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NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Student Name

Capella University

NURS-FPX 6111 Assessment and Evaluation in Nursing Education

Prof. Name

Date

Part One – Assessment Description and Rationale

Description of the Assessment

This assessment aims to evaluate the learner’s comprehension and application of ethical principles specifically within the context of pediatric nursing. It encompasses a multifaceted approach, including a written examination, a real-time simulation, and a reflective essay. Each component targets different learning domains to ensure a comprehensive evaluation of both theoretical knowledge and practical skills.

Domains and Assessment Tools

The Cognitive Domain assesses the learner’s understanding and application of foundational ethical principles in pediatric nursing through a written examination consisting of multiple-choice questions, true/false determinants, and scenario-based short-answer questions (Mileski et al., 2022).

In the Psychomotor Domain, learners demonstrate their ability to navigate and resolve ethical dilemmas in a pediatric clinical setting through a simulated clinical scenario (Endres et al., 2021).

The Affective Domain focuses on introspection, requiring learners to reflect on the emotional and moral aspects of their decisions in pediatric care through a reflective essay (Morrill & Westrick, 2022).

Validity and Reliability of the Assessment

To ensure validity and reliability, post-assessment surveys will be conducted among faculty and students to gather feedback. Analysis of grades and student progression will provide insights into the assessment’s effectiveness. Additionally, anecdotal comments will be collected to enrich the feedback process and improve future assessments.

Communication of Grading Expectations

Transparency is maintained through a comprehensive grading rubric provided to students at the beginning of the course. This includes criteria and weightage for each assessment component. Regular feedback sessions and clear communication from faculty further support students in understanding expectations and standards.

Part Two – Grading Rubric

Criteria/DomainNon-performanceBasicProficientDistinguished
Knowledge and Application of Ethical PrinciplesDemonstrates limited understanding of ethical principles.Displays a basic grasp of ethical principles but struggles to apply them.Understands and applies ethical principles in pediatric nursing situations.Demonstrates comprehensive understanding and flawless application of ethical principles.
Practical Demonstration of Ethical Dilemma ResolutionUnable to navigate ethical dilemmas.Manages basic dilemmas with minor errors.Handles most dilemmas effectively.Excellently navigates and resolves all ethical scenarios.
Depth of Reflection on Ethical ImplicationsOffers superficial reflection on ethical implications.Demonstrates basic reflection with limited depth.Showcases genuine reflection with some insights.Provides deep, insightful reflection showcasing a comprehensive understanding.
Role in Ethical Decision-Making in a Team SettingDoes not define the role in ethical decisions within a team.Vaguely identifies their role but lacks clarity.Clearly defines the role and actively contributes to team decisions.Excellently defines and leads ethical decision-making processes in team scenarios.
Writing: Clarity, Grammar, & TransitionWriting style is non-academic with multiple grammatical errors.Academic writing style but with several grammatical errors.Academic, formal writing with minor errors; good transitions.Flawless academic writing with smooth transitions between topics.
Adherence to APA FormatDoes not follow the APA format.Partially adheres to APA format with several mistakes.Mostly follows APA format but has minor errors.Perfectly adheres to the latest APA format edition with no errors.

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

References

Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different approaches to assessment. Australian Journal of Teacher Education, 47(11). https://doi.org/10.14221/1835-517X.5684

Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K. (2021). Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective. Medical Teacher, 44(1), 79–86. https://doi.org/10.1080/0142159x.2021.1967905

Mileski, M., McClay, R., Heinemann, K., & Dray, G. (2022). Efficacy of the use of the Calgary Family Intervention Model in bedside nursing education: A systematic review. Journal of Multidisciplinary Healthcare, Volume 15(15), 1323–1347. https://doi.org/10.2147/jmdh.s370053

Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making through use of an affective learning module. Nurse Educator, Publish Ahead of Printhttps://doi.org/10.1097/nne.0000000000001178

NURS FPX 6111 Assessment 2 Criteria and Rubric Development