Fourth, they should design test questions that are in line with the learning purpose. Examples of these would include a case study (NURS FPX 6111 Assessment 2) question about using evidence-based practice, like managing a patient’s blood sugar levels, and a short-answer question on the essential steps in critically analyzing a research paper.
Sixth, they should determine the duration of the assessment, which is set at 90 minutes. Sixth, they should decide how the assessment will be distributed and collected. An online test that is submitted electronically is one option (Hamilton et al., 2020). Following the test administration, the instructors should review the results to determine whether the learning objective was adequately measured and make any necessary modifications for future administrations.
Psychomotor domain evaluation: In an evidence-based nursing practice course, students will be evaluated in this domain by means of case studies or simulations whereby they are required to perform physical tasks such as dressing a wound or giving medication. Baena and Portero (2023) state that objective structured clinical examinations (OSCEs) are a useful tool for testing learners because they allow for the assessment of a learner’s ability to do certain clinical tasks in a controlled setting.
Evaluation of the affective domain: Assessing the affective domain comprises finding out what the students’ opinions, beliefs, and sentiments are about the material being studied. In an evidence-based nursing practice course, learners will be evaluated through self-evaluation and reflective writing assignments, among other tasks (Contreras et al., 2020).Instructors can, for example, ask students to reflect on how their experiences providing care using evidence-based practices influenced their views toward patient care.
Evaluation of the cognitive domain: Students’ knowledge and comprehension of the subject matter are the primary goals of the cognitive domain (van Alten et al., 2020). In an evidence-based nursing practice course, students can be assessed using standard assessments (NURS FPX 6111 Assessment 2) such as quizzes and exams, where they have to demonstrate their understanding of key concepts, ideas, and arguments. Assessments of learners can also be conducted through assignments that ask students to apply the principles of evidence-based practice to actual circumstances. Examples of these assignments include case studies and the critical analysis of research publications.
| Assessment Tool | Attained Outcome |
| Written assignments include essays, research reports, case analyses, and other written tasks that evaluate students’ understanding, critical thinking abilities, and ability to assemble and evaluate information related to evidence-based nursing practice. A research analysis, for example, can assess students’ abilities to gather, evaluate, and synthesize relevant facts regarding a clinical question or problem. | Understanding and knowledge, synthesis and assessment, and analysis and critical thinking. |
| Simulated Patient Scenarios: These scenarios can assess students’ communication and interpersonal skills, such as their ability to effectively interact with patients, family members, and other healthcare team members, in addition to their technical skills, such as physical examinations, treatment plans, and other clinical competencies. In an imaginary situation, for example, a patient might have trouble breathing. Students would be graded on their ability to carefully examine, communicate with the patient in an efficient manner, and decide on the best course of action. | Communication, technical, and interpersonal skills. |
| Reflective journals: These can include written evaluations of patient interactions, clinical encounters, or other learning activities that assess students’ professionalism, self-awareness, and empathy. For example, a reflective journal entry can talk about a challenging patient interaction and the way the student handled it, considering their thoughts and feelings throughout the discussion and how they might improve their communication and interpersonal skills going forward. | Professionalism, self-awareness, and empathy. |
This statement provides more information on the EBNP course’s grading standards. The grading rubric, along with the course objectives, grading guidelines, and teacher expectations, are all included in the syllabus. For further details, students can also cons
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