Introduction to Professional Nursing, help!
I need to do a teaching plan and a brochure for a class called introduction to professional nursing. The subject of the paper is teaching a patient who is paralyzed from the waist down how to use a straight catheter on themselves.
ATTACHED FILE(S)
Course: NURS 110
RUBRIC: Educational Brochure
|
Criteria |
Exceeds Expectations |
Meets Expectations |
Approaches |
Does Not Meet Expectations |
|
Needs |
100 % Identifies comprehensive learning needs relevant to diagnosis. |
75 % Identifies most learning needs relevant to diagnosis. |
50 % Identifies basic learning needs relevant to diagnosis. |
25 % Does not identify learning needs relevant to diagnosis |
|
Evidence-based Information |
100 %
Provides current specific evidence-based practice supported with at least 2 references. |
75 %
Provides current specific evidence-based practice supported with at least 1 reference. |
50 %
Provides general practice with at least 1 reference. |
25 %
Provides outdated or inaccurate information not supported by evidence-based references. |
|
Graphics |
100 %
The graphics and text used on the design project reflects an exceptional degree of student creativity in their creation and/or display. |
75 %
The graphics and text used on the design project reflect student creativity in their creation and/or display |
50 %
The graphics and text used by the student, but are based on the designs or ideas of others and don’t demonstrate original ideas |
25 %
Graphics and text do not demonstrate any original thought or creativity |
|
Design |
100 %
The design project is exceptionally attractive in terms of design, layout, neatness, dominance, rhythm, size, etc. |
75 %
The design project is attractive in terms of design, layout and neatness and demonstrates an understanding of the use of design tools, but is in black & white. |
50 % The design project is attractive in terms of design, layout and neatness and demonstrates an understanding of the use of design tools, but is in black & white. |
25 %
The design project is distractingly cluttered or devoid of necessary elements and very poorly designed. It is not attractive. |
|
Graphics |
100 %
All graphics are related to the topic and make it easier to understand. |
75 %
All graphics are related to the topic and most make it easier to understand. |
50 %
All graphics relate to the topic. |
25 %
Graphics do not relate to the topic. |
|
Clarity of |
100 % Graphics do not relate to the topic. |
45 % Message is clear and compelling. It may not be as subtle as it could be. |
50 %
Message is clear but fails to go beyond something simple or obvious. |
25 %
Message is absent or contradictory. |
Page 1 of 1
Course: NURS 110
RUBRIC: Teaching Plan
|
Criteria |
Exceeds Expectations |
Meets Expectations |
Approaches Expectations |
Does Not Meet Expectations |
|
Learners Needs |
100 % Includes a comprehensive assessment of the learner’s needs using an established tool supported by evidence based research. |
76 % Includes a complete assessment of the learner’s needs using an established tool. |
50 % Includes an incomplete assessment of the learner’s needs using an established tool. |
0 % Includes an incomplete assessment of the learner’s needs that is not supported by an established tool. |
|
Learning style |
100 %
Includes a comprehensive discussion of the learner’s style with references to evidence based research |
76 %
Includes a complete discussion of the learner’s style. |
50 %
Includes a discussion of the learner’s style with 1 or more key elements missing |
0 %
Includes only a brief discussion of the learner’s style with most key elements missing |
|
Readiness of |
100 %
Includes a comprehensive assessment of the readiness of the Learner with reference to evidence based research. |
76 %
Includes a complete assessment of the readiness of the learner |
50 %
Includes an assessment of the readiness of the learner with 1 or more key elements missing. |
0 %
Includes only a minimal assessment of the readiness of the learner with most key elements missing |
|
Goal |
100 %
Develops a clear and comprehensive learning goal based on needs assessment data to formulate a teaching plan. |
76 %
Develops an appropriate learning goal based on needs assessment data to formulate a teaching plan with missing components of the goal. |
50 %
Develops an incomplete learning goal based on needs assessment data. |
0 %
Develops a learning goal that is not consistent with needs assessment data |
|
Learning |
100 %
Utilizes Bloom’s taxonomy of learning domains to formulate at least three (3) clear and appropriate learning outcomes. |
76 %
Utilizes Bloom’s taxonomy of learning domains to formulate at least two (2) clear and appropriate learning outcomes. |
50 %
Utilizes Bloom’s taxonomy of learning domains to formulate at least one (1) clear and appropriate learning outcome. |
0 %
