NURS FPX 6116 Assessment 3 Criteria and Rubric Development

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

Introduction

The telehealth nursing course assessment at Riverside Community Hospital is structured to evaluate learners’ readiness to provide safe, effective, and patient-centered virtual care. The assessment aligns with course outcomes by integrating theoretical knowledge, technical proficiency, and professional behaviors required in telehealth nursing practice. It measures learner performance across the three primary learning domains: cognitive, psychomotor, and affective.

Using a multidimensional approach ensures that students not only understand telehealth concepts but can also apply clinical judgment, operate digital platforms competently, and demonstrate cultural sensitivity. This document explains the assessment design, supporting rationale, and grading rubric while maintaining clear expectations for both faculty and learners.

Part One – Assessment Description and Rationale

What Is the Purpose of the Telehealth Nursing Assessment?

The purpose of the assessment is to determine whether learners can successfully translate classroom learning into real-world telehealth nursing practice. It evaluates decision-making, communication, technology use, ethical awareness, and evidence-based care delivery.

What Components Are Included in the Assessment?

The course assessment consists of three major stages, with each stage targeting a specific learning domain.

These methods provide a balanced evaluation of whether learners can understand telehealth theory, perform essential nursing tasks remotely, and uphold professional standards.

When and How Is the Assessment Administered?

The assessment is conducted at the end of the course to measure cumulative learning outcomes.

• The written examination and simulation occur in a supervised classroom or lab setting.

• The reflective essay is submitted online through the institution’s learning management system.

• Faculty use standardized grading criteria to ensure fairness and consistency.

Why Was This Assessment Strategy Selected?

This assessment model was chosen because telehealth nursing requires more than theoretical understanding. Nurses must also communicate effectively, use healthcare technology accurately, and deliver culturally responsive care.

The multiple-choice examination measures foundational knowledge needed for safe remote practice. Evidence suggests that structured learning strategies can improve critical thinking and clinical decision-making in nursing education (Zheng et al., 2022).

The simulation component allows learners to demonstrate psychomotor and applied clinical skills in realistic scenarios. Simulated experiences are widely recognized as effective methods for developing healthcare competencies (Changiz et al., 2021).

The reflective essay strengthens affective learning by encouraging self-awareness, ethical reasoning, and respect for diversity. These skills are essential when caring for patients across different cultural and socioeconomic backgrounds.

How Does the Assessment Align With Professional Standards?

The assessment framework supports recognized nursing education standards, including:

• AACN Essentials

• QSEN competencies

• ANA professional nursing standards

This alignment helps ensure graduates are prepared for modern healthcare environments where telehealth continues to expand.

How Are Reliability and Validity Maintained?

NURS FPX 6116 Assessment 3 Criteria and Rubric Development

To improve assessment quality, several quality assurance methods are used:

• Faculty peer review of examination items

• Pilot testing of simulation activities

• Standardized scoring rubrics

• Student feedback surveys for continuous improvement

According to Imanipour et al. (2023), feedback processes can improve learner satisfaction and performance outcomes.

Part Two – Grading Rubric

Course Information

Performance Rubric

NURS FPX 6116 Assessment 3 Criteria and Rubric Development

How Should Learners Use This Rubric?

Learners should use the rubric as a performance guide throughout the course. It clarifies faculty expectations and helps students focus on evidence-based practice, communication skills, ethics, and clinical competence.

Conclusion

The telehealth nursing assessment offers a comprehensive method for evaluating learner readiness for virtual healthcare practice. By measuring cognitive knowledge, psychomotor ability, and affective development, the course supports well-rounded professional growth. The inclusion of simulations, reflective learning, and evidence-based case work prepares nurses for evolving digital care environments. Ongoing review and feedback processes further strengthen assessment effectiveness and ensure continued alignment with professional nursing 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 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), 1–8. https://doi.org/10.1155/2022/3324477