Capella University Nursing Ev

Create a 1-2 page assessment description that includes the rationale for the chosen assessment strategy (Part One) and the related grading rubric (Part Two).

Introduction

Nurse educators need to be able to develop strategies within a course to evaluate the learners’ competency with the material. Assessment is sometimes synonymous with evaluation. Nursing education deals with the process of documenting in a formal way that the student has acquired the knowledge, skills, attitudes, or beliefs. Rubrics are used in education to create a standardized way of evaluating performance.

Learning can take place in one of three domains: cognitive, psychomotor, and affective. The nurse educator must take these into consideration when developing learning opportunities.

  • The cognitive domain deals with scholarly activities such as critical thinking, decision making, and rational thought.
  • The psychomotor domain is part of learning physical skills, such as placing an intravenous catheter or performing a sterile technique.
  • The affective domain deals with attitudes, feelings, beliefs, and opinions, such as those related to health care.

Preparation

As you prepare to complete this assessment, you may want to think about other related issues to deepen your understanding or broaden your viewpoint. You are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of your professional community. Note that these questions are for your own development and exploration and do not need to be completed or submitted as part of your assessment.

  • Which classroom assessment techniques (CATs) can be applied to the clinical and classroom setting?
  • How can the use of CAT in nursing education develop a deeper level of learning for the learner?
  • What are examples of the psychomotor domain?
  • What are examples of cognitive domain?
  • What are examples of the affective domain?
  • What are the key components of a rubric?
  • How can a nurse educator use a rubric for evaluating the learning outcomes of a course?
  • What are the advantages and disadvantages of using rubrics in nursing education?

Select an assessment strategy for your learning objectives from Assessment 1. (Refer to feedback you received for Assessment 1.) What assignment would you give your learners, and how are you going to assess their performance?

  • Select one or more of your stated learning objectives and identify the specific domains (cognitive, psychomotor, or affective) that could be used to assess a learner’s demonstration of proficiency.
    • If the learning objective assesses the cognitive domain, what assessment tool would you use?
    • If the learning objective assesses the psychomotor domain, how will you test for proficiency?
    • If the learning objective assesses the affective domain, how will you know if the learner is proficient?
  • Consider the various processes that can be used for determining the validity and reliability of an assessment.
    • Think about how we validate information—with faculty and student surveys, grades/student progression, or anecdotal comments.
  • Determine how grading expectations can be communicated to learners.
    • Think in terms of how to explain the grading rubric, or a specific faculty expectation message from instructor to learner. This will help you create a description of the assessment.

The following resources are required to complete the assessment:

Part One – Assessment Description and Rationale

The real-world deliverable is a single document intended to be given to your work supervisor. The purpose of this document is to achieve two things:

  • An assessment description summarizes the big picture of the assessment and describes how a learner’s performance of the learning outcomes will be evaluated.
  • The rationale provides the evidence -based support for your chosen assessment strategy.

You must complete the following in Part One:

  • Write a brief description of the assessment.
  • Describe the type of assessment tool that will be used to assess the learning objectives.
  • Support your assessment strategy with an explanation of the processes that could be used to determine the validity and reliability of the assessment strategies chosen.

Part Two – Create a Grading Rubric

Create a grading rubric for your new assessment using a table format. Refer to the Rubric Template [DOC].

Your rubric should clearly assess the learning objectives and have distinct levels of performance. For example, the scoring guides in your Capella assessments use the following performance levels.

  • Non-performance.
  • Basic.
  • Proficient.
  • Distinguished.

Note: Titles for performance levels can be whatever you deem appropriate to your specific learning environment. The four levels mentioned above are examples of possible performance-level language. You may use whatever terms fit the best in your setting.

Additional Requirements

Follow the Assessment Formatting Guidelines [DOCX]. In addition, your assessment should meet the following requirements:

  • APA format: Use correct APA style and formatting, paying particular attention to citations and references.
  • References: Include peer-reviewed scholarly resources from the last 5 years.
  • Length: Assessment description and rationale should 1–2 double-spaced pages (not including cover page and reference list). Include grading rubric table in the same document.
  • Font and font size: Times New Roman, 12 point.

MUST MEET EACH CRITERIA BELOW:

-Provides a brief description of an assessment that will be used to evaluate specific learning outcomes, and clearly communicates how the assessment serves the needs of the learner.

Explains the steps in assembling and administering tests for specific learning outcomes, and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the process).

-Assesses learning in multiple domains (for example, cognitive, psychomotor, and affective), and identifies knowledge gaps, unknowns, missing information, unanswered questions, or areas of uncertainty (where further information could improve the assessment).

Creates performance-level criteria that are distinct and progress in a clear and logical order, and identifies assumptions on which the progression is based.

Determines how grading expectations should be communicated to learners, and identifies criteria that could be used to help clarify that communication.

