Nursing Education Field Experience

Nursing Education Field Experience

https://www.aacnnursing.org/Education-Resources/AACN-Essentials

https://www.acenursing.org/acen-accreditation-manual/

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A. Upload all of the following required deliverables to your ePortfolio:

• affinity diagram

• need gap analysis table

• force field analysis

• literature review summary table

• curriculum map that aligns your course objectives to professional standards, as identified by accrediting agencies

• course content outline

• course syllabus for proposed course, including the following:

– course description

– course objectives

– teaching/instructional strategies

– learning materials

– course content outline

– student-centered learning outcome

– course policies

– grading policy/scale

• content and learning resources for one unit of instruction that includes the following:

– course unit overview (one paragraph)

– lecture content (e.g., PowerPoint)

– learning resources (one textbook, two additional resources)

– learning activities (e.g., activities, discussions, group work)

– formative quiz (five items)

– summative test (10 items)

– performance assessment (authentic)

– performance assessment rubric (minimum of five items with grading criteria)

• three- to five-minute introductory video welcoming students to the course

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To submit your recording, upload it to the Panopto drop box titled “Nursing Education Field Experience Clinical Practice Experience – CCP2/C946.” Once the recording has been uploaded and processed in Panopto\’s system, retrieve the URL of the recording from Panopto and copy and paste it into the Links option. Upload the remaining task requirements using the Attachments option.

Note: For example, map to the AACN essentials for Baccalaureate Education or search the AECN for standards for all program levels using the web links below.

B. Complete a journal reflection for each task in your “Clinical Practices Experience Record.”

File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * \’ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:EPORTFOLIO DELIVERABLES
NOT EVIDENT

Not all deliverables have been uploaded to the ePortfolio.

APPROACHING COMPETENCE

Not applicable.

COMPETENT

All of the required deliverables have been uploaded to the ePortfolio.

B:EPORTFOLIO JOURNAL REFLECTIONS
NOT EVIDENT

Not all journal reflections of completed tasks are complete, as required in the “Clinical Practice Experience Record.”

APPROACHING COMPETENCE

Not applicable.

COMPETENT

The journal reflections for each task are complete, as required in the “Clinical Practice Experience Record.”

WEB LINKS
AACN Essentials for Baccalaureate Education
AECN Accreditation Manual
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Panopto Ho-T-Videos

You have spent your clinical/practice experience (CPE) observing the academic setting and collaborating with stakeholders to analyze the curriculum. During this time, you have identified a curriculum gap or need. You are now tasked with summarizing your findings and presenting them as a formal curriculum proposal. The goal of your proposal is to report the results of your analysis of an existing gap or need in the curriculum of the academic setting and propose a new or redeveloped course intended to address this curriculum gap or need.

During your CPE, you worked with preceptors to develop several deliverables required to pass assessments BHP2 and CCP2 of C946. In this task, you will describe, analyze, and justify the content of these deliverables in order to create the first part of a formal curriculum proposal. Prompt G lists each of the deliverables you submitted in CCP2 that you will include in this task.

To complete this task, use the “Curriculum Proposal Template” attached below to create your proposal. This document serves two purposes: 1) as a guide to help you properly format and structure your proposal and 2) the template includes extra guidance on the content of each section.

In this task, you will begin, but not complete, the curriculum proposal. Specifically, you will complete the following sections: introduction, literature review, application of ADDIE model, proposal analysis phase, proposal design phase, and proposal development phase. The remaining sections of the curriculum proposal (executive summary, proposal implementation phase, proposal evaluation phase, and conclusion) will be completed in the C947 Capstone task.

REQUIREMENTS
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. An originality report is provided when you submit your task that can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

Create your Curriculum Proposal using the attached “Curriculum Proposal Template” and by doing the following:

A. Complete the “Introduction” section of your curriculum proposal. Be sure to include a brief summary of each of the following:

• academic setting you observed during your clinical/practice experience (CPE)

• curriculum gap or need that you identified in the academic setting of your CPE

• the course you are proposing to address the curriculum gap or need

• theoretical framework that underlies your proposal

• purpose of the curriculum proposal document and an overview of the structure of the document

B. Complete the “Literature Review” section of your curriculum proposal by doing the following:

1. Submit a literature review summary table using 10 peer-reviewed, scholarly resources from the nursing, education, or change theory literature and attach the table to your proposal as an appendix.

