H., Côté, P., Meyer, A. L., Kristman, V. L., Sutton, D., Murnaghan, K., & Lemeunier, N. (2021). Reliability and validity of manual palpation for the assessment of patients with low back pain: A systematic and critical review. Chiropractic & Manual Therapies, 29(1), 33.

Veinot, T. C., Mitchell, H., & Ancker, J. S. (2019). Good intentions are not enough: how informatics interventions can worsen inequality. Journal of the American Medical Informatics Association, 26(8-9), 737-743.

Detailed Assessment Instructions for the NURS FPX 6111 Criteria and Rubric Development Paper

Description

Create a 1–2-page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities.

• The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
• The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
• The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.

Assessment Instructions

Note: Assessments in this course must be completed in the order in which they are presented. You must complete Assessment 1 before beginning this assessment.

PREPARATION

Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

• Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
  • If the learning objective assesses the cognitive domain, what assessment tool would you use?
  • If the learning objective assesses the psychomotor domain, how will you test for proficiency?
  • If the learning objective assesses the affective domain, how will you know if the learner is proficient?
• Consider the various processes that can be used for determining the validity and reliability of an assessment.
  • Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
• Determine how grading expectations can be communicated to learners.
  • Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.

PART ONE – ASSESSMENT DESCRIPTION AND RATIONALE

The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

• An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
• The rationale provides the evidence -based support for your chosen assessment strategy.

You must complete the following in Part One:

• Write a brief description of the assessment.
• Describe the type of assessment tool that will be used to assess the learning objectives.
• Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.

PART TWO – CREATE A GRADING RUBRIC

Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template, linked in the Resources under the Capella Resources heading.

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

• Non-performance.
• Basic.
• Proficient.
• Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

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