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This document lists various tutoring and educational sessions provided to students, including weekly sessions on medical concepts for different nursing programs, chemistry, and NCLEX preparation. It also outlines recommendations for offering online tutoring sessions, providing study materials, monitoring student progress, and organizing study groups. The document discusses ensuring program objectives are met through planning projects and programs, reviewing policies, assisting struggling students, and providing monthly student evaluations. Maintaining communication with students through various means such as email and calendars is also mentioned. Program evaluations are used to make changes based on outcomes and evidence-based practice.
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NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
FIELD EXPERIENCE SITE INFORMATION FORMStudent Name Studen.docx
FIELD EXPERIENCE SITE INFORMATION FORM
Student Name: Student ID#:
Program of Study/Degree:
Where do you plan to complete
your field experience hours?
Site Name:
Address 1:
Address 2:
City: State: Zip:
What type of facility is this?
What is the primary population type?
What is the unit type, if applicable?
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Student Signature: Date:
Note: Students to provide this form to both OFE and into their classroom according to this schedule: RN to BSN during week 1 of
capstone; MSN during week 1 of the Practicum/Clinical or DNP during first week of DNP 805. DNP students also provide preceptor CV.
16CON0003
Student ID: Student Name: Program of Study/Degree: Site Name: Site Name 1: Site Name Address1: Site Name Address2: City: State: Zip: Preceptor's Name: Preceptor's Title: Preceptor's PH: Preceptor's Email ADD: Preceptor's Credentials: Signature 1: Date 1:
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☐
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
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In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the followi ...
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NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docx
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information
Student Information
GCU
Name:
Tania Gonzalez Diaz
E-mail:
[email protected]
Phone Number:
786-269-1606
Course Faculty Information
GCU
Name:
Melissa Reedy
E-mail:
[email protected]
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
Lourdes Aleman
E-mail:
[email protected]
Phone Number:
305-300-5165
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☒
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments.
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LGC Intern MSRF 2016 Poster
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Child and Family Development
CHFD498
Senior Seminar in Child and Family Development
3 Credit Hours
8 Week Course
Table of Contents
Instructor Information Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Materials
Instructor Information
Instructor: APUS Faculty
Table of Contents
Course Description (Catalog)
This course covers major issues within the field of child and family development. Historical
underpinnings of theory and practice, factors influencing family function and dysfunction across
the lifespan, family education and guidance, law and public policy related to children and
families, family resource management, and ethical and professional issues confronting
practitioners in field are examined. Extensive research, reading and synthesis of scholarly and
professional resources are required.
Prerequisite: Student must have SENIOR standing to register.
Table of Contents
Course Scope
This capstone course incorporates child and family development related knowledge domains
from the student’s undergraduate degree program, including fundamental and advance degree
and discipline related concepts. It provides students with opportunities to demonstrate what they
have learned during their academic careers and to prepare for entering their respective
professional field specialties.
Table of Contents
Course Objectives
Students successfully completing this course will demonstrate the following knowledge and
skills:
1. Describes fundamental and advanced concepts concerning the processes of child and
family development
2. Summarizes key contemporary issues facing children and families in contemporary
society
3. Evaluates the validity of discipline related literature.
4. Explains the key ethical and professional issues confronting practitioners in field of child
and family development
Table of Contents
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a
flexible manner, completely online. Assignments include classroom dialogs accomplished in
groups through threaded forums, examinations, and various written assignments.
Table of Contents
C.
Standardized Clinical Placement Amanda SwentyMSN-LearnerWa.docx
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
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3) Assessment found students found the group approaches and first-year content most helpful for learning about health professions and the application process.
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Documenting your educational efforts: What we wish we had known
This document provides guidance for faculty on documenting their educational efforts for promotion and tenure. It outlines key steps, including knowing your track and time distribution, reading promotion and tenure guidelines, and documenting activities.
It discusses documenting different types of teaching (e.g. lectures, workshops), learners taught, and locations. Key elements to document include content, teaching processes, and outcomes. Examples are provided for documenting various teaching activities, curriculum development, mentoring, and educational scholarship. Overall, the document aims to help faculty systematically capture and communicate their educational efforts and impacts.