2. Describe the curriculum gap or need you observed, including potential causes, within the context of an established nursing, education, or change theory.

3. Summarize the findings of the scholarly resources you reviewed in part B1 and how they support your specific course proposal.

C. Complete the “Application of the ADDIE Model” section of your curriculum proposal by writing a brief overview of the purpose and process of each phase of the ADDIE model.

D. Complete the “Proposal Analysis Phase” section of your curriculum proposal by doing the following:

1. Describe each of the following aspects of the academic setting:

• the program level of the course you are proposing

• knowledge and skills of the typical learner in the academic setting from your CPE

• the learning environment and method used to deliver instruction to students

2. Describe the procedures you followed to complete your needs assessment and gap analysis, including the roles, qualifications, and reason for including the stakeholders you involved. Do not include the actual names of stakeholders.

3. Summarize the current and desired states of the curriculum as identified during your meetings with stakeholders.

4. Describe how your curriculum proposal will address the gap or need identified in part B2.

5. Describe the results of your Force Field Analysis, including each of the following:

• organizational strengths and situational factors that could support the adoption of your curriculum proposal and how you can leverage these factors to your advantage

• organizational weaknesses and situational factors that could limit the adoption of your curriculum proposal and how the negative impact of these factors can be mitigated

E. Complete the “Proposal Design Phase” section of your curriculum proposal by doing the following:

1. Describe the independent and collaborative procedures you followed to create the course syllabus you submitted during your CPE.

2. Analyze how a new student would interpret the course description you included in your course syllabus.

3. Analyze the course objectives you included in the course syllabus with regards to their measurability and consistency with your proposed curriculum change.

4. Describe how each of the following elements of your syllabus are supported by current learning theories and evidence-based practice and how each will support learning in your academic setting:

• teaching strategies

• instructional delivery methods

• learning materials

5. Analyze one student learning outcome (SLO) that you included on the syllabus. Be sure to include each of the following in your analysis:

• Bloom’s cognitive level of the SLO

• expected student performance level of the SLO

• how the SLO can be measured

• how the SLO aligns with the course objectives

6. Justify why the course and grading policies you chose support the course objectives and overall goals of the curriculum proposal.

F. Complete the “Proposal Development Phase” section of your curriculum proposal by doing the following:

1. Describe the independent and collaborative procedures you followed to create the course materials (i.e., course content, assessments, and learning resources) you submitted during your CPE.

2. Describe how your learning resources and scenario-based learning activity will support student skill development and encourage reflective practice.

3. Discuss how your chosen formative assessment activity will measure student progress and identify potential areas for improvement as the student progresses through the module.

4. Discuss how summative objective assessment data can be used in the future to ensure that your curriculum proposal is meeting its intended goals.

5. Justify how your summative performance assessment represents an authentic activity that is relevant to you chosen curriculum proposal.

G. Include each of the following deliverables from your CPE as tables in the appendix of your curriculum proposal. Be sure to label each attachment sequentially as a separate table, figure, or appendix, and refer to each in your text as needed:

• affinity diagram

• curriculum need-gap analysis table

• force field analysis (FFA)

• course syllabus

• course materials, including the following:

– course unit overview

– lecture content

– learning resources

– learning activities

• assessments, including the following:

– formative assessment

– summative objective assessment (10 items with answer key)

– summative performance assessment (including rubric)

H. Submit your formal narrative paper in APA style, including but not limited to title page, headers, in-text citations, and references.

I. Demonstrate professional communication in the content and presentation of your submission.

File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * \’ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A:INTRODUCTION
NOT EVIDENT

The “Introduction” section of the curriculum proposal is not provided.

APPROACHING COMPETENCE

The “Introduction” section does not include a brief summary of any of the given points, or 1 or more of the summaries is inaccurate, is written with vague or unclear language, or is not organized or cohesive. The introduction does not adequately preview the content or structure of the rest of the document or does not clearly articulate the purpose and rationale for the proposal.

COMPETENT

The “Introduction” section includes an accurate and clear summary of each given point and is organized and cohesive. The introduction successfully sets the stage for the content and structure of the rest of the document and establishes the purpose and rationale for the proposal.

B1:LITERATURE REVIEW SUMMARY TABLE
NOT EVIDENT

A literature review summary table is not provided.

