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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 analysis emphasizes assessing undergraduate nursing students’ understanding of integrative nursing principles to provide comprehensive patient care. It encapsulates a three-pronged assessment strategy – case study analyses and presentations, community health projects, and the OSCE exam, evaluating various learning domains. This assessment ensures a holistic evaluation of learners’ proficiency and performance through crucial performance rubrics. This evaluation will help nurse educators assess nursing graduates’ ability to provide safe and effective care using integrative nursing. 

Assembling and Administering Assessments  

To assemble case study analyses and presentations, faculty should develop diverse, real-world cases relevant to integrative nursing principles. Moreover, it is essential to establish and communicate clear guidelines to the students, including evaluation criteria and rubrics aligned with student learning objectives. The administration involves assigning cases and scheduling presentations. However, some knowledge gaps may persist, including the need for faculty training on scrutinizing diverse and culturally sensitive case studies. Uncertainties arise regarding students’ prior exposure to integrative nursing cases, warranting a pre-assessment of their familiarity with the subject matter

Similarly, planning community health projects involves selecting relevant health issues and formulating project guidelines. Faculty should direct students in establishing culturally sensitive interventions to provide community-centered care. On the other hand, administering the projects entails assigning teams, monitoring progress, and assessing the outcomes. Yet, knowledge gaps may exist in understanding community dynamics, which requires a comprehensive needs assessment. Additionally, uncertainties may revolve around available community resources, requiring faculty to establish partnerships with local organizations to ensure project feasibility. 

For OSCE exams, assembling involves designing realistic clinical scenarios representing integrative nursing challenges. It is crucial to develop detailed rubrics aligning with learning objectives. Executing the OSCE exam requires setting up simulated clinical environments, briefing standardized patients, and scheduling the exam. However, knowledge regarding the fidelity of simulations and faculty expertise in simulation methodologies still needs to be improved. Furthermore, uncertainties could relate to students’ prior exposure to OSCE formats, prompting a pre-exam orientation to familiarize them with the process.

Domains and Assessment Tools

Active learning that utilizes learners’ critical thinking, problem-solving, and decision-making abilities assists in developing cognitive skills among students (Harris & Bacon, 2019). Case study analyses and presentations are ideal to assess cognitive understanding of integrative nursing principles and practices, which is a primary learning objective of our course. This assessment tool will provide various patient care scenarios to the students, evaluating their grasp of theoretical concepts, critical thinking skills, and the ability to apply integrative nursing principles to resolve complex patient scenarios. 

The psychomotor domain for the learning objective of ‘applying holistic patient care skills and formulating comprehensive care plans’ will be best assessed through the Objective Structured Clinical Examination (OSCE). The OSCE allows for observing practical skills, communication, and clinical reasoning, providing a comprehensive evaluation of students’ psychomotor proficiency related to incorporating integrative nursing principles into practice (Bijayalaskhmi, 2022). 

Another learning objective is engagement in collaborative interprofessional practice, showing teamwork, and effective communication, which falls under the affective learning domain. It involves the evaluation of students’ attitudes, values, and interpersonal skills, which is best assessed through community health projects (Pagatpatan et al., 2020). Through the project, students demonstrate their commitment to interprofessional teamwork, effective communication, and understanding of diverse perspectives. This project permits educators to assess students’ affective qualities such as empathy, cultural sensitivity, teamwork, and commitment to collaboration. 

Validity and Reliability of the Assessment

Faculty and student surveys, for instance, will be used to collect qualitative feedback on the relevance and specificity of the assessments (Prydz et al., 2023). This will help validate the correlation of the assessment strategies with the course’s and program’s objectives. Reviewing students’ grades and remarks is another process that offers quantitative insights into the course’s effectiveness and predicts the assessments’ legitimacy. Lastly, faculty and students’ anecdotal comments highlight the uncertainties/challenges or achievements during the assessment process. These processes enhance the overall strength of the assessment strategies, confirming their validity and reliability for evaluating students’ proficiency and clinical competencies. 

Communication of Grading Expectations

Transparent and open lines of communication are essential to convey grading expectations to the students. The scoring rubric should be clear and accessible for the students at the beginning of the course to provide a roadmap about how faculty will assess their proficiencies at the end of the course. Additionally, instructors can send a comprehensive message to learners, emphasizing the importance of the rubric, detailing the criteria for each performance level (non-performance, basic, proficient, and distinguished), and highlighting the connection between the rubric and learning objectives, reinforcing an open communication channel for students to seek assistance when needed. This transparent communication empowers nursing students to achieve better academic performance, contributing to their success in the course.

Part Two – Grading Rubric

LEARNING OBJECTIVE/
CRITERIA
NON
PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED

Demonstrate understanding of integrative nursing principles and practices.

Limited or no understanding of integrative nursing principles.

Basic understanding but lacks depth or critical analysis.

Demonstrates a solid understanding with precise critical analysis.

Exhibits an exceptional depth of understanding, providing insightful analysis and application of integrative nursing principles.

Apply holistic patient care skills and formulate comprehensive care plans.

Unable to apply holistic patient care skills or formulate care plans effectively.

Demonstrates basic application with limited effectiveness in holistic patient care and care planning.

Applies holistic patient care skills proficiently and formulates comprehensive care plans effectively.

Exceptionally applies holistic patient care skills, showcasing creativity and excellence in comprehensive care planning.

Engage in collaborative interprofessional practice, showing teamwork and effective communication.

Does not engage in collaborative interprofessional practice; lacks teamwork and effective communication.

Participates in collaboration with some teamwork and communication challenges.

Engages proficiently in collaborative interprofessional practice with effective teamwork and communication.

Exemplifies outstanding collaborative interprofessional practice, demonstrating exceptional teamwork and communication skills.

Writes content clearly with logical flow, demonstrating smooth transitions through coherent paragraphs. 

Limited or no organization of content. The paper lacks logical flow

and clear transitions. 

Some organization of content with basic logical flow and smooth transitions. 

Proficient organization of content. The flow is logically set with smooth

transitions. 

Excellent organization of content with a clear purpose. Content flows logically with clear transitions.

Write an error-free assessment and
adhere to APA 7th edition guidelines throughout the paper. 

Significant mistakes and does not apply APA format throughout the paper. 

Contains minor errors and inconsistent APA formatting throughout the paper. 

Few

errors and demonstration of flawless adherence

to APA format.

Error-free paper and exhibiting strict 

adherence to APA formatting. 

 

References

Bijayalaskhmi, D. (2022). A systematic review on the effectiveness of objective structured clinical examination (OSCE) in comparison with the traditional method of practical examination. I-Manager’s Journal on Nursing12(1), 50. https://doi.org/10.26634/jnur.12.1.18420 

Harris, N., & Bacon, C. E. W. (2019). Developing cognitive skills through active learning: A systematic review of health care professions. Athletic Training Education Journal14(2), 135–148. https://doi.org/10.4085/1402135 

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Pagatpatan, C. P., Valdezco, J. A. T., & Lauron, J. D. C. (2020). Teaching the affective domain in community-based medical education: A scoping review. Medical Teacher42(5), 507–514. https://doi.org/10.1080/0142159X.2019.1707175 

Prydz, K., Dieckmann, P., Fagertun, H., Musson, D., & Wisborg, T. (2023). Collecting evidence of validity for an assessment tool for Norwegian medical students’ non-technical skills (NORMS-NTS): Usability and reliability when used by novice raters. BMC Medical Education23(1), 865. https://doi.org/10.1186/s12909-023-04837-6 



 

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