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Benchmark Summative Assessment Solved

Benchmark Summative Assessment Solved

NUR-648E Module 5 Benchmark- Summative Assessment

In this assignment, you will revise your first draft from the Milestone One assignment, First Draft of Critical Analysis Essay. Next, you will develop a thesis about the information presented in that reading and support that thesis through a critical analysis essay. There is no right or wrong thesis—it is how you support your thesis that makes your essay effective. To thoroughly revise the work, be sure to refer to your instructor’s feedback.

Assessment

According to Oermann and Gaberson (2017), test blueprint refers to a document that is used as a reflection of the assessment that would be utilized in determining the learning progress of the students. The tool provides an accurate definition of the aspects that should be measured in the assessment of the learners. It also specifies the domain of learning that the assessment targets and the competence of the students. Therefore, it implies that test blueprint provides accurate data on the validity of the assessment method. According to McDonald (2014), the use of a carefully developed test blueprint helps in reducing construct and irrelevant variance, which act as threats to validity of a testing method. This assignment presents the test blueprint and summative assessment that would be utilized in the evaluation of the learning progress and needs of the students on issues related to patient care.

Test Blueprint

The test blueprint will be guided by the following learning objectives:

LO1: students should understand the concepts and principles of patient centered-care

LO2: students should apply the use of patient-centered care principles and objectives in practice

LO3: Students should be able to explain the importance of patient-centered to patients and healthcare organizations

LO4: students should learn and how to respect the autonomy, preferences, values, and culture of patients

LO5: students should learn about care coordination and integration

LO6: students should learn about the importance of informing patients about their conditions and health education

LO7: students should learn how to promote the emotional and physical support for patients in patient-centered care

1 2 3 4 5 6 7
Student learning objectives Percentage of test dedicated to measure the objective Type (s) of test items to measure the objective Number of questions for each item and item weight Indicated level of cognition List of question numbers for each objective Percentage of students who answered correctly
LO1 10 Multiple choice 10 (1 point each) Knowledge 1-10
LO2 25 Multiple choice 10 (2.5 points each) Analysis 11-20
LO3 25 Multiple choice 10 (2.5 points each) Analysis 21-30
LO4 10 Ordering 10 (1 point each) Comprehension 31-40
LO5 10 Matching 10 (1 point each) Knowledge 41-50
LO6 10 Ordering 10 (1 point each) Knowledge 51-60
LO7 10 Ordering 10 (1 point each) Knowledge and comprehension 61-70

Summative Assessment

Multiple Choice Questions

  1. The values of patient-centered care encompass all of the following, EXCEPT?
  2. Dignity
  3. Respect
  4. Fairness
  5. Collaboration

This question tests the domain of remembering. It assesses whether the learners can recall about the different concepts of patient-centered care. The test blueprint for this assignment was developed based on the recommendations by Abdellatif and Al-Shahrani (2019) in their research. According to them, a test blueprint should be developed carefully to reflect the accuracy in the assessment process. The test blueprint helped in the determination of the concepts that learners must identify accurately.

  1. What is patient-centered care?
  2. Treatment of a patient according to advice and orders of the doctor
  3. Partnership between the healthcare providers and patients in healthcare
  4. The use of non-traditional methods and practices to promote patient healing
  5. Planning of care based on the needs, wants, and cultural backgrounds of the patient and their families

The domain tested in this question is the domain of understanding. It determines whether the learners can understand the broader definition and concepts of patient-centered care. It also examines whether the learners can apply their understanding in answering the question. The test blueprint was developed with the aim of ensuring test validity. It aimed at ensuring that both test validity and quality are maintained. Therefore, the test blueprint enabled the development of a question that was specific to the learning objectives.

  1. The benefits of patient-centeredness include all of the following except?
  2. Improved satisfaction of the providers of care
  3. Improvement in the patient outcomes
  4. Decreased in the duration of patient hospital stay
  5. Reduced satisfaction of the family with the care

The domain tested in this question is evaluating. It aims aT assessing the ability of the learners to determine the benefits of patient-centered care. It also aims at determining whether the students can apply their knowledge in the determination of the significance of patient-centered care. The strategy used in this question was guided by the assumption that test items should be combined in a manner that represents the learning goals of the pre-developed objectives. This implies that nurse educators should focus on determining whether learners can make meaning out of the concepts taught to them in the class. The test blueprint helped in the identification of the most critical areas to focus on in the development of the assessment test.

  1. Which of the following factors represents the critical elements or components of patient-centered care?
  2. Advocacy of patient’s rights
  3. Meeting and or exceeding the expectations of the patients
  4. Ensuring the patients understand the meaning of the medical and technical terms of their care
  5. Promoting patient involvement in the decision-making process

The domain tested in this question is analyzing. It assesses the critical thinking skills of the students. It seeks to determine whether they can utilize their understanding in exploring the concepts of patient-centered care further. The strategy of ordering was utilized in this question. The blueprint helped in making sure that all the learning objectives were addressed in the assessment question based on their significance.

