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 utilized in nursing education to evaluate students’ competencies is a case-based scenario analysis. This tool is designed to assess cognitive abilities by presenting students with complex patient scenarios. The students are required to thoroughly analyze these cases, integrating their theoretical knowledge, critical thinking, and decision-making skills to demonstrate competency. This approach mimics real-life clinical situations, allowing students to apply what they have learned in practical, clinical settings (O’Flaherty & Costabile, 2020).

Type of Assessment Tool

A written case analysis has been selected as the assessment tool for this scenario. The case provided will include relevant patient medical history, symptoms, and diagnostic results. Students must analyze this information, identify the most pressing issues, and develop a nursing care plan. The written format of the assessment allows for a detailed evaluation of students’ critical thinking skills, cognitive processes, and their ability to apply theoretical knowledge in clinical practice (Chen et al., 2020).

Supporting Rationale

– Alignment with Learning Objectives

The case-based scenario analysis aligns directly with the cognitive domain, focusing on higher-order thinking skills such as analysis, synthesis, and evaluation. This alignment supports the overarching goals of nursing education, which are to enhance clinical reasoning and critical thinking—skills that are central to successful nursing practice (Marcomini et al., 2021).

– Real-world Application

This assessment is designed to simulate real-world patient scenarios, reflecting the challenges students will face in clinical settings. By engaging with these scenarios, students can bridge the gap between theory and practice. This approach prepares students for the complexities of nursing care in actual healthcare environments (Clemett & Raleigh, 2021).

– Assessment Validity

The validity of the assessment is a priority. Both the case materials and the assessment tools will be rigorously reviewed by subject matter experts and experienced nursing educators. Their combined expertise ensures the evaluation accurately reflects the cognitive skills required for proficient nursing practice and aligns with the intended learning outcomes (Prediger et al., 2020).

– Pilot Testing for Refinement

To refine the assessment, a pilot phase will be conducted with a selected group of students. This phase is critical for identifying any potential issues with the evaluation process. Feedback will be gathered from both students and experts and used to make necessary adjustments, enhancing the tool’s validity and applicability (Conn et al., 2020).

– Reliability through Grading Criteria

To ensure consistency and fairness in grading, a detailed grading rubric will be implemented (see Part Two). The rubric’s clarity and specificity will help maintain reliable grading across assessors, ensuring an impartial and consistent evaluation of students’ 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 lacks a patient-centered approach.	Demonstrates basic understanding but needs to work on applying a patient-centered approach consistently.	Constantly applies a patient-centered approach to addressing patient needs.	Exceptionally prioritizes patient needs, consistently applying a delicate and comprehensive patient-centered approach.
Interdisciplinary Collaboration in Patient Care	Does not collaborate with the healthcare team in addressing patient needs.	Participates vaguely in multidisciplinary discussions without clear contributions to patient-centered care.	Actively collaborates with the healthcare team, ensuring a comprehensive approach to patient care.	Leads and shapes interdisciplinary collaboration, enhancing patient-centered care.
Critical Analysis of Patient Preferences	Lacks understanding of patient preferences and values.	Demonstrates awareness but needs improvement in critical analysis of patient preferences.	Critically analyzes patient preferences and integrates them into care plans.	Provides a thorough and insightful analysis of patient preferences, excellently applying them in care planning.
Effective Patient Communication	Poor communication with repeated errors in patient interactions.	Adequate communication with noticeable structural errors in patient interactions.	Communicates effectively with patients, ensuring clarity and empathy, with minor errors.	Demonstrates flawless communication with clear transitions, perfect structure, and empathy in patient interactions.
Adaptability in Tailoring Care to Patient Needs	Resistant to adapting care plans and responding to patient needs.	Shows limited adaptability and occasional difficulty in adjusting care plans based on evolving needs.	Adapts well to dynamic patient needs, ensuring personalized care.	Excels in adapting care plans for optimal patient outcomes, actively addressing challenges.
Writing: Clarity, Grammar, & Transition	Writing style is academic but contains various grammatical errors.	Academic writing style but with several grammatical errors.	Academic, formal writing with minor errors and good transitions.	Flawless academic writing, with smooth transitions 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.	Mostly follows patient-centered documentation, with minor errors.	Perfectly adheres to patient-centered documentation practices, 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

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

NURS FPX 6111 Assessment 2 Criteria and Rubric Development