NURS 420 DLP 2009 - bilingualonline.net · debates, competencias académicas, noticieros,...
Transcript of NURS 420 DLP 2009 - bilingualonline.net · debates, competencias académicas, noticieros,...
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
NURS 420
INTEGRATED NURSING ENFERMERÍA INTEGRADA
Sistema Universitario Ana G. Méndez, 2009
Derechos Reservados. © Ana G. Méndez University System, 2009. All rights reserved.
NURS 420 Integrated Nursing 2
Prep. 2009. Rita Hernández, RN, MSN
Table of Contents/Tabla de Contenido
Page/Página
Prontuario ............................................................................................................. 3
Study Guide ........................................................................................................ 12
Workshop One .................................................................................................... 20
Taller Dos ........................................................................................................... 22
Workshop Three ................................................................................................. 24
Taller Cuatro ....................................................................................................... 26
Workshop Five .................................................................................................... 28
Taller Seis ........................................................................................................... 30
Workshop Seven................................................................................................. 32
Taller Ocho ......................................................................................................... 34
Anejo A/Appendix A ............................................................................................ 37
Anejo B/Appendix B ............................................................................................ 39
Anejo C/Appendix C ............................................................................................ 40
Anejo D/Appendix D ............................................................................................ 41
Anejo E/Appendix E ............................................................................................ 43
Anejo F/Appendix F ............................................................................................ 44
Anejo G/Appendix G ........................................................................................... 45
Anejo H/Appendix H ............................................................................................ 47
Anejo I/Appendix I ............................................................................................... 48
Anejo J/Appendix J ............................................................................................. 49
Anejo K/Appendix K ............................................................................................ 50
Anejo L/Appendix L ............................................................................................. 51
Anejo M/Appendix M ........................................................................................... 52
Anejo N/Appendix N ............................................................................................ 54
Anejo O/Appendix O ........................................................................................... 56
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Prep. 2009. Rita Hernández, RN, MSN
Prontuario
Titulo del Curso Enfermería Integrada
Codificación NURS 420
Duración Ocho semanas o según aplique
Pre-requisito Todos los cursos de Enfermería
Descripción del curso
Este curso fue creado para facilitar la transición del estudiante de grado
asociado Ciencias de Enfermería hacia el grado de bachillerato en Ciencias de
Enfermería.
El curso de enfermería integrada permitirá a los estudiantes la oportunidad de
utilizar escenarios simulados o reales para aumentar las destrezas y
conocimientos requeridos para proveer cuidados de salud a los pacientes.
Con el propósito aumentar y refinar las destrezas de liderazgo de los estudiantes
una variedad de escenarios administrativos serán introducidos en el curso.
Objetivos Generales
Al finalizar el curso el estudiante podrá:
1. Demostrar sus destrezas de coordinación, administración, delegación y
liderazgo requeridas para proveer cuidados de salud y servicios a pacientes.
2. Demostrar el proceso de toma de decisiones para alcanzar las metas
trazadas.
3. Demostrar destrezas interpersonales efectivas.
4. Utilizar efectivamente destrezas de comunicación verbal, no verbal, habladas
y escritas tanto en el lenguaje ingles como español.
5. Aplicar el proceso de pensamiento crítico en situaciones simuladas y no
simuladas.
6. Aplicar los procesos de enseñanza-aprendizaje considerando la edad de los
pacientes.
7. Demostrar los procesos de colección de datos utilizando principios de
investigación.
8. Demostrar dominio de programas computarizados de simulación.
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9. Resolver situaciones hipotéticas simples utilizando un modelo de solución de
problemas.
10. Exhibir características comunes en líderes cuando trabaje en grupo con otros
estudiantes.
11. Desarrollar planes de cuidado basados en experiencias simuladas o reales.
Texto y Recursos
Saunders (2004). Critical Thinking and Clinical Judgment St. Louis
Quinn, J.F. (May/June 2008). Research guidelines for assessing the impact of
the healing relationship in clinical nursing. Alternative Therapies in Health
and Medicine v. 9 no. 3 p. A 65-79.
White, A.H. (2003) Clinical Decision Making Among Fourth-Year Nursing
Students: An Interpretive Study. Journal of Nursing Education v. 42 no. 3
p. 41-2.
Lehman, K. Clinical Nursing Instructors’ (2003) Use of Handheld Computers
for Student Record keeping and Evaluation, Journal of Nursing
Education v. 42 no. 1 p. 41-2
Materiales
Modelos anatómicos médicos
Programas computarizados de simulación clínica
Evaluación Score
Asistencia y Participación (12.5 puntos por clase 100 pts
Presentación oral (12.5 pts cada una) 100 pts
Portfolio 100 pts
Diario Reflexivo (12.5 pts cada uno) 100 pts
Reportes escritos (12.5 pts cada uno) 100 pts
Presentación final 100 pts
Total 600 pts
Participación en clase
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• La asistencia a clases es obligatoria y tendrá una puntuación de 12.5 puntos
por cada clase. Además, por cada día se sumará la puntuación
correspondiente a los siguientes criterios:
o Demostrar dominio de los temas discutidos en clase.
o Cumplir con las tareas asignadas en la clase.
o Participar y cumplir con trabajo colaborativo.
o Demostrar destrezas de comunicación verbal adecuadas.
o Puntualidad en la entrega de los trabajos.
• Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias
afectarán su nota final
Presentación oral y escrita Talleres Uno al Ocho)
• Cada estudiante será responsable de presentar uno o varios temas.
• Es requisito indispensable la utilización de una de las estrategias sugeridas,
creatividad y medios audiovisuales. Ejemplo: simulaciones, dramas,
debates, competencias académicas, noticieros, grabación de vídeos,
entrevistas, entre otros.
• Preparar y entregar un informe escrito (1 original para el facilitador y copias
para los estudiantes).
• Tiempo estipulado para la presentación individual: 20 minutos.
• El resto del grupo deberá realizar las lecturas relacionadas con los temas que
se discutirán en el taller para garantizar una participación activa.
• La presentación oral tendrá un valor de 12.5 puntos .
• El Informe escrito tendrá un valor de 12.5 puntos .
Portafolio (Taller Cinco) (Anejos E y F)
• La información será presentada en un Portafolios que fungirá como un
recopilador de la información recopilada y analizada.
• El mismo debe incluir:
o Página de Presentación
o Tabla de Contenido
o Introducción
o Presentación del tema
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o Reacción crítica
o Referencias
• El portafolio tendrá un valor de 100 puntos.
Diario Reflexivo (Talleres Uno al Ocho)
• El estudiante redactará un diario reflexivo al finalizar cada taller con el fin de
reflexionar críticamente y escribir sobre los nuevos conceptos o destrezas
aprendidas en clase.
• Debe incluir un autoanálisis y auto evaluación de su ejecución.
• Cada diario tendrá un valor de 12.5 puntos. El Anejo H contiene la matriz de
valoración para evaluar esta tarea.
Curva de evaluación
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo está diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller será facilitado en inglés y español, utilizando el modelo 50/50.
Esto significa que cada taller deberá ser conducido enteramente en el
lenguaje especificado. Los lenguajes serán alternados en cada taller para
asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el modulo debe especificar que se utilizaran ambos
idiomas en el quinto taller, dividiendo el tiempo y las actividades
equitativamente entre ambos idiomas. Si un estudiante tiene dificultad en
hacer una pregunta en el idioma especificado, bien puede escoger el idioma
de preferencia para hacer la pregunta. Sin embargo, el facilitador deberá
contestar la misma en el idioma designado para ese taller. Esto deberá ser
una excepción a las reglas pues es importante que los estudiantes utilicen el
idioma designado. Esto no aplica a los cursos de lenguaje que deben ser
desarrollados en el idioma propio todo en ingles o todo en español según
aplique.
2. El curso es conducido en formato acelerado, eso requiere que los
estudiantes se preparen antes de cada taller de acuerdo al módulo. Cada
taller requiere un promedio de diez (10) horas de preparación y en
ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se
ausente al taller deberá presentar una excusa razonable al facilitador. El
facilitador evaluará si la ausencia es justificada y decidirá como el
estudiante repondrá el trabajo perdido, de ser necesario. El facilitador
decidirá uno de los siguientes: permitirle al estudiante reponer el trabajo o
asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la
fecha asignada. El facilitador ajustará la nota de las tareas repuestas.
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4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo
basado en la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota a dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones
orales es extremadamente importante pues no se pueden reponer. Si el
estudiante provee una excusa válida y verificable, el facilitador
determinara una actividad equivalente a evaluar que sustituya la misma.
Esta actividad deberá incluir el mismo contenido y componentes del
lenguaje como la presentación oral o actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr
un trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y
no plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea
plagiado, copiado o presente trazos de otro será calificado con cero (vea
la política de honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá
discutirlos y entregar copia a los estudiantes por escrito al principio del
primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes
proveyendo su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de
haber una necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida
en el salón de clases.
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12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de
búsqueda y sitios Web que podrá utilizar para la bú squeda de la
información deseada. Entre ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.nursingworld.org
• www.ana.org
• www.renalnet.org
• www.snomed.com
• http://www.iasp-pain.org/
• http://www.sci.lib.uci.edu/HSG/MedicalSurgery.html
• http://www.allnurses.com/forums
• http://www.pharma.lexicon.com/
• http://www.nursingnet.org/
El facilitador tendrá el derecho de remover o añadi r otras direcciones
cibernéticas.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de
que, reflexionando a través de nuestras experiencias, podemos construir nuestro
propio conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas” y “métodos
mentales” que utilizamos para darle sentido a nuestras experiencias. Aprender,
por lo tanto, es simplemente el proceso de ajustar nuestros modelos mentales
para poder acomodar nuevas experiencias. Como facilitadores, nuestro enfoque
es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras
estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a
los mismos a analizar, interpretar y predecir información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes, las cuales deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje es para un individuo el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar
las múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el
estudiante.
