NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Phillip October 4, 2023 No Comments

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Student Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

Part One – Assessment Description and Rationale

Description of the Assessment

This evaluation focuses primarily on the learner’s understanding and application of ethical principles specific to pediatric nursing. The comprehensive nature of this assessment is designed to encapsulate a broad spectrum of skills. It requires learners to partake in a written examination, participate in a real-time, hands-on simulation, and finally, introspect and express through a reflective essay. Each assessment element measures different learning domains, ensuring a holistic evaluation of the learner’s proficiency in theory and practice.

Domains and Assessment Tools

The Cognitive Domain’s primary objective is to ensure learners fully comprehend and can effectively apply the foundational ethical principles ingrained in pediatric nursing (Mileski et al., 2022). This domain will be evaluated through a written examination. This exam will be a mix of multiple-choice questions, true/false determinants, and scenario-based short-answer questions, challenging the learners to apply their theoretical knowledge to hypothetical real-world situations.

In the Psychomotor Domain, the focus shifts to the practical application of knowledge. The main objective here is to assess the learner’s capability to correctly navigate and resolve ethical dilemmas that may arise in a pediatric clinical environment (Endres et al., 2021). A simulated clinical scenario will be the primary tool for this evaluation. During this hands-on experience, learners will face an ethical dilemma which they must resolve, demonstrating their practical skills and ethical decision-making abilities.

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

The Affective Domain moves into the introspective realm, urging learners to delve deep into their roles’ emotional and moral aspects. The learning objective targets the learner’s ability to ponder, analyze, and internalize the emotional ramifications and ethical implications of their decisions in pediatric care (Morrill & Westrick, 2022). As an assessment tool, a reflective essay has been chosen. In this essay, learners must narrate and analyze an ethical dilemma, elucidating their emotions and the moral considerations that shaped their decisions.

Validity and Reliability of the Assessment

Ensuring the validity and reliability of this assessment is of paramount importance. Post-assessment, faculty and student surveys will be administered. The feedback acquired will be instrumental in ensuring the assessment’s relevancy, accuracy, and alignment with the course’s core objectives. Furthermore, by analyzing grades and tracking student progression, a clearer picture of the assessment’s effectiveness will emerge, ensuring that it remains in harmony with the curriculum and measures the essential competencies accurately. To enrich the feedback process, anecdotal comments will also be sought, giving a qualitative dimension to the feedback and aiding in refining and enhancing future assessments.

Communication of Grading Expectations

Transparency is vital for the efficacy of any assessment. To ensure this, a comprehensive grading rubric detailing the criteria and weightage of each assessment component will be provided to learners at the course’s inception (Aflalo, 2022). This proactive approach aims to empower students, clarifying the grading process and the benchmarks they should aim for. Additionally, periodic feedback sessions and meetings will be scheduled, offering an open platform for learners to voice their queries, seek clarifications, or discuss the assessment in-depth. An official communication from the faculty, elucidating the expectations and standards, will further streamline the assessment process, setting a clear path for the learners to follow and excel.

Part Two – Grading Rubric

 

Criteria/Domain

Non-performance

Basic

Proficient

Distinguished

Knowledge and Application of Ethical Principles

Demonstrates limited understanding of ethical principles. Displays a basic grasp of ethical principles but struggles to apply them. Understands and applies ethical principles in pediatric nursing situations. Demonstrates comprehensive understanding and flawless application of ethical principles.

Practical Demonstration of Ethical Dilemma Resolution

Unable to navigate ethical dilemmas. Manages basic dilemmas with minor errors. Handles most dilemmas effectively. Excellently navigates and resolves all ethical scenarios.

Depth of Reflection on Ethical Implications

Offers superficial reflection on ethical implications. Demonstrates basic reflection with limited depth. Showcases genuine reflection with some insights. Provides deep, insightful reflection showcasing a comprehensive understanding.

Role in Ethical Decision-Making in a Team Setting

Does not define the role in ethical decisions within a team. Vaguely identifies their role but lacks clarity. Clearly defines the role and actively contributes to team decisions. Excellently defines and leads ethical decision-making processes in team scenarios.

Writing: Clarity, Grammar, & Transition

Writing style is non-academic with multiple grammatical errors. Academic writing style but with several grammatical errors. Academic, formal writing with minor errors; good transitions. Flawless academic writing with smooth transitions between topics.

Adherence to APA Format

Does not follow the APA format. Partially adheres to APA format with several mistakes. Mostly follows APA format but has minor errors. Perfectly adheres to the latest APA format edition with no errors.

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

References

Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different approaches to assessment. Australian Journal of Teacher Education, 47(11). https://doi.org/10.14221/1835-517X.5684 

Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K. (2021). Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective. Medical Teacher, 44(1), 79–86. https://doi.org/10.1080/0142159x.2021.1967905 

Mileski, M., McClay, R., Heinemann, K., & Dray, G. (2022). Efficacy of the use of the calgary family intervention model in bedside nursing education: A systematic review. Journal of Multidisciplinary Healthcare, Volume 15(15), 1323–1347. https://doi.org/10.2147/jmdh.s370053 

Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making through use of an affective learning module. Nurse Educator, Publish Ahead of Print. https://doi.org/10.1097/nne.0000000000001178