Client Name
Capella University
NURS-FPX6111
Instructor’s Name
August 2024
Criteria and Rubric Development
The effectiveness of the course implementation can only be identified by the assessment of the student’s outcomes and the efficiency of the course content in delivering knowledge that is useful for the student’s skill development and application of learning practice in the healthcare setting (Jeyakumar et al., 2021). The provision of courses in advanced management of chronic diseases (AMCD) in a community setting to nursing students is aimed at preparing students for the healthcare industry and helping them improve their patient experiences through the implementation of the knowledge learned.
The course focuses on providing advanced skills and knowledge to the students for improved patient outcomes and a reduction in the rate of health disparities. This assessment will identify the proper assessment method that can be used to evaluate the learning outciems of the nursing students and the steps that will be involved in the administering of the tests designed for student evaluation. This assessment will also provide information regarding the learning outcomes in multiple domains and the criteria to evaluate the performance of the students. It will also discuss the grading expectations and the reliability of the assessment strategies.
A Brief Description of an Assessment Method
The assessment of the knowledge of the students is necessary to identify the areas that need improvement and the knowledge gaps that remained unchecked in the design and development of the curriculum (Mlambo et al., 2021). The feedback from the students will also help them understand the effectiveness of the content in the course and the strategies that are implemented to provide effective course content to the students.
For nursing students in the course of advanced management of chronic diseases, the most effective assessment method will be the implementation of case studies to evaluate the knowledge of students in certain scenarios and the application of their thinking critically about the aspects and solving problems with effective skills in improving patient health outcomes (Seshan et al., 2021). The scenario will be based on real-time situations in which they are provided to deal with the health condition of the patient suffering from heart disease, the student needs to use knowledge of chronic disease management, effective care coordination strategies, and evidence-based best practices implementation to successfully handle the situation.
Serving Learners Need
The case study scenario provides a situation for the students in which there is a need to use theoretical knowledge in a real-world setting thus assessing the critical thinking and the evidence-based practice application of the students along with the implementation of problem-solving skills (Seshan et al., 2021). This real-time situation provides students the opportunity to assess their knowledge gaps and areas of uncertainty to improve them in the actual real healthcare setting for improved and optimized patient outcomes.
The Steps in Administering and Assembling the Tests
The tests are designed to evaluate the learnings of the student to identify the lackings and areas that need improvement (Schneck, 2022). These tests are based on the knowledge the student acquired during their academic year along with the practical application of what they have gained through evidence-based practices. The steps of administering the tests are given below;
Identifying Learning Outcomes
The first step is to identify the learning outcomes that will align with the course objective of the students and must include the content that is provided to the students during their course learning so that they can efficiently understand the scenarios and apply their knowledge to solve the problem.
Selecting the Format of Assessment
The assessment format is necessary to be in alignment with the content of the course. It could be multiple-choice questions, short answers, fill in the blanks. case study scenarios or active learning situations.
Create Well Structured Test Items
The test structure needs to be balanced having questions of different difficulty levels having both types of questions theoretical and practical scenario-based questions. The question should be well-defined without any ambiguity.
Pilot Testing
The pilot testing of the test should be done to identify any knowledge gaps and the areas that are not according to the balanced structure of the test and will impact the performance of the students in a negative sense.
Clear Test Administering
Clear instructions and guidelines should be provided to the students depending on the test conducted whether online or in a traditional classroom (Schneck, 2022). The tools and the duration that the students will need to know during the tests should be instructed in the test guidelines.
Analysis of Test Results
The test results are analyzed to identify whether they comply with the learning expectations sof the students. The test results will help the instructor in identifying the knowledge of the students and the strategies that can used to improve the areas that need enhancements.
Constructive Feedback
Effective, and timely feedback should be provided to the students regarding their performance on the test, the areas that need improvement, and the efficiency in the practical application of the learning o they can monitor their requirements for improvement and implement them effectively.
Knowledge Gaps
The balance between the questions based on high and low cognitive levels is difficult to maintain. There is uncertainty regarding the anxiety levels of the students during tests which can affect badly in performance. It will be challenging to design questions that will effectively administer the concepts that need to be analyzed by the instructor.
