Causes and Risk Factors Leading to Urinary Tract Infection (UTI)

Formative and summative assessments should align with learning objectives for the lesson and provide instructors with a variety of ways to measure learning. Instructors also have the responsibility to create a test blueprint before creating the assessment to guide them in item writing.
The purpose of this assignment is to create NCLEX-style questions based on the learning objectives you created in the Topic 3 assignment. Create a summative assessment that consists of five NCLEX-style questions. All questions should be leveled based on Bloom's taxonomy and align with the learning objectives.
Create five NCLEX-style questions based on your learning objectives.
Provide the Bloom's taxonomy level and rationale for each of the five NCLEX-style questions.
APA style is not required, but solid academic writing is expected.
Topic 3
Topic 3 – Learning Objectives
Learning Objectives
1. Understand the causes of UTIs in older adults.
2. Understand the risk factors that lead to UTIs in this population.
3. Understand the symptoms, diagnostic difficulties, and potential complications resulting from UTIs.
4. Understand how UTIs can be prevented among older adults.
QSEN refers to Quality and Safety Education for Nurses. It consists of six competencies developed for pre-licensure and graduate nursing programs (Boswell et al., 2021). The six competencies include patient-centered care, collaboration & teamwork, evidence-based practice, safety, quality improvement, and informatics. Each of these dimensions has a role in the current plan. Informatics, for instance, provides information or data that supports evidence-based practice through collaboration and teamwork to improve the quality of care and safety of older adults with UTIs. On the other hand, ANA standards describe a competent level of professional behavior. It follows issues like ethics, communication, and cultural competencies that enhance patient-centered care.
Bloom's Taxonomy
Bloom's taxonomy is the basis used by educators to classify the diverse learning outcomes and objectives of courses. It was initially proposed by Benjamin Bloom, a prominent psychologist and enthusiast in education. The major aspects in Bloom's Taxonomy include understanding, remembering, applying, analyzing, evaluating, and creating. For individuals to learn at the higher levels, they must have acquired the basic knowledge at the lower levels of learning. Learning outcomes refer to the goals for student learning. Notably, the instructor develops these learning outcomes to define what students will learn as they undertake a particular course. The course outcomes are usually shared with the students at the beginning of the semester. Also, educators develop generally learning outcomes for lessons, units, or chapters. These outcomes are utilized to guide the educator in developing course materials shared with the students during the study. The essay aims to describe the purpose of learner-centered ideology for developing a course and identify a course outcome and objective following Bloom's taxonomy.
Learner-centered ideology is a prominent approach that numerous educators have applied. Using the learner-centered ideology aims to equip the students with skills to prepare them for the future. When developing a course, the learner-centered ideology aims to provide them with relevant skills in the labor market (Azhar et al., 2020). Instead of churning out information, the educator presents learners with issues that guide them to build solutions. As the labor scope changes, demand for diverse and multicultural attitudes and skills grows. Therefore, a learner-centered ideology is vital in enabling students to interact with their peers. Notably, students will be able to collaborate and work in multicultural surroundings (Billings & Halstead, 2019). Another essential aspect of learner-centered ideology includes developing skills such as persuasion, presentation, and coaching others. These vital skills can be enhanced or developed if the coursework is centered on the learners. Using the learner-centered ideology for developing a course ensures that students acquire appropriate skills and behaviors that prepare them for their careers. Educators applying the technique provide learners with positive learning experiences.
Based on Bloom's taxonomy, the course outcomes must be hinged on the six levels. As nursing students, individuals must be able to remember, understand, apply, analyze, evaluate, and create solutions. Therefore, before an individual can understand a particular concept, they must be able to remember what they learned. This will allow them to apply the concept and use it to evaluate circumstances after undertaking comprehensive analyses of the course materials (Mahmud et al., 2019). The evaluation process will enable them to create effective solutions. Therefore, the course outcome and objective to be achieved through the course will follow below.