APPROACHING COMPETENCE

The literature review summary table omits 1 or more of the 7 columns for 1 or more of the 10 peer-reviewed, scholarly resources. Or there are fewer than 10 peer-reviewed, scholarly resources, or 1 or more of the 10 resources do not meet the standards of rigor and quality required for evidence-based practice at the master’s level of nursing education.

COMPETENT

All 7 columns of the literature review summary table are completed for each of the 10 peer-reviewed, scholarly resources. All of the 10 resources meet the standards of rigor and quality required for evidence-based practice at the master’s level of nursing education.

B2:CURRICULUM GAP AND POTENTIAL CAUSES
NOT EVIDENT

A description of the curriculum gap and potential causes of is not provided.

APPROACHING COMPETENCE

The description does not convey a clear understanding of the curriculum gap or need, or it does not frame the gap or need within an established nursing, education, or change theory. The description does not offer an explanation of how the gap or need arose, or the explanation is unreasonable. Or the examples provided do not support the chosen theory.

COMPETENT

The description conveys a clear understanding of the observed curriculum gap or need within the framework of an established nursing, education, or change theory. The description offers a reasonable explanation of how the gap or need arose in the academic setting using specific examples from the chosen nursing, education, or change theory.

B3:RESEARCH FINDINGS AND SUPPORT OF PROPOSAL
NOT EVIDENT

A summary of scholarly resources is not provided.

APPROACHING COMPETENCE

The summary conveys a poor grasp of the findings in the 10 resources or presents the findings in a rote or otherwise unintegrated manner. The summary does not draw connections across the chosen resources. The summary does not build a convincing case for the course proposal.

COMPETENT

The summary conveys a thorough understanding of the findings in the 10 resources and integrates the findings in a cohesive manner. The summary draws connections between similar resources and highlights any dissimilar or contradictory findings, if applicable. The summary of findings builds a convincing case for the course proposal.

C:APPLICATION OF ADDIE MODEL INTRODUCTION
NOT EVIDENT

The “Application of the ADDIE Model” section of the curriculum proposal is not provided.

APPROACHING COMPETENCE

The “Application of the ADDIE Model” section does not provide a general or accurate overview of the purpose and process each of the 5 phases of the ADDIE model, or it does not give the reader a clear understanding of what to expect from the sections that will follow in the curriculum proposal.

COMPETENT

The “Application of the ADDIE Model” section provides a general and accurate overview of the purpose and process of each of the 5 phases in the ADDIE model, giving the reader a clear understanding of what to expect from the sections that will follow in the curriculum proposal.

D1:ACADEMIC SETTING DESCRIPTION
NOT EVIDENT

A description of the academic setting is not provided.

APPROACHING COMPETENCE

The description does not summarize 1 or more of the given aspects of the academic setting, or the description of 1 or more of the given aspects is unclear or inaccurate.

COMPETENT

The description clearly and accurately summarizes each of the given aspects of the academic setting.

D2:NEEDS ASSESSMENT AND GAP ANALYSIS CREATION PROCEDURES
NOT EVIDENT

A description of the procedures followed to complete the needs assessment and gap analysis is not provided

APPROACHING COMPETENCE

The description of the procedures followed to complete the needs assessment and gap analysis is not thorough or is not logically organized. The description does not include the roles and qualifications of each of the stakeholders involved, or it lists any of the stakeholders by name. The reason for choosing any involved stakeholders is unclear or unreasonable. Or critical stakeholders are not included in the analysis.

COMPETENT

The description gives a thorough account of the procedures used to complete the needs assessment and gap analysis and is organized in a logical manner. The description includes the roles and qualifications of each of the stakeholders involved. The reasoning given for choosing the involved stakeholders is clear and reasonable. No critical stakeholders are omitted.

D3:CURRENT AND DESIRED CURRICULUM
NOT EVIDENT

A summary of the current and the desired curriculum is not provided.

APPROACHING COMPETENCE

The summary does not present an adequate knowledge of either the current or the desired state of the curriculum in the academic setting, or the summary does not highlight the discrepancies between the 2 states. The summary is not supported by specific, anecdotal evidence from stakeholders.

COMPETENT

The summary presents an adequate knowledge of both the current and desired state of the curriculum in the academic setting and highlights the discrepancies between the 2 states. The summary is supported by specific, anecdotal evidence from stakeholders.

