Holistic Rubric in Nursing Practice

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Introduction

The development and analysis of nursing rubric is a rather sophisticated, but an important process that is aimed at providing nursing students with viable learning solutions. There are many types of programs and course that are destined for improving students’ skills and knowledge as well as techniques and approaches for the assessment of those programs. The nursing rubric is one of those specific tools that will be carefully devised and analyzed in this term paper. The rubric provides and assessment of the program outcomes and its influence on students’ skills and level of proficiency.

Program Description

The program under consideration seeks to present holistic care in nursing schools for students to be able to use patient-centered care with regard to evidence-based practice. This program can be considered as a call for nurse educators because there is great controversy between patient-centered care and evidence-based practice (Hasnain-Wynia, R. 2006, p.2). Hence, evidence-based practice, which can also be called empirically-supported treatment, is often based on statistical analysis carried out by special agencies providing the evidence of the effectiveness of a particular treatment (Arora, 2009, p. 2). In other words, this concept implies the introduction of standardized medicine. However, the concept of patient-centered care is based on the recognition of cultural diversity within healthcare setting and on the evaluation of individual preferences (Mor, 2005, p. 334).

Learners’ Evaluation

The program will be focused on facilitating the relations between those two controversial concepts. In particular, students will be required to select a particular clinical issue or case that caused conflict or problems while providing patient-centered care. Students should rely on the Quality department to evaluate the scope of the problem and to meet patients’ individual needs. Additionally, the learners will have to develop a team for working on the problem and developing a new evidenced-based technique. For this, they will have to cooperate with difference professionals to provide their evidence-based scheme. Once the program is completed, students should provide a presentation on the conclusions and concepts they have been studying and analyzing.

Measurable Program Outcomes

Active and mutual cooperation with professionals will help student to be fully engaged in the learning process and achieve better results in delivering a consistent program. Working in a team will provide students with better comprehension of the problem. The presented program is closely connected with the quality of patient treatment and introduction of effective strategies to ethical issues. Through the application of this program, student will be able to evaluate their personal skills and capabilities and high level of proficiency needed for the accomplishment of a clinical task. Second, due to the fact the program presents a poorly investigated area of nursing education, student will able to conduct independent researches under the auspices of highly-qualified professionals. Third, as it is team project where a group of students is planned to work on the one clinical task, the program allow to enhance students’ communicative skills and decision-making skills in critical situations. Finally, the program at issues will greatly assist nursing students in maintaining their integrity and providing high quality services, the content of which will be evaluated in rubric.

Identification of Philosophy and Rubric Supported With Arguments and Theories

In order to guarantee the effective program outcomes, we are going to apply to innovative teaching provided by Nueman et al (2009). The researchers believe that contemporary strategies of teaching should be based on the using knowledge for creating new methods and services so as to transform the existing systems and approaches. With regard to this, the students will rely on each other’s learning experience to introduce fresh insights and theoretical shifts to the existing concepts and definitions. In other words, our task is to focus the learners’ attention on what they know and to involve them in their own learning experiences.

The significance of introducing innovative teaching approaches to the program is enormous because it can greatly contribute transformation in clinical teaching and education. In particular, if students are encouraged to explore new knowledge and provide independent research, there are much more changes for them to introduce insights and effective strategies to learning process (Phillips and Vinten, 2010, p. 227). Therefore, this kind of process allows to introduce alternative perspective for further development of nursing education and to enhance the final outcomes of the program.

Identification of Rubric and Rationale for Its Use

In order to evaluate the program accomplishment, a rubric will be developed, which will assess the outcomes of a project and the results of working in team. The effectiveness of evaluation will depend on the extent to which the nursing rubric covers all issues of the program. In this regard, we believe that holistic type of rubric will fit best in assessing the efficiency of students work and the level of their knowledge. This type of rubric is composed of a number of specific criteria defining different levels of achievement. They are applied in the learning process for assessing the performance and the outcomes of programs and courses (Hammerman, 2008, p. 20). It should also be stressed that the rubric is presented as single entity encompassing all aspects of judgment and evaluation.

