nursing education - persoal class design project - Part 1

Anonymous
timer Asked: Nov 12th, 2016

Question description

Max Points: 280

Nursing education - academic setting - nursing students

Class topic - Nursing Theories - 4 1 hours sessions

Complete this assignment according to the following:

  1. Design a class that you would like to teach someday. The class must be at least 4 hours in length and must be multiple sessions. It can be four sessions of 1 hour each, or two sessions of 2 hours each, depending on your topic and target audience.
  2. Begin by describing the institution that is sponsoring the class (e.g., academic, hospital, or community agency). Include the philosophy of the sponsoring organization and how that will affect the course you are developing.
  3. Explain how you determined a need for this class (needs assessment).
  4. Write a one-paragraph description of the class.
  5. Identify the target audience.
  6. Identify the learning resources you will use for the class (textbooks or other resources).
  7. Write the program outcomes for the course and the learner objectives for each class session. Indicate which domains of learning are represented by each learner objective.

There is no predetermined length criterion for this assignment. It is intended that each student will develop a class that they can use in their selected area of education. You will complete this project in your next course, NUR-649E.

APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.


FYI - example guide lines

For the 4-hour Leadership course, you will actually be designing the course. You are required to develop the objectives, using the ABCD tool, and then create learning activities that will meet those objectives, while addressing the varied learning styles (visual, kinesthetic, and auditory). You will also discuss how you will evaluate learning for those activities (test, quiz, oral presentation, etc).

For instance, one objective may be:

By the end of this course, participants will be able to:

  • Define (verb) four leadership styles (content application)

For this objective, you may choose activities that address all of the learning styles. For the verbal learners you may provide a short presentation where you state and describe the styles. Then students will get into groups and discuss each leadership style and what kind of style they prefer or have experienced. Finally, you may provide a matching game where the kinesthetic learners will benefit from the action of the game, or do charades to act out each leadership style. You may choose to break each learning style up into groups and each do a different activity at the same time. You are the Director! Be creative. Just make sure your choices are evidence-based:-)

These is just quick a example. Remember this is a 4-hour Leadership course, so think of timing and meeting your objectives. Be sure to describe the activity and why you chose it.

