Abstract:

Introduction:
In nursing education, theoretical assessments are essential for evaluating students’ conceptual understanding and preparing them for the complexities of clinical reasoning and professional judgement. However, challenges such as cognitive misalignment, limited stimulation of critical thinking, inconsistent moderation, and inadequate educator training continue to compromise assessment validity and fairness. This study developed and validated evidence-based best practice guidelines to strengthen theoretical assessment design in undergraduate nursing education.

Aim:
To present a validated set of evidence-based best practice guidelines and operational statements developed to strengthen theoretical assessment design.

Methods:
The research formed part of a doctoral study employing a multi-method design across two sequential phases. Phase One integrated findings from a scoping review, document analysis of moderation reports, qualitative interviews with nurse educators, and a student survey. These data informed the formulation of thirteen draft guidelines with accompanying operational statements. Phase Two applied a Delphi study with 15 national and international experts in teaching, learning, and assessment, most holding doctoral qualifications. Consensus (≥80% agreement) on clarity, relevance, and applicability was achieved for all guidelines in the first round.

Results:
The final guidelines address, in practical ways, cognitive scaffolding through Bloom’s Taxonomy, constructive alignment to bridge theory and practice, adherence to assessment principles, and strengthening educator development and institutional support.

Conclusion:
The validated, evidence-based guidelines provide a structured, context-sensitive framework to improve assessment quality, fairness, and alignment, contributing to strengthened quality assurance in nursing education, and advancing Sustainable Development Goal 4: Quality Education.

Keywords:

Assessment design, Bloom’s Taxonomy, Constructive alignment, Delphi study, Evidence-based guidelines, Nursing education, Quality education.