NURS-FPX6111 Assessment 2 Criteria and Rubric Development

NURS-FPX6111 Assessment 2 Criteria and Rubric Development – Step-by-Step Guide

The first step before starting to write the NURS-FPX6111 Assessment 2 Criteria and Rubric Development, it is essential to understand the requirements of the assignment. The first step is to read the assignment prompt carefully to identify the topic, the length and format requirements. You should go through the rubric provided so that you can understand what is needed to score the maximum points for each part of the assignment. 

It is also important to identify the audience of the paper and its purpose so that it can help you determine the tone and style to use throughout. You can then create a timeline to help you complete each stage of the paper, such as conducting research, writing the paper, and revising it to avoid last-minute stress before the deadline. After identifying the formatting style to be applied to the paper, such as APA, you should review its use, such as writing citations and referencing the resources used. You should also review how to format the title page and the headings in the paper.

How to Research and Prepare for NURS-FPX6111 Assessment 2 Criteria and Rubric Development

The next step in preparing for your paper is to conduct research and identify the best sources to use to support your arguments. Identify the list of keywords from your topic using different combinations. The first step is to visit the university library and search through its database using the important keywords related to your topic. You can also find books, peer-reviewed articles, and credible sources for your topic from PubMed, JSTOR, ScienceDirect, SpringerLink, and Google Scholar. Ensure that you select the references that have been published in the last words and go through each to check for credibility. Ensure that you obtain the references in the required format, for example, in APA, so that you can save time when creating the final reference list. 

You can also group the references according to their themes that align with the outline of the paper. Go through each reference for its content and summarize the key concepts, arguments and findings for each source. You can write down your reflections on how each reference connects to the topic you are researching about. After the above steps, you can develop a strong thesis that is clear, concise and arguable. Next you should create a detailed outline of the paper so that it can help you to create headings and subheadings to be used in the paper. Ensure that you plan what point will go into each paragraph.

How to Write the Introduction for NURS-FPX6111 Assessment 2 Criteria and Rubric Development

The introduction of the paper is the most crucial part as it helps to provide the context of your work, and will determine if the reader will be interested to read through to the end. You should start with a hook, which will help capture the reader’s attention. You should contextualize the topic by offering the reader a concise overview of the topic you are writing about so that they may understand its importance. You should state what you aim to achieve with the paper. The last part of the introduction should be your thesis statement, which provides the main argument of the paper.

How to Write the Body for NURS-FPX6111 Assessment 2 Criteria and Rubric Development

The body of the paper helps you to present your arguments and evidence to support your claims. You can use headings and subheadings developed in the paper’s outline to guide you on how to organize the body. Start each paragraph with a topic sentence to help the reader know what point you will be discussing in that paragraph. Support your claims using the evidence conducted from the research, ensure that you cite each source properly using in-text citations. You should analyze the evidence presented and explain its significance and how it connects to the thesis statement. You should maintain a logical flow between each paragraph by using transition words and a flow of ideas.

How to Write the In-text Citations for NURS-FPX6111 Assessment 2 Criteria and Rubric Development

In-text citations help the reader to give credit to the authors of the references they have used in their works. All ideas that have been borrowed from references, any statistics and direct quotes must be referenced properly. The name and date of publication of the paper should be included when writing an in-text citation. For example, in APA, after stating the information, you can put an in-text citation after the end of the sentence, such as (Smith, 2021). If you are quoting directly from a source, include the page number in the citation, for example (Smith, 2021, p. 15). Remember to also include a corresponding reference list at the end of your paper that provides full details of each source cited in your text. An example paragraph highlighting the use of in-text citations is as below:

The integration of technology in nursing practice has significantly transformed patient care and improved health outcomes. According to Smith (2021), the use of electronic health records (EHRs) has streamlined communication among healthcare providers, allowing for more coordinated and efficient care delivery. Furthermore, Johnson and Brown (2020) highlight that telehealth services have expanded access to care, particularly for patients in rural areas, thereby reducing barriers to treatment.