D4:CURRICULUM CHANGES
NOT EVIDENT

A description of how the curriculum proposal will address the gap or need from part B2 is not provided.

APPROACHING COMPETENCE

The description does not include how the curriculum proposal is a reasonable solution to the identified curriculum gap or need, or does not persuasively address the gap or need. The description does not include evidence from the stakeholder interviews or the literature.

COMPETENT

The description of the curriculum proposal logically addresses the description of the curriculum gap or need from part B2. The description addresses how the curriculum proposal presents a reasonable and persuasive solution to the curriculum gap or need. The description is well-supported with evidence from the stakeholder interviews and the literature review.

D5:ORGANIZATIONAL STRENGTHS AND WEAKNESSES
NOT EVIDENT

A description of organizational strengths and weaknesses is not provided.

APPROACHING COMPETENCE

The description does not include an overview of the results of the Force Field Analysis, or does not examine both organizational strengths and weaknesses and situational factors that could help or hinder implementation of the curriculum proposal, or the description is vague or unclear. The description does not include specific actions that will be taken to leverage strengths and mitigate weaknesses. The description does not include evidence from the stakeholder interviews or the literature.

COMPETENT

The description includes an overview of the results of the Force Field Analysis and a thorough examination of both organizational strengths and weaknesses as well as situational factors that could help or hinder implementation of the curriculum proposal. The description includes specific actions that will be taken to leverage strengths and mitigate weaknesses. The description is well-supported with evidence from the stakeholder interviews and the literature.

E1:SYLLABUS CREATION PROCEDURES
NOT EVIDENT

A description of syllabus creation procedures is not provided.

APPROACHING COMPETENCE

The description of the procedures used to complete the syllabus is not thorough or is not logically organized. The description does not specifically highlight the steps that required collaboration with stakeholders or does not highlight steps that were completed individually.

COMPETENT

The description gives a thorough account of the procedures used to create the course syllabus and is organized in a logical manner. The description specifically highlights the steps that required collaboration with stakeholders and steps that were completed individually.

E2:COURSE DESCRIPTION
NOT EVIDENT

An analysis of a new student’s interpretation of the course description is not provided.

APPROACHING COMPETENCE

The analysis of how a new student would interpret the course description is vague, is unfocused, or does not convey a clear understanding that a course description should communicate enthusiasm about the course to the student, describe what students will be able to do after completing the course, and emphasize how the course and subject matter will benefit the student. Or it does not provide specific examples of how the course description communicates these messages to the student.

COMPETENT

The analysis conveys a clear understanding that a course description should communicate enthusiasm about the course to the student, describe what students will be able to do after completing the course, and emphasize how the course and subject matter will benefit the student. It includes specific examples of how the course description communicates these messages to the student.

E3:COURSE OBJECTIVES
NOT EVIDENT

An analysis of the course objectives is not provided.

APPROACHING COMPETENCE

The analysis does not convey a clear understanding that course objectives must be measurable and aligned to the overall needs of the curriculum, or it does not provide specific examples of how the course objectives embody these principles.

COMPETENT

The analysis conveys a clear understanding that course objectives must be measurable and aligned to the overall needs of the curriculum and provides specific examples of how the course objectives embody these principles.

E4:TEACHING STRATEGIES, INSTRUCTIONAL DELIVERY METHODS, AND LEARNING MATERIALS
NOT EVIDENT

A description of each given element is not provided.

APPROACHING COMPETENCE

The description does not address how learning theories and evidence-based practice support each of the given elements, or specific examples of this are not provided. The description does not include specific examples of how each of the 3 given elements will support learning in the academic setting.

COMPETENT

The description addresses how learning theories and evidence-based practice support each of the 3 given elements with specific examples. The description includes specific examples of how each of the given elements will support learning in the academic setting.

E5:STUDENT LEARNING OUTCOME ANALYSIS
NOT EVIDENT

An analysis of 1 student learning outcome is not provided.

APPROACHING COMPETENCE

The analysis of 1 student learning outcome is vague, is unfocused, or does not convey a clear understanding of what qualities embody an effective student learning outcome. Or the analysis does not address 1 or more of the given points.

COMPETENT

The analysis of 1 student learning outcome is focused and conveys a clear understanding that an effective student learning outcome is a descriptive and measurable behavioral statement. The analysis addresses each of the given points.