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Study Guide
Course Title Integrated Nursing
Code NURS 420
Time Length Eight weeks or as applicable
Pre-requisite All nursing courses
Description This course was created to facilitate the student transition
from an associate degree to a bachelor degree in nursing. The course Integrated
Nursing will allow the student the opportunity to use simulated/real scenarios to
review and refine the skills and enhance the knowledge required to care for
patients. A variety of administrative scenarios will be introduced to the students in
order to enhance and refine their leadership skills.
General Objectives
At the end of the course, students will:
1. Demonstrate coordination, management, delegation and leadership
strategies needed to plan the care and services required by a specific
patient population.
2. Demonstrate ability in the decision making process in order to achieve the
desired goals/outcomes.
3. Demonstrate interpersonal, written, verbal and non verbal communication
skills.
4. Apply critical thinking process in structured and non structure sceneries.
5. Apply teaching-learning strategies.
6. Demonstrate data collection techniques.
7. Demonstrate simulated software mastery.
8. Resolve simple hypothetical situations using logical organization.
9. Apply research process and problem solving techniques in a hypothetical
situation.
10. Exhibit leadership characteristics when working with peers.
11. Develop care planning documentation.
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Texts and Resources
Saunders (2004). Critical Thinking and Clinical Judgment St.Louis Miss.
Quinn, J.F. (May/June 2008). Research guidelines for assessing the impact of
the healing relationship in clinical nursing. Alternative Therapies in Health
and Medicine v. 9 no. 3 p. A 65-79.
White, A.H. (2003) Clinical Decision Making Among Fourth-Year Nursing
Students: An Interpretive Study. Journal of Nursing Education v. 42 no. 3
p. 41-2.
Lehman, K. Clinical Nursing Instructors’ (2003) Use of Handheld Computers
for Student Record keeping and Evaluation, Journal of Nursing
Education v. 42 no. 1 p. 41-2
Materials
Manikins
Computer software programs for patient care scenarios
Evaluation
Criterion Score
Daily Class Participation (12.5 pts each class) 100 pts
Oral Presentation (12.5 pts each) 100 pts
Portfolio 100 pts
Reflexive Diary (12.5 pts each) 100 pts
Written Reports (12.5 pts each) 100 pts
Final Group presentation 100 pts
Total 600 pts
Evaluation curve
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Daily Class Participation
Attendance to every workshop is mandatory and the student will receive 12.5
points for each class. Absences will affect your final grade. In addition, the
following criteria will be evaluated:
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o Mastery of the material discussed in class.
o Tasks assigned fulfillment.
o Team work participation.
o Adequate communication and verbal skills.
o Assigned tasks handed on time.
• It’s a requisite to attend all workshops in order to pass the course.
• The student should read related literature about his/her own nursing practice.
• After reading is finished, he/she must identify the most important events and
briefly describe them.
Oral Report
• Oral Presentation.
• Each member of the group should be in charge of one of the topics.
• It is required to use creativity and audiovisual aids. Example: simulations,
dramatizations, debates, academic competences, videos recording,
interviews, others.
• Prepare and handle a written report (1 original for the facilitator and a copy for
each student )
• Time for individual oral reports: 20 minutes
• Oral report will be worth 12.5 points .
• Written report will have a value of 12.5 points .
Portfolio (Workshop Eight) (Appendixes B-L)
• The information should be presented in a portfolio that will act as a data
compiler about the information gathered and analyzed.
• The portfolio should include:
o Presentation Page
o Table of Content
o Introduction
o Content
o Critical Reaction
o References
• The score for the portfolio will be 100 points.
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Reflexive Diary (Workshops One to through Eight)
• The student will write a reflexive diary at the end of Workshops One through
Eight. The purpose is to react critically about the concepts, feelings and
related attitudes towards the new concepts, knowledge or skills.
• An auto evaluation of his/her performance/practice should be included.
• The score for each diary will be 12.5 points (Appendix O ).
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-
Based Dual Language Immersion Model® designed to promote each
student’s development as a Dual Language Professional. Workshops will be
facilitated in English and Spanish, strictly using the 50/50 model. This means
that each workshop will be conducted entirely in the language specified. The
language used in the workshops will alternate to insure that 50% of the
course will be conducted in English and 50% in Spanish. To maintain this
balance, the course module may specify that both languages will be used
during the fifth workshop, dividing that workshop’s time and activities between
the two languages. If students have difficulty with asking a question in the
target language in which the activity is being conducted, students may choose
to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the
delivery of instruction must be conducted in the language taught (Spanish or
English only).