How to Write the Conclusion for NURS-FPX6111 Assessment 2 Criteria and Rubric Development

When writing the conclusion of the paper, start by restarting your thesis, which helps remind the reader what your paper is about. Summarize the key points of the paper, by restating them. Discuss the implications of your findings and your arguments. End with a call to action that leaves a lasting impact on the reader or recommendations.

How to Format the Reference List for NURS-FPX6111 Assessment 2 Criteria and Rubric Development

The reference helps provide the reader with the complete details of the sources you cited in the paper. The reference list should start with the title “References” on a new page. It should be aligned center and bolded. The references should be organized in an ascending order alphabetically and each should have a hanging indent. If a source has no author, it should be alphabetized by the title of the work, ignoring any initial articles such as “A,” “An,” or “The.” If you have multiple works by the same author, list them in chronological order, starting with the earliest publication. 

Each reference entry should include specific elements depending on the type of source. For books, include the author’s last name, first initial, publication year in parentheses, the title of the book in italics, the edition (if applicable), and the publisher’s name. For journal articles, include the author’s last name, first initial, publication year in parentheses, the title of the article (not italicized), the title of the journal in italics, the volume number in italics, the issue number in parentheses (if applicable), and the page range of the article. For online sources, include the DOI (Digital Object Identifier) or the URL at the end of the reference. An example reference list is as follows:

References

Johnson, L. M., & Brown, R. T. (2020). The role of telehealth in improving patient outcomes. Journal of Nursing Care Quality, 35(2), 123-130. https://doi.org/10.1097/NCQ.0000000000000456

Smith, J. A. (2021). The impact of technology on nursing practice. Health Press.

NURS-FPX6111 Assessment 2 Criteria and Rubric Development Instructions

• Create a 1-2 page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Introduction

Nurse educators need to be able to develop strategies within a course to evaluate the learners’ competency with the material. Assessment is sometimes synonymous with evaluation. Nursing education deals with the process of documenting in a formal way that the student has acquired the knowledge, skills, attitudes, or beliefs. Rubrics are used in education to create a standardized way of evaluating performance.

Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities. Have a look at NURS-FPX6111 Assessment 3 Course Evaluation Template.

• The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
• The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
• The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

• Which classroom assessment techniques (CATs) can be applied to the clinical and classroom setting?
• How can the use of CAT in nursing education develop a deeper level of learning for the learner?
• What are examples of the psychomotor domain?
• What are examples of cognitive domain?
• What are examples of the affective domain?
• What are the key components of a rubric?
• How can a nurse educator use a rubric for evaluating the learning outcomes of a course?
• What are the advantages and disadvantages of using rubrics in nursing education?

Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

• Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
• If the learning objective assesses the cognitive domain, what assessment tool would you use?
• If the learning objective assesses the psychomotor domain, how will you test for proficiency?
• If the learning objective assesses the affective domain, how will you know if the learner is proficient?
• Consider the various processes that can be used for determining the validity and reliability of an assessment.
• Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
• Determine how grading expectations can be communicated to learners.
• Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.

The following resources are required to complete the assessment:

• Assessment Formatting Guidelines [DOCX].

Part One – Assessment Description and Rationale

The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

• An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
• The rationale provides the evidence -based support for your chosen assessment strategy.

You must complete the following in Part One:

• Write a brief description of the assessment.
• Describe the type of assessment tool that will be used to assess the learning objectives.
• Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.

Part Two – Create a Grading Rubric

Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template [DOC].

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

• Non-performance.
• Basic.
• Proficient.
• Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

Additional Requirements

Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

• APA format: Use correct APA style and formatting, paying particular attention to citations and references.
• References: Include peer-reviewed scholarly resources from the last 5 years.
• Length: Assessment description and rationale should 1–2 double-spaced pages (not including cover page and reference list). Include grading rubric table in the same document.
• Font and font size: Times New Roman, 12 point.

