NURS FPX 6116 Assessment 3

NURS FPX 6116 Assessment 3

Student Name

Capella University

NURS-FPX6116 Nursing Education Assessment and Evaluation

Prof. Name

Date

Criteria and Rubric Development for Telehealth Nursing Assessment

Overview of the Assessment Framework

The telehealth nursing course assessment at Riverside Community Hospital is structured to evaluate learners’ competence in delivering virtual healthcare services. It is aligned with course objectives that integrate theoretical understanding with hands-on clinical application. The assessment is designed using three learning domains—cognitive, psychomotor, and affective—to ensure a holistic evaluation of students’ readiness for telehealth practice. This structure enables the measurement of knowledge application, technical skill performance, and professional attitude, particularly cultural sensitivity and ethical awareness.

The assessment is administered at the end of the course. The written and simulation components are conducted in a controlled academic environment, while the reflective essay is submitted electronically.

Part One – Assessment Description and Rationale

Assessment Description

The telehealth nursing assessment is a multi-component evaluation designed to measure students’ ability to function effectively in virtual care settings. It consists of three distinct stages, each aligned with a specific learning domain:

• Cognitive Domain Assessment: A 20-item multiple-choice examination that evaluates theoretical knowledge of telehealth principles, communication methods, and digital healthcare technologies.
• Psychomotor Domain Assessment: A simulated telehealth consultation that assesses students’ ability to operate telehealth platforms and conduct virtual patient assessments accurately and safely.
• Affective Domain Assessment: A reflective essay focused on cultural competence, ethical practice, and professional attitudes in telehealth nursing.

These components collectively ensure that learners demonstrate cognitive understanding, clinical technical ability, and professional ethical awareness in virtual healthcare environments.

Rationale for the Assessment Design

The assessment strategy aligns with the MSN Practicum Conference Call objectives by integrating theoretical knowledge with applied telehealth skills while emphasizing cultural competence.

The multiple-choice examination evaluates foundational cognitive knowledge required for telehealth practice. Research indicates that structured digital learning approaches enhance critical thinking and clinical decision-making in nursing education (Zheng et al., 2022).

NURS FPX 6116 Assessment 3

The simulation component develops psychomotor competence by requiring learners to demonstrate practical use of telehealth systems and patient assessment techniques in a controlled environment (Changiz et al., 2021).

The reflective essay strengthens affective learning by encouraging students to critically evaluate their ethical responsibilities and cultural awareness in virtual care settings.

Additionally, Wei and Peng (2025) emphasize that lower-level cognitive skills are effectively assessed using quizzes, while higher-order thinking requires structured case-based and reflective evaluation supported by rubrics.

NURS FPX 6116 Assessment 3

To ensure assessment quality and reliability:

• The exam is peer-reviewed by faculty experts.
• The simulation is pilot-tested with a small student group.
• Student feedback is collected to improve validity and effectiveness (Imanipour et al., 2023).

This comprehensive approach aligns with AACN Essentials and QSEN competencies, ensuring that graduates meet national nursing education standards.

Part Two – Grading Rubric

Course Information

Category	Details
Course Title	Telehealth Nursing Course
Learner	Esohe
Faculty	Carie Braun
Date	May 2025

Rubric for Evaluation Criteria

C1 – Case Study: Application of Evidence-Based Telehealth Practice

Level	Performance Description
Non-Performance	Does not apply evidence-based strategies or fails to submit work.
Basic	Applies irrelevant or unsupported strategies with limited explanation.
Proficient	Applies appropriate evidence-based strategies and explains telehealth support in care delivery.
Distinguished	Integrates well-defined evidence-based strategies aligned with patient needs and telehealth best practices, supported by scholarly evidence.

C2 – Virtual Simulation: Patient Assessment & Technology Use

Level	Performance Description
Non-Performance	Does not participate or demonstrates unsafe practice.
Basic	Participates with frequent errors in assessment or platform use.
Proficient	Performs virtual assessment with minimal errors and demonstrates safe care.
Distinguished	Demonstrates advanced clinical judgment, platform mastery, and provides detailed performance evaluation.

C3 – Reflective Journal: Cultural Competence and Ethical Practice

Level	Performance Description
Non-Performance	No submission or does not address ethics or culture.
Basic	Provides surface-level reflections with limited depth.
Proficient	Demonstrates thoughtful reflection on cultural and ethical issues.
Distinguished	Provides deep, personal reflection linking ethics and cultural competence to real-world telehealth practice and professional standards.

C4 – Role-Play: Interprofessional Communication Skills

Level	Performance Description
Non-Performance	Does not participate or shows lack of collaboration.
Basic	Limited communication clarity and teamwork.
Proficient	Communicates clearly and demonstrates understanding of professional roles.
Distinguished	Demonstrates highly effective, patient-centered, collaborative communication grounded in interprofessional telehealth standards.

C5 – Alignment With Course and Program Outcomes

Level	Performance Description
Non-Performance	No alignment with course or program outcomes.
Basic	Partial alignment but lacks clarity or relevance.
Proficient	Clearly aligns work with course objectives and program competencies.
Distinguished	Fully integrates course outcomes, BSN competencies, AACN, QSEN, and ANA standards into professional nursing practice.

Summary of Assessment Structure

Component	Learning Domain	Purpose
Multiple-Choice Exam	Cognitive	Assess theoretical knowledge of telehealth systems and communication
Simulation	Psychomotor	Evaluate technical and clinical telehealth skills
Reflective Essay	Affective	Assess cultural competence and ethical reasoning

Conclusion

The telehealth nursing assessment provides a structured and evidence-based framework for evaluating student competency in virtual healthcare delivery. By integrating cognitive, psychomotor, and affective domains, it ensures balanced professional development across knowledge, skills, and attitudes. Continuous refinement through peer review, pilot testing, and learner feedback strengthens its reliability and alignment with national nursing education standards.

References

Changiz, T., Amouzeshi, Z., Najimi, A., & Adibi, P. (2021). A narrative review of psychomotor abilities in medical sciences: Definition, categorization, tests, and training. Journal of Research in Medical Sciences, 26, 69. https://doi.org/10.4103/jrms.JRMS_965_19

Imanipour, M., Mirzaeipour, F., & Hazaryan, M. (2023). Effectiveness of feedback type on performance quality and satisfaction of nursing students: A comparative interventional study. Journal of Education and Health Promotion, 12(1), 324. https://doi.org/10.4103/jehp.jehp_1178_22

NURS FPX 6116 Assessment 3

Wei, Y., & Peng, Z. (2025). Application of the flipped classroom model based on Bloom’s Taxonomy of Educational Objectives in endodontics education for undergraduate dental students. PeerJ, 13, e18843. https://doi.org/10.7717/peerj.18843

Zheng, J., Tayag, J., Cui, Y., & Chen, J. (2022). Bloom’s classification of educational objectives based on deep learning theory, teaching design of nursing specialty. Computational Intelligence and Neuroscience, 2022, 1–8. https://doi.org/10.1155/2022/3324477