E6:COURSE AND GRADING POLICIES
NOT EVIDENT

A justification of why course and grading policies support course objectives and overall goals is not provided.

APPROACHING COMPETENCE

The justification does not persuasively connect the chosen policies to specific course objectives or overall goals of the curriculum proposal. Or specific examples are not provided to support the justification.

COMPETENT

The justification addresses why the course and grading policies support the course objectives and overall goals of the curriculum proposal and persuasively connects the chosen policies to these goals. Specific examples are provided to support the justification.

F1:COURSE MATERIAL CREATION PROCEDURES
NOT EVIDENT

A description of course material creation procedures is not provided.

APPROACHING COMPETENCE

The description of the procedures used to create the course materials is not thorough or does not include both independent and collaborative procedures. Or the description is not logically organized. The description does not specifically highlight the steps that required collaboration with stakeholders or those that were completed individually.

COMPETENT

The description of the procedures used to create the course materials is thorough and includes both independent and collaborative procedures. The description is logically organized and specifically highlights the steps that required collaboration with stakeholders and those that were completed individually.

F2:LEARNING RESOURCES AND LEARNING ACTIVITY
NOT EVIDENT

A description of learning resources, learning activities, and student skill development is not provided.

APPROACHING COMPETENCE

The description does not address how both the learning resources and scenario-based learning activity will support student skill development or encourage reflective practice. Or the description is vague, unclear, or inaccurate.

COMPETENT

The description clearly articulates how both the learning resources and scenario-based learning activity will support student skill development and encourage reflective practice. The description is thorough and accurate.

F3:FORMATIVE ASSESSMENT
NOT EVIDENT

A discussion of the formative assessment activity is not provided.

APPROACHING COMPETENCE

The discussion does not include the feedback that will be delivered to students to communicate their current state of learning based on their performance on the formative assessment activity, or the discussion of the feedback is unspecific or unclear. The discussion does not address how the formative assessment activity will guide students to set goals to improve their learning, or the discussion of the goal setting is unspecific or unclear.

COMPETENT

The discussion includes details on the feedback that will be delivered to students to communicate their current state of learning based on their performance on the formative assessment activity and how the formative assessment activity will guide students to set goals to improve their learning. The goal setting discussion is specific and clear.

F4:SUMMATIVE OBJECTIVE ASSESSMENT
NOT EVIDENT

A discussion of the summative objective assessment data is not provided.

APPROACHING COMPETENCE

The discussion does not include examples of item-and test-level statistics or analytic methods, or it does not discuss the insight these methods can provide into the achievement of the curriculum proposal’s intended goals. The discussion is inaccurate or does not convey a clear understanding of the role of assessment data analysis in meeting curriculum goals.

COMPETENT

The discussion includes examples of item- and test-level statistics and analytic methods and the insight these methods provide into the achievement of the curriculum proposal’s intended goals. The discussion is accurate and conveys a clear understanding of the role of assessment data analysis in meeting curriculum goals.

F5:SUMMATIVE PERFORMANCE TASK
NOT EVIDENT

A justification of the summative performance assessment is not provided.

APPROACHING COMPETENCE

The justification does not address how the summative performance assessment represents an authentic recreation of a core job activity relevant to the academic setting of the curriculum proposal.

COMPETENT

The justification persuasively presents the summative performance assessment task as an authentic recreation of a core job activity relevant to the academic setting of the curriculum proposal.

G:CPE DELIVERABLES
NOT EVIDENT

CPE deliverables are not provided as appendices to the curriculum proposal.

APPROACHING COMPETENCE

Fewer than 6 deliverables are included as tables, figures, or appendices in the appendix of the curriculum proposal. The tables are not sequentially numbered or are not accurately or consistently referenced throughout the curriculum proposal.

COMPETENT

Each of the 6 given deliverables are included as tables, figures, or appendices in the appendix of the curriculum proposal. The tables are sequentially numbered and consistently referenced throughout the curriculum proposal where necessary.

H:APA SOURCES
NOT EVIDENT

The submission is not in APA style.

APPROACHING COMPETENCE

The submission does not demonstrate a consistent application of APA style.

COMPETENT

The submission demonstrates a consistent application of APA style.

I:PROFESSIONAL COMMUNICATION
NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.

SUPPORTING DOCUMENTS
Curriculum Proposal Template.docx

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