Competencies Measured

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

• Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.
• Describe processes that can be used for determining the validity and reliability of an assessment.
• Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
• Assess learning in multiple domains (for example, cognitive, psychomotor, and affective).
• Competency 3: Engage in the development of a classroom examination.
• Determine how grading expectations should be communicated to learners. 
• Provide a brief description of an assessment that will be used to evaluate specific learning outcomes.
• Explain the steps in assembling and administering tests for specific learning outcomes.
• Create performance-level criteria that are distinct and progress in a clear and logical order.
• Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
• Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

NURS-FPX6111 Assessment 2 Criteria and Rubric Development Example

Criteria and Rubric Development

Assessments play a crucial role in the educational journey, providing a comprehensive understanding of students’ grasp of the subject matter and their ability to apply learned concepts in practical scenarios. In the context of the “Advanced Nursing Informatics” course, a diverse array of assessment strategies has been meticulously designed to ensure that students not only absorb the theoretical foundations of nursing informatics but also develop the practical skills needed to excel in this evolving field.

Description of Assessment

The assessment strategies employed in the “Advanced Nursing Informatics” course are thoughtfully designed to assess the six defined learning objectives comprehensively. These strategies encompass both formative and summative assessments, allowing students to receive continuous feedback and growth opportunities (Schildkamp et al., 2020). Each assessment is carefully crafted to mirror real-world scenarios, ensuring the skills acquired are directly transferable to nursing practice.

Assessment Tool

One of the assessment tools used in the course is the “Case Study Analysis.” This tool provides a dynamic platform for students to apply their knowledge of nursing informatics principles to complex, real-world healthcare scenarios (Pastore & Andrade, 2019). Each case study presents a multifaceted challenge that requires students to leverage informatics solutions to devise innovative strategies for patient care and informed decision-making.

Domains of Learning Evaluated

The “Case Study Analysis” assessment tool evaluates multiple domains of learning, encompassing cognitive, affective, and psychomotor domains. The cognitive domain is addressed as students analyze the case, identifying key informatics principles and devising appropriate solutions. The affective domain is engaged as students grapple with ethical considerations, demonstrating their capacity to integrate ethical standards when managing health information. Lastly, the psychomotor domain is evaluated as students translate theoretical knowledge into practical solutions, showcasing their ability to implement informatics solutions effectively.

Validity and Reliability of Assessment Strategies

Ensuring the validity and reliability of assessment strategies is paramount to guarantee accurate and meaningful evaluations. A comprehensive validation and reliability process can be employed to support the chosen assessment strategies.

Validity

Validity refers to the extent to which an assessment tool measures what it intends to measure. For the “Case Study Analysis” assessment tool, several steps can be taken to establish validity:

1. Alignment with Learning Objectives: The case studies should be carefully designed to align with the defined learning objectives. Each case should present challenges that directly mirror the skills and knowledge students are expected to acquire.
2. Expert Review: Engaging subject matter experts in nursing informatics can provide invaluable insights into the validity of the case studies. Experts can assess whether the presented scenarios are realistic and reflective of actual nursing informatics challenges.
3. Pilot Testing: Conducting pilot tests with a small group of students can help identify any ambiguities or inconsistencies in the assessment tool. Feedback from pilot testing can be used to refine the case studies and ensure their validity.

Reliability

Reliability refers to the consistency and stability of assessment results over time. To enhance the reliability of the assessment strategies, the following steps can be taken:

1. Clear Rubrics: Providing clear and well-defined rubrics for evaluating the case study analyses ensures that different instructors arrive at similar conclusions when assessing students’ work.
2. Training for Evaluators: Instructors responsible for evaluating the case studies should undergo training to ensure that they apply the rubrics consistently and impartially.
3. Moderation and Consensus: Incorporating a moderation process where multiple instructors review and discuss a subset of case studies can help identify and address any discrepancies in evaluation. This process can lead to consensus and enhance the reliability of assessment outcomes.