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Similar to 2013 e assessment
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success Plan
REQUIRED PRACTICE HOURS: 100 Direct Clinical Experience (50 hours community/50 hours leadership) – 25 Indirect Clinical Experience Hours.
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Preceptor Information
Practice Setting
Name:
E-mail:
Phone Number:
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-493, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your preceptor at the beginning and end of this course so that he or she will know what you need to accomplish.
In this ISP, you will identify all of the objectives and assignments relating to the 100 direct clinical practice experience hours and the 25 indirect clinical practice hours you need to complete by the end of this course. Use this template to specify the date by which you will complete each assignment. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A). General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your clinical practice experience hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (see Appendix A).
Completing your ISP does not earn clinical practice experience hours, nor does telephone conference time, or time spent with your preceptor.
· Within the Individual Success Plan, ensure you identify all graded course assignments and indirect clinical assignments listed in the table on the next page.
Topic
Graded Assignment
Indirect Clinical Assignments
Topic 1
1. Individual Success Plan
2. Reflection Journal Entry
1. List of potential topics for the change proposal
Topic 2
1. Topic Selection Approval Paper
2. Reflection Journal Entry
1. Search the literature for supporting journal articles
2. Summary of topic category; community or leadership
Topic 3
1. PICOT Question Paper
2. Reflection Journal Entry
1. List of objectives
Topic 4
1. Literature Evaluation Table
2. Reflection Journal Entry
1. List of measurable outcomes
Topic 5
1. Reflection Journal Entry
1. Summary of the strategic plan
2. Midterm E.
FIELD EXPERIENCE SITE INFORMATION FORMStudent Name Studen.docx
FIELD EXPERIENCE SITE INFORMATION FORM
Student Name: Student ID#:
Program of Study/Degree:
Where do you plan to complete
your field experience hours?
Site Name:
Address 1:
Address 2:
City: State: Zip:
What type of facility is this?
What is the primary population type?
What is the unit type, if applicable?
What types of patients are seen in this facility?
How does this site experience meet your course objectives?
Student Signature: Date:
Note: Students to provide this form to both OFE and into their classroom according to this schedule: RN to BSN during week 1 of
capstone; MSN during week 1 of the Practicum/Clinical or DNP during first week of DNP 805. DNP students also provide preceptor CV.
16CON0003
Student ID: Student Name: Program of Study/Degree: Site Name: Site Name 1: Site Name Address1: Site Name Address2: City: State: Zip: Preceptor's Name: Preceptor's Title: Preceptor's PH: Preceptor's Email ADD: Preceptor's Credentials: Signature 1: Date 1:
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information
Student Information
GCU
Name:
E-mail:
Phone Number:
Course Faculty Information
GCU
Name:
E-mail:
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
E-mail:
Phone Number:
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☐
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the followi ...
NCM101-Fundamentals-of-Nursing-Practice.docx
This 3-sentence summary provides the essential information about the course outline:
This course outline summarizes a Fundamentals of Nursing Practice course, which introduces foundational nursing concepts over 18 weeks including the nursing process, basic skills, ethics, and professional development. Students will learn through lectures, skills labs, assignments and exams to develop competencies in areas like health assessment, care planning, communication, and clinical reasoning. The course aims to prepare students for nursing practice through applying knowledge and demonstrating skills in a holistic manner.
Computer outline[1]
This 5-week physical education unit teaches 5th grade students about healthy eating and fitness through creating a food/fitness journal blog. Students will log their daily food intake, assess their current fitness levels, and set short-term and long-term goals. They will learn to make healthier food choices and develop plans to improve their fitness. The goals are for students to increase awareness of healthy habits and use self-assessment to track progress.
HSC4700_Finalportfolio_PDF
This portfolio contains samples of work from a Health Science student's senior seminar class including case scenarios analyzing healthcare problems and proposing solutions, summaries of journal articles, resumes, cover letters, and other assignments showcasing the student's knowledge and preparation for a career in occupational therapy focusing on mental health and rehabilitation. The portfolio is intended to demonstrate the student's understanding of issues in the healthcare field and ability to think critically to address problems.
