Name
Capella University
NURS-FPX-6111: Assessment and Evaluation in Nursing Education
Instructor’s name
October, 2024
Criteria and Rubric Development
The developed assessment strategy for the Advanced Pediatric Nursing course is extensively focused on evaluating the student’s knowledge and clinical skills regarding pediatric nursing. Intended for assessing learning that occurs in the cognitive, psychomotor, and affective modes of learning; it may include written tests, case studies, and even clinical skills tests (Nickum et al., 2022). By making sure that this assessment matched the course learning objectives and ensured high validity and reliability standards of this assessment, it can be certain that the students possessing the enhanced skills to practice pediatric nursing and meet the key program outcomes of the Nurse Residency Program at the Johns Hopkins hospital.
Description of Assessment Method
The tool used to assess the level of learning of the course outcomes about Advanced Pediatric Nursing was a clinical simulation that was designed under the learning outcomes. The learner activities in which the nurse residents require knowledge application, problem-solving skills, and clinical judgment to give the appropriate intervention will be made known to them through the use of simulation exercises (Song & McCreary, 2020). By the use of simulation exercises, the nursing residents will be oriented to different clinical scenarios that are typical of pediatric nursing
In this regard, it will be possible for nurse residents to come up with a presentation indicating that they have attained specified learning objectives to demonstrate mastery in such areas as, utilization of advanced nursing treatments, generation of research-based care, and studies particular to the composite health checks of the pediatric patients (Song & McCreary, 2020). Essential thinking and active learning are the two creational features of this evaluation. While making this evaluation, the simulation exercise enables the nursing residents to
Perhaps, the assessment can be considered more as a form of simulation that encompasses the complexities of the concept of pediatric nursing practice to offer an actual learning experience that may fit the needs of the learners (Lane & Waldron, 2021). This study also realized that there were positive changes in competence, confidence, and clinical judgment abilities among the participants during the clinical experiences.
Steps in Assembling and Administrating Tests
While writing tests for the observable learning outcomes for some of the units, it is necessary to go through several critical steps to ensure authenticity, accuracy, and impartiality in a test.
Defining Learning Outcomes
The first of them involves giving clear descriptions of the learning achievements that are to be assessed along with ensuring that they match up with what you intend to achieve in a subject as well as the skills the learner is expected to possess (Lane & Waldron, 2021). As a result after defining learning outcomes, the next process is to develop test items that are likely to accurately capture the learning outcomes.
Developing Test Items
The first operation in constructing test items is to write clear and precise questions or statements for the test that reflect the expected learning objectives. It is suggested that each test item builder should aim at a relative section of knowledge or confine the scope to a specific skill Every test item must point to the learning point, in which the learner is being tested (Kececi et al., 2022). One has to bear in mind the cognitive context of the learning results and ensure that the items correspond to this level, if the learning outcomes consist of, for instance, knowledge diffusion, concept application, or information analysis and evaluation.
Refining Test Items
However, they have to be made available to the educators to see if the questions are set properly, whether the questions are clear and understandable, and to determine if they fulfill the required criteria of the set topic (Byermoen et al., 2022). To ensure the quality of the assessment tool is protected, the opinions of advisors, and other stakeholders such as subject-matter experts, instructional designers, or academic personnel should be incorporated.
Administration Process
Once the theoretic and empiric instrument is developed and calibrated, the process of test administration begins next (Baloyi, 2023). This involves offering directions to the test takers, ensuring that the testing atmosphere is favorable for concentration, conducting the test, and offering the test according to the laid down plan and time set (Baloyi, 2023). It is most important that exams are protected from cheating and other negative performances when they are being offered to the candidates.
Knowledge Gaps and Areas of Uncertainty
It means that an assessment might be associated with epistemic risks, unfamiliarity, or uncertainty areas if insights and knowledge were insufficient and carefully planned and executed tactics and actions were in place (Gates et al., 2022). For instance, more investigation and assessment may be needed in terms of determining the most suitable ratio of mixed-form tests or certain forms of question formats, including multiple-choice, short–response, and essay questions that can be used to assess learning achievement.
