NURS FPX 6116 Assessment 3 Criteria and Rubric Development

NURS FPX 6116 Assessment 3 Criteria and Rubric Development

Student name

Capella University

NURS-FPX6116

Professor Name

Submission Date

Criteria and Rubric Development

Nursing education assessments are meant to ensure that the students are equipped with the necessary skills to practice at a high level. This is why it is necessary to develop principles of easy understanding and a table of scores based on which it is possible to evaluate knowledge, technical expertise, and professional attitudes in a standardized way. Rubrics enhance transparency by explicitly stating the expectations and the way the progress can be measured (Gaughan et al., 2022). Healthcare Informatics and Technology in Nursing Rubrics are connected to the assessment performed and to the program outcomes, American College of Nursing (AACN) Program Essentials, and the curriculum of Oregon Health Sciences University School of Nursing.

Assessment Used to Evaluate Specific Learning Outcomes

The final project of the course, Healthcare Informatics and Technology in Nursing Practice will be designed. The project is planned to make students think about existing informatics systems in a critical perspective. It also applies data management concepts, as well as provides a provision to telehealth (in fact, this was one of our earliest attempts in distance education) to supplement and refine quality and safety in nursing practice (Aly and Alnajjar, 2024). The three components of the project include a written plan, oral presentation, and self-reflection that ensure that the project has an ethical and legal component of the issue to resolve. Moreover, this evaluation technique integrates the learning domains such as cognitive, psychomotor and affective domains in order to determine how well students apply knowledge, acquire practical skills and reflect as a professional.

• Assessment serves the Needs of the Learner

It is their aspiration that forms the foundation of the assessment, and because of its orientation on how to make things work, the theory in practice-oriented assignments bring the student nearer not only to learning more deeply, but also offer a plethora of professional advancement opportunities in the job market. They are adults, they are independent; they are not high school students who are more likely to respond to teaching even in their best interest (Altmiller and Pepe, 2022). In this aspect, though, the project motivates them to do a good job and to be creative, so their technology plans tomorrow work well with their own jobs rather than being expensive failures of the future, and become projects that will eventually pay off very well in their turn.

Steps in Assembling and Administering the Test

In order to assess the final project, Healthcare Informatics and Technology in Nursing Practice, you might start each assignment atop the learning objectives of the course. The technology integration plan is shortlisted into areas of system evaluation, application of data analysis, implementation of telehealth and ethical analysis to ensure that all the outcomes are tested (Lee et al., 2024). Quizzes every week test their knowledge about informatics concepts and case study discussions ask students to role-play what they have learned about how healthcare services are going digital, bit by bit. Each of the telemed simulations has direction and checklists in place such that the child must attempt to test their use of the virtual space with adequate technical preparedness. The online classroom is used to administer the content tests and the deadlines and rubric sheets which the instructors use to provide feedback on the written work are evident.

• Knowledge Gaps and Areas of Uncertainty

All you can hope to accomplish, even when everything is in place to your liking, is to create a test that is globally reliable and fair. The second possible obstacle would be the digital preparedness difference in the trainees some have never encountered Electronic Health Record (HER) systems and other forms of telemedicine, and, hence, learners have mixed outcomes. Next, with the emergence of fast-moving technologies such as AI and predictive analytics, portions of the study inevitably get dusty with each new wind of it blowing over it–forestalling, some would hold, would have to be updated continuously (Awrahman et al., 2022). The universals of ethical considerations arrived at by particular learners will be excluded to some degree, too, by standardisation, since learners themselves might arrive at dilemmas in highly divergent ways, not only in terms of their own cultures but also through the prism of schools conducting mediating judgement or lessons. And, in our final project, we tested planning and analysis.

Assessing Learning in the Three Domains

The course assessment strategy 2 includes all three learning domains. Cognitive domain: Use weekly quizzes and case study reviews to check whether learners are able to reflect in informatics practices i.e. they are able to critically think about the way they can assess system effectiveness, how (and why) they should use data analytics to come up with decisions. The Psychomotor domain is receiving blows with virtual EHR documentation and telehealth encounters where students are challenged to expand on their technical, hands-on technology capabilities (Chang et al., 2024). They also must feel free moving around platforms, writing down care in a way that is completely understandable and communicating with colleagues in the simulation patient-clinician interactions. Affective domain: Students are studying the ethical dilemmas using reflective journals; the personal values, cultural competence and professional attitude to technology in health care are being studied. The three worlds meet in the Final project, in which the students develop a complete technology integration plan, introduce an informatics innovation, and discuss the ethical and leadership questions that are implicit in their work.

• Knowledge Gaps and Areas of Uncertainty

Assessment is definite, as compared to learning, although it goes hand in hand with it. The first significant blind spot is that students are exposed to health technology to different extents, and that might affect their effectiveness in psychomotor activities such as EHR documentation or teleherapy. Indeed, but here another ethical gray zone is becoming apparent in the bold new world of digital health (Martzoukou et al., 2023). In this case, you may have to patch up assessment content all year round due to the sudden arrival of new-brain ammunition, such as AI-driven decision support, e.g. Value-laden considerations. Every teacher and student possesses varying values of learning and teaching, and the ethical considerations may be a bit subjective because students may approach it differently based on their cultural or educational context, which reduces the objectivity in the evaluation.