Effective Communication of Grading Expectations to Learners

Grading expectations should be communicated to learners clearly and comprehensively. This can be achieved through the distribution of a well-structured course syllabus that outlines the grading criteria, assignment weights, and assessment breakdown. Additionally, instructors should hold an initial orientation or session to explain the grading system, highlighting the significance of each performance level (Granberg et al., 2021). Providing rubrics for assignments and assessments ensures transparency by detailing specific criteria for evaluation.

Regularly discussing grading criteria during classes or through digital platforms helps foster a continuous understanding. Encouraging questions and offering clarification opportunities establishes an open channel for learners to seek guidance on grading expectations. By combining these methods, instructors can ensure learners are fully informed about how their performance will be assessed, promoting a more focused and engaged learning experience.

Conclusion

The assessment strategies in the “Advanced Nursing Informatics” course are carefully designed to evaluate a range of learning objectives. The “Case Study Analysis” assessment tool, in particular, offers a robust platform for students to apply their knowledge and skills in real-world scenarios. Validity is ensured through alignment with learning objectives, expert review, and pilot testing, while reliability is enhanced through clear rubrics, evaluator training, and moderation processes. By employing these validation and reliability measures, the course aims to provide a robust assessment framework that accurately evaluates students’ abilities and prepares them to excel in the dynamic field of nursing informatics.

C#	Criteria	Non-Performance	Basic	Proficient	Distinguished
C1	Did the student adequately address core nursing informatics concepts in their responses?	The student demonstrated a complete lack of understanding of nursing informatics principles.	The student displayed a basic understanding of nursing informatics concepts but with limited depth.	The student demonstrated a solid grasp of nursing informatics principles and their relevance to healthcare.	The student showcased an exceptional mastery of nursing informatics concepts and their practical applications.
C2	Were the explanations provided by the student relevant to the course’s learning objectives and content?	The responses were grossly misaligned with the learning objectives and the context of nursing informatics.	The responses were partially aligned with the learning objectives but lacked comprehensive application.	The responses were well-structured and consistently aligned with the learning objectives and the course content.	The responses were insightful and seamlessly aligned with the learning objectives and the course’s vision.
C3	Did the student demonstrate an understanding of essential healthcare informatics principles?	The student failed to recognize or address any essential concepts or components of nursing informatics.	The student provided some examples of how nursing informatics can impact patient care, but with minimal elaboration.	The student offered detailed examples of how nursing informatics can transform patient care, research, and leadership.	The student provided innovative and creative examples of how informatics can revolutionize patient care and research.
C4	Were the arguments presented by the student connected to key nursing informatics concepts?	The arguments or explanations provided were inconsistent or factually incorrect in relation to nursing informatics.	The arguments presented were logically structured, but occasional gaps in the flow of ideas were evident.	The arguments were logically structured, building a coherent narrative around the role of informatics in healthcare.	The arguments were presented with impeccable logical structure, demonstrating a deep understanding of the topic.
C5	Did the student omit important details regarding the role of informatics in healthcare and nursing practice?	The student did not attempt to integrate ethical considerations or technological advancements in healthcare.	The student briefly mentioned ethical considerations and technology integration, but did not thoroughly explore their significance.	The student effectively integrated ethical considerations and advanced technologies in their explanations.	The student seamlessly integrated ethical considerations and technological advancements, showcasing an advanced understanding of their impact on nursing practice, research, and leadership.

References

Granberg, C., Palm, T., & Palmberg, B. (2021). A case study of formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation, 68, 100955. https://doi.org/10.1016/j.stueduc.2020.100955

Pastore, S., & Andrade, H. L. (2019). Teacher assessment literacy: A three-dimensional model. Teaching and Teacher Education, 84, 128–138. https://doi.org/10.1016/j.tate.2019.05.003

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602