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

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

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