Criteria and Rubric Development
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
The competence of nursing students to use bullying education and apply their knowledge in various contexts will be evaluated in this evaluation. The evaluation will be used to determine how well the bullying education course met its learning objectives. The course that is mentioned in the first evaluation is called bullying education, and it attempts to provide nurses with the interprofessional skills they need to use in clinical settings. Through this evaluation, nurses may learn more about using bullying education to manage harassment issues in the workplace (Somani et al., 2021).
Description of an Assessment to Evaluate Learning Outcomes
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
The outcomes of a learning program and the abilities of the learners depend on the assessments that are conducted as part of it. A reliable tool for assessing a learner’s performance and enhancing self-evaluation and performance is a rubric. However, the credibility of rubrics is diminished when many assessments with several right answers are used. Additionally, rubrics enable substitutes to enter the classroom while the teacher is absent and provide them with guidelines for grading the students’ clinical and competency abilities (McDonald et al., 2018).
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
On “SiTEL” online learning platform, the specialized learning module “Bullying Education” will be completed. It also allows the learner to reply to questions regarding how they would react if they were being bullied or how others are being bullied. A face-to-face class that reinforced the online module would evaluate the learner’s skills. The student must pass the module’s test, which will have adaptive questions, with at least a 90% score (Carlberg et al., 2020).
Test Construction and Administration
To acquire precise results from developing and administering the test, follow this step.
Assessment Construction Process
The selection of the assessment’s topic, selection of the test items, evaluation of the test items, and arrangement of the test items according to difficulty levels are all steps in the assessment’s construction process. After applying critical thinking, formulate questions. The questions will then be reviewed to make sure they are error-free. The question will then be presented properly and rationally when the mistakes have been fixed (Sá et al., 2018).
Administration Process
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Before administering the test, the instructor will go through the guidelines and specifications with the students. Each student will be given a rubric to utilize in conjunction with the assessment that will be used to grade their performance. They will be instructed on the various scoring criteria and the prerequisites that go with them (Chowdhury, 2019).
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
The following stages will be used to administer the process:
-
Guidelines
The examiners will provide thorough guidance on how to perform the assessment. Instructing students to apply evidence-based knowledge and learning in a simulated practical setting is a major part of the examination process (Padilha et al., 2019).
Outcomes
The evaluation measures how well the students apply their knowledge that is based on simulations and their learning that is supported by evidence (Horntvedt et al., 2018).
- Evaluation
Based on an examination of the student’s ability to react when they will be bullied in various healthcare situations (Medina-Martínez et al., 2021).
Knowledge Gap
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
A lack of familiarity with the test’s format may be a factor in the difficulty of the assessment’s construction and management. The assessment test’s format will be displayed straightforwardly. As a means of familiarizing their pupils with the format of the examinations, instructors may distribute sample papers in advance (Leung et al., 2019).
Cross-Disciplinary Learning
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Learners were judged in a range of topic areas using written and practical exams. Some of how they will be graded are as follows:
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Cognitive: Learners’ capacity to think, learn, recall, reason, problem-solve, make decisions, use mental abilities, and pay attention to what they are taught. It is an essential component of their cognitive function, which is vital to their learning processes. Cognitive learning techniques facilitate the application of new skills or information in practical contexts. This kind of instruction promotes problem-solving abilities. Training in cognitive learning makes nurses more capable of managing increasingly difficult medical circumstances (Carissa Fehr & Seibel, 2022).
Psychomotor: Although the cognitive function is crucial for learning and the capacity to apply what is learned in the other domains, psychomotor and emotional functions are also significant. Learners will take a test with adaptive questions for grading, and to demonstrate their ability to complete the “Bullying Education” aims, they must pass with at least a 90%. The written test in this situation would be impossible. Only a practical test may be used to evaluate nursing students. During the practical exam, nurses test their learning and motor skills in real situations (Vessey & Williams, 2020).
Affective: The emotional domain will be acknowledgment, asking and answering questions, and responding willingly to react. Without the cognitive ability to perceive, choose, and comprehend what is being taught, the psychomotor domain cannot replicate examples, copy them, put them together, or carry them out (Dante et al., 2021).