Course Outcome Learning Objective
To formulate evidence-based interventions for patients through research and developing case study solutions. By the end of the course, students will be able to formulate evidence-based interventions by undertaking research and developing solutions for case studies.
In summary, a learner-centered approach is vital in enhancing students' skill development. It ensures that educators prioritize the needs of students and ensures that learning outcomes are consistent with the demand in the labor market. Based on Bloom's Taxonomy, the six levels are essential in developing learning outcomes for courses, lessons, or assessments within the course. These concepts are vital in developing course materials that equip students with relevant skills that are relevant in the labor market. 
References
Azhar, S., Ali, Z., Taj, S., & Habibi, M. R. (2020). Analysis of the National Curriculum 2006 in the Light of Learner Centered Ideology. Journal of Education & Humanities Research, University of Balochistan, Quetta-Pakistan, 9(1), 1-12.
Billings, D. M., & Halstead, J. A. (2019). Teaching in Nursing: A guide for faculty. Elsevier Health Sciences.
Mahmud, M. M., Yaacob, Y., Ramachandiran, C. R., Ching, W. S., & Ismail, O. (2019). Theories into practices: Bloom's taxonomy, comprehensive learning theories (CLT) and E-assessments. ICEAP 2019, 2(2), 22-27.
RUBRIC
NCLEX-Style Questions Based on Learning Objectives from Lesson Plan
45 points
Criteria Description
Five NCLEX-Style Questions Based on Learning Objectives from Lesson Plan
5. Target
45 points
Five well-developed NCLEX-style questions, based on learning objectives from the lesson plan assignment, are presented. Alignment between the learning objectives and NCLEX-style questions is evident.
4. Acceptable
41.4 points
Five NCLEX-style questions, based on learning objectives from the lesson plan assignment, are presented. One or two minor changes are needed for clarity or accuracy. Alignment between the learning objectives and NCLEX-style questions is evident.
3. Approaching
39.6 points
Five questions, based on learning objectives from the lesson plan assignment, are presented. At least four questions meet the format for a NCLEX-style question. Alignment between the learning objectives and NCLEX-style questions is evident in at least three instances.
2. Insufficient
36 points
Five questions are presented but are incomplete or are not based on learning objectives from the lesson plan and do meet the format for an NCLEX-style question. Overall, alignment between the learning objectives and NCLEX-style questions is not evident.
1. Unsatisfactory
0 points
Five NCLEX-style questions, based on learning objectives from the lesson plan assignment, are omitted.
collapse Bloom Taxonomy Level and Rationale for Each NCLEX-Style Question assessment
Bloom Taxonomy Level and Rationale for Each NCLEX-Style Question
45 points
Criteria Description
Bloom Taxonomy Level and Rationale for Each NCLEX-Style Question
5. Target
45 points
Bloom taxonomy level and strong rationale for each of the five NCLEX-style questions are thoroughly presented.
4. Acceptable
41.4 points
Bloom taxonomy level and adequate rationale for each of the five NCLEX-style questions are presented. Some detail is needed for clarity or support.
3. Approaching
39.6 points
Bloom taxonomy level and general rationale for each of the five NCLEX-style questions are presented. Additional information is needed for support. There are minor inaccuracies.
2. Insufficient
36 points
The Bloom taxonomy level and the rationale for each of the five NCLEX-style questions are presented but are incomplete. There are major inaccuracies.
1. Unsatisfactory
0 points
Bloom taxonomy level and the rationale for each of the five NCLEX-style questions are omitted.
collapse Mechanics of Writing assessment
Mechanics of Writing
10 points
Criteria Description
Includes spelling, punctuation, grammar, and language use.
5. Target
10 points
The writer is clearly in command of standard, written, academic English.
4. Acceptable
9.2 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.
3. Approaching
8.8 points
Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.
2. Insufficient
8 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct, but not varied.
1. Unsatisfactory
0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed.