NURS FPX 6111 Assessment 2 Criteria and Rubric Development

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Assessment 2: Criteria and Rubric Development
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Student Name
Capella University
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Prof Name
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Nov 10, 2023
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Part One – Assessment Description and Rationale
Description of the Assessment
This assessment primarily centers on evaluating the learner's grasp and application of ethical
principles specific to pediatric nursing. The comprehensive nature of this evaluation
encompasses a broad spectrum of skills, requiring participation in a written examination,
engagement in a real-time, hands-on simulation, and reflection through a written essay. Each
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assessment element targets different learning domains, ensuring a holistic evaluation of the
learner's proficiency in both theoretical knowledge and practical application.
Domains and Assessment Tools
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The Cognitive Domain aims to ensure learners comprehend and apply foundational ethical
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principles in pediatric nursing (Mileski et al., 2022). This domain is evaluated through a written
examination, consisting of multiple-choice questions, true/false determinants, and
scenario-based short-answer questions, challenging learners to apply theoretical knowledge to
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real-world situations.
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In the Psychomotor Domain, the focus shifts to the practical application of knowledge. This
domain assesses the learner's ability to navigate and resolve ethical dilemmas in a pediatric
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clinical environment (Endres et al., 2021). A simulated clinical scenario serves as the primary
tool, where learners must demonstrate practical skills and ethical decision-making abilities.
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The Affective Domain delves into the introspective realm, prompting learners to explore the
emotional and moral aspects of their roles. The learning objective focuses on the learner's
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ability to ponder, analyze, and internalize the emotional and ethical implications of their
decisions in pediatric care (Morrill & Westrick, 2022). A reflective essay serves as the
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assessment tool, where learners narrate and analyze an ethical dilemma, elucidating their
emotions and the moral considerations that influenced their decisions.
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Validity and Reliability of the Assessment

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Ensuring the validity and reliability of this assessment is paramount. Post-assessment, faculty,
and student surveys will be administered to gather feedback, ensuring the assessment's
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relevancy, accuracy, and alignment with the course's core objectives. Analyzing grades and
tracking student progression will provide insights into the assessment's effectiveness, ensuring
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alignment with the curriculum and accurate measurement of essential competencies. Anecdotal
comments will also be sought to enrich the feedback process, offering a qualitative dimension
for refining and enhancing future assessments.
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Communication of Grading Expectations
Transparency is crucial for assessment efficacy. A comprehensive grading rubric detailing
criteria and weightage for each assessment component will be provided at the course's
inception (Aflalo, 2022). This proactive approach empowers students by clarifying the grading
process and benchmarks. Periodic feedback sessions and meetings will be scheduled to
provide an open platform for students to voice queries, seek clarifications, or discuss the
assessment in depth. Official communication from the faculty, elucidating expectations and
standards, will further streamline the assessment process, setting a clear path for learners to
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follow and excel.
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Part Two – Grading Rubric
Criteria/Domain Non-performan Basic Proficient Distinguished

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Knowledge and Demonstrates Displays a basic Understands Demonstrates

Application of limited grasp of ethical and applies comprehensive
Ethical Principles understanding principles but ethical understanding
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of ethical struggles to principles in and flawless
principles. apply them. pediatric application of
nursing ethical principles.
situations.
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Practical Unable to Manages basic Handles most Excellently
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Demonstration of navigate ethical dilemmas with dilemmas navigates and
Ethical Dilemma dilemmas. minor errors. effectively. resolves all ethical
Resolution scenarios.
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Depth of Offers Demonstrates Showcases Provides deep,
Reflection on
Ethical
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reflection on
basic reflection
with limited
genuine
reflection with
insightful
reflection
Implications ethical depth. some insights. showcasing a
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implications. comprehensive
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understanding.
Role in Ethical Does not define Vaguely Clearly defines Excellently

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Decision-Making the role in identifies their the role and defines and leads
in a Team Setting ethical role but lacks actively ethical
decisions within clarity. contributes to decision-making
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a team. team processes in team

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decisions. scenarios.
Writing: Clarity, The writing style Academic Academic, Flawless

Grammar, & is writing style but formal writing academic writing
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Transition non-academic with several with minor with smooth

with multiple grammatical errors; good transitions
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grammatical errors. transitions. between topics.

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errors.
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Adherence to Does not follow Partially Mostly follows Perfectly adheres
APA Format the APA format. adheres to APA APA format but to the latest APA
format with has minor format edition with
several errors. no errors.
mistakes.
References
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Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different
approaches to assessment. Australian Journal of Teacher Education, 47(11).
https://doi.org/10.14221/1835-517X.5684
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Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K. (2021).
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Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s
perspective. Medical Teacher, 44(1), 79–86. https://doi.org/10.1080/0142159x.2021.1967905
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Mileski, M., McClay, R., Heinemann, K., & Dray, G. (2022). Efficacy of the use of the Calgary
family intervention model in bedside nursing education: A systematic review. Journal of
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Multidisciplinary Healthcare, Volume 15(15), 1323–1347. https://doi.org/10.2147/jmdh.s370053
Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making through
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the use of an effective learning module. Nurse Educator, Publish Ahead of Print.
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https://doi.org/10.1097/nne.0000000000001178
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Domains and Assessment Tools

Validity and Reliability of the Assessment

Criteria/Domain Non-performan Basic Proficient Distinguished

Knowledge and Demonstrates Displays a basic Understands Demonstrates

Role in Ethical Does not define Vaguely Clearly defines Excellently

a team. team processes in team

Writing: Clarity, The writing style Academic Academic, Flawless

Transition non-academic with several with minor with smooth

grammatical errors. transitions. between topics.

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