Category: MSN

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 telehealth nursing course assessment at Riverside Community Hospital is developed to measure the learners’ abilities to deliver virtual healthcare. It is in tandem with the course’s goals in combining theoretical and practical competencies. By focusing on all three domains of cognition, psychomotor, and affective, this assessment offers an all-around evaluation of whether students can implement telehealth knowledge, perform technical skills, and display cultural sensitivity. This document describes the assessment strategy, reason, and the grading rubric to clarify expectations for the learners and the faculty. Part One – Assessment Description and Rationale Assessment Description  The assessment for this telehealth nursing course from Riverside Community Hospital is an all-around assessment that gauges different learning outcomes specific to telehealth capabilities. It is made up of three stages, and each targets a different learning domain.  Cognitive Domain: 20 items, a multiple-choice exam testing theoretical knowledge of principles of tele-health, their technologies, and means of patient communication.  Psychomotor Domain: A simulated telehealth consultation involving technical competencies like telehealth platform use and virtual patient assessments.  Affective Domain: A reflective essay aimed at having learners express their attitudes and beliefs concerning cultural competence in telehealth and assessed on the depth of insight and fidelity to the code of ethics.  These elements guarantee that learners can apply knowledge of telehealth, learn practical skills, and demonstrate professional attitudes. The assessment is taken when the course ends: exam and simulation take place in a controlled class environment, whereas the essay is submitted via the web. NURS FPX 6116 Assessment 3 Criteria and Rubric Development Rationale This assessment strategy is consistent with the outlined MSN Practicum Conference Call document’s course objectives, prioritizing the integration of the theoretical and practical telehealth components and considering cultural competence. The multiple-choice exam (quizzes) tests cognitive mastery necessary for a telehealth-based framework comprehension. A study by Zheng et al. (2022) states that deep learning-enhanced teaching improved student outcomes in critical thinking and clinical decision-making compared to traditional methods. The simulation applies psychomotor skills for real-world telehealth practice to ensure learners can effectively work with technology (Changiz et al., 2021). The reflective essay promotes the affective learning process that underlines self-awareness and ethical reflection, which is crucial in culturally sensitive care. Research by Wei and Peng (2025) recommends using quizzes for lower-level objectives and case-based discussions for higher-level cognitive skills, with performance measured via rubrics. With the integration of all three domains, through the assessment, diverse needs of learners are catered for, which is also in line with AACN (American Association of Colleges of Nursing) Essentials and QSEN (Quality and Safety Education for Nurses) competencies, meaning that there is a thorough evaluation. In order to increase validity, the exam is peer reviewed by faculty, and the simulation is piloted on a small group to establish reliability. The student feedback surveys will improve the assessment’s efficiency (Imanipour et al., 2023). Part Two – Grading Rubric Course Title: Telehealth Nursing Course Learner: Esohe Faculty: Carie Braun Date: May 2025 NURS FPX 6116 Assessment 3 Criteria and Rubric Development C# Criteria Non-Performance Basic Proficient Distinguished C1 Case Study: Application of Evidence-Based Telehealth Practice Does not apply evidence-based strategies to the case or fails to submit the assignment. Applies irrelevant or unsupported strategies in a telehealth context. Limited explanation provided. Applies evidence-based strategies to the case study and explains how telehealth supports care delivery. Applies clearly defined, evidence-based strategies aligned with the patient’s needs and telehealth best practices. Provides a comprehensive analysis of care delivery supported by scholarly evidence. C2 Virtual Simulation: Patient Assessment & Technology Use Does not participate in the virtual simulation or demonstrates unsafe practices. Participates but demonstrates frequent errors in virtual assessment or telehealth platform navigation. Performs a virtual assessment using telehealth tools with minimal errors. Demonstrates safe and effective care. Performs a comprehensive, accurate virtual assessment using telehealth tools. Demonstrates advanced clinical decision-making and platform fluency. Provides detailed self-assessment or instructor-reviewed performance. C3 Reflective Journal: Cultural Competence and Ethical Practice Does not submit a reflection or fails to address cultural or ethical dimensions. Submits a reflection with general or surface-level insights related to ethics or culture. Reflects on both cultural and ethical considerations in a thoughtful and coherent manner. Provides a deeply reflective and personal account of cultural and ethical issues encountered or anticipated in telehealth. Connects insights to professional standards and real-world patient care scenarios. C4 Role-Play: Interprofessional Communication Skills Does not participate in the communication role-play or demonstrates a lack of collaboration. Participates in the activity with unclear communication or limited demonstration of teamwork. Communicates clearly and respectfully with team members. Demonstrates understanding of professional roles in virtual care. Demonstrates highly effective, patient-centered communication in a collaborative virtual setting. Provides realistic dialogue and feedback grounded in interprofessional standards and telehealth communication principles. C5 Alignment With Course and Program Outcomes Fails to align assessment content with course objectives or program outcomes. Attempts to align work with learning outcomes, but alignment lacks clarity or relevance. Clearly aligns content with course objectives and demonstrates understanding of expected program competencies. Thoroughly aligns all aspects of performance with course objectives, BSN program outcomes, and external standards (AACN, QSEN, ANA). Demonstrates ability to integrate learning into professional nursing practice. Conclusion The assessment provides a robust framework for evaluating telehealth nursing competencies, ensuring learners are well-prepared for real-world practice. Addressing cognitive, psychomotor, and affective domains fosters comprehensive skill development and cultural sensitivity. Ongoing feedback and validation processes will continue to refine their effectiveness, supporting the course’s alignment with professional 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: The Official Journal of Isfahan University of 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

