Criteria and Rubric Development

For effective assessment and analysis of the student’s knowledge, the development of criteria and rubrics is necessary. The criteria and rubric provide the student with a basic knowledge of the things which are required from the student to assess their learning abilities and capabilities. 

Assessment Description

The assessment will evaluate the learning outcomes of the course- Nursing Informatics and will assess the cognitive abilities of the students to implement their learned theoretical knowledge in their practical life. The learning outcomes of the course will focus on improving the abilities of the nurses to provide patient-centered, equitable, and justified healthcare services to patients without discrimination (Veinot et al., 2019). It will also aim to develop the nurse’s ability to utilize their cognitive thinking and implement evidence-based knowledge in practical situations while ensuring the use of technological advancements. 

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Specific Learning Outcomes

Specific learning outcomes which the students will be evaluated will be their ability to effectively use technology for updating patient information, e-monitoring, diagnosis, providing patient-centered treatment, and assessing any drug-drug interactions through the help of digital automated systems. The students will be assessed on the ability to effectively utilize and integrate evidence-based learning, cognitive thinking, and practical experience learned through simulation-based learning to provide patient-centered care through the use of technology (Choi et al., 2021). It will also aim to analyze the ability of the nurses to handle complex scenarios without panicking and making errors under pressure (Simulation-based learning and theoretical examination).

Assessment services the needs of the Learner

The assessment services the needs of the learners by aiming to learn the use of technology integrated with the healthcare system. The learners will learn to use technological advancements to provide safe and quality care to patients through the use of automated technological advancements such as Automated IV Pumps, EMR (electronic medical record) systems, remote monitoring systems, and CCC (Central Command Center) (Bacon & Hoffman, 2020). It will help them to use technology to reduce the chances of medication errors thus reducing mortality, morbidity rates, and healthcare disparities caused due to medication errors. 

Steps in Assembling and Administrating Test

A list of steps is required in assembling and administrating tests for specific learning outcomes. These steps ensure that proper steps are followed to assess the student’s ability to learn learning outcomes. 

Assembling of the Test

Assembling the test includes the careful selection of the contents of the course. These course contents are the basis for the learning the students will undergo throughout their course. After the selection of the contents, specific questions are designed in a complex manner to assess the cognitive thinking of the students. These questions will be assessed by the board of professors responsible for teaching nursing informatics. They will critically analyze the question and will modify these questions respectively to make them critically and cognitively challenging. Once the questions have been affirmed, they will be sequenced from easier to the most difficult. This will help to encourage the students and will test their cognitive and critical thinking to the utmost capacity.  

Administrating the Test

The test will be administered to the students after properly informing them about the guidelines, criteria, and rubrics. They will be informed in detail about the criteria and the rubric which they must follow to score excellent grades in their assessment. The following are the steps for administrating the test:

• Guidelines

The students will be guided about the rules, regulations, and instructions by the instructor for effectively attempting the test. The students will be encouraged to utilize their cognitive thinking, theoretical knowledge, and simulation-based learning to devise solutions to the problems in the test. 

• Outcomes

The students will be assessed on their ability to imply simulation-based learning, theoretical knowledge, and cognitive thinking to the test.

• Assessment

The students will be assessed on their ability to use technology in simulation-based learning to provide effective healthcare services thus depicting sound psychomotor, cognitive, and affective learning abilities. 

Knowledge Gaps

Knowledge gaps can include the lack of ability of professors to effectively collaborate to devise simulation-based learning assessments where healthcare is integrated with the use of technology. Along with this, knowledge gaps such as the lack of a standard testing format for the assessment can hinder the assembling and administering of tests. 

Learning in Multiple Domains 

The students were assessed for their cognitive, psychomotor, and affective domains in the field of nursing informatics. 

Cognitive 

The cognitive thinking of the students was assessed by putting them through various situations which challenged their cognitive (critical thinking) abilities. The cognitive knowledge of the students was assessed by putting them through various simulation-based scenarios and theoretical/ practical examinations. These examinations increased the analytical reasoning of the students which helped to increase the reasoning abilities that helped them to effectively use technology integrated with healthcare (Nascimento et al., 2021). 

Psychomotor

The psychomotor skills of the students were increased during the practical examination and clinical-based simulation. The psychomotor domain helped the nurses to effectively utilize technology to provide basic healthcare services such as blood pressure monitoring services, EMR, Automated IV pumps, catheter insertions, and basic things such as IV infusions and injections. These skills were assessed through theoretical, practical, and simulation-based examinations (Nascimento et al., 2021). 

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

Affective

This area assessed the nurse’s ability to implement evidence-based learning in their professional practice where they support their actions with theoretical knowledge that is supported by research articles (Nascimento et al., 2021).

Knowledge Gaps

The lack of availability of simulation-based technology (mannequins, EMR systems, Automated IV pumps, etc.) will prevent the effective development of cognitive, psychomotor, and affective domains of the students. The lack of knowledge and expertise of professors regarding the use of technology will prevent the effective learning of the students. 