Assessing Learning in Multiple Domains
The learning outcomes should be assessed in different domains to understand their effectiveness while delivering the information to the students. The thinking abilities along with the physical participation of the students should be assessed to identify their efficiency in dealing with the health conditions of the real-time setting. The assessment of learning in different domains is given below;
Cognitive Domain
The cognitive abilities of the students refer to the capability to think, analyze, and decide about a particular health situation. The assessment approach that will be used in evaluating the cognitive abilities of the students includes multiple-choice questions, case studies, and short answers (Esteban, 2023). These approaches will effectively evaluate the learning outciems of the students by easily automated grading criteria. MCQs may not evaluate the deep knowledge of the concept but only evaluate it through memorization. Short answers may limit the creativity of the students in answering their learning ability. Simulation or case study-based scenarios will be difficult to implement without psychomotor abilities.
Psychomotor Domain
The psychomotor domain deals with the functional ability of the students including the operating skill of telehealth machines or electronic health records. It will evaluate the learning through a skills checklist of the students by providing them the opportunity to administer injections, provide CPR, or monitor the vital signs of the patients (Yoshida et al., 2022). Virtual patients are provided to the student to perform complex simulation-based activities. Observations will be conducted during hands-on exercises in the lab and the clinical rotations. This domain provides accurate information regarding the skill set of the students and provides them with real environments to enhance their practice abilities. The cost p of proving real-world situations will not be manageable by the institutes along with the limitations to the healthcare simulation activities.
Affective Domain
The affective domain deals with the emotions, feelings, and beliefs of the students regarding healthcare. This domain can be evaluated by encouraging students to write about their attitudes, and ethical considerations concerning the clinical practical experience. The communication skills of the student will be evaluated by collecting feedback from peers or instructors (Whittaker et al., 2023). Providing students with the scenarios that will affect their ethical values and encourage them to define their emotional perspectives. This domain encourages the professional development of the students by integrating their personal growth and reflective scenarios. Assessing the emotions of the student can be challenging a sit will reflect according to the cultural background of the instructor. The identification of reliable tools will be challenging in assessing the affective domains of the students. The feedback can be irregular depending on the abilities of the students.
Knowledge Gaps
The major knowledge gap is the integration of all three domains in the assessment criteria of the students. Rubrics developed for each domain will be different thus creating ambiguity in the results. There is a practice gap in identifying the tools that will be best suitable to assess the affective abilities of the student. The integration of virtual reality in the assessment purpose is still unidentified.
Performance Level Criteria
| Criteria | Non-Performance | Basic | Proficient | Distinguished |
| Patient Communication | Does not communicate effectively with the patient. | Communicate with the basic language and adhere to the script. | Communicate with the patient language, ensure confidentiality, and answer the questions. | Exceptional communication ensures the cultural needs of the patient, clearly demonstrates instructions, and effectively addresses questions. |
| Clear provision of information | Ineffective information provided to the patient. | Basic information that could be incomplete | Provision of clear and accurate information. | Provide detailed information with proper explanations, and answer the questions effectively. |
| Considering empathy and patient emotions | No consideration of the emotions of the patient. | Little consideration of empathy. | Consideration of empathy with effective recognition of concerns of the patient. | Consideration of in-depth empathy, proper listening to patient concerns, and providing emotional support. |
| Effective listening | Do not listen to the patient. | Listen to the patient but miss some information. | Listen to patients effectively, and respond to questions and concerns. | Listen to patients exceptionally, validate emotional support, identifies the needs of patients. |
| Write clearly and logically with correct use of language and grammar, ensuring APA style formatting. | No clear language or APA style. | Writes with errors in clarity and grammar. | Writes clearly and accurately, with correct use of grammar in complete APA formatting. | Writes, logically, correct spelling and grammar, and complete APA style formatting. |
Assumptions on Which Performance is Based
It is the assumption that learners are continuously improving their knowledge skills through experimental learning and critical thinking skills. It is the assumption that learners are developing critical thinking skills from the basic level to the advanced level. the learners are improving patient communication through practice and evidence-based strategies.
Communication of Grading Expectations
The instructions regarding the grading criteria should be provided to the students for their better understanding of the preparation of the assessments and their expectations regarding the grades (Annesley et al., 2023). It will help them identify the strategies that will be used to assess their work, how they can perform better, and how their performance will be evaluated. The grading criteria regarding assessments, exams, and student participation should be clearly defined in the course outline.
Provide necessary rubrics to the students that will define the detailed scoring criteria of the assessment and the participation for their better understanding. Provide complete assignment descriptions to the students along with the scoring criteria to help them effectively address each scoring guide criteria for better results. Explain to the students the scoring criteria of the course in the class meetings and online presentations and let them ask questions regarding the grading criteria. Provide feedback to the students that will help them in improving their lackings.