Resource summary
This document contains a list of resources, readings, and reflections that were used by a teacher during their practicum. The resources are grouped under various standards and cover topics like culturally responsive practice, the Treaty of Waitangi, student transitions, assessment, assistive technology, and learning progressions. The reasons provided for each resource indicate they were chosen to help the teacher develop their knowledge and skills in areas like cultural responsiveness, evidence-based practice, collaboration, and supporting students with additional learning needs.
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docx
NRS-490 Individual Success Plan
REQUIRED PRACTICE HOURS: 100
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Complete Contact Information
Student Information
GCU
Name:
Tania Gonzalez Diaz
E-mail:
[email protected]
Phone Number:
786-269-1606
Course Faculty Information
GCU
Name:
Melissa Reedy
E-mail:
[email protected]
Phone Number:
Practicum Mentor Information
Practice Setting
Name:
Lourdes Aleman
E-mail:
[email protected]
Phone Number:
305-300-5165
MOU signed & uploaded to Instructor in LoudCloud via Individual Forum
Yes ► ☒
No ► ☐
If no, is an existing Affiliation Agreement on file? _____
ISP Instructions
Use this form to develop your Individual Success Plan (ISP) for NRS-490, the Professional Capstone and Practicum course. An individual success plan maps out what you, the RN-to-BSN student, needs to accomplish in order to be successful as you work through this course and complete your overall program of study. You will also share this with your mentor at the beginning and end of this course so that he or she will know what you need to accomplish.
Application-based learning assignments are listed in the course syllabus with a Practice Portfolio Statement requirement element noted within the assignment itself. In order for you to successfully complete and graduate from the RN-to-BSN Program you must meet the following programmatic requirements: (1) completion of 100 practice immersion hours, and (2) completion of work associated with all program competencies.
In this ISP, you will identify all of the objectives, tasks, and/or assignments relating to the 100 practice immersion hours you need to complete by the end of this course. Specify the dates by which you will complete each tasks and/or assignments. Your plan should include a self-assessment of how you met all applicable GCU RN-to-BSN Domains & Competencies (see Appendix A).
ALL course assignments listing a "Practice Hours Portfolio" statement must be included in the ISP and are worth and recorded here as approximately 10 hours each. Actual clock hours must be recorded on this time log. General Requirements
Use the following information to ensure successful completion of each assignment as it pertains to deliverables due in this course:
· Use the Individual Success Plan to develop a personal plan for completing your practice immersion hours and self-assess how you will meet the GCU RN-to-BSN University Mission Critical Competencies and the Programmatic Domains & Competencies (Appendix A) related to that course.
Show all of the major deliverables in the course, the topic/course objectives that apply to each deliverable, and lastly, align each deliverable to the applicable University Mission Critical Competencies and the course-specific Domains and Competencies (Appendix A).
Completing your ISP does not earn practice hours, nor does telephone conference time, or time spent with your mentor.
· Within the Individual Success Plan, ensure you identify all course assignments.
Objective, Module, Study Guide.pptx
This document outlines learning objectives, outcomes, and competency frameworks for medical education. It defines key terms like competence, learning outcomes, and objectives. Competence refers to the ability to perform job duties successfully. Learning outcomes describe what students should be able to do by the end of a program. Objectives define what students will learn in individual lessons. The document provides examples of outcomes for an MBBS program and objectives for lectures. It discusses frameworks for evaluating competencies and provides guidance on writing objectives and outcomes, including making them specific, measurable, attainable, relevant and time-bound.
LGC Intern MSRF 2016 Poster
This document describes an internship program aimed at increasing confidence in research skills among undergraduate students. It provides an evaluation of the program based on interns' self-assessments. Key findings include:
- Interns reported an increase in confidence in most research-related skills after participating in the program for one month. The largest increases were in areas like developing research questions and performing literature reviews.
- One area (describing research to lay people) saw a decrease in confidence, likely because interns had not yet practiced explaining their work outside the group.