NURS FPX 6116 Assessment 2 Name Capella university NURS-FPX6116 Nursing Education Assessment and Evaluation Prof. Name Date

NURS FPX 6116 Assessment 1 Name Capella university NURS-FPX6116 Nursing Education Assessment and Evaluation Prof. Name Date

NURS FPX 6112 Assessment 3 Name Capella university NURS-FPX6112 Technology Integration for Nursing Education Prof. Name Date

NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario Name Capella university NURS-FPX6112 Technology Integration for Nursing Education Prof. Name Date Evaluation of a Virtual Simulation Scenario This paper evaluates the Sentinel U virtual simulation, featuring Evan Wright, a patient with Type 2 diabetes mellitus. The simulation is designed to help nursing students improve their clinical reasoning and decision-making skills in a safe, virtual setting. It integrates key components of nursing education, including physical assessment, pharmacology, and pathophysiology. The evaluation examines the simulation’s content, structure, ease of use, and educational value. Introduction The selected simulation is the Sentinel U virtual case study that deals with Evan Wright, a 40-year-old male patient with Type 2 diabetes mellitus. This simulation takes place in a teaching environment within a nursing curriculum. It is used in nursing educational practice, where students can apply clinical reasoning and decision-making skills. The target audience will be nursing undergraduate and graduate students who will be prepared to work in a clinical environment. The simulation enables practicing patient cases within a virtual environment, allowing instruction to be conducted in a safe and risk-free setting. The simulation fosters critical thinking in students across various areas, including physical assessment, pharmacology, and pathophysiology. Students review patient histories, summarize the information, interpret laboratory data, and develop a plan of care. They also learn how to identify social and health-related issues and assess care delivery. The case is an excellent example of how chronic diseases, such as diabetes, can affect an entire body system. NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario This simulation adheres to the constructivist learning theory, which emphasizes participation and learning through hands-on experiences. In this model, students develop knowledge by solving real-life situations (Do et al., 2023). The Evan Wright case puts learners in a clinical scenario that is as realistic as it gets, one in which they must apply their knowledge to treat a complex patient. This practical education enhances memories, comprehension, and confidence. It also serves to make students relate theory and practice. By practicing in this safe and guided environment, students improve their skills before caring for real patients. Physical assessment The Evan Wright simulation includes physical assessment techniques through detailed questions, patient responses, and clinical findings. Students collect both subjective and objective data to understand the patient’s condition. The scenario guides students through symptoms such as leg pain, tingling, swelling, and poor circulation. It also presents visual and verbal cues to help students recognize abnormal signs. These include cool skin, non-healing wounds, and signs of poor perfusion, which are typical in patients with diabetic complications. The simulation is accurate and realistic because it reflects what nurses often see in patients with unmanaged diabetes and vascular issues. The patient’s history, symptoms, and living situation are presented in a way that feels true to life. This helps them improve their ability to make clinical decisions based on assessment data. The integration of physical assessment in the simulation improves learning outcomes by encouraging active thinking and clinical reasoning. For example, students must decide what findings suggest impaired circulation and how those findings affect care planning. This hands-on approach supports the experiential learning theory by Kolb. This theory focuses on learning through doing and reflection (Meijer et al., 2022). Students are not just reading about symptoms; they are applying their knowledge in a safe and realistic setting. This method builds their confidence and prepares them to recognize similar issues in real patients. It also teaches the importance of detailed and accurate assessments in managing chronic illnesses. Pharmacology The simulation integrates pharmacological principles by presenting medication history, current prescriptions, and patient responses. Evan Wright was previously prescribed metformin for Type 2 Diabetes but had not taken it for eight months. As part of the simulation, students must assess the impact of medication non-adherence and its link to poor blood glucose control. The simulation also introduces Cilostazol, a medication used to treat peripheral vascular disease (PVD), which is appropriate for the patient’s condition (Balinski & Preuss, 2023). Cilostazol is correctly chosen based on the patient’s symptoms of claudication, poor circulation, and underlying diabetes. The drug helps improve blood flow by inhibiting platelet aggregation and increasing vasodilation (Balinski & Preuss, 2023). This is an appropriate pharmacologic choice for a patient with PVD, especially one with no known allergies and a history of smoking and high blood glucose. The dose of 100 mg twice daily matches current clinical guidelines for adults with intermittent claudication (Balinski & Preuss, 2023). The simulation does not include dosage calculations, but it provides sufficient information for students to understand the purpose and effects of the prescribed drugs. It also prompts students to consider side effects, such as headaches and palpitations, which supports a deeper understanding of medication safety. Evidence-Based Theory: This simulation supports Bloom’s Taxonomy by engaging students in higher-level thinking, such as analyzing drug actions and evaluating treatment plans (Chandio et al., 2021). It encourages learners to move beyond memorization by applying knowledge in realistic clinical scenarios. Students are challenged to synthesize patient data, assess priorities, and make informed decisions. This promotes deeper understanding and long-term retention of complex concepts. As a result, learners develop stronger clinical judgment and are better prepared for real-world nursing practice. Pathophysiology Evan Wright’s simulation is successful in incorporating the disease systems because it is explicitly demonstrated that the uncontrolled Type 2 Diabetes will cause severe complications. The simulation associates peripheral vascular disease and peripheral neuropathy with chronic hyperglycemia. These conditions are characterized by more realistic symptoms, including leg pain, tingling, poor circulation, and slow wound healing. This helps demonstrate the importance of glycemic control in preventing the development of long-term complications. Lab results and patient history explain the pathophysiology of diabetes. For example, when HbA1c is above 9 percent, it indicates ineffective control of blood sugar over several months. The critical level is directly related to the patient’s aggravated symptoms. Physical marks of suboptimal perfusion, which are present in the simulation, include weak pulses and

