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 assessment aims to evaluate the learner’s comprehension and application of ethical principles specific to pediatric nursing. It encompasses a diverse range of skills, including theoretical knowledge, practical application, and introspective analysis. The assessment comprises a written examination, a real-time simulation, and a reflective essay, each targeting different learning domains to ensure a comprehensive evaluation of the learner’s proficiency in both theory and practice.

Domains and Assessment Tools

The Cognitive Domain focuses on ensuring learners grasp and apply foundational ethical principles in pediatric nursing. This domain will be assessed through a written examination consisting of multiple-choice questions, true/false determinants, and scenario-based short-answer questions, challenging learners to apply theoretical knowledge to real-world situations (Mileski et al., 2022).

In the Psychomotor Domain, emphasis is placed on the practical application of ethical knowledge. Learners will engage in a simulated clinical scenario, where they must navigate and resolve ethical dilemmas encountered in pediatric care. This hands-on experience evaluates learners’ practical skills and ethical decision-making abilities (Endres et al., 2021).

The Affective Domain delves into the emotional and moral aspects of learners’ roles. Through a reflective essay, learners will analyze an ethical dilemma, exploring the emotional implications and ethical considerations underlying their decisions in pediatric care (Morrill & Westrick, 2022).

Validity and Reliability of the Assessment

Ensuring the validity and reliability of this assessment is crucial. Post-assessment surveys will be conducted among faculty and students to gather feedback on the assessment’s relevance, accuracy, and alignment with course objectives. Additionally, analysis of grades and student progression will provide insights into the assessment’s effectiveness, ensuring it accurately measures essential competencies and remains aligned with the curriculum. Anecdotal comments will also be sought to enrich the feedback process and improve future assessments.

Communication of Grading Expectations

Transparency in grading expectations is essential for effective assessment. A comprehensive grading rubric outlining the criteria and weightage of each assessment component will be provided to students at the beginning of the course. This proactive approach aims to empower students by clarifying the grading process and benchmarks. Periodic feedback sessions will be scheduled to address queries and provide clarifications, further enhancing communication and understanding of assessment expectations.

Part Two – Grading Rubric

Criteria/Domain

Non-performance: Demonstrates limited understanding of ethical principles. Unable to navigate ethical dilemmas. Offers superficial reflection on ethical implications. Does not define the role in ethical decisions within a team. Writing style is non-academic with multiple grammatical errors. Does not follow the APA format.

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Basic: Displays a basic grasp of ethical principles but struggles to apply them. Manages basic dilemmas with minor errors. Demonstrates basic reflection with limited depth. Vaguely identifies their role but lacks clarity. Academic writing style but with several grammatical errors. Partially adheres to APA format with several mistakes.

Proficient: Understands and applies ethical principles in pediatric nursing situations. Handles most dilemmas effectively. Showcases genuine reflection with some insights. Clearly defines the role and actively contributes to team decisions. Academic, formal writing with minor errors; good transitions. Mostly follows APA format but has minor errors.

Distinguished: Demonstrates comprehensive understanding and flawless application of ethical principles. Excellently navigates and resolves all ethical scenarios. Provides deep, insightful reflection showcasing a comprehensive understanding. Excellently defines and leads ethical decision-making processes in team scenarios. Flawless academic writing with smooth transitions between topics. Perfectly adheres to the latest APA format edition with no errors.

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 the use of an affective learning module. Nurse Educator, Publish Ahead of Print. https://doi.org/10.1097/nne.0000000000001178

NURS FPX 6111 Assessment 2 Criteria and Rubric Development