Assessing Learning in Cognitive, Psychomotor, and Affective Domains
Cognitive Domain
For this reason, knowledge and cognitive skills as well as knowledge application, problem-solving, and decision-making are also commonly assessed through formal examination, case analysis, and other reflective writings (Peters et al., 2020). These forms of assessments address the student’s practical knowledge in practical tasks, analysis of information sources, and clinical decisions.
Psychomotor Domain
Psychomotor skills which are labeled for assessment concern the physical more/less capacity and aptitudes that are mandatory to perform as a nurse. These assessments, simulations, and true clinical observation during clinical practice assignments (Peters et al., 2020). Within this domain, formative can include checking skills in performing tasks from the theoretical perspective for example wound dressing or administering medications or patient assessment to ensure the student can apply knowledge practically in their clinical setting.
Affective Domain
Emotional domain assessments center on the student’s feelings, perceptions, and attitudes regarding interpersonal interactions that are all crucial in patient care so wanted in health care delivery (Abbasi et al., 2023). Professionality including effective empathy and ability to communicate with others can be assessed through reflective diaries, peer assessment, or self-assessment. These assessments show the students’ competencies in meeting patient’s needs, interacting with the patients, working with others in the health field, and delivering culturally competent care in the clinical setting within the nursing profession.
Knowledge Gaps and Areas of Uncertainty
At the same time, there are no performance indicators for higher-order cognitive skills that include synthesis and appraisal skills, which cannot be provided by written tests. That is to say while evaluating psychomotor skills across different types of education contexts, it is equally necessary to apply the particular tools of evaluation and reference measures (Abbasi et al., 2023). Additional studies should be devoted to culture-ample and culture-sensitive measurement in affective areas to be more fair to students and give accurate estimations of their attitudes and values.
Performance-Level Criteria
In the assessment of the student’s achievement, achievement level test criteria are mandatory, appropriate remarks also must be attached. That is why it may be appropriate to build these requirements in more tiers to be able to differentiate between different levels of skills (Enoch et al., 2022). The criteria have been highlighted depending on certain expectations of improvements in capability or competency over time.
| Criteria | Non-performance | Basic | Proficient | Distinguished |
| Pediatric Assessment | Fails to accurately assess pediatric patients, leading to incorrect identification of health conditions or symptoms. | Demonstrates basic competence in pediatric assessment but overlooks key details or fails to prioritize findings. | Effectively conducts pediatric assessments, accurately identifying key health indicators and prioritizing interventions. | Demonstrates exceptional proficiency in pediatric assessment, identifying subtle signs and symptoms, and rapidly prioritizing interventions for optimal patient care. |
| Evidence-Based Care Planning | Unable to develop evidence-based care plans tailored to the individual needs of pediatric patients and their families. | Demonstrates basic understanding of evidence-based care planning principles but struggles to integrate knowledge effectively. | Develops evidence-based care plans that consider pharmacology, nutrition, and growth and development, tailored to individual patient needs. | Develops highly comprehensive evidence-based care plans that integrate diverse factors and anticipate potential challenges, demonstrating mastery of pediatric nursing practice. |
| Pediatric Intervention Skills | Fails to apply advanced nursing interventions effectively to promote optimal health outcomes in pediatric patients. | Demonstrates basic proficiency in pediatric intervention skills but struggles with implementation or decision-making under pressure | Applies advanced nursing interventions and therapeutic communication techniques effectively, demonstrating sound clinical judgment. | Applies pediatric intervention skills with exceptional proficiency, adapting strategies to meet the unique needs of each patient and situation. |
| Analysis of Psychosocial Factors | Unable to analyze the impact of psychosocial factors, family dynamics, and cultural beliefs on pediatric health outcomes. | Demonstrates basic understanding of psychosocial factors but overlooks their significance in pediatric healthcare. | Analyzes the impact of psychosocial factors on pediatric health outcomes, adapting nursing care accordingly to meet patient and family needs. | Analyzes psychosocial factors with exceptional insight, demonstrating a nuanced understanding of cultural nuances and family dynamics to optimize patient care. |