The application of the holistic design, therefore, will provide information on the project will include the assessment of team work and stages of the program accomplishment. This means that all the above-enumerated factors will be assessed in accordance with five criteria. This approach to evaluation is beneficial for our program because it is more focused on the performance rather on the analysis of each learner’s results.

Rubric Development

The holistic rubric is designed for evaluating learners’ performances, including the level of their knowledge and skills as presented by the professionals in the sphere of nursing. The performance analysis is analyzed to identify the extent which it corresponds to the above established requirements. Hence, in order to properly develop holistic rubrics, it is, first of all, necessary to conduct research addressing known standards, and analyze the quality of work carried out the professionals participating in the program at issue.

Holistic rubrics provide general guidelines that highlight the criteria according to which student’s work should be evaluated (Mueller, 2010, n. p.). We are planning to introduce the scoring holistic rubrics in the form of matrix to provide a student with clearer understanding concerning students’ tasks. Rubrics also assist the teacher in thinking through the expectations of behaviors, products and processes. The rubric is also a necessary piece to help teachers help students to be successful. It is an excellent reference tool for providing feedback to students. In addition, students can use the rubric to guide the progress that is being made on the project.

Holistic Rubrics Evaluating the Program on the Analysis of Patient-Centered Care and Its Correlation with Evidence-Based Practice

4-Exceeds Criteria A	3-Meets Criteria B	2-Progressing to Criteria C	1-Below Expectations D
Has determined a suitable project based on a clinical issue and can show reasoning behind choice Qualitative	Determines suitable project and understands why	Determines suitable project but is unable to verbalize why this project was chosen	Does not seem committed to project or understand why choice was made
Provides ample supporting details and innovative approaches to knowledge application Quantitative	Organization pattern seem logical and conveys completeness and wholeness with few lapses	Achieves little completeness and wholeness through organization attempted	Incomplete in plan and organization
Uses effective language in describing the project, assuring that audience will understand Qualitative	Uses effective language and appropriate word choice in describing project	Makes us of limited and predictable vocabulary and not appropriate for intended audience	Has limited inappropriate English for the audience
Effectively Applies Theoretical Frameworks for Presenting High Performance in Practice Qualitative	Makes use of some theoretical concepts and presents good performance	Generally use some theoretical information	Does not Apply to Theoretical Frameworks
Works collaboratively with unit staff to determine need for process change Quantitative	Uses only part of the collaborative staff available in determining the need for change	Not able to determine fully who the stakeholders are to include in determining this process
Actively participate in analyze and research patient’s behavior to construct a theoretical foundation for innovative evidence-based practice Qualitative	Provides Some Information Patient’s behavior and makes moderate contribution to the research. Provides sufficient foundation for further analysis of evidence practice	Slightly contributes to the exploration of evidence-based practice	Does not provide adequate research
Research done is from peer reviewed academic sources using library often Qualitative	Research done is from academic sources using the library often.	Research done is most often from internet sources and library is seldom used	Poor research with no peer reviewed articles. Articles are found on web.
Project is complete, well documented, and turned in on time Qualitative	Project is complete, well documented but somewhat late	Project is complete, documentation is poor and in on time	Project is not complete, documentation needs work or late

Scoring

40-36 A
35-30 B
20-18 C
10-17 D
Below 10 is failing

Use of the Rubric

Upon the project termination, the evaluator should use this rubric to grade the overall performance of learners and impact of the designed program on learners’ skills and learning experience. The major focus should be made on the analysis of how a learner makes use of his/her experience for providing innovative insights to the problem of patient-centered care and evidence-based practice. There are nine categories according to which the instructor should point out learners’ performance and achievements.

Importance of Reliability and Validity for Assessment

As it has been mentioned before, holistic rubrics analyze the main characteristics to identify the general quality of learners’ performance. This rubric has certain advantages. However, there are some limitations in terms of validity and reliability, which can be problematic when the rubric is used by more than one evaluator (Lund and Kirk, 2010, p. 56). Therefore, it is important to critically estimate all pros and cons of the rubric as the issue of validity and reliability are the main indicators of the quality and objectivity of scoring.

Methods For Evaluating The Reliability Of This Test

According to Johnson, Penny, and Gordon (2008), the reliability of holistic rubric is lower as that of analytical rubric. However, this type of rubric scoring is more efficient for social studies task, which implies that the choice of assessment is reliable enough. With regard, to this the choice of scoring rubric is quite successful.

