GCU NUR646 Nursing Education Seminar 1 All Assignments

NUR646 Nursing Education Seminar 1

Week 1 Assignment

Nurse Educator Electronic Portfolio

For this program, you will be creating a working electronic portfolio that can be utilized when trying to obtain a position as a nurse educator. The electronic portfolio will encompass several artifacts from your practicum courses. Use the “Nurse Educator Electronic Portfolio,” resource to guide you in collecting the required artifacts for this. You will submit the completed electronic portfolio in NUR-665E.

Nurse Educator Electronic Portfolio

Throughout the seminar course, you will develop a professional electronic portfolio that will be used for personal reflection and growth; and for employment applications and interviews upon completion of the program.

As you complete various portions of the seminar, you should identify and incorporate artifacts into your portfolios to demonstrate your accomplishments.

The electronic portfolio should include the following:

1.            Introductory statement to your portfolio

2.            Professional Resume/CV

3.            Nurse Educator Teaching Philosophy

4.            Written Objectives

5.            Lesson Plan

6.            One additional artifact that demonstrates mastery of the course. This could possibly be pulled from your clinical experience

In addition, you will need to include explanations of mastery for each artifact.

Students will submit their completed portfolios at the end of the course.

Students can use any one of a number of free electronic portfolio software programs. Some recommendations include the following:

•             Google Sites   https://sites.google.com/

•             Evernote         https://evernote.com/

•             Three Ring     https://threering.com/

•             Weebly           https://www.weebly.com/

When selecting a program, be sure it is one that can be marked or set as ‘private’ so that only you can allow access to the content. You will be asked to submit your e-folio for review periodically throughout the program by providing your instructor with the URL link.

NUR646 Nursing Education Seminar 1

Week 1 Assignment

Pre-Practicum Preceptor, Faculty, and Student Conferences

Prior to starting practicum hours, students are required to arrange a conference with their preceptors to review the course objectives and discuss the proposed practicum experience.

Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and Student conference” form and submitting it to the instructor in LoudCloud during the first week of class for approval of the proposed experiences.

Preceptor-Faculty-Student Conferences and Evaluations

Student Name______________________

Course ___________________________

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the practicum/clinical experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this clinical experience.   All faculty and preceptor information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.

For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:

_____ Copy of or link to Graduate Field Experience Manual

_____ Copy of the midterm/final evaluation process and form

_____ Copy of or link to the University Policy Handbook

_____Typhon/DMS Instructions

_____ Faculty Contact Information

Preceptor direct contact information:

Name: ____________________________________________

Email: ____________________________________________

Phone: ___________________________________________

Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A mid-term conference will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the course goals.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation. The preceptor will meet with the student to review the evaluation form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A final clinical evaluation will occur at the end of the clinical/practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are at “meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

NUR646 Nursing Education Seminar 1

Week 1 Assignment

Practicum Goals

This assignment requires your collaboration with the course faculty and practicum preceptor early on to establish goals for successful completion of your practicum requirements.

Develop a 250-500-word narrative for completing your practice hours and how objectives will be met. Include the following in your narrative:

Five practicum goals that relate to course objectives, course deliverables, your personal and professional development needs, and your practicum setting.

A proposed schedule to meet your goals and the 50 required practicum hours you must accumulate during this course.

A description of any challenges you expect to encounter, and strategies to help you overcome these challenges.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

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

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

NUR646 Nursing Education Seminar 1

Week 2 Assignment

Teaching Philosophy Statement

The purpose of this assignment is to develop your personal teaching philosophy statement. This will be included in your e-portfolio to be submitted at the end of this course.

Begin by researching a developed teaching philosophy and use the information to shape your own philosophy.

In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on the purpose of education, how students learn, how your beliefs facilitate learning, the role of the nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek to integrate the nurse educator competencies into your professional practice.

APA style 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.

You are not required to submit this assignment to LopesWrite.