- Interns found the structured immersion approach and mentorship relationships very valuable for learning. The variety of topics and opportunities to get involved in the
STUDENT WARNING This course syllabus is from a previous seme.docx
STUDENT WARNING: This course syllabus is from a previous semester archive and serves only as a preparatory
reference. Please use this syllabus as a reference only until the professor opens the classroom and you have access to the
updated course syllabus. Please do NOT purchase any books or start any work based on this syllabus; this syllabus may
NOT be the one that your individual instructor uses for a course that has not yet started. If you need to verify course
textbooks, please refer to the online course description through your student portal. This syllabus is proprietary material
of APUS.
School of Arts & Humanities
Child and Family Development
CHFD498
Senior Seminar in Child and Family Development
3 Credit Hours
8 Week Course
Table of Contents
Instructor Information Evaluation Procedures
Course Description Grading Scale
Course Scope Course Outline
Course Objectives Policies
Course Delivery Method Academic Services
Course Materials
Instructor Information
Instructor: APUS Faculty
Table of Contents
Course Description (Catalog)
This course covers major issues within the field of child and family development. Historical
underpinnings of theory and practice, factors influencing family function and dysfunction across
the lifespan, family education and guidance, law and public policy related to children and
families, family resource management, and ethical and professional issues confronting
practitioners in field are examined. Extensive research, reading and synthesis of scholarly and
professional resources are required.
Prerequisite: Student must have SENIOR standing to register.
Table of Contents
Course Scope
This capstone course incorporates child and family development related knowledge domains
from the student’s undergraduate degree program, including fundamental and advance degree
and discipline related concepts. It provides students with opportunities to demonstrate what they
have learned during their academic careers and to prepare for entering their respective
professional field specialties.
Table of Contents
Course Objectives
Students successfully completing this course will demonstrate the following knowledge and
skills:
1. Describes fundamental and advanced concepts concerning the processes of child and
family development
2. Summarizes key contemporary issues facing children and families in contemporary
society
3. Evaluates the validity of discipline related literature.
4. Explains the key ethical and professional issues confronting practitioners in field of child
and family development
Table of Contents
Course Delivery Method
This course delivered via distance learning will enable students to complete academic work in a
flexible manner, completely online. Assignments include classroom dialogs accomplished in
groups through threaded forums, examinations, and various written assignments.
Table of Contents
C.
Standardized Clinical Placement Amanda SwentyMSN-LearnerWa.docx
Standardized Clinical Placement
Amanda Swenty
MSN-Learner
Walden University
NURS 6600
April 30, 2016
Introduction
Summary of Practicum Project Topic
Project Goals
Project Objectives
Rationale for Goals
Practicum Project Methodology
Practicum Project Findings
Conclusion
I would like to welcome the faculty and course members to this presentation of a topic that I am passionate about as a current faculty member. This project will explain in detail the need for a standardized placement tool for academic settings and hospitals to use.
2
Current difficulty placing students in the clinical setting
Limited sites for faculty led/preceptor led clinical
Disorganized Process of placement of students
Current placement is done individually by each site and it time intensive
Current process shows favoritism
Summary of Practicum Project Topic
As a former student I have felt the pains of placement for students in the clinical setting. As a faculty member I have been exposed to the difficulties that placing students has placed on the colleges and faculty, and the hospitals that host students. The difficulties are in the following areas:
Lack of qualified faculty willing to be flexible in unique clinical times (weekends/nights)
Poor communication between the school/hospital
Time extensive placement for current process ( School sends a request, hospitals wait for requests from all colleges before approving, placement approvals/denial sent back to college). This process can take up to months for a response.
Due to the poor communication sites are limited as managers don’t respond timely so sites go without students on site
The faculty from each college and placement coordinators from each hospital all meet monthly to discuss process. At this meeting it was discovered that one hospital places favoritism to the college associated with them and also the technical college as they have tenure with them. This makes fair placement an issue.
In the Greater Green Bay Healthcare Alliance meeting I presented the proposed topic for approval on April 8, 2016. The above listed issues were discussed and all members agreed to provide data to make placement a standardized process. All faculty and placement coordinators agree to provide all data available to create a useful tool that can be used by all members for student clinical placement.
