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C921 Summative Performance Assessment Template: Task 3
Student name
YNM1 Task 3 Summative Assessment
WGU University
Professor Name
Submission Date
- C921 Summative Performance Assessment Template
Table 1: Criteria and Responses
| Criteria | Responses |
| A1. Student-facing instructions | Welcome to your Summative Performance Assessment for the module: “Promoting Population Health in Underserved Communities.” Instructions: It is a self-evaluation, performance-based assessment of 5 community health nursing-related real-life prompts. You will be given 90 minutes to do all of the prompts in one go. Read and respond to each prompt carefully with clear, professional, evidence-based language. In the answers, use at least one scholarly source for each answer. APA format. Only course materials, lecture slides, and your own notes may be used; no aids will be allowed to be used. · Hand in your document in Word or PDF via LMS prior to the deadline noted . Responses will be judged with regard to a 3-tier rubric: Developing, Proficient, and Exemplary. This is an assessment for a grade/credit, and no feedback will be given until it is graded. |
| A2. Authentic summative performance assessment | This summative, performance-based evaluation is grounded in practice scenarios that reflect the actual problems of public health nurses. It evaluates students’ capacity to analyze data, to apply public health principles, and to commence to make suggestions for achieving solutions that deal with disparities prevalent in underserved communities. Assessment Prompts Include: 1. Create a culturally competent care plan for a community of people with an underserved need who live in an urban area and who are immigrants. 2. Assess a Government-sponsored immunization campaign in a rural context. 3. Review epidemiological trends by state and understand barriers to access to healthcare. 4. Develop an advocacy plan to encourage the use of mobile clinics in remote locations. 5. Develop a Health Education workshop on increasing vaccine uptake. All items are connected to a specific course objective and student learning outcome and include verbs that can be measured according to Bloom’s taxonomy. |
| A3a. Type of assessment | Performance-Based Summative Assessment: It is designed to measure students’ capacity to apply theoretical concepts and clinical skills within real-world situations that reflect authentic tasks of community and public health nursing. |
| A3b. Purpose of assessment | To assess the student’s skills in synthesizing the course material and using the principles of public health to complete real-life, individualized case-based activities that show they are ready to provide care to populations. This facilitates assessment of higher-order cognitive skills such as evaluation, analysis, and creation, essential for good nursing care in underserved communities. |
| A3c. Module title (topic from C920), 2 course objectives (from C920), 2 student learning outcomes (from C920)A3d. Bloom’s taxonomy domain and levelA3e. Assessment activity alignment | *For this task, use Table 2 below. |
Table 2: Module Title: Promoting Population Health in Underserved Communities.
| Course Objectives and Student Learning Outcomes (including timeframes A3c) | Performance Assessment Prompts (A3e) | Domain (A3d) | Level (A3d) |
| Course Objective 1: Critically appraise the effect of community-based interventions on public health outcomes in various vulnerable groups. | Prompt 1: Review information from a recent survey of community health in a low-income community. Identify two evidence-based interventions that would be beneficial in improving chronic disease outcomes, based on your findings. Prompt 2: Create a culturally competent care plan to address rising diabetes rates in an urban immigrant population, incorporating community-based strategies. | CognitiveCognitive | AnalyzeCreate |
| Course Objective 2: Implement evidence-informed interventions to decrease inequities in access to healthcare in remote and underserved populations. | Prompt 3: Use public health policy to create an action plan to manage a mobile health clinic program in a rural community that lacks access to primary health care. Prompt 4: Test and critique a campaign to promote greater uptake of preventive screening in a rural area where screening rates are lower. Name two things that you could do better. | CognitiveCognitive | ApplyEvaluate |
| Student Learning Outcome 1: Recognize how community-based nursing positions can enhance health equity. | Prompt 5: Discuss the coordination of care for vulnerable populations provided by the community health nurse and how this helps to minimize health disparities. | Cognitive | Evaluate |
| Student Learning Outcome 2: Convey the impact social determinants of health have on access and outcomes of care for underserved populations. | Prompt 1: (Aligned Again) Analyze how housing instability and food insecurity from the community survey influence chronic disease outcomes and intervention selection. Prompt 3: (Aligned Again) Apply knowledge of socioeconomic barriers to justify your proposed mobile clinic design, explaining how it addresses key determinants of access. | CognitiveCognitive | AnalyzeApply |
