NURS FPX 6116 Assessment 3 Criteria and Rubric Development

Name

Capella university

NURS-FPX6116 Nursing Education Assessment and Evaluation

Prof. Name

Date

Criteria and Rubric Development

The assessment framework for the telehealth nursing course at Riverside Community Hospital is intentionally designed to determine whether learners can deliver safe, efficient, and patient-centered care in virtual environments. Rather than focusing solely on theoretical knowledge, the evaluation integrates three foundational learning domains—cognitive, psychomotor, and affective—to ensure a comprehensive appraisal of clinical readiness.

This structured approach examines whether learners can interpret telehealth concepts, apply digital tools effectively, and demonstrate ethical and culturally responsive behaviors during remote patient interactions. Clear performance benchmarks and grading standards are embedded within the framework to enhance scoring consistency and ensure transparency for both faculty and learners.

Part One – Assessment Description and Rationale

Assessment Description

The course employs a multimodal assessment strategy to evaluate competencies required in telehealth nursing. Each method targets a distinct domain of learning, ensuring balanced skill development and evaluation.

NURS FPX 6116 Assessment 3 Criteria and Rubric Development

Learning Domain	Assessment Method	Purpose	Delivery Method
Cognitive	20-item multiple-choice exam	Assesses knowledge of telehealth concepts, laws, and communication strategies	Conducted in class
Psychomotor	Simulated telehealth consultation	Evaluates technical proficiency and patient assessment skills	Classroom-based simulation
Affective	Reflective essay	Examines ethical awareness, empathy, and cultural competence	Online submission

Together, these assessment methods determine whether students can effectively translate theoretical instruction into clinical telehealth practice.

What Does the Cognitive Assessment Measure?

The cognitive component focuses on evaluating essential knowledge required for competent telehealth practice. It examines understanding across several areas, including:

• Fundamental telehealth concepts and frameworks

• Digital healthcare technologies and tools

• Virtual communication techniques

• Legal and ethical requirements such as privacy and documentation

• Clinical reasoning in remote care scenarios

This format is particularly effective for measuring knowledge recall, comprehension, and the application of theoretical principles in structured contexts.

What Does the Psychomotor Assessment Measure?

The psychomotor evaluation emphasizes hands-on technical abilities through simulated telehealth consultations. Learners are expected to demonstrate:

• Accurate login and navigation of telehealth platforms

• Proper patient identification procedures

• Competent remote clinical assessments

• Professional communication in virtual settings

• Recognition of patient safety risks

• Sound clinical judgment during digital interactions

By replicating real-world telehealth workflows, simulation enhances practical readiness and supports skill transfer into clinical environments.

What Does the Affective Assessment Measure?

The affective domain explores attitudes and professional values that influence patient care outcomes. Through reflective writing, learners critically analyze:

• Cultural humility in virtual healthcare delivery

• Ethical decision-making processes

• Respect for diverse patient populations

• Awareness of personal and systemic biases

• Professional accountability

• Compassionate communication in remote care

This component is crucial because telehealth interactions can intensify communication challenges, particularly when cultural competence is insufficient.

Why Was This Assessment Strategy Selected?

The chosen assessment model reflects the evolving demands of modern healthcare and aligns with expectations in graduate nursing education. Telehealth practice requires a combination of theoretical understanding, digital competency, and interpersonal sensitivity.

Evidence from educational research supports the use of diversified assessment strategies. For instance, Zheng et al. (2022) demonstrated that instructional designs based on Bloom’s taxonomy significantly enhance critical thinking and clinical reasoning. This justifies integrating knowledge-based testing with applied learning approaches.

Additionally, Changiz et al. (2021) highlighted that psychomotor skills are best evaluated through structured observation and repeated practice, reinforcing the value of simulation-based assessments. Reflective exercises are included because affective learning directly impacts empathy, professionalism, and patient trust—key elements in equitable telehealth delivery.

How Does This Support Higher Education Standards?

The assessment framework aligns with established academic and professional benchmarks, including:

• American Association of Colleges of Nursing (AACN) Essentials

• Quality and Safety Education for Nurses (QSEN) competencies

• Ethical nursing practice guidelines

• Standards for technology-enabled healthcare delivery

This alignment ensures that learners meet both academic expectations and workforce readiness requirements.

How Is Assessment Quality Maintained?

To ensure reliability and validity, several quality assurance mechanisms are implemented:

NURS FPX 6116 Assessment 3 Criteria and Rubric Development

Quality Measure	Purpose
Faculty peer review of exam items	Validates accuracy and fairness
Simulation pilot testing	Enhances scoring consistency
Standardized grading rubrics	Minimizes evaluator bias
Student feedback surveys	Identifies areas for improvement
Continuous course evaluation	Maintains alignment with current practice

Research by Imanipour et al. (2023) emphasizes that structured feedback significantly improves learner performance and satisfaction, underscoring the importance of ongoing evaluation processes.

Part Two – Grading Rubric

Course Information

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

Performance Rubric

Criteria Code	Assessment Criteria	Non-Performance	Basic	Proficient	Distinguished
C1	Case Study: Evidence-Based Telehealth Practice	No submission or lacks evidence-based application	Limited or unsupported strategies	Appropriate application with clear explanation	Integrates strong evidence, patient-centered planning, and comprehensive strategy
C2	Virtual Simulation: Assessment & Technology Use	No participation or unsafe practice	Frequent errors in assessment or technology use	Safe and accurate performance with minor errors	Advanced accuracy, seamless technology use, and strong clinical reasoning
C3	Reflective Journal: Ethics & Cultural Competence	Missing or lacks focus	Superficial reflection	Thoughtful analysis of ethical and cultural issues	Deep reflection linked to standards and real-world scenarios
C4	Role-Play: Interprofessional Communication	No participation or ineffective teamwork	Limited clarity and collaboration	Clear and respectful communication	Highly effective collaboration with advanced communication skills
C5	Alignment With Outcomes	No alignment	Partial alignment	Clear alignment with objectives	पूर्ण integration with AACN, QSEN, and professional standards

Why Is a Rubric Important?

A well-defined rubric strengthens assessment quality by:

• Clearly outlining performance expectations

• Supporting objective and consistent grading

• Encouraging learner self-evaluation

• Standardizing evaluation across faculty

• Enhancing fairness and transparency

It also helps learners understand how to progress from foundational competence to advanced professional performance.

Conclusion

The telehealth nursing course assessment framework provides a comprehensive method for evaluating readiness in virtual healthcare delivery. By integrating cognitive knowledge, psychomotor skills, and affective competencies, the model ensures that learners are equipped to manage the complexities of remote patient care.

The combination of examinations, simulations, reflective exercises, and rubric-based evaluation promotes both academic rigor and clinical applicability. Ongoing faculty review, incorporation of student feedback, and adherence to professional standards will further enhance the effectiveness and credibility of this assessment approach.

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 Criteria and Rubric Development

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