Methods For Evaluating The Validity Of This Test

It should be admitted that the validity of the scoring rubric implies valid evaluation with the help of a comprehensive framework for approving the rubric. The underpinning for this potential consists in the fact that holistic rubric, like any other types of scoring, explicitly presents criteria and expectations, which foster the process of self-assessment (Jonsson and Svingby, 2006).

Checklist for Scoring Rubric

It has been discussed that there should be a way to score the rubric that is used to meet the needs of a teacher and a student. The list is presented as follows:

Behavioral outcomes list	Yes/No
Is the behavior outcomes tied to approved standards?
Is there a feasible amount of behavioral outcomes?
Are the behavioral outcomes measurable?
Is the behavioral outcome list congruent with the objectives?
Is the behavioral outcomes list obvious and accompanied by a useful label?
Sequencing scales and levels
Are there an even number of leveling and sequencing? Is there an even number of levels?
Does the highest achievement level corresponding to an excellent showing of behavioral outcomes?
Is each of the levels on the scale purposeful and objective/ non subjective?
Description
Is the language of description is appropriate and scientific?
Are the descriptions precisely communicated in a way to leave no doubt?
Is the diversity among the descriptions apparent? Do the descriptions concisely communicate expectations to the students?
Is there a sequencing of improvement among the different descriptions?

Are the following elements present in the rubric: Behavioral outcomes list, sequencing scale and leveling, and different levels of acheivement with accompanying descriptions?
Is the rubric feasible and useful for students and instructors? Have other faculties, students, instructors, or colleagues analyzed this rubric?

Conclusion

In conclusion, the holistic rubric is aimed at evaluating and scoring collaborative practice projects on the relation between patient-centered care and evidence-based practice. The program is aimed at improving learners’ knowledge on theoretical and practical frameworks in nursing to provide a high quality treatment for patients. The program will be evaluated in accordance with nine criteria presented in the holistic rubric. The relevance is this evaluation is high because the rubric is focused on assessing the performance and students’ achievements.

Reference List

Arora, N. K. (2009). Importance of Patient-Centered Care in Enhancing Patient Well-Being: A Cancer Survivor’s Perspective. Quality of Live Research. 18(1), 1-4

Briggs, L. (2006). Interactivity in Class.Campus Technology. Web.

Hammeman, E. L. (2008). Formative Assessment Strategies for Enhanced Learning in Science. US: Corwin Press.

Hasnain-Wynia, R. (2006). ‘Is Evidence-Based Medicine Patient-Centered and Is Patient-Centered Care Evidence-Based’. Health Research and Education Trust. 41(1), 1-8.

Johnson, R. L., Penny, J. A., and Gordon, B. (2008). Assessing Performance: Designing, Scoring, and Validating Performance Task. US: Guildford Press.

Jonsson, A., and Svingby, G. (2006). The Use of scoring rubrics: Reliability, validity and educational; consequences. Sweden: School of Teacher Education.

Lenburg, C.B., Klein, C., Abdur-Rahman, V.,Spencer, T., and Boyer, S. (2009). The COPA Model: A comprehensive framework designed to promote quality care and competence for patient safety. Nursing Education Perspectives, 30 (5), 312-317.

Lund, J. L. and Kirk, M. F. (2010). Performance-Based Assessment for Middle and High School Physical Education. US: Human Kinetics.

Mor, V. (2005). Improving the Quality of Long-Term Care with Better Information. The Milbank Quarterly. 83(3), 334-364

Mueller, J. (2010). Rubrics. Authentic Assessment Toolbox. Web.

Nueman, L. H., Pardue, K. T., Grady, J. T, Grady, M. T., Hobbins, B. Edelsten, J. and Herman, J. W. (2009). What Does an Innovative Teaching Assignment Strategy Mean to Nursing Students? Nursing Education Perspectives.

Phillips, J.M. and Vinten S. A. (2010). Why Clinical Nurse Educators Adopt Innovative Teaching Strategies: A Pilot Study. Nursing Education Perspectives. 31(4), 226-229.

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