NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario

NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario

Student Name

Capella University

NURS-FPX6112 Technology Integration for Nursing Education

Prof. Name:

Date

Criteria and Rubric Development

Overview of Assessment Design

The telehealth nursing course assessment at Riverside Community Hospital is structured to evaluate learners’ competence in delivering virtual healthcare services. It is intentionally aligned with the course outcomes, ensuring that both theoretical understanding and practical application are assessed in an integrated manner. The design reflects a competency-based approach that examines cognitive knowledge, psychomotor performance, and affective development. Together, these domains provide a comprehensive evaluation of a learner’s readiness to function effectively in telehealth environments.

Part One – Assessment Description and Rationale

Assessment Description

The telehealth nursing assessment is designed as a multi-component evaluation targeting distinct learning domains across three structured stages.

Cognitive Domain

The cognitive component consists of a 20-item multiple-choice examination. It assesses foundational knowledge related to telehealth principles, digital healthcare technologies, and patient communication strategies in virtual settings.

Psychomotor Domain

The psychomotor component involves a simulated telehealth consultation. In this exercise, learners demonstrate technical proficiency in operating telehealth platforms and conducting virtual patient assessments safely and accurately.

Affective Domain

The affective component requires learners to complete a reflective essay. This task evaluates their attitudes toward cultural competence, ethical decision-making, and professional values in telehealth practice. Depth of reflection and alignment with ethical standards are key grading considerations.

Overall, the assessment ensures that students demonstrate the ability to integrate knowledge, technical skill, and professional judgment. The cognitive and simulation components are conducted in a controlled academic environment, while the reflective essay is submitted electronically.

Rationale for the Assessment Design

This assessment framework aligns closely with MSN practicum learning outcomes, particularly the integration of theoretical understanding with applied telehealth practice and cultural competence. The structure supports Bloom’s taxonomy by addressing both lower- and higher-order cognitive skills.

Research supports the use of structured assessments to improve learning outcomes in nursing education. For instance, Zheng et al. (2022) emphasize that deep learning approaches enhance critical thinking and clinical decision-making more effectively than traditional instruction. Similarly, simulation-based learning has been shown to strengthen psychomotor competence by enabling learners to practice real-world clinical skills in a safe environment (Changiz et al., 2021).

NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario

The reflective component promotes affective learning by encouraging self-awareness, ethical reasoning, and culturally responsive care. Wei and Peng (2025) further recommend combining objective testing for foundational knowledge with case-based and performance-based evaluations for advanced competencies.

To ensure validity and reliability, the assessment is reviewed by faculty experts, and the simulation component is pilot-tested with a small student group. Continuous improvement is supported through learner feedback, which helps refine assessment effectiveness over time (Imanipour et al., 2023). The overall structure aligns with AACN Essentials and QSEN competencies, ensuring professional relevance and academic rigor.

Part Two – Grading Rubric

Course Information

Grading Rubric Table

NURS FPX 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario

Conclusion

The telehealth nursing assessment provides a structured and evidence-based framework for evaluating learner competencies across cognitive, psychomotor, and affective domains. This multi-dimensional approach ensures that students are adequately prepared for real-world telehealth practice by developing clinical knowledge, technical proficiency, and ethical-cultural awareness. Continuous feedback mechanisms and validation processes further strengthen the reliability and educational effectiveness of the assessment design, ensuring alignment with national nursing education standards.

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 6112 Assessment 2 Evaluation of a Virtual Simulation Scenario

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