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Course Definition and Alignment Table

Course Definition and Alignment Table

Assessment Description and Rationale

The proposed assessment of the course entails the use of case studies. This classroom assessment technique considers both the cognitive and affective domains of learners. In the context of the affective domain, findings demonstrate that the target population of learners usually have intrinsic motivation, prefer application and practical tasks, are goal-oriented, and learn from experience (Stephens & Ormandy, 2019). Case studies are relevant because they convert theoretical classwork knowledge into practical applications (Sharifi et al., 2021). By so doing, the learner can connect their experiences with current or practical scenarios. The case studies will be designed to fulfill the objectives of the course: epidemiological aspects, classification, screening exercises, diagnoses, special patient populations, and the management of diabetes mellitus.

The case studies will be given at the end of every topic of the course. They will be used to assess learners’ knowledge. Accordingly, this targets the cognitive domain of learning. The case studies will be used to demonstrate learners’ ability to recall pertinent facts and concepts about the completed topic. Furthermore, case studies evaluate the ability of learners to think critically by the systematic application of facts to solve the questions. By so doing, case studies help cultivate a culture of attention to detail and critical thinking.

Moreover, case studies can also help assess the psychomotor domain of learners. Notably, this is because case studies involve written tests, group work discussions, and class presentations of their findings. The presentations will be achieved using PowerPoint slides with the help of a laptop or computer. Furthermore, the learners will be required to imitate or demonstrate specific actions. An example in this context will be the demonstration of screening exercises such as appropriate eye examination and foot examination techniques. All case studies will be designed to include an assessment of the psychomotor domain, where students will be required to make face-to-face presentations using computers and laptops. Accordingly, this will be accomplished using PowerPoint slide presentations. The affective domain of learners will be assessed via discussion groups. The ability of learners to have intrinsic motivation to complete the discussion group tasks and their attitudes towards the discussions will demonstrate their affective domain.

The specific assessment tool used to evaluate learning objectives is the grading rubric. A grading rubric is a guide containing detailed criteria used to judge the performance of students (Brookhart, 2018). A grading rubric helps to communicate the expectations of the assignment to students. Grading rubrics take different formats to determine the level of proficiency of a learner’s performance (Chowdhury, 2018). In addition, they contain the main objectives and describe how they should be fulfilled. The assessment process will be done systematically. Also, comprehensive educational sessions will be done and completed based on the objectives. These objectives will be broadly classified as topics. Learners will be informed about the assessment technique, which involves completing case studies. This will contain a written test of the case studies and a practical part involving classroom presentations. At the end of the topic, the assessments will be administered. The assessments will be accompanied by a grading rubric communicating the requirements to be met.

Validity and reliability are key aspects that classroom assessment techniques should fulfill. Validity entails the relevance and the ability of the assessment to fulfill its intended objectives (Clemett & Raleigh, 2021). Reliability entails evaluating the accuracy of the assessment method. Reliability can be demonstrated by replicating similar results in a different population (Clemett & Raleigh, 2021). The validity of the assessment strategy will be enhanced by embracing peer review. Notably, this will be accomplished by nursing educators in the institution. In addition, peer reviews will help identify the shortcomings of the assessment methods and make appropriate modifications to enhance their quality and relevance in fulfilling course objectives (Clemett & Raleigh, 2021).

Reliability will be upheld using three strategies. The first strategy will involve obtaining feedback from colleagues (nursing educators) and students concerning the clarity of the assessment technique. The second strategy involves including content covered in coursework rather than deviating from the course content. The third technique involves utilizing the assessment technique in a different learning institution for the learner population. A comparison of results in the two different settings will demonstrate the reliability of the assessment technique.

Grading Rubric

C# Criteria Non-Performance Basic Proficient Distinguished
1 Evaluate the case study and describe the epidemiology of diabetes mellitus locally and globally. Does not describe the epidemiology of diabetes mellitus. Identifies the epidemiology but fails to describe it conclusively Evaluates the case study and describes the epidemiology of diabetes mellitus locally and globally Evaluates the case study and describe the epidemiology of diabetes mellitus locally and globally. Identifies the implication of this information in nursing practice.
2 Evaluates the case study and describe the specific type of diabetes mellitus. Does not describe the specific type of diabetes mellitus Identifies the type of diabetes mellitus but fails to describe it Evaluates the case study and describe the specific type of diabetes mellitus. Evaluates the case study and describe the specific type of diabetes mellitus. Identifies the implication of this information in nursing practice
3 Describes various screening methods applicable to the case study and identify possible nursing diagnoses. Does not describe screening methods and nursing diagnoses. Identifies screening methods but fails to describe them. Describes various screening methods applicable to the case study and identify possible nursing diagnoses. Describes various screening methods applicable to the case study and identifies possible nursing diagnoses. Identifies the implication of this information in nursing practice
4 Describe various nursing interventions: pharmacological and non-pharmacological

interventions in the management of diabetes mellitus.

Does not describe pharmacological and non-pharmacological interventions. Mentions the nursing interventions but fails to describe them Describes various nursing interventions: pharmacological and non-pharmacological

interventions in the management of diabetes mellitus.

Describes various nursing interventions: pharmacological and non-pharmacological

interventions in the management of diabetes mellitus. Identifies the implication of this information in nursing practice

 References

Brookhart, S. M. (2018). Appropriate Criteria: Key to Effective Rubrics. Frontiers in Education, 3(April). https://doi.org/10.3389/feduc.2018.00022

Chowdhury, F. (2018). Application of Rubrics in the Classroom: A Vital Tool for Improvement in Assessment, Feedback and Learning. International Education Studies, 12(1), 61. https://doi.org/10.5539/ies.v12n1p61

Clemett, V. J., & Raleigh, M. (2021). The validity and reliability of clinical judgement and decision-making skills assessment in nursing: A systematic literature review. Nurse Education Today, 102(March), 104885. https://doi.org/10.1016/j.nedt.2021.104885

Sharifi, A., Dawodu, A., & Cheshmehzangi, A. (2021). Limitations in assessment methodologies of neighborhood sustainability assessment tools: A literature review. Sustainable Cities and Society, 67(January), 102739. https://doi.org/10.1016/j.scs.2021.102739

Stephens, M., & Ormandy, P. (2019). An Evidence-based Approach to Measuring Affective Domain Development. Journal of Professional Nursing, 35(3), 216–223. https://doi.org/10.1016/j.profnurs.2018.12.004

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Question 


Assessment 2 Instructions: Criteria and Rubric Development
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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).

Course Definition and Alignment Table

Course Definition and Alignment Table

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:

Assessment Formatting Guidelines [DOCX].
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.
Competencies Measured
By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Apply principles of assessment and evaluation for use in nursing education programs.
Describe processes that can be used for determining the validity and reliability of an assessment.
Competency 2: Apply a variety of strategies to assess learning in the cognitive, psychomotor, and affective domains.
Assess learning in multiple domains (for example, cognitive, psychomotor, and affective).
Competency 3: Engage in the development of a classroom examination.
Determine how grading expectations should be communicated to learners.
Provide a brief description of an assessment that will be used to evaluate specific learning outcomes.
Explain the steps in assembling and administering tests for specific learning outcomes.
Create performance-level criteria that are distinct and progress in a clear and logical order.
Competency 6: Communicate as a practitioner-scholar, consistent with the expectations for a health care professional.
Write clearly and logically, with correct use of spelling, grammar, punctuation, and mechanics.

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