Evaluation Standards Based on Performance
| C# | Criteria | Non-Performance | Basic | Proficient | Distinguished |
|---|---|---|---|---|---|
| C# 1 | Explain how bullying impacts the health and well-being of others while collaborating with multidisciplinary individuals and teams to enhance outcomes. | Does not explain how bullying impacts the health and well-being of others or how to interact with the team or other individuals. | Lacks basic communication skills with the team or individuals and is unable to comprehend how bullying impacts the health and wellness of others. | Explain how bullying impacts other people’s health and well-being. The individual demonstrates competence and effectively interacts with cross-disciplinary individuals and teams to enhance outcomes. | Clearly explain the role of the nurses in extraordinary communication with multidisciplinary individuals and teams. Also explains the necessary role to enhance results while keeping an eye on how bullying impacts the health and well-being of others. |
| C# 2 | Provide Evidence-based practicesrelated to bullying and being bullied toimprove the learners’ healthand wellbeing. | Does not include strategies shown to reduce bullying and promote students’ health and well-being. | Provides insufficient evidence-based methods to enhance students’ health and well-being. | Demonstrates expertise in applying evidence-based initiatives to improve student health and well-being. | Demonstrate and expertly implements best practices based on research findings that address bullying and victimization to enhance students’ health and well-being. |
| C#3 | Demonstrates how nurses will start to dispel myths about bullying and being bullied by others. | Does not demonstrate how nurses are unable to dispel any myths about bullying and experiencing bullying from others. | Briefly Demonstrate how nurses apply incomplete and basic misconceptions about bullying and being bullied. | Demonstrate and efficiently disproves myths about bullying and being bullied by others. | Demonstrate excellently how nurses disprove several myths about bullying and being bullied |
| C#4 | Explain how nurses can carry out evidence-based interventions against bullying in their daily lives. Provide arguments based on evidence-based practices. | Does not explain how nurses can carry out evidence-based interventions against bullying in their daily lives. Lacks supporting evidence-based procedures in making claims. | The learner conducts an insufficient amount of evidence-based bullying practices in everyday life.Evidence-based procedures are not supported by the arguments. | Demonstrates and successfully carries out in their daily lives evidence-based strategies regarding bullying.The argument is in favor of real, up-to-date evidence-based procedures (within the last three to five years). | Demonstrates and successfully carries out in their daily lives evidence-based strategies regarding bullying.Argumentation is in favor of real, up-to-date evidence-based methods (within the last three to five years). |
| C#5 | Write, use appropriate punctuation, language, and ideas and do it in a clear, logical manner. Use the formatting, citation, and reference style described in APA | Does not write, use appropriate punctuation, language, and ideas and do it in a clear, logical manner. Use the formatting, citation, and reference style described in APA | Partially failing to write, logically, and with suitable punctuation, grammar, and ideas not by the APA 7 citation and reference style. | Use appropriate punctuation, language, and ideas while writing, and do it in a clear, logical manner. Use the formatting, citation, and reference style described in APA 7. | Write clearly and use appropriate punctuation, language, and ideas in a clear, logical manner. Use the formatting, citation, and reference style described in APA 7. |
The Social Cognition Theory of Bandura
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
According to Bandura’s social learning theory, people learn by observation of other people’s behavior, whether they are copying it or not. Bandura’s theories about memory, attention, and motivation are based on social and cognitive learning theories. This sort of theory is the foundation of the Bullying Education in Nursing module, which helps students retain material and pass competencies based on the rubric. In this way, the learner will be encouraged to apply what they have learned, pay attention, retain knowledge, and duplicate what they have learned (Gini et al., 2022). The learner will also utilize their cognitive function to pay attention and remember the knowledge. Psychomotor features act out the material they learned and apply the feelings they acquired in the affective domain to how they view individuals who are being bullied and those who are bullying others (Gini et al., 2022).
Sharing Grading Criteria with Students
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Grading guidelines must be made known to students in advance to ensure that they perform well and earn good grades. It is important to explain the various criteria with them, such as non-performance, basic, proficient, and distinguished. They must know the several grading scales and how they relate to data quantity, relevance, validity, and reliability (Zhang et al., 2018).
Evaluation of Test Precision and Accuracy
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
An approach is used to evaluate an assessment’s correctness and dependability over the learning process.
Validity
The validity of the evaluation is determined by how well it can compare or evaluate the course’s learning objectives. Throughout the training, the nurses were expected to improve and gain new skills. According to the illustration, the attempt to comprehend, use, collaborate with, and anticipate healthcare hazards in a certain community while integrating evidence-based interventions against bullying at the workplace to enhance healthcare for the people (Aung et al., 2021).
Reliability
The reliability of the assessment is defined as the consistency of the score across time for the same evaluation. This has to do with the student’s ability to pass the test, regardless of how many times it is repeated. Non-performance, basic, competent, and distinguished evaluations can be used to infer the reliability of the performance criterion. Considering the numerous grades and the extent to which they were attained in the scoring guide, indicate the reliability of the grading criteria (Aung et al., 2021).
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
Assessment serves as a means of holding instructors responsible for their instructional strategies and level of skill. To determine the appropriate material, practice opportunities, and learning activities required to achieve the expected learning outcomes as outlined in the rubric goals, the instructor employs assessments as a diagnostic tool. The tests offer feedback to help learners develop skills and engage in critical thinking to advance along a rubric toward distinguished status (Beitz & Beckmann, 2022).
Conclusion
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
In conclusion, this report provides a brief overview of the evaluations and highlights their value in the field of nursing education. The procedure for creating and delivering the test has also been outlined. Instructors may now use standardized criteria to assess nursing students’ familiarity with bullying education in healthcare sectors. The assessment’s validity and reliability, as well as its ultimate purpose of disseminating the grading rubric, have been discussed.
NURS FPX 6111 Assessment 2 Criteria and Rubric Development
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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
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