Performance-Level Criteria

C#	Criteria	Non-Performance	Basic	Proficient	Distinguished
1#	Describe nursing informatics and how is it related to nurses. Support with findings from the literature.	Does not describes nursing informatics and how is it related to nurses. Does not support findings from the literature.	Briefly discuss nursing informatics and how is it related to nurses. Does not support findings from the literature.	Describes nursing informatics and how is it related to nurses. Only supports one finding from the literature.	Clearly describes nursing informatics and how is it related to nurses. Justify with findings from the literature.
2#	Describe the role of nursing informatics in decreasing medication errors. Support the answer with five research articles.	Does describe the role of nursing informatics in decreasing medication errors. Does not support the answer with five research articles.	Briefly describe the role of nursing informatics in decreasing medication errors. Does not support the answer with five research articles.	Describe the role of nursing informatics in decreasing medication errors. Support the answer with one research article.	Clearly describes the role of nursing informatics in decreasing medication errors. Support the answer with five research articles.
3#	Explain how information technology helps to decrease healthcare disparities and improve the financial, economic, and social standing of the hospital/ organization. Support the answer with five pieces of evidence from the literature.	Does not describe how information technology helps to decrease healthcare disparities and improve the financial, economic, and social standing of the hospital/ organization. Does not supports the answer with five pieces of evidence from the literature.	Briefly describes how information technology helps to decrease healthcare disparities and improve the financial, economic, and social standing of the hospital/ organization. Does not support the answer with five pieces of evidence from the literature.	Explains how information technology helps to decrease healthcare disparities and improve the financial, economic, and social standing of the hospital/ organization. Support the answer with one piece of evidence from the literature	Clearly explains how information technology helps to decrease healthcare disparities and improve the financial, economic, and social standing of hospitals/organizations. Support the answer with evidence from the pieces of literature
4#	Follow APA style format for formatting, citation, and references.	Does not follow the APA format for formatting, citation, and, references.	Partially follows APA style format for formatting, citation, and references.	Follows APA style format for formatting, citation, and references but contains minor errors.	Follows APA style format for formatting, citation and references are entirely accurate and free from errors.

Communication of Grading Expectations

Grading expectations should be communicated to the learners in a clear, detailed, and well-communicated manner. The instructor should employ an open-line communication strategy to communicate each aspect of the grading criteria to ensure that the students are well aware of the difference in the non-performance, basic, proficient, and distinguished criteria. They should be clearly explained how these grading criteria differentiate from one another and how the students can aim to reach all the Distinguished criteria. 

Validity and Reliability of Assessment

The validity and reliability of the assessment are measured to assess the ability of the assessment to provide accurate and consistent criteria to assess the learning outcomes of the students. Validity of the assessment assesses if the question in the assessment is related to the learning outcomes of the courses, in this case- nursing informatics. It will assess if the learning outcomes are achieved which include the ability of the nurses to effectively utilize technology integrated with healthcare services to minimize medication errors, mortality, and morbidity rates (Eddy et al., 2020). 

Reliability of the assessment assesses if the test questions are consistent over a while. It assesses the ability of the students to score the same marks in the respective test over a while at repeated intervals. Reliability of the assessment can be assessed on the above-four mentioned grading criteria – Non-Performance, Basic. Proficient, and Distinguished. The fulfillment of the scoring guide will indicate the reliability of the grading criteria (Nolet et al., 2021) 

Strengths and Weaknesses

The strength includes the reliability of the criteria to assess the learning outcomes of the course. The criteria aim to assess all of the areas of the course which comply with the learning outcomes of the course. The weakness includes the lack of availability of simulation-based learning to aid the practical knowledge of the students and thus limits their ability to effectively utilize technology integrated with healthcare services. 

NURS FPX 6111 Assessment 2 Criteria and Rubric Development

References 

Bacon, O., & Hoffman, L. (2020). System-level patient safety practices that aim to reduce medication errors associated with infusion pumps: An evidence review. Journal of Patient Safety, 16(3S Suppl 1), S42–S47. https://doi.org/10.1097/PTS.0000000000000722 

Choi, J., Bove, L., & Tarte, V. (2021). Nursing informatics competency after experiencing simulated electronic health records: Descriptive study. Studies in Health Technology and Informatics, 284, 143–147. https://doi.org/10.3233/SHTI210686 

Eddy, L. H., Bingham, D. D., Crossley, K. L., Shahid, N. F., Ellingham-Khan, M., Otteslev, A., Figueredo, N. S., Mon-Williams, M., & Hill, L. (2020). The validity and reliability of observational assessment tools available to measure fundamental movement skills in school-age children: A systematic review. PloS One, 15(8), e0237919. https://doi.org/10.1371/journal.pone.0237919

Nascimento, J. D. S. G., Siqueira, T. V., Oliveira, J. L. G., Alves, M. G., Regino, D. D. S. G., & Dalri, M. C. B. (2021). Development of clinical competence in nursing in simulation: the perspective of Bloom’s taxonomy. Revista Brasileira de Enfermagem, 74(1), e20200135. https://doi.org/10.1590/0034-7167-2020-0135

Nolet, P. S., Yu, H., Côté, P., Meyer, A. L., Kristman, V. L., Sutton, D., Murnaghan, K., & Lemeunier, N. (2021). Reliability and validity of manual palpation for the assessment of patients with low back pain: A systematic and critical review. Chiropractic & Manual Therapies, 29(1), 33. https://doi.org/10.1186/s12998-021-00384-3

Veinot, T. C., Ancker, J. S., & Bakken, S. (2019). Health informatics and health equity: improving our reach and impact. Journal of the American Medical Informatics Association: JAMIA, 26(8-9), 689–695. https://doi.org/10.1093/jamia/ocz132