NUR646 Nursing Education Seminar 1

Week 3 Assignment

SBAR Clinical Log

Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a description of observations and tasking completed, and additional comments regarding your practicum Experience. You will also complete the “SBAR,” section of the form related to a patient you have assessed during your clinical experience thus far.

NUR646 Nursing Education Seminar 1

Week 4 Assignment

Midterm Preceptor-Faculty-Student Conference and Evaluation

Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable signatures for each preceptor.

Preceptor-Faculty-Student Conferences and Evaluations

Student Name______________________

Course ___________________________

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the practicum/clinical experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this clinical experience.   All faculty and preceptor information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.

For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:

_____ Copy of or link to Graduate Field Experience Manual

_____ Copy of the midterm/final evaluation process and form

_____ Copy of or link to the University Policy Handbook

_____Typhon/DMS Instructions

_____ Faculty Contact Information

Preceptor direct contact information:

Name: ____________________________________________

Email: ____________________________________________

Phone: ___________________________________________

Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A mid-term conference will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the course goals.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation. The preceptor will meet with the student to review the evaluation form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A final clinical evaluation will occur at the end of the clinical/practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are at “meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

NUR646 Nursing Education Seminar 1

Week 4 Assignment

Midterm Clinical Evaluation

Complete the midterm preceptor evaluation as follows:

The preceptor will complete the “Midterm Clinical Evaluation of Student by Preceptor” form. Instructor discretion may vary the due date depending on student’s clinical practicum experience.

Review the evaluation with your preceptor.

Both the student and preceptor will sign electronically, and the preceptor will e-mail one copy to the instructor and one to the student.

This form must be submitted directly from the preceptor to the instructor. The student, preceptor, and instructor sign the form electronically.

The student must submit a signed copy to the instructor.

Unsigned submissions or those not submitted appropriately do not meet completion criteria. and may result in loss of points for this assignment.

NUR-646E Clinical Evaluation Tool

Clinical Performance Evaluation Guidelines

The clinical evaluation tool is used in all clinical courses across the Masters in Nursing in Education program. Clinical experiences align with theory presented in each course and build upon prior clinical knowledge, skills, and attitudes from other courses. Preceptors will perform clinical evaluations, using the scoring criteria listed for each competency. Students will review the evaluation. Faculty will complete the CET rubric in the LoudCloud classroom’s corresponding drop box.

Student Name:__________________________  Preceptor Name:_______________________________ Date Completed:_________

Clinical Evaluation Criteria             Unacceptable (1)             Below Expectations (2)  Meets Expectations (3)

Judgement/Common Sense

Students responds to clinical situations logically and demonstrates good judgment and does consider the cost/benefits and ethical principles              Student never responds to clinical situations logically or demonstrates good judgement, and does not consider the cost/benefits and ethical principles.      Student inconsistently responds to clinical situations logically or demonstrates good judgement, and rarely considers the cost/benefits and ethical principles.    Student consistently responds to clinical situations logically, demonstrates good judgement, and considers the cost/benefits and ethical principles.

Attitude/Cooperation

Student maintains professional composure and rarely aspects instructions; is well-motivated and does show enthusiasm                 Student never maintains professional composure and never accepts instruction. Student is not well motivated and does not show enthusiasm.        Student inconsistently maintains professional composure and rarely accepts instruction. Student is somewhat motivated but shows little enthusiasm.

Student consistently maintains professional composure and routinely accepts instruction. Student is well motivated and does show enthusiasm.

Accountability / Dependability

Student is consistently in good attendance, punctual and well prepared; and does meet minimum clinical hour requirements.   Student is never in good attendance, punctual, or well prepared. Student does not meet minimum clinical hour requirements.

Student is inconsistent in attendance, punctuality and rarely well prepared. Student does not meet. minimum clinical hour requirements.          Student is consistently in good attendance, punctual, well prepared, and meets minimum clinical hour requirements.

Communication Skills

Student consistently communicates well with staff and patients and prepares concise, legible and well-organized progress notes.   Student never communicates well with staff and patients and does not prepare concise, legible, well-organized progress notes.                Student inconsistently communicates with staff and patients and rarely prepares concise, legible, well-organized progress notes. Student consistently communicates well with staff and patients. Student prepares concise, legible, well-organized progress notes.