3
Project Goals
Gather all necessary information to create an effective standardized placement tool
Create a standardized student placement tool
Presentation approved by the Greater Green Bay Health Care Alliance
Successful completion of this course to better prepare me for this advanced degree in nursing
The project goals that I have set for this project are related to the creation of a standardized tool that can be useful for academic setting and healthcare facilities to use to place students in the clinical setting. As listed in the introduction the current process lacks organization, standardiz.
NAAHP Poster 2016_Hutchens&Matzko
1) The document outlines initiatives by Penn State's Science Advising Center to better advise their large population of pre-health students.
2) They implemented group advising sessions, collaborative workshops, applicant surveys, and revised their first-year seminar content and pre-health newsletter to provide advising more efficiently and capture students earlier.
3) Assessment found students found the group approaches and first-year content most helpful for learning about health professions and the application process.
Issues in public and community health 2015
This document provides information about an Issues in Public and Community Health course at Salem State University. The course is offered on Wednesdays and Fridays from 10:50-12:05 in room 213 of the O'Keefe Center. The instructor is Dr. Brian Witkov and his office hours are Fridays from 12:05-12:30 in room 127B. The course aims to help students become effective public health educators by covering topics like community health agencies and national/global public health governance. Students will learn how to plan, implement, and assess various public health programs and initiatives. The course requires attendance, participation in discussions and activities, completion of assignments, and exams.
Davis edu653 powerpointslideshare
This presentation provides an overview and introduction to the FYE 101-First Year Experience course taught online. The instructor, Mary Jo Davis, outlines the course objectives, topics, assignments, policies, and expectations. Over the course of 8 weeks, students will participate in discussions, reflections, group work, and individual assignments to help acclimate to university life and resources, examine goals and career paths, and develop skills for academic success. Students are encouraged to contact the instructor or refer to the syllabus for any additional questions.
Year 9 major unit
You will be creating an online information point about special diets for your final major project. This will involve investigating different restricted diets, designing recipes, testing dishes, and evaluating your work. You must follow all deadlines and show your work in progress to receive feedback. The goal is to inform others about special diets and provide recipe suggestions. You will be assessed on a modified MYP rubric focusing on the design process.
NURS 320B Chronic Illness Family Care Plan.pdf
This document provides information on the NURS 320B Chronic Illness Family Care Plan course, including the objective, format, student learning outcomes, grading criteria, assignments, and policies. The objective is for students to create a family care plan for a patient with a chronic illness based on a case study. Assignments include initial thoughts, discussion posts, an evidence-based assessment tool description, end of life chapter summaries, and a chronic illness family care plan. The final assignment requires students to analyze a case study and design a personalized care plan for the patient and family.
Burns' Syllabus SP15 EDCO 4(3&4) (1)
This document provides information about a Career Exploration course offered at San Jose State University. The course is designed to help students learn about career and lifespan development theories to better understand themselves and their career options. Students will complete assignments focused on self-assessment, career exploration, health and wellness goals, and decision-making models. Assessment tools include personality and interest inventories. Students will maintain reflection journals and complete an autobiography. The course aims to help students meet general education learning outcomes related to human development and understanding themselves and others.
GAC-WORKPLAN (3).docx
This document outlines the workplan for guidance and counseling services at Bautista National High School for the 2019-2020 school year. It details the needs, types of services, activities, objectives, timeframe, people involved, budget/materials, and expected outputs in four areas: academic development, career foundation development, personal development, and social development. Some key activities include individual student inventories, career guidance programs, health and wellness initiatives, case studies of at-risk students, and an outreach feeding program for the community. The workplan aims to support students' academic, career, personal and social growth through various guidance activities and services over the course of the school year.
Documenting your educational efforts: What we wish we had known
This document provides guidance for faculty on documenting their educational efforts for promotion and tenure. It outlines key steps, including knowing your track and time distribution, reading promotion and tenure guidelines, and documenting activities.