  1. The consequences of not providing patient-centered care include all the following except?
  2. Poor adherence to care plans
  3. Decreased patient hospital stays
  4. Increased continuity in the provision of care
  5. Medical errors

The domain tested in this question is remembering. It determines whether the students are able to retrieve information about the significance of patient-centered care. The development of the blueprint in this assessment question focused on ensuring that the skill domain was also tested. It aimed at assessing whether the learners can relate their daily experiences with the need for patient centeredness. The blueprint aided in ensuring adequate distribution of the assessment test. It ensured that all the learning objectives received equal attention based on the weighted points. It also guided in the creation of the domains of knowledge that should be addressed in the assessment. Through it, the assessment test was not biased, hence, high validity in determining the performance of the students (Abdellatif & Al-Shahrani, 2019).

 

 

References

Abdellatif, H., & Al-Shahrani, A. M. (2019). Effect of blueprinting methods on test difficulty, discrimination, and reliability indices: cross-sectional study in an integrated learning program. Advances in medical education and practice, 10, 23.

McDonald, M. (2014). The nurse educator’s guide to assessing learning outcomes. Burlington, MA: Jones & Bartlett Learning.

Oermann, M. H., & Gaberson, K. B. (2017). Evaluation and testing in nursing education. New York, NY: Springer Publishing Company.

 

Summative Assessment

Assessments form an integral part of teaching and learning. Through the use of various assessment methods, an instructor gets a chance to know how well the taught content has been understood by the students. Formative assessments, in particular, can help the instructor make informed decisions and improve learning resources and strategies for better learning (Schildkamp et al.,2020). It is important to note that summative and formative assessments should always align with the learning objectives for learning to be effectively measured. The creation of a test blueprint prior to the formulation of the assessment is also important as it guides item writing. Therefore, the purpose of this assignment is to formulate NCLEX-style questions based on the objectives created before. In addition, Bloom’s taxonomy level and rationale for each of the five NLEX-style questions will be provided.

The Five NCLEX-Style Questions Based on The Learning Objectives

  1. When a nurse is educating patients regarding vaccine safety, which of the following statements by a patient should make the nurse clarify the content further?
  2. “Following a recommended vaccine schedule is vital.”
  3. “It is important that I report any side effects occurring after vaccination.”
  4. “It is not safe to receive a vaccine if a person has some cold.”
  5. “Vaccines can lead to some mental illnesses.”
  6. A nurse observes some tenderness and swelling at the IV site when administering medication. Which of the following is the initial action the nurse needs to take?
  7. Write down the findings in the patient’s chart
  8. Discontinue the IV and inform the provider
  9. Apply a warm compress to the swelling, and place
  10. Perform an assessment of the patient’s vital signs
  11. Select the best response nurses should make when a parent expresses a vaccine safety concern regarding their child.”
  12. ” You should not allow your child to vaccine if you feel it is not safe.”
  13. “You need to consult with other doctors for “
  14. “Vaccines are totally safe, and there are no risks.”
  15. “Monitoring of vaccines is usually done, and there are rare side effects.”
  16. What are the key components of the best practice immunization guidelines that should be followed by the nurses during immunization?
  17. Use the recommended vaccine schedule, accurately write down the vaccine administration, and monitor any contraindications.
  18. Give vaccines to all patients, regardless of their medical history or age.
  19. Intramuscularly administer vaccines in the deltoid muscle always, regardless of the patient’s age.
  20. Ensure that all the vaccines are maintained at room temperature
  21. Vaccine A is to be administered intramuscularly to a patient. Choose the correct angle at which the nurse should insert the needle in such a case
  22. 90o
  23. 30o
  24. 15o
  25. 45o

Bloom’s Taxonomy and Rationale

Question 1- Bloom’s taxonomy level is evaluation since the question evaluates if the student has the ability to identify aspects that need to be clarified as well as critical thinking to identify misunderstandings or misinformation (Chandio et al.,2021).

Question 2- Bloom’s taxonomy level is analysis since the question requires that the nurse analyzes the case of IV administration and chooses the best action to take. Therefore, the nurse has to think critically and make appropriate decisions by considering the information given.

Question 3- Bloom’s taxonomy level is evaluation since the question assesses a student’s capability in evaluating and responding to a patient’s vaccine safety concerns.

Question 4- Bloom’s taxonomy level is comprehension since the question assesses the student’s comprehension of the best practice immunization’s guidelines key components. Therefore, they have to recall the guideline aspects connected to immunizations.

Question 5- Bloom’s taxonomy level is application since the question assesses if the student can apply the knowledge they have acquired regarding angles involved in vaccine administration.

Conclusion

A total of five NCLEX-style questions have been formulated connected to the formulated objectives. Bloom’s taxonomy levels include application, comprehension, evaluation, and analysis. A rationale for the levels has also been offered.

References

Chandio, M. T., Zafar, N., & Solangi, G. M. (2021). Bloom’s Taxonomy: Reforming Pedagogy through Assessment. Journal of Education and Educational Development, 8(1), 109–140. https://doi.org/10.22555/joeed.v8i1.308

Schildkamp, K., van der Kleij, F. M., Heitink, M. C., Kippers, W. B., & Veldkamp, B. P. (2020). Formative assessment: A systematic review of critical teacher prerequisites for classroom practice. International Journal of Educational Research, 103, 101602. https://doi.org/10.1016/j.ijer.2020.101602