Spirituality Dimension

Student consistently demonstrates spiritual dimension and utilizes advocacy in practice.               Student never demonstrates spiritual dimension or utilizes advocacy in practice.             Student inconsistently demonstrates spiritual dimension and rarely utilizes advocacy in practice.            Student consistently demonstrates spiritual dimension and utilizes advocacy in practice.

Caring Dimension

Student consistently applies care of attributes when providing patient-centered care.   Student never applies care of attributes when providing patient-centered care.            Student inconsistently applies care of attributes when providing patient-centered care.  Student consistently applies care of attributes when providing patient-centered care.

Critical Thinking and Clinical Knowledge Components

Student consistently applies critical thinking and clinical knowledge components in clinical practice.          Student never applies critical thinking skills and knowledge in clinical practice.   Student inconsistently applies and rarely applies critical thinking skills and knowledge in clinical practice.

Student consistently applies and critical thinking skills and knowledge in clinical practice.

Professional Role

Student consistently articulated their specific nurse educator scope of practice and habitually collaborates with other health care partners.      Student never articulates their specific nurse educator scope of practice or collaborates with other health care partners.      Student inconsistently articulates specific nurse educator scope of practice and rarely collaborates with other health care partners.               Student consistently articulates specific nurse educator scope of practice and consistently collaborates

Teaching/Educating Patients

Students consistently educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and routinely provides appropriate anticipatory guidance. Students incorporate educational strategies when communicating in the clinical setting.      Student never educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and never provides appropriate anticipatory guidance. Students never incorporate educational strategies when communicating in the clinical setting.            Student inconsistently educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and rarely provides appropriate anticipatory guidance. Students rarely incorporates educational strategies when communicating in the clinical setting.            Student consistently educates patients regarding wellness, health risks, age-appropriate screening, and health restoration, and routinely provides appropriate anticipatory guidance. Students always incorporates educational strategies when communicating in the clinical setting

History Taking

Student consistently elicits a complete and/or focused health history and documents effectively.            Student never elicits a complete or focused health history and does not document effectively.                Student inconsistently elicits a complete or focused health history and rarely documents effectively     Student consistently elicits a complete or focused health history and documents effectively.

Research/ Quality

Students consistently implement nurse educator evidenced-based practice and applies continuous quality improvement in delivery of care.               Student never implements evidence-based practice and does not apply continuous quality improvement in delivery of care.              Student inconsistently implements evidence-based practice and rarely applies continuous quality improvement in delivery of care.       Student consistently implements evidence-based practice and applies continuous quality improvement in delivery of care

Skills

Student consistently performs the skills appropriate to level of education.           Student never performs skills appropriate to level of education.     Student inconsistently performs skills appropriate to level of education.               Student consistently performs skills appropriate to level of education.

Leadership Role

Students consistently demonstrates nurse educator leadership skills in patient care or professional relationships.                 Student never demonstrates leadership skills in client care and professional relationships.           Student inconsistently demonstrates leadership skills in client care and professional relationships.

Student consistently demonstrates leadership skills in client care and professional relationships.

Ethical Principles/Care

Student consistently provides safe, quality, cost-effective care with care ethically sound solutions across the life span.                 Student never provides safe, quality, cost-effective care with ethically sound solutions across the life span.                Student inconsistently provides safe, quality, cost-effective with care ethically sound solutions across the life span.                Student consistently provides safe, quality, cost-effective care with care ethically sound solutions across the life span.

Please sign acknowledging you completed this evaluation.

NUR 665E Student Signature: ________________________________

Practicum Preceptor: ________________________________________

Date of evaluation completed: _________________________________

NUR646 Nursing Education Seminar 1

Week 5 Assignment

Learning Environment Observation

During your professional career as a nurse educator, you will be asked to teach in various learning environments; including traditional classroom, online, and clinical.

