NURS FPX 6116 Assessment 3

NURS FPX 6116 Assessment 3 Criteria and Rubric Development  Student Name Capella University NURS-FPX6116 Nursing Education Assessment and Evaluation professor Name Submission Date Criteria and Rubric Development To assess students’ learning fairly and objectively, the setting of criteria and rubrics is essential. Clinical performance will be assessed by simulation for the course “Transition to Professional Nursing Practice” using a clinical performance evaluation to evaluate the learner’s level of competence in cognitive, psychomotor, and affective areas of the learning process. Formal evaluation in clinical nursing education is a method of formally recording the objective evidence of the knowledge, skills, and attitudes a student has acquired that enable them to practice in the professional nursing role (Aase et al., 2022). Well-designed criteria and rubrics facilitate effective communication of expectations and effective learning in the role of the professional nurse. Part One: Assessment Description and Rationale Assessment Description and Overview A crucial component of competency-based nursing residency programs is proper evaluation. This course of study uses a clinical performance assessment via simulation to evaluate the transition from student to professional practice as a nurse. It is assessed to determine the transfer of the knowledge acquired during the coursework to the clinical experiences of caring for patients. This assessment mechanism directly relates to the course learning objective and is designed to assess clinical reasoning and clinical judgement as it is applied to simulated and real-world patient care experiences. Vincent et al (2021) recognize the importance of having a valid evaluation mechanism in nursing education, and state that, “Formal evaluations in clinical education are designed to give an objective account of whether or not a learner has developed the knowledge, skills, and attitudes that are required to achieve competent nursing practice. This clinical performance assessment has been designed to allow for evidence to be gathered in the context of authentic clinical practice, with a view to measuring the learning outcomes. Assembling and Administering the Assessment Tool By working as a group, faculty, clinicians, and simulation experts will put together an evaluation using simulations of real-world situations (as defined by National Standards and Clinical Guidelines). We will be building our cases on a set of agreed and standardized guidelines that can be put to the test in the hospital and nursing practice. The residents will be given a practice test at the HFH Simulation Lab in Week 6 of the course. This will take three hours total, but will be untimed, so residents don’t have to rush through the evaluation and won’t become anxious. Masso et al. (2022) claim that structured simulations build confidence in first-time graduates and ease the transition to the profession as a nurse. There will be a formal pre-briefing, before the simulation, to set objectives and expected behaviour for residents; a post-evaluation debriefing after each simulation to reinforce learning and provide an opportunity for reflection and practice; and the simulation will include the participation of residents. Knowledge Gaps in Assessment Administration The assessment plan is robust, but because of the many unknowns and uncertainties, there are numerous areas that could affect the overall consistency and quality of the assessment process. A major obstacle includes some residents having had variable amounts of exposure to simulation while in their undergraduate programs; therefore, this will naturally add uncertainty to all aspects of the evaluation process. The level of expertise of individual faculty members in conducting simulations is another potential source of variation. The variable level of competency of the individual faculty members could lead to inconsistencies in how they guide and assess each resident in the assessment process. Muirhead et al. (2022) suggest that the variety of clinical practice experiences for nursing learners not only presents a challenge to the standardization of any type of nursing learner’s performance measure but also poses an inherent challenge for any group of nursing learners. Future iterations of this process should incorporate a faculty calibration process and offer residents the opportunity to pre-experience simulation demonstration re-evaluation before taking the assessment tool to ensure equal opportunity to prepare for success for all nursing learners. Learning Domains: Cognitive, Psychomotor, and Affective This evaluation is designed to evaluate a nurse’s skills more comprehensively by measuring the ability to acquire a comprehensive assessment of their skills as compared to QSEN competencies and best practice in all geographical areas. Before simulating a patient encounter (simulation), the cognitive learning domain is evaluated by having residents complete an alternate form of the case-based analysis by documenting what they would do in accordance with QSEN competencies. Residents are evaluated on the psychomotor learning domain during the simulation, in which they are expected to accurately demonstrate a range of nursing skills such as patient assessment, medication administration, and safety measures with simulated patients according to standards of care. Lastly, the affective domain is evaluated after the simulation by asking residents about their emotions, values, and communication skills regarding interaction with members of a healthcare team. AlRatrout et al. (2025) stated that when the QSEN competencies (patient-and-family cantered care, safety, and collaboration) are used to evaluate nursing, nursing programs can develop and apply alternative assessment strategies to evaluate nursing students’ development, increasing nursing and nurse practitioners’ competencies throughout the nation. Knowledge Gaps in Domain Assessment To ensure that assessments/evaluations are of a higher standard and equitable, the gaps in assessment need to be identified in the domain. The uncertainty of this area (affective domain, values, attitudes, and emotional reactions) is especially high because attitudes, values, and emotional reactions of learners are subjective and hard to measure with standardised measurement techniques. In addition, the cognitive domain (assessed by asking residents questions based on a diagnosis before a case) may not adequately measure the complexity of thought exhibited by a graduate when responding with a clinical reasoning process related to patient evaluation and management in a complex and dynamic environment. Several methods would be necessary to assess the competence of new graduate nurses in their practice to evaluate their ability, not just providing one-point (singular format) measurement of performance; therefore,