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Students are interviewed for the ACT program and those who demonstrate initiative, consistency, and a drive to excel are informed of their acceptance within a week. Qualifying students then participate in an orientation session where they identify interests, communicate with mentors, and select at least 5 tasks. Students are matched with mentors in an industry interaction session based on their chosen tasks. Students work independently on their tasks but can seek guidance from mentors. After 3 months, students undergo an interview and evaluation by their mentors, who complete an evaluation sheet. Students receive an ACT completion certificate upon finishing their tasks along with mentor feedback and evaluations.
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Directions:
For Week 1, complete the Learning Agreement with self-identified goals to meet Course Outcomes (COs) and initial plans to meet those self-identified goals; review the TIPS document to help you and discuss your goals and plans with your mentor. Your mentor must sign the Learning Agreement for your Week 1 submission.
The agreement should be revised each week to reflect completed goals, additional goals, and changes to the plan dictated by the actual experience or revisions suggested by faculty or the mentor. At the end of the practicum experience, evaluate success with your mentor and obtain the mentor’s signature at the bottom of agreement. Save this form as a Word document and enter required information directly onto it; submit the completed Learning Agreement, signed by your mentor, on the Saturday of Week 8. See the Learning Agreement Grading Rubric for grading details.
The Learning Agreement consists of three sections.
I. Student Learning Outcomes table (Week 1)
II. Signatures approving plan (Week 1)
III. Signatures and mentor verification (Week 8)
Due Dates:
1. Initial signed Learning Agreement is submitted by 11:59 p.m. MT, Sunday at the end of Week 1
2. Completed signed Learning Agreement is submitted by 11:59 p.m. MT, Saturday of Week 8
A minimum of 144 hours practicum experience is required by the end of NR632.
If the 144 hours are not completed by end of term, you will receive a grade of “I” and not be able to graduate until completed.
I. Student Learning Outcomes
Course Outcomes
Student Identified Practicum Goals to Meet COs
Plan to Meet Student Identified Practicum Goals
Narrative Description of Attainment of Student-Identified Goals Through the End of CGE 1
CO 1: Apply leadership skills concepts of project management as a nurse executive in an organizational setting to develop, implement and evaluate successful project plans. (POs 4 and 5)
CO 2: Using current knowledge, standards of practice, and research from evidence-based literature, synthesize a foundation for the nurse executive role. (POs 3 and 4)
CO 3: Exemplify professional values and scholarship that support the role of a student in a practicum setting. (PO 4)
CO 4: Contribute to the body of nursing leadership and management knowledge through research, planning, evaluation and dissemination of findings. (PO 4)
CO 5: Apply professional values characteristic of the competent and caring nurse executive that promote holistic care principles and an appreciation of cultural humility ( POs 1, 3, and 4)
CO 6: Apply evidence-based fiscal principles that contribute to the creation of a caring environment characterized by high quality, safe, patient-centered care (PO.
Essay Assessment And Learner
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Essay Assessment and Learner
1.1 Explain the function of assessment in learning and development
The function of assessment in learning and development is to provide a measure for the learners progress.
Assessment is carried out through checks throughout the course, and at end of course. activities can help the learner to see their development whilst allowing the Assessor to give valuable feedback when appropriate. This is to measure the learners understanding of the subject set by the criteria.
For example: Assessments provide clear measurements and recording of achievements gained during a course that provides identification of the persons achievements or learners needs.
The learners development is measured using formative or summative assessments that...show more content...Assessments provide a great chance for the learners to see how they have progressed whilst providing grades that can be recognised against objective criteria.
Feeding back I have a responsibility to provide detailed analytical and constructive feedback on a learners work so they can improve their performance according to pointers. This is crucial as it allows the learner to measure when an objective has been achieved and also when the assessment objective has to be revisited. It is essential to provide regular feed back verbally and in recorded formats for the learner so as to provide markers on the work produced and how it can improved in the future.
The responsibilities of the Assessor involve planning, managing and delivering assessment, maintaining the integrity of the qualification, and always keeping a learner centered approach to assessment.
1.4 Identify the regulations and requirements relevant to
Tx adm supervisor_overview
The document outlines the guidelines and procedures for the University of Phoenix Principal Preparation Internship program. It describes a 5-step process for the internship including: 1) approval, 2) communication requirements, 3) a first evaluation, 4) a second evaluation, and 5) a final evaluation. The field supervisor is responsible for conducting observations, evaluations, and conferencing with the intern and mentor principal at various points during the 240-hour internship. The overall goal is for interns to demonstrate competency across the Texas state standards for principal certification.
Training Report 2022.pptx
The 10-day training program provides new hires with training on their roles through online courses and interactive sessions. Trainees learn about major components like education, employment, health licenses, and how to use the Veriflow system. The training methodology ensures knowledge is understood. Trainers engage trainees daily and keep discussions open for feedback. Trainees practice tasks in the Veriflow system and have mock call trainings. The training objectives are to prepare, educate, and build understanding of concepts and the Veriflow system. Evaluation includes theory and practical assessments to test trainees' process understanding and Veriflow knowledge.
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This power point is all about assessment definition, related concepts, types of assessment, tools and techniques in setting good assessment.