The purpose of this assignment is to provide knowledge of establishing an environment that promotes student participation, engagement, and optimal student outcomes.

The classroom can be a traditional or clinical setting and be directed at students, nurses, or patients.

Using the “ELEOT Reference Guide” complete the “Effective Learning Environments Observation Tool (ELEOT).”

Write a 500-750 word summary of the observation. Include the following in your summary.

Discuss the results of the ELEOT and include the form as an appendix in your paper.

Discuss how the instructor maintained and managed the learning environment.

Discuss the various engagement and learning strategies that were used and how they could be implemented in different learning environments including traditional and non-traditional environments.

Discuss how you could implement some these strategies into your own classroom.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

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

You are required to submit this assignment to LopesWrite. Please refer to the directions in the Student Success Center.

NUR646 Nursing Education Seminar 1

Week 6 Assignment

SBAR Clinical Log

Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a description of observations and tasking completed, and additional comments regarding your practicum Experience. You will also complete the “SBAR,” section of the form related to a patient you have assessed during your clinical experience thus far.

NUR646 Nursing Education Seminar 1

Week 7 Assignment

Benchmark -Nurse Educator Lesson Plan

As a nurse educator, you will be responsible for creating effective lessons for various settings. Choose a teaching and learning experience from your clinical setting. You may use the clinical experience from your Topic 4 discussion response.

Based on the experience you chose, use the engagement, student learning, and creating effective learning environment strategies that you have learned in this course to develop a lesson plan on similar content for two additional settings (such as an asynchronous online session and teaching a nursing student in the clinical setting, etc.). Use the lesson plan examples found in the topic materials to assist you in creating your lesson outlines.

This assignment will be used as an artifact for your electronic portfolio at the end of the course.

Include the following in your outline:

Lesson Objectives

Timeframe and target environment

Three to four teaching strategies-based on Evidence-Based Practice.

Activities

A summary of the types of assessments you would use in your lesson and why?

Provide rationale for the teaching strategies you implemented into each lesson and why they differ.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center

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

You are not required to submit this assignment to LopesWrite.

This assignment benchmarks the following competency:

Master of Science in Nursing with an Emphesis in Education

6.1: Apply instructional strategies grounded in evidence-based practice and learning theory that meet the unique needs of learners in diverse environments.

NUR646 Nursing Education Seminar 1

Week 8 Assignment

Final Clinical Evaluation

Please make sure that all current hours have been entered into Document Management System and your preceptor has approved all your current hours. This must be done prior to submitting your Final Clinical Evaluation.

The preceptor will complete the “Clinical Evaluation Tool” form. Instructor discretion may vary the due date depending on student’s clinical practicum experience.

Review the evaluation with your preceptor.

Both the student and preceptor will sign electronically, and the preceptor will email one copy to the instructor and one to the student.

This form must be submitted directly from the preceptor to the instructor. The student, preceptor, and instructor sign the form electronically.

The student must submit a signed copy to the instructor.

Unsigned submissions or those not submitted appropriately do not meet completion criteria.

Unsigned submissions or those not submitted appropriately do not meet completion criteria.

This is a pass/fail assignment. Failure to successfully complete this benchmark assignment will result in failure of the course.

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

You are not required to submit this assignment to LopesWrite.

NUR646 Nursing Education Seminar 1

Week 8 Assignment

Final Preceptor, Faculty, and Student Conference and Evaluation

Complete the “Preceptor-Faculty-Student Conference and Evaluation” resource including applicable signatures for each preceptor

Preceptor-Faculty-Student Conferences and Evaluations

Student Name______________________

Course ___________________________

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the practicum/clinical experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this clinical experience.   All faculty and preceptor information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.

For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:

_____ Copy of or link to Graduate Field Experience Manual

_____ Copy of the midterm/final evaluation process and form

_____ Copy of or link to the University Policy Handbook

_____Typhon/DMS Instructions

_____ Faculty Contact Information

Preceptor direct contact information:

Name: ____________________________________________

Email: ____________________________________________

Phone: ___________________________________________

Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A mid-term conference will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the course goals.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation. The preceptor will meet with the student to review the evaluation form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A final clinical evaluation will occur at the end of the clinical/practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are at “meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

NUR646 Nursing Education Seminar 1

Week 8 Assignment

Clinical Evaluation of Preceptor by Student

Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form.

