NURS-FPX 6111 Assessment and Evaluation in Nursing Education
Part One – Assessment Description and Rationale
Description of the Assessment
This assessment centers on evaluating the learner’s comprehension and application of ethical principles specific to pediatric nursing. The assessment is comprehensive, encompassing a diverse range of skills. It requires participation in a written examination, engagement in a real-time, hands-on simulation, and reflection through a written essay. Each assessment element assesses different learning domains, ensuring a holistic evaluation of the learner’s proficiency in both theoretical knowledge and practical application.
Domains and Assessment Tools
The primary goal of the Cognitive Domain is to ensure learners fully understand and can effectively apply foundational ethical principles in pediatric nursing (Mileski et al., 2022). This domain will be assessed through a written examination comprising multiple-choice questions, true/false determinants, and scenario-based short-answer questions, challenging learners to apply theoretical knowledge to real-world situations.
In the Psychomotor Domain, the focus is on the practical application of knowledge, evaluating the learner’s ability to navigate and resolve ethical dilemmas in a pediatric clinical setting (Endres et al., 2021). A simulated clinical scenario will be the main tool for this evaluation, allowing learners to demonstrate their practical skills and ethical decision-making abilities.
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
The Affective Domain delves into introspection, prompting learners to explore the emotional and moral aspects of their roles. The learning objective is to evaluate the learner’s ability to ponder, analyze, and internalize the emotional and ethical implications of their decisions in pediatric care (Morrill & Westrick, 2022). The assessment tool for this domain is a reflective essay, requiring learners to narrate and analyze an ethical dilemma, elucidating their emotions and moral considerations.
Validity and Reliability of the Assessment
Ensuring the validity and reliability of this assessment is paramount. Post-assessment, faculty and student surveys will be administered to gather feedback instrumental in ensuring the assessment’s relevancy, accuracy, and alignment with the course’s core objectives. Analyzing grades and tracking student progression will provide insights into the assessment’s effectiveness, ensuring alignment with the curriculum and accurate measurement of essential competencies. Anecdotal comments will enrich the feedback process, adding a qualitative dimension for refining and enhancing future assessments.
Communication of Grading Expectations
Transparency is crucial for assessment efficacy. A comprehensive grading rubric detailing criteria and weightage for each assessment component will be provided to learners at the course’s start (Aflalo, 2022). This proactive approach aims to empower students, clarifying the grading process and benchmarks. Periodic feedback sessions will be scheduled, providing an open platform for learners to voice queries, seek clarifications, or discuss the assessment. Official communication from faculty will further streamline expectations, setting a clear path for learners to follow and excel.
Part Two – Grading Rubric
|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.
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
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
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