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
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Capella University
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Course Name
Prof Name
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MAR 10, 2023
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Part One – Assessment Description and Rationale
Portrayal of the Appraisal:

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This appraisal is intended to assess students' comprehension and use of moral
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standards well defined for pediatric nursing exhaustively. It incorporates different

evaluation components, including a composed assessment, a constant reproduction,
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and an intelligent paper. Every component targets different learning spaces to guarantee
a comprehensive assessment of hypothetical information and pragmatic abilities.
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Spaces and Appraisal Instruments:

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Mental Space: Surveys students' understanding and utilization of primary moral

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standards in pediatric nursing through a composed assessment comprising of different

decision, valid/bogus, and situation based short-answer questions.
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Psychomotor Space: Assesses students' down to earth use of moral standards in a

pediatric clinical setting through a reenacted clinical situation.
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Full of feeling Space: Prompts students to investigate the close to home and moral
parts of their jobs in pediatric consideration through an intelligent paper where they
dissect a moral difficulty and ponder their feelings and moral contemplations.
Legitimacy and Dependability of the Appraisal:
Legitimacy and dependability are guaranteed through post-appraisal reviews for

personnel and understudies to assemble input on significance, precision, and
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arrangement with course goals. Investigation of grades and understudy movement
gives experiences into appraisal adequacy and arrangement with the educational
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program. Narrative remarks enhance the input cycle, offering subjective bits of
knowledge for refining future appraisals.
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Correspondence of Reviewing Assumptions:
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An extensive evaluating rubric illustrating standards and weightage for every evaluation
part will be given at the course's start. Occasional criticism meetings and gatherings
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will be booked to explain evaluating cycles and benchmarks. Official correspondence
from personnel will additionally smooth out assumptions and guidelines, giving a make
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way to students to succeed.
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Part Two – Grading Rubric

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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
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Ethical Principles understanding principles but ethical understanding

of ethical struggles to principles in and flawless
principles. apply them. pediatric application of
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nursing ethical principles.

situations.
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Practical Unable to Manages basic Handles most Excellently
Demonstration of navigate ethical dilemmas with dilemmas navigates and
Ethical Dilemma dilemmas. minor errors. effectively. resolves all ethical
Resolution scenarios.
Depth of Offers Demonstrates Showcases Provides deep,

Reflection on superficial basic reflection genuine insightful
Ethical reflection on with limited reflection with reflection
Implications ethical depth. some insights. showcasing a
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implications. comprehensive
understanding.
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Role in Ethical Does not define Vaguely Clearly defines Excellently
Decision-Making the role in identifies their the role and defines and leads
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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
decisions. scenarios.
Writing: Clarity, The writing style Academic Academic, Flawless

Grammar, & is
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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
grammatical errors. transitions. between topics.
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errors.
Adherence to Does not follow Partially Mostly follows Perfectly adheres

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APA Format the APA format. adheres to APA APA format but to the latest APA
format with has minor format edition with
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several errors. no errors.

mistakes.
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References
Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different
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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).
Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s
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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
Multidisciplinary Healthcare, Volume 15(15), 1323–1347. https://doi.org/10.2147/jmdh.s370053
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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.
https://doi.org/10.1097/nne.0000000000001178
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Call Us Now (612) 234-7670

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Assessment 2: Criteria and Rubric Development

Portrayal of the Appraisal:

standards well defined for pediatric nursing exhaustively. It incorporates different

Spaces and Appraisal Instruments:

Mental Space: Surveys students' understanding and utilization of primary moral

standards in pediatric nursing through a composed assessment comprising of different

Psychomotor Space: Assesses students' down to earth use of moral standards in a

Legitimacy and Dependability of the Appraisal:

Legitimacy and dependability are guaranteed through post-appraisal reviews for

Part Two – Grading Rubric

Criteria/Domain Non-performan Basic Proficient Distinguished

Knowledge and Demonstrates Displays a basic Understands Demonstrates

Ethical Principles understanding principles but ethical understanding

nursing ethical principles.

Depth of Offers Demonstrates Showcases Provides deep,

Writing: Clarity, The writing style Academic Academic, Flawless

Adherence to Does not follow Partially Mostly follows Perfectly adheres

several errors. no errors.

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