| Clear Writing & Logical Flow | The document lacks coherence and clarity, making it difficult to follow the logical progression of ideas | The document exhibits some coherence and clarity but has instances of unclear or disjointed writing. | The document demonstrates clear writing and logical flow, facilitating understanding of ideas. | The document showcases exceptional clarity and logical flow, enhancing the overall readability. |
| APA Formatting | The document lacks adherence to APA formatting guidelines, with numerous errors. | The document exhibits partial adherence to APA formatting. | The document demonstrates consistent adherence to APA formatting. | The document exemplifies flawless adherence to APA formatting. |
That is why assessment criteria have been developed to evaluate several aspects of the performance connected with the course of Advanced Pediatric Nursing (Enoch et al., 2022). These aspects include the pediatric assessment and evaluation; the formulation of an evidence-based care plan; outcomes identification; and psychosocial themes appreciation, and other aspects that relate to communication and collaboration with other medical caregivers; general pediatric evaluation. They are intended, as was said above, to provide for the accomplishment of an assessment of the learner‘s competence in areas that form the overarching practice of pediatric nursing.
Communication of Grading Expectations
For performance expectations and assessments to mean something to the students, then they should be sensitized on grading policies right from the initial session. This can be achieved in many ways including a curriculum that is delivered alongside verbal commands during orientation lessons, and written commands given in addition to assignments and test papers (Øvrebø et al., 2022). Task grades should set the expectations of each level of performance and give the guidelines by which results have to be assessed. This will ensure understanding. It is also recommended to provide some samples of the possible rubrics for the different kinds of assessment activities laying down the superior, proficient, minimum, and non-acceptable levels of achievement (Øvrebø et al., 2022). The use of the following features; accuracy, completeness, coherence, compliance with set standards, and critical thinking can be used in the effort to expound on what grading is all about. Through the use of PCS, learners can direct their effort more efficiently they know the specifications and can state criteria.
Process of Checking Validity and Reliability of Assessment
Determining Validity
The other method that is used to a great extent to make your test valid is a method known as content validity. Assessment validation involves ensuring the credibility of the assessment due to sufficiency in containing sufficient assessment facets to cover the topic domain to be measured (Gates et al., 2022). Then, the first possible way of doing it is called the expert review, we should check the assessment items with the corresponding expert and guarantee that the items sufficiently test the coverage and difficulty of the content under study and meet the learning outcomes.
Determining Reliability
Inter-test reliability means the practice of the same experiment over and over again and then trying to estimate the reliability of tests (Byermoen et al., 2022). The second strategy used to calculate consistencies when scores are reviewed by other assessors is inter-rater dependability.
Strengths and Weaknesses of Processes
In general, content validity was useful in enlarging the value and relevance of the evaluation by ascertaining whether the assessment reflects the content domain. It may be prejudiced, however, if the specialists selected for the assessment do not reflect a good cross-section of the experts in the field of study (Song et al., 2020). The criterion validity assumes that the assessment is both diagnostic and valid; nevertheless, the additional criteria are sometimes unobtainable. Some of such limitations include Practice effects and rating subjectivity.
NURS FPX 6111 Assessment 2 Conclusion
It is one of the most effective means by which the preparation of nurse residents for the challenges about the challenges of pediatric nursing is done through the Advanced Pediatric Nursing course assessment (Paul & Paul, 2023). This evaluation enables the production of knowledgeable and sensitive pediatric nurses through the use of a variety of valid assessment methods in concordance with the course and the program outcome. Hence, the readiness to support patient outcomes and the intention to raise the standards of the educational programs and requirements for child nursing can be observed in the program’s ability to make an assessment.
NURS FPX 6111 Assessment 2 References
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