2. The course is conducted in an accelerated format and requires that students
prepare in advance for each workshop according to the course module. Each
workshop requires an average ten hours of preparation but could require
more.
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3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up
the missing work, if applicable. The facilitator will decide on the following:
allow the student to make up the work, or allow the student to make up the
work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in
on the assigned date. The facilitator may decide to adjust the grade given for
late assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade
based on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two
grades based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can
be made up. If the student provides a valid and verifiable excuse, the
facilitator may determine a substitute evaluation activity if he/she understands
that an equivalent activity is possible. This activity must include the same
content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work.
However, each member will have to collaborate to assure the success of the
group and the assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should
not be plagiarized. That is, the student must be the author of all work
submitted. All quoted or paraphrased material must be properly cited, with
credit given to its author or publisher. It should be noted that plagiarized
writings are easily detectable and students should not risk losing credit for
material that is clearly not their own (see Academic Honesty Policy).
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8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first
workshop.
9. The facilitator will establish a means of contacting students by providing an
email address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to
have one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not
allowed to the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the
module, do not stop your investigation. There are many search engines
and other links you can use to search for informati on. These are some
examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
• www.nursingworld.org
• www.ana.org
• www.renalnet.org
• www.snomed.com
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• http://www.iasp-pain.org/
• http://www.sci.lib.uci.edu/HSG/MedicalSurgery.html
• http://www.allnurses.com/forums
• http://www.pharma.lexicon.com/
• http://www.nursingnet.org/
The facilitator may make changes and add additional web resources if
deemed necessary.
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Teaching Philosophy and Methodology This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to
make sense of our experiences. Learning, therefore, is simply the process of
adjusting our mental models to accommodate new experiences. As teachers,
our focus is on making connections between facts and fostering new
understanding in students. We will also attempt to tailor our teaching strategies
to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the
issues around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students
use to perceive the world and the assumptions they make to support those
models.
4. The purpose of learning is for an individual to construct his or her own
meaning, not just memorize the "right" answers and regurgitate someone
else's meaning. Since education is inherently interdisciplinary, the only
valuable way to measure learning is to make the assessment part of the
learning process, ensuring it provides students with information on the quality
of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One
Specific content objectives
By the end of workshop one, students will:
1. Explain all five components of the nursing process.
2. Mention the main elements of a care plan.
3. Mention different scenarios where patient/family teaching is required.
Specific language objectives
Students will:
1. Express their ideas in spoken English effectively using organizers.
2. Develop ideas to solve problems in an effective way.
3. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
4. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs)
http://healthassessment.com/exam
www.aha.org
www.nih.gov
www.google.com
www.bibliotecavirtual.suagm.edu
www.nursingworld.org
www.ana.org
www.renalnet.org
www.medlinePlus.gov
Assignments before Workshop One
1. Students will come prepared to discuss the nursing process.
2. Students will bring to class an example of a care plan.
3. Students will bring to class an example of a patient teaching education.
Activities
1. The facilitator will introduce the class and will ask the students to introduce
themselves.
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Prep. 2009. Rita Hernández, RN, MSN
2. The facilitator will present and explain the course including the objectives, the
methodology and the evaluation process.
3. The facilitator will assure that all students are registered for the class and will
provide information about how the student can contact him/her (office hours).
4. The group will select a representative that will keep them informed about
school activities.
5. The students will present and discuss their patient education note.
6. The students will share with the group their care plan.
7. The students will discuss discharge home documentation process.
8. The facilitator will provide time to the students to prepare their reflexive diary.
9. The facilitator will discuss the activities for Workshop Two.
Assessment
1. Care plan
2. Patient teaching note
3. Reflexive diary
NURS 420 Integrated Nursing 22
Prep. 2009. Rita Hernández, RN, MSN
Taller Dos
Objetivos específicos
1. Describe el proceso de admisión de pacientes.
2. Define el proceso de documentación usando el formato SOAPIER
3. Explica los distintos procesos y procedimientos para dar un paciente de
alta
Objetivos de Lenguaje :
1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo
discusiones formales e informales incluyendo actividades de reflexión y
análisis, respetando los diversos puntos de vista de otros.
2. Los estudiantes expresarán sus ideas en español en forma oral y escrita
de manera efectiva usando organizadores gráficos.
3. Los estudiantes aplicaran las ideas principales de la clase usando
adecuadamente la gramática y la ortografía cuando escriban su diario
reflexivo.
Direcciones Electrónicas
www.larynxlink.org
www.preventiveservices.ahrq.gov
www.lungusa.org
www.cdc.gov
www.acaai.org
www.google.com
www.bibliotecavirtualut.suagm.edu
www.nursingworld.org
www.ana.org
www.renalnet.org
http://www.iasp-pain.org/
http://www.sci.lib.uci.edu/HSG/MedicalSurgery.html
http://www.allnurses.com/forums
http://www.pharma.lexicon.com/
http://www.nursingnet.org/
NURS 420 Integrated Nursing 23
Prep. 2009. Rita Hernández, RN, MSN
Tareas a realizar antes del Taller Dos:
1. Los estudiantes prepararán una nota de enfermería usando el formato
SOAIPIER.
2. Los estudiantes revisarán los procesos de admisión del paciente.
3. Los estudiantes prepararán un plan de alta para un paciente post
operado.
Actividades
1. El facilitador repasará los conceptos estudiados en el taller anterior.
2. El facilitador interpretará los objetivos del taller número dos.
3. El facilitador discutirá el proceso documentación usando el formato
SOAPIER.
4. El facilitador discutirá el proceso de admisión de pacientes.
5. Los estudiantes formarán un grupo y presentarán en forma oral su tabla
comparativa sobre enfermedades crónicas y agudas.
6. Los estudiantes revisarán los distintos procesos y procedimientos para
dar un paciente de alta (emergencia, electivo, post-mortem).
7. Los estudiantes escribirán su reflexión sobre el impacto del conocimiento
adquirido durante la clase de hoy en relación a su práctica de enfermería.
8. Los estudiantes recibirán consejería sobre el portafolio si es necesario.
9. El facilitador discutirá las actividades del próximo taller.
Avalúo
1. Presentación oral del plan de alta
2. Tabla comparativa
3. Diario Reflexivo
NURS 420 Integrated Nursing 24
Prep. 2009. Rita Hernández, RN, MSN
Workshop Three
Specific content objectives
At the end of workshop three, students will:
1. Prepare a representative table including at least 5 chronic conditions and 5
acute conditions.
2. Describe the physical assessment of the head and the neck.
3. Describe the physical assessment of the lungs, heart and abdomen.
4. Describe the physical assessment of the male and female genitalia and the
extremities.
Specific language objectives
Students will:
1. Express their ideas in spoken English effectively using organizers.
2. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
3. Use cooperative learning strategies to analyze and discuss a topic.
Electronic Links (URLs)
http://healthassessment.com/exam
www.aha.org
www.nih.gov
www.google.com
www.bibliotecavirtual.suagm.edu
www.nursingworld.org
www.ana.org
www.renalnet.org
www.medlinePlus.gov
Assignments before workshop three
1. Prepare a comparative table to represent 5 chronic and 5 acute medical
conditions.
2. Students will review the physical assessment of the head, neck, heart,
lungs and abdomen, genitalia and extremities.
NURS 420 Integrated Nursing 25
Prep. 2009. Rita Hernández, RN, MSN
Activities
1. The facilitator will start the class with a short review.
2. The facilitator will answer questions related to workshop # 2
3. The facilitator will introduce the class objectives for workshop # 3.
4. The facilitator will discuss with the students the assessment process of the
heart, lungs, abdomen and genitalia
5. The facilitator will provide time to the students to prepare their reflexive
diary.
6. The facilitator will discuss the activities for Workshop four.
Assessment
1. Students oral discussions.
2. Reflexive diary
NURS 420 Integrated Nursing 26
Prep. 2009. Rita Hernández, RN, MSN
Taller Cuatro
Objetivos Específicos
1. Demuestra dominio del examen físico de la cabeza y el cuello.
2. Demuestra destrezas en el uso de la tecnología.
3. Usa activamente el laboratorio de destrezas clínicas simuladas de
Enfermería.
Objetivos específicos de lenguaje :
1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones
formales e informales incluyendo actividades de reflexión y análisis,
respetando los diversos puntos de vista de otros.
2. Los estudiantes expresarán sus ideas en español en forma oral y escrita de
manera efectiva usando organizadores gráficos.
3. Los estudiantes aplicarán las ideas principales de la clase usando
adecuadamente la gramática y la ortografía cuando escriban su diario
reflexivo.
Direcciones Electrónicas
www.larynxlink.org
www.preventiveservices.ahrq.gov
www.lungusa.org
www.cdc.gov
www.acaai.org
Tareas a realizar antes del Taller Cuatro:
1. Los estudiantes vendrán preparados para discutir/practicar el examen físico
de la cabeza y el cuello.
Actividades
1. El facilitador repasará los conceptos estudiados en el taller anterior.
2. El facilitador interpretará los objetivos del taller número cuatro.
3. El facilitador revisará con los estudiantes el examen de la cabeza y el cuello.
4. Todos los estudiantes usarán el laboratorio de destrezas clínicas simuladas
para realizar la tarea anterior y otras asignadas por el facilitador.
NURS 420 Integrated Nursing 27
Prep. 2009. Rita Hernández, RN, MSN
5. Los estudiantes escribirán su reflexión sobre el impacto del conocimiento
adquirido durante la clase de hoy en relación a su práctica de enfermería.
6. Los estudiantes recibirán consejería sobre el portafolio si es necesario.
7. El facilitador interpretará las actividades del próximo taller.
Avalúo
1. Presentación oral
2. Práctica simulada
3. Diario Reflexivo
NURS 420 Integrated Nursing 28
Prep. 2009. Rita Hernández, RN, MSN
Workshop Five
Specific Objectives:
At the end of the workshop the students will be able to:
1. Demonstrate dominium of the physical examination of the lungs, chest and
abdomen.
2. Use basic computer skills.
3. Use appropriately the nursing skills laboratory to practice the physical
examination.
Specific language objectives:
At the end of the workshop the student will:
1. Summarize main ideas using correct grammar and spelling in English after
reading a selection.
2. Use cooperative learning strategies to analyze and discuss a topic.
3. Use the reading process effectively.
4. Write a descriptive essay using appropriate vocabulary, grammar, and style.
Direcciones Electrónicas
www.larynxlink.org
www.preventiveservices.ahrq.gov
www.lungusa.org
www.cdc.gov
www.acaai.org
Assignments before workshop five
1. Students will review the physical assessment of the heart, lungs and
abdomen.
Activities
1. The facilitator will answer questions related to workshop four.
2. The facilitator will introduce the class objectives for workshop five.
3. The facilitator will discuss with the students the assessment process of the
heart, lungs, and abdomen.
4. The students will use the nursing skill laboratory to practice the heart, lungs,
and abdomen physical assessment.
NURS 420 Integrated Nursing 29
Prep. 2009. Rita Hernández, RN, MSN
5. The facilitator will provide time to the students to prepare their reflexive diary.
6. The facilitator will discuss the activities for Workshop six.
Assessment
1. Students physical assessment skills.
2. Reflexive diary.
NURS 420 Integrated Nursing 30
Prep. 2009. Rita Hernández, RN, MSN
Taller Seis
Objetivos Específicos
1. Demuestra dominio del examen físico de las extremidades y las áreas
genitales masculinas y femeninas.
2. Utiliza destrezas básicas en el manejo de la computadora.
3. Usa activamente el laboratorio de destrezas clínicas simuladas de
Enfermería.
Objetivos específicos de lenguaje :
1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones
formales e informales incluyendo actividades de reflexión y análisis,
respetando los diversos puntos de vista de otros.
2. Los estudiantes expresarán sus ideas en español en forma oral y escrita de
manera efectiva usando organizadores gráficos.
3. Los estudiantes aplicarán las ideas principales de la clase usando
adecuadamente la gramática y la ortografía cuando escriban su diario
reflexivo.
Direcciones Electrónicas
www.larynxlink.org
www.preventiveservices.ahrq.gov
www.lungusa.org
www.cdc.gov
www.acaai.org
www.bibliotecavirtualut.suagm.edu
www.nursingworld.org
www.ana.org
www.renalnet.org
http://www.iasp-pain.org/
http://www.sci.lib.uci.edu/HSG/MedicalSurgery.html
http://www.allnurses.com/forums
http://www.pharma.lexicon.com/
NURS 420 Integrated Nursing 31
Prep. 2009. Rita Hernández, RN, MSN
http://www.nursingnet.org/
Tareas a realizar antes del Taller
1. Los estudiantes vendrán preparados para discutir/practicar el examen físico
de las extremidades y las áreas genitales.
Actividades
1. El facilitador repasará los conceptos estudiados en el taller cinco.
2. El facilitador interpretará los objetivos del taller seis.
3. El facilitador revisará con los estudiantes el estimado físico de las
extremidades y la genitalia.
4. Los estudiantes usarán el laboratorio de destrezas clínicas simuladas para
realizar la tarea anterior y otras asignadas por el facilitador.
5. Los estudiantes escribirán su reflexión sobre el impacto del conocimiento
adquirido durante la clase de hoy en relación en su práctica de enfermería.
6. Los estudiantes recibirán consejería sobre el portafolio si es necesario.
7. El facilitador interpretará las actividades del próximo taller.
Avalúo
1. Práctica simulada
2. Diario Reflexivo
NURS 420 Integrated Nursing 32
Prep. 2009. Rita Hernández, RN, MSN
Workshop Seven
Specific Objectives:
At the end of the workshop the student will:
1. Demonstrate principles of delegation, coordination, as well as
collaborative leadership strategies.
2. Demonstrate ability in the decision making process in order to achieve the
desired goals/outcomes.
3. Demonstrate interpersonal, written, verbal and non verbal communication
skills.
4. Develop a one week new employee orientation plan.
Specific language objectives
Students will:
1. Express their ideas in spoken English effectively.
2. Summarize main ideas using correct grammar and spelling in English.
3. Use cooperative learning strategies to analyze and discuss a topic.
4. Write a reflective diary using appropriate vocabulary, grammar, language
and style.
Direcciones Electrónicas
www.larynxlink.org
www.preventiveservices.ahrq.gov
www.lungusa.org
www.cdc.gov
www.acaai.org
http://www.aha.org
http://www.nih.gov
http://www.healthassessment.com
http://www.cancer.gov
http://www.newsfornurses.com
http://www.nwlink.com/~donclark/hrd/bloom.html
NURS 420 Integrated Nursing 33
Prep. 2009. Rita Hernández, RN, MSN
Assignments before workshop:
1. Students will prepare one week general RN orientation plan for a new
employee (please use Monday to Friday table format).
2. Students will prepare one week unit specific RN orientation plan for a new
employee (please use Monday to Friday table format).
Activities
1. The facilitator will answer questions for previous workshop.
2. The facilitator will introduce the class objectives for workshop seven.
3. Students will present one week general orientation plan for a new employee
4. Students will present one week unit specific orientation plan for a new
employee.
5. The facilitator will present a lecture about the new employee orientation
process.
6. The facilitator will provide time to the students to prepare their reflexive diary.
7. The facilitator will discuss the activities for Workshop six.
8. The facilitator will collect the portfolios
Assessment
1. New employee orientation plans.
2. Reflexive diary.
NURS 420 Integrated Nursing 34
Prep. 2009. Rita Hernández, RN, MSN
Taller Ocho
Objetivos específicos:
Al finalizar de este taller los estudiantes serán capaces de:
1. Uso del pensamiento crítico/ solución de problemas
2. Maneja situaciones de solución de problemas y toma de decisiones en la
practica clínica, usando eficazmente los pasos inherentes al pensamiento
critico.
3. Asume las funciones de líder al preparar un itinerario de trabajo
4. Delega funciones apropiadas a miembros del equipo de enfermería
consistente con los principios de delegación.
Specific Language Objectives:
1. Los estudiantes expresarán sus ideas en español oralmente de manera
efectiva.
2. Los estudiantes resumirán las ideas principales usando adecuadamente
la gramática y la ortografía después de leer los artículos recomendados.
3. Los estudiantes escribirán una auto reflexión sobre el contenido y el
proceso del taller, utilizando gramática, vocabulario y estilo adecuados.
Direcciones Electrónicas
www.larynxlink.org
www.preventiveservices.ahrq.gov
www.lungusa.org
www.cdc.gov
www.acaai.org
http://www.aha.org
http://www.nih.gov
http://www.healthassessment.com
http://www.cancer.gov
http://www.newsfornurses.com
http://www.nwlink.com/~donclark/hrd/bloom.html
NURS 420 Integrated Nursing 35
Prep. 2009. Rita Hernández, RN, MSN
Asignaciones antes del Taller:
1. Los estudiantes prepararan el itinerario de una semana, mostraran servicios
de cuidado de enfermería de 24 horas para 40 pacientes. Distintos casos y
severidad variada.
Actividades
1. El facilitador contestar a preguntas del taller anterior.
2. El facilitador introducirá los objetivos de la clase para el taller ocho.
3. Los estudiantes discutirán los casos.
4. Los estudiantes discutirán la clasificación de los pacientes.
5. El facilitador presentará sus itinerarios.
6. El facilitador proveerá tiempo para que los estudiantes preparen sus diarios
de aprendizaje.