NURS FPX 6112 Assessment 1 Name Capella university NURS-FPX6112 Technology Integration for Nursing Education Prof. Name Date

NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models Name Capella university NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Prof. Name Date Description of the Selected Health Care Curriculum The selected curriculum is the four-week nurse orientation program developed for St. Mary’s Home. This 231-bed long-term care facility provides skilled nursing, rehabilitation, and dementia care for older adults. This curriculum prepares newly hired nurses to deliver safe, person-centered, and culturally responsive care within a complex geriatric environment. The program integrates classroom instruction, online learning, simulation-based skills labs, and precepted clinical shifts to ensure competency and confidence in both technical and interpersonal aspects of care. The curriculum’s foundation is guided by the American Nurses Association (ANA) Scope and Standards of Practice and Centers for Medicare & Medicaid Services (CMS) long-term care regulations, ensuring alignment with professional and legal expectations (Unruh et al., 2025). It emphasizes geriatric competencies, such as safe polypharmacy management, dementia-specific communication, fall prevention, and wound care. The program also draws on adult learning theory (Knowles), emphasizing experiential learning and reflection, as well as Benner’s Novice to Expert model, which frames the progression of a nursing novice to a competent practitioner through guided practice (Fındık, 2024). Kolb’s Experiential Learning Theory supports the hands-on learning design, promoting critical thinking and problem-solving through real-life scenarios (Haritha & Rao, 2024). By incorporating evidence-based frameworks and aligning with the organization’s mission of compassionate, person-centered care, this orientation curriculum ensures that nurses develop the clinical expertise, empathy, and ethical awareness needed to thrive in long-term care settings. Fundamental Organizing Design and Theoretical Framework The St. Mary’s Home nurse orientation curriculum follows a competency-based approach, organizing learning around the development of essential clinical, ethical, and interpersonal skills required for safe, person-centered geriatric care. Each module, ranging from regulatory compliance and infection control to dementia care and moral decision-making, is structured to build measurable competencies that align with professional standards and improve resident outcomes. NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models The curriculum is grounded in Benner’s Novice to Expert Model (1984) and Knowles’ Adult Learning Theory (1980). Benner’s Model provides the structural foundation for progression, recognizing that new nurses begin as novices and advance toward competence through experiential learning, mentorship, and reflection. The use of preceptorship and skills demonstrations supports this developmental trajectory (Yu et al., 2024). Knowles’ Adult Learning Theory informs the instructional design by emphasizing self-directed learning, relevance, and experience-based engagement. Adult learners are encouraged to connect new knowledge with prior clinical experiences and apply it directly to real-world scenarios (Fındık, 2024). Together, these frameworks guide the curriculum’s focus on gradual skill mastery, critical reflection, and professional growth. The competency-based structure ensures alignment with the American Nurses Association (ANA) Scope and Standards of Practice and CMS requirements (Unruh et al., 2025). This will promote both regulatory compliance and holistic, mission-driven care at St. Mary’s Home. History and Major Concepts of the Selected Framework The St. Mary’s Home nurse orientation curriculum is organized around Benner’s Novice to Expert Model and Knowles’ Adult Learning Theory, which together guide the curriculum’s structure and instructional approach. Benner’s Novice to Expert Model, introduced in 1984, is based on