Didactic assessment
This document provides information about an assessment unit on didactic assessment. It includes an introduction to assessment, objectives of the unit which are to develop understanding of assessment methods and apply assessment principles for effective lesson planning. It also describes different types of assessment including formative, summative, and continuous assessment. Various assessment techniques are explained such as open-ended questions, short answer questions, and examples of each. The roles and importance of assessment in the teaching and learning process are highlighted.
Certificate in assessing vocational acheivement textbook print
The document provides an overview of the Certificate in Assessing Vocational Achievement (CAVA). It discusses the purpose and types of assessment including initial, formative, and summative assessment. Initial assessment determines a learner's current knowledge and needs. Formative assessment provides continuous feedback throughout the course. Summative assessment measures performance against standards for certification. The key functions of assessment are to determine learner levels, needs, progress, and achievement against standards.
Certificate in assessing vocational acheivement textbook print
The document provides an overview of the Certificate in Assessing Vocational Achievement qualification. It discusses the importance of understanding principles of assessment, including different types of assessment (initial, formative, and summative) and their purposes. Formative assessment, in particular, helps learners track their progress, provides feedback, and identifies areas for improvement throughout the learning process. Understanding assessment principles is essential for assessors to evaluate learners' performance and ensure they meet required standards.
7. ASSESMENT AND EVALUATION.pptx
The document discusses assessment and evaluation in education. It provides definitions and describes the purposes and types of evaluation. Formative evaluation involves continuous assessment of learners to provide feedback and identify areas for improvement. Summative evaluation occurs at the end of a course to determine grades. Evaluation assesses knowledge, skills, and attitudes using various tools like essays, multiple choice questions, oral exams, and skills assessments. Developing a comprehensive evaluation plan involves defining objectives, outcomes, assessment tools, marking schemes, and providing feedback to learners.
Actium Learning AgreementNUR590AB Version 21Sample Educ.docx
Actium Learning Agreement
NUR/590AB Version 2
1
Sample Educational Practicum Learning Agreement – Not Implemented
Student’s Name
Faculty
Student’s
Phone
Number
UPX
Campus
Online
Name of Practicum Site
N/A - Virtual project
Address, City, State, and Zip Code of Practicum Site
N/A – Not implemented
Mentor’s
Name and Educational
Credentials (Minimum of an RN MSN required)
Mentor’s
Agency
Mentor’s Job Title
Mentor’s
Phone
Number and Email
Practicum Goal:
1. To analyze, develop, implement, and evaluate an educational program for nursing students on the nursing process to first semester nursing students.
2. To utilize advanced nursing knowledge to assist nursing students in understanding the nursing process, critical thinking skills, and implementation needed to deliver best nursing practice.
Complete this column for Week One – NUR/590A
Complete this column for Week Two – NUR/590A
Complete this column for Week Two – NUR/590A
Complete Before Midpoint Review
Complete Before You Start NUR/590B
Learning Objectives
Learning Strategies
Evidence of Accomplishments
Midpoint Review
(at 30 hours of Practicum Project)
Outcome-
To Be Completed Prior to Starting NUR/590B
1.0 Analyze the educational needs of the novice nursing students related to the nursing process , critical thinking and implementation needed to deliver quality nursing care to patients.
.
1a. Conduct a review for literature review of at least 15 peer reviewed articles on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care (specifically as it relates to novice nurses)
You are not implementing your practicum project so a needs assessment is not needed.
1b.Develop a learning needs assessment for the novice nursing students related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1b. Meet with mentor to review the results of the literature review on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care (specifically as it relates to novice nurses)
This is a virtual practicum project so you cannot administer a needs assessment.
1d. Administer assessment tool to novice nursing students related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1a. Submit a minimum of a 15 item annotated bibliography of literature reviewed on the nursing process, critical thinking, and the implementation needed to deliver quality nursing care(specifically as it relates to novice nurses)
1b.Submit copy of learning needs assessment developed for the novice nursing student related to the nursing process, critical thinking and the implementation needed to deliver quality nursing care to patients.
1b. Submit summary of meeting with mentor to review results of the literature review on the nursing process, critical thinking, and the implementation needed to del.
evaluating of training
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Training effectiveness examines the degree to which training improves employee knowledge, skills, and behaviors. It assesses whether employees learned what was taught and can apply it on the job. Organizations use a two-pronged approach: 1) ensuring training effectiveness through best practices in design, development and delivery; and 2) periodically assessing training effectiveness through reviews and continuous improvement. Evaluation models like Kirkpatrick's assess training at multiple levels from reaction to results to determine the impact on individual and organizational outcomes.
Assessing Students performance by Angela Uma Biswas, student of Institute of ...
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Co estimating
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This document provides guidelines for a learning agreement assignment in an NR631 course. It outlines the assignment requirements, including:
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Certificate in assessing vocational acheivement textbook print
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- 1. The ACT Interview 1 Applying students are interviewed and those who qualify for the ACT programme are informed within a week Initiative, consistency and a drive to excel are the qualifying parameter.
- 2. ACT Counseling Session 2 Qualifying students are given a counselling and orientation session on the ACT programme that entails identifying interest areas, communicating with mentors and selecting a set of minimum 5 ACT tasks.
- 3. ACT Mentor-Student Session 3 An industry interaction session for the students is scheduled where each student gets to interact with his/her mentors that have been attached to him basis his/her tasks chosen in the counselling and orientation session.
- 4. ACT Work Place Tasks 4 The student is at liberty to maintain communication with the mentor and seek their guidance from time to time towards task deliverables