Did not use Bloom’s taxonomy of learning domains to formulate learning outcomes, and/or learning outcome is unclear or inappropriate. |
|
Teaching |
100 %
Identifies appropriate teaching content based on the learner’s needs and supports it with evidence based research. |
76 %
Identifies appropriate teaching content based on the learner’s needs. |
50 %
Some key elements of teaching content, based on learner’s needs, are missing |
0 %
Teaching content is not based on the learner’s needs. |
|
Instructional |
100 %
Utilized comprehensive instructional methods as determined by principles of adult learning. |
76 %
Utilized appropriate instructional methods as determined by principles of adult learning. |
50 %
Utilized incomplete instructional methods as determined by principles of adult learning |
0 %
Utilized inappropriate instructional methods |
|
Time and |
100 %
Allocated time and resources appropriately to meet all learning outcomes. |
76 %
Allocated time and resources were appropriately to meet most learning outcomes. |
50 %
Allocated time or resources, but not both, appropriately to meet most learning outcomes. |
0 %
Allocated neither time nor resources appropriately to meet most learning outcomes |
|
Evaluation |
100 %
Utilized 2 measureable evaluation methods derived from learning outcomes. |
76 %
Utilized 1 measurable evaluation method derived from learning outcomes. |
50 %
Utilized an evaluation method derived from learning outcomes that is not measurable. |
0 %
Did not utilize an evaluation method derived from learning outcomes. |
|
Written |
100 %
Includes at least four (4) references, only one is a textbook and Demonstrates mastery of APA (assigned edition) style and formatting, is free of errors, and follows all assignment instructions |
76 %
Includes three (3) references, only one is a textbook and applies APA (assigned edition) style and formatting, and conforms to all assignment instructions. |
50 %
Includes two (2) references, only one is a textbook and/or Inconsistent use of correct APA (assigned edition) style and formatting, and/or inconsistently follows assignment instructions. |
0 %
Includes one (1) or less references, only one is a textbook and/or instructions. Does not apply APA (assigned edition) style and formatting, and/or does not conform to assignment. |
Page 1 of 2
Teaching plan paper format
Total 4-6 pages
1-Title Page (APA format)
2-SBAR report on patient(Brief and concise)
3- Begin the actual paper to include all parts on rubric, including a conclusion. (APA format)
4- Reference page (APA format) Minimal 2-3 references including a professional organization for the illness/condition.
NURS 110 Introduction to Professional Nursing Spring I 2018
W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s
Revision Date: January 3, 2018
Page 17
Term: Spring I 2018
TEACHING PLAN
The purpose of this assignment is to provide an opportunity for students to apply the nursing process while
planning education to meet the needs of patients.
Instructions:
Develop a teaching plan based on an assigned scenario or case. Determine what elements you would include
in your assessment of the learner. Identify anticipated or expected learner needs. Select and prioritize
evidence based teaching strategies that would best meet the needs of the learner. Describe the resources
you would provide to enhance learning. Explain methods that would be used to evaluate learning outcomes.
Provide rationales for elements of your teaching plan supported by references from the required course
reading assignments. Use the teaching plan format assigned.
The competencies, contained in the Teaching Plan Rubric, will be assessed through this assignment.
NURS 110 Introduction to Professional Nursing Spring I 2018
W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u s
Revision Date: January 3, 2018
Page 15
Term: Spring I 2018
EDUCATIONAL BROCHURE
The purpose of this assignment is to provide an opportunity to apply education theories and concepts to
written instructional materials for a public healthcare issue.
Instructions:
Identify a healthcare related learning need in your community and the characteristics of the population
impacted by the need. Design a single page trifold brochure to address the identified learning need.
Include evidence based instructions with references. Ensure that the brochure is appropriately designed
for the target population using concepts from health literacy, and considering the anticipated
developmental and cognitive levels of learners. Submit an analysis of readability with your brochure using
one of the tools on page 322-323 in the Miller & Stoeckel textbook. Demonstrate creativity while adhering to
education principals for written materials through the use of graphic design.
The competencies, contained in the Educational Brochure Rubric, will be assessed through this
assignment.