Criteria for Grading Expectations
Provide detailed rubrics for the assessments like the basic, proficient, or distinguished levels of assignment evaluation (Annesley et al., 2023). Define the weightage of assessments at 30%, exams at 40%, presentations at 20%, and projects at 10%. It will help them identify the type of effort needed for each criterion. Formatting and length of the assessment should be explained at the start of each assessment.
Validity and Reliability of Assessment Strategies
The validity of an assessment refers to the fact that it measures the content for what the assessment is designed for effectively and accurately. There are many types of validities while developing an assessment including the validity of content ensuring that the content belongs to the course objectives and it is covering the learning provided to the students (Urbina & Monks, 2021). The measurement of the intended knowledge like the theoretical involving critical thinking is referred to as the validity of the construct. The validity is also based on some criteria defined for the job description or performance in simulation-based activities. Reliability focuses on the consistency of the test results with the time. It measures the responses of the students learning in the test about different constructs. Assessing the same test at two different times and environments ensures that the test is stable over time (Aase et al., 2022). Reliability is generated by comparing test results produced by different rankers and result generators.
Assessment of Strengths and Weaknesses
The reliability and validity ensure the quality of the assessment by measuring the criteria it is intended to and generating effective results. The effectiveness of assessment can also be determined by the measurable results. These assessments are complex and require time and resources for effective implementation. The variety of content makes it difficult to assess based on one criterion.
NURS FPX 6111 Assessment 2 Conclusion
The assessment is necessary to evaluate the needs of the students and their learning outciems. Improper and ineffective assessment strategies can reduce the efficiency of the students as they will not identify the areas of improvement and knowledge gaps which will be damaging to the learning of the students. The case study assessment method will be used to evaluate the skills of the nursing students (Seshan et al., 2021). Proper test administering and assessing the learning of the students in various domains can generate effective results. The students must be provided with effective scoring criteria and guidance about the scoring of the course for the betterment of their performance. The reliability and validity of the assessments are necessary to ensure the quality of the results.
NURS FPX 6111 Assessment 2 References
Aase, I., Akerjordet, K., Crookes, P., Froiland, C. T., & Laugaland, K. A. (2022). Exploring the formal assessment discussions in clinical nursing education: An observational study. BMC Nursing, 21(1). https://doi.org/10.1186/s12912-022-00934-x
Annesley, S. H., Platt, A., Wade, J. A., & Tomietto, M. (2023). Grading practice as a strategy to improve proficiencies in undergraduate nurse education: Modelling key areas of competence. Nurse Education Today, 128, 105890. https://doi.org/10.1016/j.nedt.2023.105890
Esteban, S. M. (2023). Cognitive ability of nursing students anchored in outcomes-based education. Journal for Educators,Teachers and Trainers, 14(3). https://doi.org/10.47750/jett.2023.14.03.014
Jeyakumar, T., McClure, S., Lowe, M., Hodges, B., Fur, K., Brozo, M., Tassone, M., Anderson, M., Tripp, T., & Wiljer, D. (2021). An education framework for effective implementation of a health information system: Scoping review. Journal of Medical Internet Research, 23(2), e24691. https://doi.org/10.2196/24691
Mlambo, M., Silen, C., & McGrath, C. (2021). Lifelong learning and nurses’ continuing professional development, a metasynthesis of the literature. BMC Nursing, 20(62), 1–13. https://doi.org/10.1186/s12912-021-00579-2
Seshan, V., Matua, G. A., Raghavan, D., Arulappan, J., AlHashmi, I., Roach, E. J., Sunderraj, S. E., & Prince, E. J. (2021). Case study analysis as an effective teaching strategy: Perceptions of undergraduate nursing students from a middle eastern country. Sage Open Nursing, 7(3), 1–10. https://doi.org/10.1177/23779608211059265
Schneck, M. (2022). Innovative approach to testing to support student success. Teaching and Learning in Nursing. https://doi.org/10.1016/j.teln.2022.11.004
Urbina, J., & Monks, S. M. (2021). Validating Assessment Tools in Simulation. StatPearls Publishing. https://www.ncbi.nlm.nih.gov/books/NBK560531/
Whittaker, B., Abellera, G., Fish, J., & Hayes, M. (2023). Strategies for developing the affective domain of novice nurses. The Journal of Continuing Education in Nursing, 54(2), 56–57. https://doi.org/10.3928/00220124-20230113-03
Yoshida, Y., Uno, T., Tanaka, H., Hakosaki, I., Shigeta, K., & Yano, R. (2022). Cognitive changes with psychomotor skill acquisition through blended learning among nursing students: A qualitative study. Nurse Education in Practice, 103486. https://doi.org/10.1016/j.nepr.2022.103486