Although this is an ungraded submission, it is a requirement for course completion.

Grand Canyon University

College of Nursing

Clinical Evaluation of Preceptor by Student

Student _________________________            Semester _________________________

Location of practicum experience _________________________

Start Date             _____________     End Date _____________

Preceptor Name ___________________           Preceptor Position ___________________

1=Unacceptable, 2=Below Expectations, 3=Meets Expectations

Area of Evaluation           Evaluation

Availability                          1    2    3   N/A

Expectation: Available to answer your questions, review your goals and objectives, listen to your presentations, and give meaningful feedback.

Comments:

Role models                                                       1    2    3   N/A

Expectation:  Demonstrates understanding of the Nurse Educator role; serves as a good role model for the role.

Comments:

Allow practice opportunities                       1    2    3    N/A

Expectation:  Allows you opportunities to assume increasing responsibility in program planning, implementation and evaluation, while considering limits according to present knowledge and experience.

Comments:

Evidence-based Reasoning                          1    2    3    N/A

Expectation:  Leads you through steps of program planning and evaluation rather than enforcing personal thoughts and impressions.

Comments:

Spirituality Dimension                    1    2    3    N/A

Expectation:  Incorporates spirituality into their education/practice.

Comments:

Caring Dimension                             1    2    3    N/A

Expectation:  Demonstrates caring dimensions utilizing advocacy in their practice with an appreciation for social and ethical circumstances that may arise.

Comments:

Critical Thinking Skills                      1    2    3    N/A

Expectation:  Applies critical thinking skills in educational practice.

Comments:

Feedback                            1    2    3    N/A

Expectation:  Provides immediate and adequate feedback to questions, clinical performance, formal and informal presentations.

Comments:

Research/Quality                                             1    2    3    N/A

Expectation: Implements evidence-based practice and applies continuous quality improvement in delivery of education.

Comments:

Space/Time                                                        1    2    3    N/A

Expectation: Adequate space and time is available for you to meet course objectives.

Comments:

Client types                                                        1    2    3    N/A

Expectation: Opportunities to provide health promotion and disease prevention education as well as education on disease diagnosis and management and nursing theory.

Comments:

Diversity                              1    2    3    N/A

Expectation: Varied types of students/clients as to educational level, SES and other demographic characteristics.

Comments:

Experience Selection                                                      1    2    3    N/A

Expectation: You are allowed to select experiences according to your learning needs and opportunities to master new skills.

Comments:

Support staff                     1    2    3    N/A

Expectation: Accepting and appropriately helpful to you.

Teaching/Education opportunities                           1    2    3    N/A

Expectation: Instructional & AV materials available to supplement learning such as PowerPoint capability, simulation, computer support and site specific policy & procedure manuals as necessary for the practicum experience

Team approach/Community Resources                                 1    2    3    N/A

Expectation: Utilizes other members of the health team such as physicians, nutritionist, school nurse, etc. to plan and implement educational offerings.

When appropriate, community resources, other agencies and professional disciplines are involved with planning educational needs.

Comments:

You are encouraged (but not required) to share this evaluation with your preceptor. If you share the evaluation, the preceptor should indicate that by signing below. A positive evaluation is a document the preceptor can place in their professional portfolio. Electronic signatures required in Word format.

Electronic signatures required in Word format

Preceptor’s Signature    _________________________            Date

Student’s Signature        _________________________            Date

Faculty Review                  _________________________             Date

NUR646 Nursing Education Seminar 1

Week 8 Assignment

Typhon Screen Shot

You are required to submit 50 hours to be approved by the preceptor and the faculty.

Take a screen shot of your Typhon log and submit in assignment dropbox. Faculty will confirm your screen shot with Typhon. http://www.typhongroup.net/gcu

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