NURS FPX 6111 Assessment 2 Criteria and Rubric Development

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 evaluation focuses primarily on the learner’s understanding and application of ethical principles specific to pediatric nursing. The comprehensive nature of this assessment is designed to encapsulate a broad spectrum of skills. It requires learners to partake in a written examination, participate in a real-time, hands-on simulation, and finally, introspect and express through a reflective essay. Each assessment element measures different learning domains, ensuring a holistic evaluation of the learner’s proficiency in theory and practice.

Domains and Assessment Tools

The Cognitive Domain’s primary objective is to ensure learners fully comprehend and can effectively apply the foundational ethical principles ingrained in pediatric nursing (Mileski et al., 2022). This domain will be evaluated through a written examination. This exam will be a mix of multiple-choice questions, true/false determinants, and scenario-based short-answer questions, challenging the learners to apply their theoretical knowledge to hypothetical real-world situations. In the Psychomotor Domain, the focus shifts to the practical application of knowledge. The main objective here is to assess the learner’s capability to correctly navigate and resolve ethical dilemmas that may arise in a pediatric clinical environment (Endres et al., 2021). A simulated clinical scenario will be the primary tool for this evaluation. During this hands-on experience, learners will face an ethical dilemma which they must resolve, demonstrating their practical skills and ethical decision-making abilities.

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

The Affective Domain moves into the introspective realm, urging learners to delve deep into their roles’ emotional and moral aspects. The learning objective targets the learner’s ability to ponder, analyze, and internalize the emotional ramifications and ethical implications of their decisions in pediatric care (Morrill & Westrick, 2022). As an assessment tool, a reflective essay has been chosen. In this essay, learners must narrate and analyze an ethical dilemma, elucidating their emotions and the moral considerations that shaped their decisions.

Validity and Reliability of the Assessment

Ensuring the validity and reliability of this assessment is of paramount importance. Post-assessment, faculty and student surveys will be administered. The feedback acquired will be instrumental in ensuring the assessment’s relevancy, accuracy, and alignment with the course’s core objectives. Furthermore, by analyzing grades and tracking student progression, a clearer picture of the assessment’s effectiveness will emerge, ensuring that it remains in harmony with the curriculum and measures the essential competencies accurately. To enrich the feedback process, anecdotal comments will also be sought, giving a qualitative dimension to the feedback and aiding in refining and enhancing future assessments.

Communication of Grading Expectations

Transparency is vital for the efficacy of any assessment. To ensure this, a comprehensive grading rubric detailing the criteria and weightage of each assessment component will be provided to learners at the course’s inception (Aflalo, 2022). This proactive approach aims to empower students, clarifying the grading process and the benchmarks they should aim for. Additionally, periodic feedback sessions and meetings will be scheduled, offering an open platform for learners to voice their queries, seek clarifications, or discuss the assessment in-depth. An official communication from the faculty, elucidating the expectations and standards, will further streamline the assessment process, setting a clear path for the learners to follow and excel.

Part Two – Grading Rubric

Criteria/Domain

Non-performance

Basic

Proficient

Distinguished

Knowledge and Application of Ethical Principles

 Demonstrates 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 Resolution

 Unable 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 Implications

 Offers 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 Setting

 Does 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, & Transition

 Writing 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 Format

 Does 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 Print. https://doi.org/10.1097/nne.0000000000001178 

ADDITIONAL INSTRUCTIONS FOR THE CLASS – NURS FPX 6111 Assessment 2 Criteria and Rubric Development

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  • Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
  • Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
  • APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.
  • Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source. NURS FPX 6111 Assessment 2 Criteria and Rubric Development
  • LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
  • Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading. NURS FPX 6111 Assessment 2 Criteria and Rubric Development
  • Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours. NURS FPX 6111 Assessment 2 Criteria and Rubric Development

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