week 4 discussion answers

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Please respond to each discussion post with 4 to 5 sentences with apa references for each 

Validity is the notion of how well an assessment fits the data being tested and is judged upon its content, construct, criterion relationship, and consequences (Oerman, 2016). Reliability is the extent to which an assessment can be predictably repeated and is tested by how statistically similar repeated assessments compare. Practicality is the notion of how likely an assessment can be repeated due to circumstances like ease of administration, cost of the assessment and time constraints. This can be evaluated by looking at the method of delivery and seeing if it is a good fit for the curriculum in question.


Links to an external site.

Above is a link to an example online quiz regarding Strokes. Since it is a quiz, it can be regarded as a formative assessment. All of its questions are within the domain of CVA’s and their related causes, symptoms and treatment as well as the construct. Critereon relationship is strong because these questions are written in preparation for the NCLEX. Consequences appear to be standard as doing well on this quiz can likely mean better passing rates on the NCLEX. Each question is based on published evidence based practice, which likely means that results are likely repeatable and reliability is strong. There are 21 questions which could be statistically significant for an adequate sample size lending to its reliability. Being online, multiple choice and easily gradable, practicality of the quiz is extremely high. I believe that overall, this is a good example of an assessment with good validty, reliability, and practicality.


Oermann, M. (2016). Evaluation and Testing in Nursing Education (5th ed.). Springer Publishing LLC. 
https://online.vitalsource.com/books/9780826194893Links to an external site.

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After reading this week’s discussion prompt, the first assessment that came to my mind is The 5 Love Languages, which is found here (Winston, n.d.): http://www.davidswinston.com/uploads/2/7/0/8/27080571/5_love_languages_test.pdf 

Some may view this test as silly or invalid, but it’s been weighed in on by psychologists that have sad it was a ‘very useful tool’ and has been used amongst them during their couples therapy sessions (Duncan, 2021). What some would view as weakness is that it has not been medically proven, or isn’t considered to be evidence-based practice. Some strengths include that it has helped couples to open up in communication and learn about themselves their partner. With this, and it’s ability to decipher an individuals language of love, it could be said that the test meets the desired objective. It’s reliable in the sense that the results given are similar results to people who have similar thoughts and feelings. It can be said that it’s valid because it’s clear as to who and what it’s testing. It is also practical since it’s easy to administer and can be economical to deliver.

Winston, D. (n.d.).

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Duncan, T. (2021, May 20). Do love languages actually matter? Psychologists weigh in. Mic.

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I honestly believe that developing a class for students to pass the NCLEX would be like developing a teaching plan for any number of other topics. Course learning objectives would need to be developed based on criteria of the NCLEX itself. Since NCLEX-RN is categorized upon client needs of safe and effective care environment, health promotion, physiological integrity, and psychosocial integrity (Oermann, 2016), CLO’s will need to be developed for each. Formative assessments for all the CLO’s will need to be developed with as high as possible validity, reliability as well as practicality. Results from the formative assessments will help guide instruction on what is working and what is not. A final exam will serve as the summative assessment to gauge if the students are prepared or not. Possible accommodations will be brought about by formal student requests through the school for documented disabilities. These will include such things as time extensions, assistance for the vision and hearing impaired, and other accommodations.


Oermann, M. (2016). Evaluation and Testing in Nursing Education (5th ed.). Springer Publishing LLC. 
https://online.vitalsource.com/books/9780826194893Links to an external site.

Links to an external site.


As nurse educators, preparing students for their upcoming National Council Licensure Examination for Registered Nurses (NCLEX-RN) is one of our most critical responsibilities. This involves not only providing in-depth knowledge of the subject matter but also helping students understand the structure of the exam and how to approach the questions. Let us explore how we can develop a comprehensive teaching and assessment plan to facilitate our students’ success.

Teaching Strategy

A multifaceted teaching approach could be implemented. To begin with, we can ensure that our curriculum thoroughly covers the content in the NCLEX-RN test plan, including its four major categories: safe and effective care environment, health promotion and maintenance, psychosocial integrity, and physiological integrity (NCSBN, 2019).

We should focus on active learning strategies to facilitate knowledge retention rather than relying solely on lectures (Billings & Halstead, 2021). This can be achieved through case studies, simulations, group discussions, and hands-on clinical experiences.

In addition, preparing students for the computer-adaptive nature of the NCLEX-RN is vital. We can incorporate computer-based testing in the classroom to familiarize students with this format (Morrison, Free, & Newman, 2014).

Assessment Plan

Continuous formative assessments are crucial in evaluating students’ understanding and readiness for the NCLEX-RN. These assessments, including quizzes, assignments, and case study evaluations, should be designed to mirror the NCLEX-RN question format, fostering familiarity and comfort with the testing format.

Periodic high-stakes NCLEX-RN simulations (including timed, computer-adaptive testing) could be implemented to assess students’ readiness and identify areas that need further reinforcement (NCSBN, 2019).


The teaching plan should include accommodation for students with different learning needs. This may involve providing additional time for assessments, using assistive technology, offering alternative formats for materials, and providing personalized tutoring (American Nurses Association, 2021).

Preparation Assurance

Lastly, we need to ensure all students are prepared. This can be achieved by providing individualized attention and feedback and addressing each student’s strengths and weaknesses. Tutors can be assigned to struggling students, and remedial sessions can be arranged if necessary.

To sum up, preparing our students for the NCLEX-RN is a multifaceted task that involves careful planning and a comprehensive approach to teaching, assessing, and accommodating different learning needs.


Billings, D. M., & Halstead, J. A. (2021). Teaching in nursing: A guide for faculty. Elsevier Health Sciences.

Morrison, S., Free, K., & Newman, M. (2014). Do progression and remediation policies improve NCLEX-RN pass rates? Nurse Educator, 39(2), 84-88.

National Council of State Boards of Nursing (NCSBN). (2019). NCLEX-RN examination: Test plan for the National Council Licensure Examination for Registered Nurses. NCSBN.

American Nurses Association (ANA). (2021). Accommodations in nursing education and practice. ANA.


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