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NURS FPX 6111 Assessment 2 Criteria and Rubric Development

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    NURS FPX 6111 Assessment 2 Criteria and Rubric Development

    Student Name

    Capella University

    NURS-FPX 6111 Assessment and Evaluation in Nursing Education

    Prof. Name


    Part One – Assessment Description and Rationale

    Description of the Assessment

    This assessment centers on gauging the learner’s comprehension and application of ethical principles in the context of pediatric nursing. Its comprehensive structure is designed to encompass a wide array of skills. The evaluation comprises a written examination, participation in a real-time, hands-on simulation, and culminates in a reflective essay. Each component assesses distinct learning domains, ensuring a holistic evaluation of the learner’s proficiency in both theoretical understanding and practical application.

    Domains and Assessment Tools

    The primary objective of the Cognitive Domain is to ensure that learners thoroughly understand and can proficiently apply the foundational ethical principles inherent in pediatric nursing (Mileski et al., 2022). This domain will be assessed through a written examination comprising multiple-choice questions, true/false determinants, and scenario-based short-answer questions. These challenges require learners to apply theoretical knowledge to hypothetical real-world situations.

    In the Psychomotor Domain, the emphasis shifts to the practical application of knowledge. Here, the main goal is to evaluate the learner’s ability to navigate and resolve ethical dilemmas in a pediatric clinical environment (Endres et al., 2021). A simulated clinical scenario serves as the primary tool for this assessment. Learners, during this hands-on experience, confront an ethical dilemma, demonstrating their practical skills and ethical decision-making abilities.

    NURS FPX 6111 Assessment 2 Criteria and Rubric Development

    The Affective Domain delves into the introspective realm, urging learners to explore the emotional and moral aspects of their roles. The learning objective is focused on the learner’s capacity to reflect, analyze, and internalize the emotional ramifications and ethical implications of their decisions in pediatric care (Morrill & Westrick, 2022). A reflective essay is chosen as the assessment tool, requiring learners to narrate and analyze an ethical dilemma, elucidating their emotions and the moral considerations that influenced their decisions.

    Validity and Reliability of the Assessment

    Ensuring the validity and reliability of this assessment is crucial. Post-assessment, faculty and student surveys will be conducted. The feedback obtained will play a vital role in ensuring the assessment’s relevance, accuracy, and alignment with the course’s core objectives. Additionally, through the analysis of grades and tracking student progression, a clearer understanding of the assessment’s effectiveness will emerge, ensuring its harmony with the curriculum and accurate measurement of essential competencies. To enhance the feedback process, anecdotal comments will also be solicited, providing a qualitative dimension to the feedback and contributing to the refinement and improvement of future assessments.

    Communication of Grading Expectations

    Transparency is essential for the effectiveness of any assessment. To achieve this, a comprehensive grading rubric outlining the criteria and weightage of each assessment component will be provided to learners at the beginning of the course (Aflalo, 2022). This proactive approach aims to empower students, clarifying the grading process and the benchmarks they should strive for. Additionally, periodic feedback sessions and meetings will be scheduled, offering an open platform for learners to voice their queries, seek clarifications, or discuss the assessment in-depth. An official communication from the faculty, elucidating the expectations and standards, will further streamline the assessment process, setting a clear path for the learners to follow and excel.

    Part Two – Grading Rubric

    Knowledge and Application of Ethical PrinciplesDemonstrates limited understanding of ethical principles.Displays a basic grasp of ethical principles but struggles to apply them.Understands and applies ethical principles in pediatric nursing situations.Demonstrates comprehensive understanding and flawless application of ethical principles.
    Practical Demonstration of Ethical Dilemma ResolutionUnable to navigate ethical dilemmas.Manages basic dilemmas with minor errors.Handles most dilemmas effectively.Excellently navigates and resolves all ethical scenarios.
    Depth of Reflection on Ethical ImplicationsOffers superficial reflection on ethical implications.Demonstrates basic reflection with limited depth.Showcases genuine reflection with some insights.Provides deep, insightful reflection showcasing a comprehensive understanding.
    Role in Ethical Decision-Making in a Team SettingDoes not define the role in ethical decisions within a team.Vaguely identifies their role but lacks clarity.Clearly defines the role and actively contributes to team decisions.Excellently defines and leads ethical decision-making processes in team scenarios.
    Writing: Clarity, Grammar, & TransitionWriting style is non-academic with multiple grammatical errors.Academic writing style but with several grammatical errors.Academic, formal writing with minor errors; good transitions.Flawless academic writing with smooth transitions between topics.
    Adherence to APA FormatDoes not follow the APA format.Partially adheres to APA format with several mistakes.Mostly follows APA format but has minor errors.Perfectly adheres to the latest APA format edition with no errors.


    Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different approaches to assessment. Australian Journal of Teacher Education, 47(11).

    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 perspective. Medical Teacher, 44(1), 79–86.

    NURS FPX 6111 Assessment 2 Criteria and Rubric Development

    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.

    Morrill, D., & Westrick, S. J. (2022). Fostering nursing students’ moral decision-making through the use of an affective learning module. Nurse Educator, Publish Ahead of Print