NURS FPX 6116 Assessment 3 Criteria and Rubric Development
Student 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 structured to evaluate whether learners can provide safe, effective, and patient-centered virtual healthcare services. The assessment aligns with course outcomes by integrating theoretical knowledge, technical competence, and professional behaviors required in telehealth nursing practice. It uses the three major domains of learning—cognitive, psychomotor, and affective—to ensure a balanced and comprehensive evaluation of student performance.
This framework is designed to determine whether learners can understand telehealth principles, operate digital care systems effectively, and demonstrate ethical judgment and cultural awareness while interacting with patients remotely. Clear grading standards also help faculty maintain consistency and transparency in scoring.
Part One – Assessment Description and Rationale
Assessment Description
The telehealth nursing course uses a multi-method assessment strategy to measure varied competencies essential for remote care delivery. Each component focuses on a specific learning domain.
NURS FPX 6116 Assessment 3 Criteria and Rubric Development
| Learning Domain | Assessment Method | Purpose | Delivery Method |
|---|---|---|---|
| Cognitive | 20-item multiple-choice examination | Measures knowledge of telehealth concepts, technologies, regulations, and communication methods | Conducted in class |
| Psychomotor | Simulated telehealth consultation | Evaluates technical skills, patient assessment ability, and platform navigation | Controlled classroom simulation |
| Affective | Reflective essay | Assesses attitudes toward ethics, empathy, and cultural competence in telehealth care | Submitted online |
These three components collectively determine whether learners can transfer classroom knowledge into clinical telehealth practice.
What Does the Cognitive Assessment Measure?
The multiple-choice examination evaluates foundational knowledge required for safe telehealth nursing practice. It focuses on:
- Core telehealth principles
- Use of digital health technologies
- Virtual communication strategies
- Privacy, confidentiality, and documentation requirements
- Clinical decision-making in remote care settings
This format is efficient for assessing recall, comprehension, and application of theoretical content.
What Does the Psychomotor Assessment Measure?
The simulation-based consultation measures practical telehealth skills. Students must demonstrate the ability to:
- Log into and navigate telehealth systems
- Verify patient identity
- Conduct remote nursing assessments
- Communicate professionally through virtual platforms
- Identify patient safety concerns
- Use clinical judgment during technology-assisted encounters
This component replicates real-world telehealth workflows and improves readiness for practice.
What Does the Affective Assessment Measure?
The reflective essay evaluates personal and professional attitudes that influence patient outcomes. Learners are expected to examine:
- Cultural humility in virtual care
- Ethical decision-making
- Respect for diverse patient populations
- Bias awareness
- Professional accountability
- Compassionate communication in remote settings
This domain is especially important because virtual care can amplify communication barriers if cultural competence is lacking.
Why Was This Assessment Strategy Selected?
The selected assessment model aligns with graduate nursing education expectations and current healthcare workforce needs. Telehealth nursing requires more than content knowledge; it demands digital literacy, communication expertise, and ethical sensitivity.
Research supports using varied assessment methods rather than relying on one testing format. Zheng et al. (2022) found that Bloom’s taxonomy-informed teaching approaches improved critical thinking and clinical reasoning in nursing education. This supports combining knowledge exams with applied learning tasks.
Similarly, Changiz et al. (2021) emphasized that psychomotor competencies require structured practice and observation-based evaluation, making simulation an appropriate tool for technical skill measurement.
Reflective writing is included because affective learning influences professionalism, empathy, and patient trust. These factors are central to equitable telehealth practice.
How Does This Support Higher Education Standards?
The assessment is aligned with recognized nursing education benchmarks, including:
- American Association of Colleges of Nursing (AACN) Essentials
- Quality and Safety Education for Nurses (QSEN) competencies
- Ethical nursing practice expectations
- Technology-enabled care delivery standards
How Is Assessment Quality Maintained?
To strengthen reliability and validity, the following quality assurance processes are recommended:
| Quality Measure | Purpose |
|---|---|
| Faculty peer review of exam items | Ensures content accuracy and fairness |
| Pilot testing of simulations | Improves consistency in scoring |
| Standardized rubrics | Reduces evaluator bias |
| Student feedback surveys | Identifies needed revisions |
| Ongoing course review | Keeps assessment aligned with practice trends |
Imanipour et al. (2023) noted that meaningful feedback improves student performance quality and learner satisfaction, reinforcing the value of post-assessment review processes.
Part Two – Grading Rubric
Course Information
| Item | Details |
|---|---|
| Course Title | Telehealth Nursing Course |
| Learner | Esohe |
| Faculty | Carie Braun |
| Date | May 2025 |
Performance Rubric
NURS FPX 6116 Assessment 3 Criteria and Rubric Development
| Criteria Code | Assessment Criteria | Non-Performance | Basic | Proficient | Distinguished |
|---|---|---|---|---|---|
| C1 | Case Study: Application of Evidence-Based Telehealth Practice | Fails to submit or does not apply evidence-based strategies | Uses unsupported or weak strategies with limited explanation | Applies evidence-based strategies and explains telehealth relevance | Integrates scholarly evidence, patient-centered strategies, and comprehensive telehealth planning |
| C2 | Virtual Simulation: Patient Assessment & Technology Use | Does not participate or demonstrates unsafe practice | Participates with repeated errors in assessment or platform use | Performs safe assessment with minimal errors | Demonstrates advanced assessment accuracy, fluent technology use, and strong clinical reasoning |
| C3 | Reflective Journal: Cultural Competence and Ethical Practice | No submission or lacks ethical/cultural focus | Basic reflection with superficial insight | Thoughtful reflection addressing ethics and culture | Deep personal reflection connected to standards and real clinical scenarios |
| C4 | Role-Play: Interprofessional Communication Skills | No participation or poor collaboration | Limited teamwork and unclear communication | Clear, respectful communication with team members | Highly effective patient-centered collaboration with advanced communication skills |
| C5 | Alignment With Course and Program Outcomes | No clear alignment with outcomes | Partial alignment lacking clarity | Demonstrates alignment with objectives and competencies | Fully integrates course outcomes, BSN standards, AACN, QSEN, and professional practice expectations |
Why Is a Rubric Important?
A structured rubric improves educational quality by:
- Clarifying performance expectations
- Supporting objective grading decisions
- Encouraging learner self-assessment
- Standardizing faculty evaluation methods
- Promoting fairness and transparency
Rubrics also help learners understand the progression from basic competence to exemplary professional performance.
Conclusion
The telehealth nursing course assessment offers a strong framework for evaluating learner readiness for modern virtual healthcare environments. By measuring cognitive knowledge, psychomotor skill performance, and affective professionalism, the course ensures graduates are prepared for complex remote-care responsibilities.
The combination of exams, simulation, reflection, and rubric-based evaluation promotes both academic rigor and practical relevance. Continuous faculty review, student feedback, and alignment with professional nursing standards will further strengthen the effectiveness of this assessment model.
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