7. El facilitador recogerá los portafolios.
Avalúo
1. Itinerario
2. Diario de aprendizaje.
NURS 420 Integrated Nursing 36
Prep. 2009. Rita Hernández, RN, MSN
Anejos/Appendixes
NURS 420 Integrated Nursing 37
Prep. 2009. Rita Hernández, RN, MSN
Anejo A/Appendix A
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION
INDIVIDUAL/GRUPAL ORAL
Nombre del Estudiante: _______________________
Fecha:_________________
Criterio Puntos Puntuación del estudiante
Contenido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y
30% Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
NURS 420 Integrated Nursing 38
Prep. 2009. Rita Hernández, RN, MSN
RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30%
of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
NURS 420 Integrated Nursing 39
Prep. 2009. Rita Hernández, RN, MSN
Anejo B/Appendix B: PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one:
� Universidad del Este
� Universidad Metropolitana
� Universidad del Turabo
Check one:
� Undergraduate � Graduate
Concentration
Student’s Name
Facilitator’s Name
Portfolio rated as
Reason of this rate
Anejo C/Appendix C: Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
NURS 420 Integrated Nursing 41
Prep. 2009. Rita Hernández, RN, MSN
Anejo D/Appendix D: Reflection Process
Directions: Please complete the following blanks:
This entry is an example of my strengths:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I really need to improve:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
This entry is an example of an area I have improved:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
I think this exercise has been very helpful for my learning because:
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
NURS 420 Integrated Nursing 42
Prep. 2009. Rita Hernández, RN, MSN
Proceso de Reflexión
Instrucciones: Complete los siguientes espacios en blanco:
Este ingreso es un ejemplo de mis fortalezas:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que realmente necesito mejorar:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Este ingreso es un ejemplo de un área que he mejorado:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
NURS 420 Integrated Nursing 43
Prep. 2009. Rita Hernández, RN, MSN
Anejo E/Appendix E: Self-Assessment
Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual
information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one) Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:
1. _______________________________________________________________________ 2. _______________________________________________________________________
NURS 420 Integrated Nursing 44
Prep. 2009. Rita Hernández, RN, MSN
Anejo F/Appendix F
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
NURS 420 Integrated Nursing 45
Prep. 2009. Rita Hernández, RN, MSN
Anejo G/Appendix G: Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are entries free of errors? Do
ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio professional? Are graphics, colors and
portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes it easy to follow and easy to
quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are entries relevant to the content of
the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection of the student’s efforts and
abilities?
� Growth/Development: Do samples provide thorough understanding of growth and
NURS 420 Integrated Nursing 46
Prep. 2009. Rita Hernández, RN, MSN
development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and group work? Does the student
provide clear understanding of collaboration, and use collaboration to support his/her learning?
� Reflection and Personal growth: Do items show exceptional understanding of how to be a
reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of ethical behavior and
professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value (skills, abilities, knowledge) to a
potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
NURS 420 Integrated Nursing 47
Prep. 2009. Rita Hernández, RN, MSN
Anejo H/Appendix H: Progression Follow-Up Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
48
Anejo I/Appendix I: Letter to Facilitators
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
Date Dear Facilitator,
As part of our assessment plan we are collecting a sample of one portfolio rated
as excellent from courses that have portfolios as an assessment tool. We are
collecting these portfolios randomly and your course has been selected for this
PT (Part of Term). Attached to this letter is a copy of the portfolio assessment
instructions including procedures and rubrics for assessment.
At the end of the PT, you should submit the portfolio to the Office of Assessment
and Placement.
If you have any questions or concerns, please contact me at xxx-xxx-xxxx, Ext.
xxxx or e-mail me at xxxx@xxxxxx.
Cordially,
Coordinator of Assessment and Placement
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
49
Anejo J/Appendix J: Letter to students
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
Date Dear Student,
Greetings from Sistema Universitario Ana G. Méndez!
As part of our assessment plan we are collecting a sample of one portfolio from
courses that have portfolios as an assessment tool. We collect these portfolios
randomly and your course may be selected for assessment this PT (Part of
Term). The evaluation and submission of these portfolios is going to be
performed by the facilitator. The selected portfolio has to be evaluated overall as
excellent.
Portfolios are essential evidence of coursework and we would like to take that in
consideration for our institutional assessment. We encourage our students to
continue their good work and to follow the guidelines that accompany this letter.
In case that your course is selected for portfolio assessment, your facilitator will
provide more information about what has to be included in your portfolio and
details about the process.
If you have any questions or concerns, please contact me at xxx-xxx-xxxx, Ext.
xxxx or e-mail me at xxxx@xxxxxx.
Cordially,
Coordinator of Assessment and Placement
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
50
Anejo K/Appendix K: Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
51
Anejo L/Appendix L: Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
52
Anejo M/Appendix M
MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha:
_______________
Criterio Puntos Puntuación
Contenido
Este trabajo está claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos está basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total Puntos 100 (70% contenido y 30%
lenguaje)
Puntuación Total: _______
Firma Estudiante: ____________________ Firma Facilitador:___________________
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
53
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
Total Points 100 (70% content and 30%
language)
Student’s total Score: _______
Student’s Signature: ____________________Facilitator’s
Signature:___________________
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
54
Anejo N/Appendix N
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totales 100
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
55
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteria Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
56
Anejo O/Appendix O
DIARIO REFLEXIVO Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los
conceptos, los sentimientos y las actitudes que se desatan a partir de la
discusión y los trabajos de cada taller. Este proceso le ayudará en su
autoanálisis, así como propiciará la auto evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en
el taller y conteste las mismas en forma de ensayo con excelente gramática,
ortografía y puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias
personales…
NURS 420 Integrated Nursing
Prep. 2008. Rita Hernandez, MSN, RN
57
Reflective Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts,
feelings, and attitudes experienced after class discussion and assignments.
This process will help your self-assessment.
Using the following questions, reflect about what was presented in this
workshop and answer the questions following an essay style using excellent
grammar, syntax and punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…