the Dreyfus Model of Skill Acquisition. Patricia Benner identified five levels of nursing proficiency—novice, advanced beginner, competent, proficient, and expert—describing how nurses develop clinical judgment and confidence through experience and reflection. The model emphasizes experiential learning, mentorship, and contextual understanding as essential to professional growth (Yu et al., 2024). Within the St. Mary’s orientation, new nurses begin as novices, relying on clear rules and procedures while gradually advancing toward competence through precepted clinical shifts, case discussions, and reflective exercises. For example, nurses initially follow structured protocols for wound care or medication administration, but over time learn to anticipate resident needs and adapt interventions accordingly. Knowles’ Adult Learning Theory, developed in the 1970s, emphasizes that adult learners are self-directed, bring prior experiences to learning, and are motivated by the opportunity for problem-solving. The St. Mary’s program incorporates these principles through interactive modules, simulation labs, and real-world case studies, allowing nurses to connect new concepts to their prior practice and apply them directly to resident care. For instance, when learning about dementia communication strategies, nurses engage in scenario-based learning that mirrors daily challenges in long-term care (Fındık, 2024). Together, these frameworks ensure that the curriculum promotes both competency development and lifelong learning, enabling nurses to provide safe, compassionate, and person-centered care in alignment with St. Mary’s mission. Application of the Organizing Design and Theoretical Framework The St. Mary’s Home nurse orientation curriculum demonstrates its competency-based design and integration of Benner’s Novice to Expert Model and Knowles’ Adult Learning Theory throughout its structure, teaching strategies, and evaluation methods. The competency-based design ensures that each module builds measurable skills and professional behaviors aligned with the American Nurses Association (ANA) Standards of Practice and long-term care regulations. Learning outcomes such as accurate documentation, safe medication administration, and effective communication serve as benchmarks for nurse competency and readiness for independent practice (Unruh et al., 2025). Benner’s Model is evident in the program’s use of progressive learning experiences and preceptorship. New nurses begin as novices, focusing on fundamental tasks like infection control and documentation. As they gain experience through guided clinical practice and reflection, they move toward competence, managing complex resident cases and collaborating effectively with interdisciplinary teams. This staged development mirrors Benner’s framework of skill acquisition through experience and mentorship (Brown, 2025). NURS FPX 6108 Assessment 3 Curriculum Theory, Framework, and Models Knowles’ Adult Learning Theory is reflected in the curriculum’s emphasis on active participation, relevance, and self-directed learning. The program incorporates simulation labs, case studies, and reflective journaling, allowing nurses to apply prior knowledge and analyze real-world scenarios. For example, during dementia care training, nurses engage in role-play exercises that enhance empathy and problem-solving—key elements of experiential adult learning (Fındık, 2024). By combining these approaches, the curriculum fosters clinical proficiency, confidence, and critical thinking, ensuring nurses deliver compassionate, evidence-based care consistent with St. Mary’s mission and professional standards. Conclusion In conclusion, the St. Mary’s

NURS FPX 6108 Assessment 2 Name Capella university NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Prof. Name Date

NURS FPX 6108 Assessment 1 Name Capella university NURS-FPX6108 Curriculum Overview: Design, Develop and Evaluate Prof. Name Date

NURS FPX 6100 Assessment 3 Name Capella university NURS-FPX6100 The Role of Nurse Educators Prof. Name Date