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In the Psychomotor Domain, learners demonstrate their ability to navigate and resolve ethical dilemmas in a pediatric clinical setting through a simulated clinical scenario (Endres et al., 2021).
The Affective Domain focuses on introspection, requiring learners to reflect on the emotional and moral aspects of their decisions in pediatric care through a reflective essay (Morrill & Westrick, 2022).
Validity and Reliability of the Assessment
To ensure validity and reliability, post-assessment surveys will be conducted among faculty and students to gather feedback. Analysis of grades and student progression will provide insights into the assessment’s effectiveness. Additionally, anecdotal comments will be collected to enrich the feedback process and improve future assessments.
Communication of Grading Expectations
Transparency is maintained through a comprehensive grading rubric provided to students at the beginning of the course. This includes criteria and weightage for each assessment component. Regular feedback sessions and clear communication from faculty further support students in understanding expectations and standards.
Part Two – Grading Rubric
| Criteria/Domain | Non-performance | Basic | Proficient | Distinguished |
|---|---|---|---|---|
| Knowledge and Application of Ethical Principles | Demonstrates limited understanding of ethical principles. | Displays a basic grasp of ethical principles but struggles to apply them. | Understands and applies ethical principles in pediatric nursing situations. | Demonstrates comprehensive understanding and flawless application of ethical principles. |
| Practical Demonstration of Ethical Dilemma Resolution | Unable to navigate ethical dilemmas. | Manages basic dilemmas with minor errors. | Handles most dilemmas effectively. | Excellently navigates and resolves all ethical scenarios. |
| Depth of Reflection on Ethical Implications | Offers superficial reflection on ethical implications. | Demonstrates basic reflection with limited depth. | Showcases genuine reflection with some insights. | Provides deep, insightful reflection showcasing a comprehensive understanding. |
| Role in Ethical Decision-Making in a Team Setting | Does not define the role in ethical decisions within a team. | Vaguely identifies their role but lacks clarity. | Clearly defines the role and actively contributes to team decisions. | Excellently defines and leads ethical decision-making processes in team scenarios. |
| Writing: Clarity, Grammar, & Transition | Writing style is non-academic with multiple grammatical errors. | Academic writing style but with several grammatical errors. | Academic, formal writing with minor errors; good transitions. | Flawless academic writing with smooth transitions between topics. |
| Adherence to APA Format | Does not follow the APA format. | Partially adheres to APA format with several mistakes. | Mostly follows APA format but has minor errors. | Perfectly adheres to the latest APA format edition with no errors. |
References
Aflalo, E. (2022). Changes in students’ perceptions of self-assessment in courses with different approaches to assessment. Australian Journal of Teacher Education, 47(11). https://doi.org/10.14221/1835-517X.5684
Endres, K., Burm, S., Weiman, D., Karol, D., Dudek, N., Cowley, L., & LaDonna, K. (2021). Navigating the uncertainty of health advocacy teaching and evaluation from the trainee’s perspective. Medical Teacher, 44(1), 79–86. https://doi.org/10.1080/0142159x.2021.1967905
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support@nursingstudyhub.com