NURS FPX 6111 Assessment 2 Criteria and Rubric Development NURS-FPX 6111 Assessment and Evaluation in Nursing Education ​​​​​​​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