Describes processes used for determining the validity and reliability of assessment strategies, and impartially assesses the strengths and weaknesses of the processes.

Writes clearly and logically, with use of spelling, grammar, punctuation, and mechanics; and uses relevant evidence to support a central idea.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Posted in Uncategorized

Capella University Nursing Ev

For this assessment you will create a 2-4 page plan proposal for an interprofessional team to collaborate and work toward driving improvements in the organizational issue you identified in the second assessment.

The health care industry is always striving to improve patient outcomes and attain organizational goals. Nurses can play a critical role in achieving these goals; one way to encourage nurse participation in larger organizational efforts is to create a shared vision and team goals (Mulvale et al., 2016). Participation in interdisciplinary teams can also offer nurses opportunities to share their expertise and leadership skills, fostering a sense of ownership and collegiality.

You are encouraged to complete the Budgeting for Nurses activity before you develop the plan proposal. The activity consists of seven questions that will allow you the opportunity to check your knowledge of budgeting basics and as well as the value of financial resource management. The information gained from completing this formative will promote success with the Interdisciplinary Plan Proposal. Completing this activity also demonstrates your engagement in the course, requires just a few minutes of your time, and is not graded.

Demonstration of Proficiency

  • Competency 1: Explain strategies for managing human and financial resources to promote organizational health. 
    • Explain organizational resources, including a financial budget, needed for the plan to be a success and the impacts on those resources if nothing is done, related to the improvements sought by the plan.
  • Competency 2: Explain how interdisciplinary collaboration can be used to achieve desired patient and systems outcomes. 
    • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific objective related to improving patient or organizational outcomes.
    • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Competency 4: Explain how change management theories and leadership strategies can enable interdisciplinary teams to achieve specific organizational goals. 
    • Explain a change theory and a leadership strategy, supported by relevant evidence, that are most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Competency 5: Apply professional, scholarly, evidence-based communication strategies to impact patient, interdisciplinary team, and systems outcomes. 
    • Organize content so ideas flow logically with smooth transitions; contains few errors in grammar/punctuation, word choice, and spelling.
    • Apply APA formatting to in-text citations and references, exhibiting nearly flawless adherence to APA format.
Reference

Mulvale, G., Embrett, M., & Shaghayegh, D. R. (2016). ‘Gearing up’ to improve interprofessional collaboration in primary care: A systematic review and conceptual framework. BMC Family Practice, 17.

Professional Context

This assessment will allow you to describe a plan proposal that includes an analysis of best practices of interprofessional collaboration, change theory, leadership strategies, and organizational resources with a financial budget that can be used to solve the problem identified through the interview you conducted in the prior assessment.

Scenario

Having reviewed the information gleaned from your professional interview and identified the issue, you will determine and present an objective for an interdisciplinary intervention to address the issue.

Note: You will not be expected to implement the plan during this course. However, the plan should be evidence-based and realistic within the context of the issue and your interviewee’s organization.

Instructions

For this assessment, use the context of the organization where you conducted your interview to develop a viable plan for an interdisciplinary team to address the issue you identified. Define a specific patient or organizational outcome or objective based on the information gathered in your interview.

The goal of this assessment is to clearly lay out the improvement objective for your planned interdisciplinary intervention of the issue you identified. Additionally, be sure to further build on the leadership, change, and collaboration research you completed in the previous assessment. Look for specific, real-world ways in which those strategies and best practices could be applied to encourage buy-in for the plan or facilitate the implementation of the plan for the best possible outcome.

Using the Interdisciplinary Plan Proposal Template [DOCX] will help you stay organized and concise. As you complete each section of the template, make sure you apply APA format to in-text citations for the evidence and best practices that inform your plan, as well as the reference list at the end.

Additionally, be sure that your plan addresses the following, which corresponds to the grading criteria in the scoring guide. Please study the scoring guide carefully so you understand what is needed for a distinguished score.

  • Describe an objective and predictions for an evidence-based interdisciplinary plan to achieve a specific goal related to improving patient or organizational outcomes.
  • Explain a change theory and a leadership strategy, supported by relevant evidence, that is most likely to help an interdisciplinary team succeed in collaborating and implementing, or creating buy-in for, the project plan.
  • Explain the collaboration needed by an interdisciplinary team to improve the likelihood of achieving the plan’s objective. Include best practices of interdisciplinary collaboration from the literature.
  • Explain organizational resources, including a financial budget, needed for the plan to succeed and the impacts on those resources if the improvements described in the plan are not made.
  • Communicate the interdisciplinary plan, with writing that is clear, logically organized, and professional, with correct grammar and spelling, using current APA style.

Place this order or similar order and get an amazing discount. USE Discount code “GET20” for 20% discount

Posted in Uncategorized