It discusses documenting different types of teaching (e.g. lectures, workshops), learners taught, and locations. Key elements to document include content, teaching processes, and outcomes. Examples are provided for documenting various teaching activities, curriculum development, mentoring, and educational scholarship. Overall, the document aims to help faculty systematically capture and communicate their educational efforts and impacts.
Similar to 2013 e assessment (20)
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
NRS-493 Individual Success PlanREQUIRED PRACTICE HOURS 100 Direct.docx
FIELD EXPERIENCE SITE INFORMATION FORMStudent Name Studen.docx
FIELD EXPERIENCE SITE INFORMATION FORMStudent Name Studen.docx
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docx
NRS-490 Individual Success PlanREQUIRED PRACTICE HOURS 100P.docx
STUDENT WARNING This course syllabus is from a previous seme.docx
STUDENT WARNING This course syllabus is from a previous seme.docx
Standardized Clinical Placement Amanda SwentyMSN-LearnerWa.docx
Standardized Clinical Placement Amanda SwentyMSN-LearnerWa.docx
Documenting your educational efforts: What we wish we had known
Documenting your educational efforts: What we wish we had known
2013 e assessment
- 1. 1. BCC 260 Weekly sessions with group on Psych Medications, cardiac, respiratory and endocrine concepts. 2. BCC Weekly sessions with group on medications, muscular skeletal, cancer, and fluid & electrolytes concepts. 3. GC-MH SON Sophomores Weekly sessions with group on Medical-Surgical I. concepts. 4. GC-MH SON Juniors Weekly sessions with group on Medical-Surgical II. Concepts" 5. OCC 4th semester. Weekly sessions with group on cardiac, renal, neurology, and critical care concepts 6. LPN Student Weekly sessions on fundamentals of LPN education. 7. BCC chemistry Peg Weekly review of classroom and libratory concepts. 8. NCLEX Winter 2013, spring, and fall preparation for Nursing State Board Examination. 9. BCC Anatomy & Physiology weekly review of laboratory. 1. Make recommendations to Offer students for weekly, as needed, or on line face time sessions. 2. Send questions, power point conceptual content for subjects and study sheets. 3. Provide on line counseling and theory exchanges. 4. Monitor progress and schedule sessions for improvement. 5. Provide email and text good thinking strategies. 6. Practice multiple choices, all of the above, and case study problems. 7. Require self and instructor debriefing at the end of each session to evaluate work done and progress 8. Present opportunities for study groups for all Offer, prior students, GC-MH SON and NJSNA failed RN/LPN NCLEX students. Assures that objectives of program are met through planning and implementation of projects and programs Policies and procedures are developed and regularly updated.
- 2. 1. Review and update policies and recommendations in August/ December for the Fall/Spring semester s with Susan Ryan and Bonnie Zimmerman. 2. Update Offer Participants’ letter to reflect changes, objectives, procedures, and responsibilities each semester. 3. Meet monthly with Susan Ryan to discuss delinquent or struggling students to develop strategies for success. 4. Provide educational semester plans for each Offer student to optimize organization and preparedness. 5. Provide electronic monthly evaluations for ease of student reporting which are forwarded to Bonnie Zimmerman for permanent report storage. Assures that objectives of program are met through planning and implementation of projects and programs Plans various projects and programs to ensure that program objectives/budget are met. 1. 2. 3. 4. 5. 6. 7. Provides a library of current books for borrowing and student utilization Determine student objectives and semester plan are in place and sustained. Provide counseling and advice as needed to meet objectives. Provide electronic or paper questions if required. Organized fundamentals power points and information. Attend on line Kaplan lectures to determine NCLEX Changes and strategies. Maintains a relationship with Elsevier, Saunders and Learning ext.com to obtain study assessments, case studies and questions to review with students. Communication with consumers Maintains communication with consumers through various means; calendars, telephone, email, beeper 1. Send calendars of scheduled courses, email review content on a weekly basis, provide drug strategies and disease study sheets to anyone that ask. 2. Provide email , phone, text and face time sessions for students that require due to incleminate weather or family needs Evaluates program objectives Evaluations are utilized to make program changes as needed based on outcomes and current evidencebased practice/teaching. 1. Maintain