Process of Checking Validity and Reliability of Assessment

Determining the validity and reliability of assessment strategies in a course focused on chronic care in community health centers involves several processes, each with its strengths and weaknesses.

Processes for Determining Validity

Content Validity Review ensures assessment content aligns with objectives and covers all areas. Strength is alignment with curriculum. Weakness is potential subjectivity. Criterion-related Validity compares outcomes with external criteria. Strength is an objective measure of Validity. The weakness is external benchmarks may not align with course goals. Construct Validity assesses whether the test measures the intended construct. Strength is evaluating deeper understanding. Weakness is the complexity of measuring abstract constructs.

Processes for Determining Reliability

Test reliability is evaluated using three main methods: internal consistency, test-retest reliability, and inter-rater reliability. Internal consistency checks how consistently different assessment parts measure the same concept. Test-retest reliability measures consistency over time, while inter-rater reliability ensures consistency in scoring when more than one person assesses the test. Each method has its strengths and weaknesses, and choosing the appropriate method depends on the nature of the assessment (Barbosa et al., 2021).

Impartial Assessment of Processes

Validity and reliability testing processes are comprehensive but time-consuming and resource-intensive. Subjectivity and difficulties in measuring abstract constructs such as critical thinking can limit the accuracy of validity assessments. In reliability testing, test-taker fatigue or memory effects can also impact results. While these processes provide a robust framework, they require careful planning, resources, and sometimes a trade-off between depth and practicality.Also visit our NURS FPX 6214 Assessment 2

 Conclusion :

The proposed course for nurses at community health centers is a comprehensive and structured approach to professional development in the healthcare sector. It equips nurses with the necessary skills and knowledge to excel in community healthcare settings (Bremner et al., 2020). A performance-based grading system and a reflective assessment approach have been established to evaluate student learning. The alignment of learning outcomes and objectives with the curriculum is noteworthy, enhancing validity and reliability.

NURS FPX 6111 Assessment 2 : Criteria and Rubric Development References :

Bremner, M. N., Maguire, M. B. R., Keen, D., Blake, B. J., Santa, H., & Nowalk, A. (2020). Implementation and evaluation of SBIRT training in a Community Health nursing course. Public Health Nursing, 37(2), 243–250. https://doi.org/10.1111/phn.12696 Barbosa, H. C., & Queiroz Oliveira, J. A. de. (2021). Empowerment-oriented strategies to identify behavior change in patients with chronic diseases: An integrative review of the literature. Patient Education and Counseling, 104(4), 689–702. https://doi.org/10.1016/j.pec.2021.01.011 Clark K. M. (2022). Evaluating Student Learning: Community-Based Nursing Education as Action to Address Inequities. The Journal of Nursing Education, 61(9), 525–527. https://doi.org/10.3928/01484834-20220705-07 Dickerson, P. S., & Durkin, G. J. (2022). Nursing professional development standards of practice. Journal for Nurses in Professional Development, 38(4), 248–250. https://doi.org/10.1097/nnd.0000000000000900