NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Name

Capella university

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

Part One – Assessment Description and Rationale

Assessment Description

The method of assessment used to gauge students’ competency in nursing school is a case-based scenario analysis, which is intended to gauge cognitive abilities. Students must thoroughly analyze a complicated patient case to pass this assessment while combining their theoretical knowledge, critical thinking, and decision-making abilities. The intention is to imitate clinical situations so students can use what they have learned in a real-world setting (O’Flaherty & Costabile, 2020).

Type of Assessment Tool

A written case analysis has been chosen as the assessment tool. A thorough patient case comprising pertinent medical history, symptoms, and diagnostic findings will be given to learners. They must conduct an information analysis, determine the most critical issues, and create a nursing care plan. The written format makes it possible to examine learners’ critical thinking skills, cognitive processes, and application of theoretical knowledge to clinical practice in great detail (Chen et al., 2020).

Supporting Rationale

Alignment with Learning Objectives

The case-based scenario analysis is precisely associated with the cognitive domain by focusing explicitly on higher-order thinking skills like analysis, synthesis, and evaluation. This deliberate alignment reflects the overall objective of nursing education, which is to develop and evaluate clinical reasoning and critical thinking, the cornerstones of practical nursing practice (Marcomini et al., 2021).

Real-world Application

This assessment aims to deliberately immerse students in real-world patient scenarios, reflecting their difficulties in real-world clinical settings. The assessment facilitates the smooth transition of theoretical knowledge into practical decision-making by bridging the theory-practice gap. This approach equips students with the complex and multifaceted nature of nursing care in real-world healthcare settings (Clemett & Raleigh, 2021).

Assessment Validity

It is crucial to guarantee the validity of the evaluation. The case material and the assessment tool will be thoroughly reviewed through a cooperative process involving subject matter experts and seasoned nursing educators. Their combined experience will act as a standard to ensure that the evaluation reflects the cognitive abilities needed for skilled nursing practice and perfectly aligns with the intended learning objectives (Prediger et al., 2020).

Pilot Testing for Refinement

A pilot testing phase will be started with a chosen group of students in recognition of the iterative nature of educational assessment. This stage enables the detection of any possible uncertainties or problems in the evaluation. Feedback from learners and content experts will be methodically gathered and carefully applied to the case to improve the assessment tool’s validity and relevance (Conn et al., 2020).

Reliability through Grading Criteria

To strengthen the validity of the evaluation, a carefully constructed grading rubric will be utilized (see Part Two). Ensuring a uniform and consistent grading process among assessors, this rubric’s distinct performance levels are embodied in its clarity and specificity. The essential dependability of the rubric plays a crucial role in promoting a fair and impartial assessment of student’s performance in various contexts (Shabani & Panahi, 2020).

Part Two – Grading Rubric

Criteria/Domain	Non-performance	Basic	Proficient	Distinguished
Patient-Centered Care Approach	Struggles to prioritize patient needs and needs a patient-centered approach.	Demonstrates a basic understanding but needs to work on applying a patient-centered approach constantly.	Constantly applies a patient-centered approach to addressing patient needs.	Exceptionally prioritizes patient needs, constantly applying a delicate and complete patient-centered approach.
Interdisciplinary Collaboration in Patient Care	Does not actively collaborate with the healthcare team in addressing patient needs.	Participates in multidisciplinary conversations vaguely without making a clear contribution to patient-centered care.	Actively collaborates with the healthcare team, ensuring a complete approach to patient care.	Excellently leads and shapes interdisciplinary collaboration, promoting a complete patient-centered care experience.
Critical Analysis of Patient Preferences	It needs to be more understanding of patient preferences and values.	Demonstrates essential awareness but needs help with critical analysis of patient preferences.	Critically analyzes patient preferences, integrating them into personalized care plans.	Provides a thorough, delicate analysis of patient preferences, demonstrating an excellent understanding and application in care planning.
Effective Patient Communication	Poor communication skills with repeated errors in patient interactions.	Adequate communication but with noticeable structural errors during patient interactions.	Communicates effectively with patients, ensuring clarity and empathy with minor errors and clear transitions.	Demonstrates perfect communication skills with clear transitions, perfect structure, and empathy when interacting with patients.
Adaptability in Tailoring Care to Patient Needs.	Resistant to adapting care plans needs to work on responding to vibrant patient needs.	Shows limited adaptability and occasional difficulty adjusting care plans based on evolving patient needs.	Adapts well to dynamic patient needs, ensuring effective problem-solving and personalized care.	Excels in adapting to dynamic patient needs, actively addressing challenges, and modifying care plans for optimal patient outcomes.
Writing: Clarity, Grammar, & Transition	The writing style could be more academic, with various grammatical errors in patient documentation.	Academic writing style but with several grammatical errors in patient-related documentation.	Academic, formal writing with minor errors, good transitions in patient documentation.	Flawless academic writing with smooth transitions between patient-related topics, ensuring clarity and professionalism.
Adherence to Patient-Centered Documentation	Needs to follow patient-centered documentation practices consistently.	Partially adheres to patient-centered documentation with several mistakes.	It mostly follows patient-centered documentation practices but has minor errors.	Perfectly adheres to patient-centered documentation practices with no errors, ensuring accuracy and completeness.

References

Chen, F.-Q., Leng, Y.-F., Ge, J.-F., Wang, D.-W., Li, C., Chen, B., & Sun, Z.-L. (2020). Effectiveness of virtual reality in nursing education: meta-analysis. Journal of Medical Internet Research, 22(9). https://doi.org/10.2196/18290 

Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgement and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, 102, 104885. https://doi.org/10.1016/j.nedt.2021.104885 

Conn, C. A., Bohan, K. J., Pieper, S. L., & Musumeci, M. (2020). Validity inquiry process: Practical guidance for examining performance assessments and building a validity argument. Studies in Educational Evaluation, 65, 100843. https://doi.org/10.1016/j.stueduc.2020.100843 

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Marcomini, I., Terzoni, S., & Destrebecq, A. (2021). Fostering nursing students’ clinical reasoning: a QSEN-based teaching strategy. Teaching and Learning in Nursing, 16. https://doi.org/10.1016/j.teln.2021.07.003 

O’Flaherty, J., & Costabile, M. (2020). Using a science simulation-based learning tool to develop students’ active learning, self-confidence and critical thinking in academic writing. Nurse Education in Practice, 47, 102839.  https://doi.org/10.1016/j.nepr.2020.102839 

Prediger, S., Schick, K., Fincke, F., Fürstenberg, S., Oubaid, V., Kadmon, M., Berberat, P. O., & Harendza, S. (2020). Validation of a competence-based assessment of medical students’ performance in the physician’s role. BMC Medical Education, 20(1). https://doi.org/10.1186/s12909-019-1919-x 

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Shabani, E. A., & Panahi, J. (2020). Examining consistency among different rubrics for assessing writing. Language Testing in Asia, 10(1). https://doi.org/10.1186/s40468-020-00111-4