Performance-Level Criteria

The assessment performance criteria in this course are structured in such a way that the performance and performance assessment criteria will be comprehensible to novice learners and they will know how to manage them or they will be handed over to facilitators in the next semester. Students are expected to pass at least two spell-checker quizzes and get this certificate in their first year of study in the college. On a developing level, it provides an intervention to make the students acquire the necessary key terms and abstract, technical, or special vocabulary. Reaching the professional level, learners consider what they have already achieved in the field of real nurse-patient accommodation, distressing issues to aesthetic solutions, some of which happen on a daily basis, in fact (Velibor, 2024). This will be instructed through the use of video conferences next October, say. At our formative level, students are made to race in a pen and paper test. It should be pointed out that the final three methods are represented by the deliverable case report. At the proficient level, learners are able to synthesize knowledge and expertise by showing case reports and using data to make informed decisions and reflecting in reflective journals how they might reconceive the habit of viewing technologies as extensions fallacies instead of aids and even obstacles that can extend life, however insignificant its outcomes. In the mastery level, students at this level combine their studies in all the areas into a comprehensive technology integration plan that demonstrates leadership and vision.

• Assumptions Underlying the Progression

The development of performance objectives has several assumptions. The former is that students are already digital natives and that they can learn rapidly on digital platforms but that does not apply to all learners. Also, Well makes a second assumption that cognitive learning conceptual knowledge or concept formation of computing concepts as a prelude to procedural skill acquisition in the view that you must know subject matter before you can even activate hands-on activities (Nurjanah et al., 2021). And lastly, the notion also assumes that along with the growth and increasing complexity of my skills, my ethical cognition would also evolve correspondingly to cognitive and psychomotor faculties; that is, affective development would also proceed in the same direction as the cognitive and psychomotor ones.

Performance Level Criteria

• Progression Assumptions

The performance development standards are based on some assumptions. Firstly, it assumes that the students are already tech-savvy and can easily adapt to the virtual learning technologies. This does not apply to all students. Secondly, it means that one must cognitively learn the concepts of informatics before it could be stored with (psychomotor) skills that is, that knowledge can be held temporarily before a person must learn to use it. Thirdly, it theorises that reflective competence and the ethical capacity should improve as the level of modicum of skills mastery does relate affective development to cognitive and psychomotor development (Owan et al., 2022). Fourth, the model presumes that the simulated environments are close enough to the clinical environment. This will provide students with an opportunity of practicing what they have learned before they are faced with a real life situation where they need to apply the information. Lastly, it assumes that mastery can be shown through project-based assessment, even when this is true at the level of education, it puts points off the table in practice that we do not address when we are assessing clinical skills.

Communicating Grading Expectations

Guidelines on grading in this course should be set early, clearly, and consistently so that you can coach the students to adhere to them appropriately. The rubric must be posted on the course site prior to the commencement of the course and actually, prior to any significant assessment (a final project, simulation, reflective journal or perhaps a quiz that we go through). It will clarify at all levels what is being required of students, starting with the so-called awareness of informatics, telehealth, and decision-making ethics to proficiency (Chang et al., 2024). The sample answers and practice tasks may assist you in expressing the distinction between the results of satisfactory and even distinguished work. Also, regular feedback in the form of discussion boards, simulation report, and reflective journal comments will enlighten the students on how well they are performing in accordance with our expectations.

• Criteria to Clarify Communication

Clear scoring is offered on the basis of particular criteria and learners are offered real goals. All of our assignments must be connected to a standard, so on the MSN course, we can achieve minimum competencies, and we can expect that our students are familiar with national programs such as AACN Essentials and QSEN. Learning domains are what help students to remember that their work should demonstrate cognitive analysis, psychomotor skills, and an affective element. The result of these is, we receive some more recent mental characteristics (Gaughan et al., 2022). In Debriefing Techniques and Reflection, it is stated that: It is not only the report of what one could see but it is about integration. It is for the good of students. Simulation design creativity and reality will assist in demonstrating a point that we must not merely go beyond something and do better, but rather think about something that is opposed to anything.

Processes for Determining Validity and Reliability

Constructive alignment and systematized evidence is the key to creating a pool or bank of valid and reliable course assessment items. Content validity is determined by the alignment of the content of weekly quizzes, telehealth simulations, as well as ethical reflections and the final project with course learning outcomes, MSN competencies, and AACN/ QSEN standards. Construct validity is guaranteed and proven when every tool of measurement has a specific domain to measure: quizzes are used to assess cognitive knowledge, simulations in telehealth assess psychomotor skills, and ethical journals give students a chance to reflect (Altmiller and Pepe, 2022). It also introduces reliability to what we know, possibly most conveniently by using standardised rubrics with performance indicators. Both validity and reliability are reinforced by the peer reviews of rubric descriptions, the faculty reconciliatory exercises of their own judgments in rubric studies and the pilot study of case items and simulation tasks.

• Strategies, Strengths, and Weaknesses

To make the tests here more plausible there are several ways of assistance. Since it has clear criteria and markers, the rubric enhances the inter-rater reliability. The use of several testing methods enhances validity by expanding the scope to cover the abilities of the students in all aspects. Formative assessments, such as quizzes and case discussions provide the possibility for reliable cues to be provided earlier on, with errors possibly corrected before summative assessments (Lee et al., 2024). The strong points are transparency, fairness (and) consistency with national standards. Nevertheless there are also weaknesses. Where evaluations are not regularly updated, the danger of them becoming outdated quickly in light of quick developments in the provision of computerized wellbeing will be intensified. Reflective journals are useful but also they create uncertainties that affect assessment validity.

Conclusion

Reference to criteria and rubrics would enhance the reliability and validity of nursing measures. Having certain expectations, the students will be aware of how they will be graded on their performances and aim at the best. The standardisation of assessment criteria will be done so that the assessment is done according to the aims of the course and the patterns of the profession. Rubrics are also known to encourage self-reflection, practice, critical thinking, and translation of informatics to practice. Clear criteria and detailed rubrics will become very important in ensuring that future graduate nurses are equipped to become technology-driven healthcare leaders and innovators.

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