Personal Class Design Project - Part 1 1 2 No Unsatisfactory Submission 75.00% 0.00% 70.0 %Content 15.0 % None Describes a class that you would like to teach someday. Class must be at least 4 hours in length - and must be multiple sessions - can be 4 sessions of one hour each or 2 sessions of 2 hours each depending on your topic and target audience 10.0 % Describe None the institution that is sponsoring the class (ie academic, hospital, community agency etc) Include the philosophy of the sponsoring organization and how that will affect the course you are developing. 5.0 % Describes None how you will determine a need for this class (needs assessment) 5.0 % Write a None one paragraph description of the class 15.0 % Identify None the target audience -how Barely describes a class that you would like to teach someday according to criteria in column on far left Barely describes the institution that is sponsoring the class (ie academic, hospital, community agency etc) Barely includes the philosophy of the sponsoring organization and how that will affect the course you are developing. 3 Less than Satisfactory 80.00% 4 Satisfactory 88.00% Minimally Describes a describes a class class that you that you would would like to like to teach teach someday someday according to according to criteria in criteria in column on far column on far left left - design is minimally organized 5 Good 92.00% 6 Excellent 100.00% Clearly describes a class that you would like to teach someday according to criteria in column on far left Clearly & comprehensively describes a class that you would like to teach someday according to criteria in column on far left Minimally Describes the Clearly describes Clearly & describes the institution that the institution comprehensively institution that is sponsoring that is sponsoring describes the is sponsoring the the class (ie the class (ie institution that is class (ie academic, academic, sponsoring the academic, hospital, hospital, class (ie hospital, community community academic, community agency etc) agency etc) hospital, agency etc) Includes the Clearly includes community agency Minimally philosophy of the philosophy of etc) Clearly & includes the the sponsoring the sponsoring compreheisively philosophy of organization organization and includes the the sponsoring and how that how that will philosophy of the organization and will affect the affect the course sponsoring how that will course you are you are organization and affect the developing. developing. how that will course you are affect the course developing. you are developing. Barely describes Minimally Describes how Clearly describes Clearly & how you will describes how you will how you will comprehensively determine a you will determine a determine a describes how you need for this determine a need for this need for this will determine a class (needs need for this class (needs class (needs need for this class assessment) class (needs assessment) assessment) but (needs assessment) some points assessment) missing Barely writes a Minimally writes Writes a one Clearly writes a Clearly & one paragraph a one paragraph paragraph one paragraph comprehensively description of description of description of description of writes a one the class the class the class the class paragraph Description is not description of the comprehensive class Barely identifies Minimally Identifies the Clearly identifies Clearly & the target identifies the target the target comprehensively audience & how target audience audience & audience & how identifies the will you assess their learning styles? you will assess their learning styles & how you will assess their learning styles Selected literature is irrelevant & insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials Weak selection Fair selection of sufficient & of sufficient & relevant relevant literature (less literature (less than 5 years old) than 5 years no scholarly, old) at least 1 peer-reviewed scholarly, references used peer-reviewed - other than references course used - other materials) Uses than course only course materials) materials Does not use evidencebased sources when available None Unacceptable adherence to assignment length criteria (less than or more than 50% of stated criteria) Poor adherence to assignment length criteria (within 50% of stated criteria) Weak Adequate adherence to adherence to assignment assignment length criteria length criteria (within 25 % of (within 10% of stated criteria) stated criteria) Excellent adherence to assignment length criteria (within stated criteria) None Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the 20.0 % Write None the program outcomes for the course &learner objectives for each class session. Indicate which domains of learning are represented by each learner objective. 5.0 %Assignment Criteria 3.0 % Scholarly None references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials 5.0 %Assignment Criteria 2.0 % Length 20.0 %Organization and Effectiveness 8.0 % Thesis Development and Purpose how you will you will assess target audience & assess their their learning how you will learning styles styles Description assess their is not always learning styles comprehensive. Barely writes the Minimally writes Writes the Clearly writes Clearly & program the program program the program comprehensively outcomes for the outcomes for outcomes for outcomes for the writes the course &learner the course the course course &learner program outcomes objectives for &learner &learner objectives for for the course each class objectives for objectives for each class &learner session. Barely each class each class session. Indicates objectives for or incorrectly session. session. which domains of each class session. indicates which Minimally or Indicates learning are Clearly & domains of incorrectly which domains represented by comprehensively learning are indicates which of learning are each learner indicates which represented by domains of represented by objective. Plan is domains of each learner learning are each learner not learning are objective. represented by objective, but comprehensive represented by each learner there are some each learner objective. errors objective Partial selection Excellent of sufficient & selection of relevant sufficient & literature (less relevant literature than 5 years old) (less than 5 years at least 2 old) at least 3 scholarly, peer- scholarly, peerreviewed reviewed references used - references used other than other than course course materials) materials) Uses Uses evidence- evidence-based based sources sources when when available available Thesis and/or main claim are clear and forecast the development of purpose is not clear. 20.0 %Organization and Effectiveness 7.0 % Paragraph None Development and Transitions 20.0 %Organization and Effectiveness 5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0 %Format 4.0 % APA Format essence of the paper. Thesis statement makes the purpose of the paper clear. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. None Surface errors Frequent and are pervasive repetitive enough that they mechanical impede errors distract communication the reader. of meaning. Inconsistencies Inappropriate in language word choice choice and/or sentence (register), construction are sentence used. structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audienceappropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English. None Correct APA format is not evident in the paper. Correct APA format is inconsistently used in the paper: cover page, margins, doublespacing, and all other elements of APA. Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Correct APA format is consistently used in the paper: cover page, margins, doublespacing, font size, and all other elements of APA. Such as headings and pagination. 5.0 %Format 1.0 % Research None Citations (In- Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. the paper. It is descriptive and reflective of the arguments and appropriate to the purpose. Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. No reference Reference page Reference page is included. is present. page is Reference page In-text citations is present and and a reference text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) 100 % Total Weightage No citations are Citations are used. inconsistently used. included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. fully inclusive of page are all cited sources. complete. The Documentation is documentation of appropriate and cited sources is GCU style is free of error. usually correct.

Tutor Answer

(Top Tutor) Studypool Tutor
School: UT Austin
Studypool has helped 1,244,100 students
flag Report DMCA
Similar Questions
Hot Questions
Related Tags
Study Guides

Brown University





1271 Tutors

California Institute of Technology




2131 Tutors

Carnegie Mellon University




982 Tutors

Columbia University





1256 Tutors

Dartmouth University





2113 Tutors

Emory University





2279 Tutors

Harvard University





599 Tutors

Massachusetts Institute of Technology



2319 Tutors

New York University





1645 Tutors

Notre Dam University





1911 Tutors

Oklahoma University





2122 Tutors

Pennsylvania State University





932 Tutors

Princeton University





1211 Tutors

Stanford University





983 Tutors

University of California





1282 Tutors

Oxford University





123 Tutors

Yale University





2325 Tutors