Assembling the test includes the careful selection of the contents of the course. These course contents are the basis for the learning the students will undergo throughout their course. After the selection of the contents, specific questions are designed in a complex manner to assess the cognitive thinking of the students. These questions will be assessed by the board of professors responsible for teaching nursing informatics. They will critically analyze the question and will modify these questions respectively to make them critically and cognitively challenging. Once the questions have been affirmed, they will be sequenced from easier to the most difficult. This will help to encourage the students and will test their cognitive and critical thinking to the utmost capacity.
The test will be administered to the students after properly informing them about the guidelines, criteria, and rubrics. They will be informed in detail about the criteria and the rubric which they must follow to score excellent grades in their assessment. The following are the steps for administrating the test:
Guidelines
The students will be guided about the rules, regulations, and instructions by the instructor for effectively attempting the test. The students will be encouraged to utilize their cognitive thinking, theoretical knowledge, and simulation-based learning to devise solutions to the problems in the test.
Outcomes
The students will be assessed on their ability to imply simulation-based learning, theoretical knowledge, and cognitive thinking to the test.
Assessment
The students will be assessed on their ability to use technology in simulation-based learning to provide effective healthcare services thus depicting sound psychomotor, cognitive, and affective learning abilities.
Knowledge gaps can include the lack of ability of professors to effectively collaborate to devise simulation-based learning assessments where healthcare is integrated with the use of technology. Along with this, knowledge gaps such as the lack of a standard testing format for the assessment can hinder the assembling and administering of tests.
The students were assessed for their cognitive, psychomotor, and affective domains in the field of nursing informatics.
The cognitive thinking of the students was assessed by putting them through various situations which challenged their cognitive (critical thinking) abilities. The cognitive knowledge of the students was assessed by putting them through various simulation-based scenarios and theoretical/ practical examinations. These examinations increased the analytical reasoning of the students which helped to increase the reasoning abilities that helped them to effectively use technology integrated with healthcare (Nascimento et al., 2021).
The psychomotor skills of the students were increased during the practical examination and clinical-based simulation. The psychomotor domain helped the nurses to effectively utilize technology to provide basic healthcare services such as blood pressure monitoring services, EMR, Automated IV pumps, catheter insertions, and basic things such as IV infusions and injections. These skills were assessed through theoretical, practical, and simulation-based examinations (Nascimento et al., 2021).
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