Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Week 7: Blending Theory and Science in Nursing Education
If you want to prepare a dish you have never attempted before, you might begin by consulting a recipe in a book or on the web, or perhaps by watching a chef on television demonstrate his or her own approach. You do so with an understanding that the author of the recipe or the televised chef has some expertise, gained by previously preparing this dish with some level of success. You would not expect a chef to present something with which he or she is unfamiliar; you assume some history that provides credibility from previous results.
Similarly, nurse educators bring a history to education. Much of this is their own professional experience. But another essential ingredient is theory supported by strategies based on evidence-based research. Such research has credibility from application that has previously yielded results. As a learner, you should not expect an educator to present something unfamiliar, untested, or unproved. Experience, theory, and evidence-based teaching and learning strategies combine to provide effective results.
This week, you will examine how nurse educators bring together theory and science to guide learning. You analyze evidence-based teaching and learning strategies that support learner needs.
Learning Objectives
Students will:
- Construct a time log to facilitate practicum time management
- Analyze key concepts in teaching and learning in the context of nursing education
Learning Resources
Required Readings (click to expand/reduce)
Boswell, C., & Cannon, S. (2016). Overview of evidence-based practice. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 1–29). Jones & Bartlett Learning.
Boswell, C., & Cannon, S. (2016). Connections between evidence-based practice and nursing education. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 129–154). Jones & Bartlett Learning.
Required Media (click to expand/reduce)
Optional Resources (click to expand/reduce)
Practicum Project: Report and Poster
This week you continue to work on your Practicum Project Report and your Practicum Project Poster. For specific details related to your Practicum Project Poster, please see Week 8 Practicum Project instructions. Should you have any questions regarding your project or poster, please contact your Instructor.
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There is no Assignment submission required for this week.
Submit your Practicum Project Poster by Day 3 in Week 10’s Discussion Board and your Practicum Project Report with Poster by Day 5, Week 11.
Practicum Experience
Practicum Time Logs
You are required to keep a log of the time you spend related to your practicum experience and enter every patient you see each day. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient with whom you work.
By Day 7 of Week 7, submit your practicum hours (Week 7) in your Time Log in Meditrek.
Practicum Journal Entry #2: Teaching and Learning
Your journal entries represent a reflection of the experiences and observations you have made during your practicum. You must submit a journal entry in the assigned week, even if you are not on-site that week. If you are not on-site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entry and references.
This week, you begin to work on your second Practicum Journal entry, which is related to your individualized learning objective for your practicum experience of teaching and learning.
To prepare for and develop your journal entry:
- Take a few minutes to consider the three Individualized Practicum Learning Objectives you established in Week 1, as well as the goal and objectives you identified for your Practicum project. What have you learned about yourself as a scholar-practitioner as you engaged in your Practicum activities? How have your experiences in the Practicum enhanced your skills and expertise?
Teaching and Learning Journal Entry
Write a 450- to 500-word journal entry (identified as Journal Entry 2) in which you address the following:
- Based on your Teaching and Learning Individualized Practicum Learning Objective in your practicum experience, what did you observe and perform in your practicum experience where teaching and learning performance is evident?
- What strategies or approaches did you observe and perform in teaching and learning?
- Based on the strategies you observed and performed, search the Walden library for evidence-based research that supports these strategies and approaches.
Use APA style for your journal entry and references. Also, use your peer-reviewed sources of evidence from your search to support your explanations.
Rubric Detail
Excellent Good Fair Poor Write a 450- to 500-word journal entry in which you complete the following: Based on your Teaching and Learning Individualized Practicum Learning Objective in your practicum experience, describe what you observe and perform in your practicum experience where teaching and learning performance is evident. 22.5 (22.5%) – 25 (25%) The response accurately and thoroughly describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective.
20 (20%) – 22 (22%) The response accurately describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective.
17.5 (17.5%) – 19.5 (19.5%) The response vaguely describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective.
0 (0%) – 17 (17%) The response vaguely and inaccurately describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective, or the description is missing.
Explain the strategies or approaches you are observing and performing in teaching and learning. 27 (27%) – 30 (30%) The response accurately and thoroughly explains the strategies or approaches being observed and performed in teaching and learning.
24 (24%) – 26 (26%) The response accurately explains the strategies or approaches being observed and performed in teaching and learning.
21 (21%) – 23 (23%) The response vaguely explains the strategies or approaches being observed and performed in teaching and learning.
0 (0%) – 20 (20%) The response vaguely and inaccurately explains the strategies or approaches being observed and performed in teaching and learning, or the explanation is missing.
Based on a search of the Walden library, identify and explain evidence-based research that supports the strategies and approaches you observed and performed in your practicum experience where teaching and learning performance is evident. 27 (27%) – 30 (30%) The response accurately and thoroughly explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident.
At least three peer-reviewed sources of evidence are included.
24 (24%) – 26 (26%) The response accurately explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident.
At least three peer-reviewed sources of evidence are included.
21 (21%) – 23 (23%) The response vaguely explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident.
At least two peer-reviewed sources of evidence are included.
0 (0%) – 20 (20%) The response vaguely and inaccurately explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident, or the explanation is missing.
Fewer than two peer-reviewed sources of evidence are included.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.
4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.
3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
Purpose, introduction, and conclusion of the assignment is vague or off topic.
0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.
No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.
3.5 (3.5%) – 3.5 (3.5%) Contains several (3 or 4) grammar, spelling, and punctuation errors.
0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. The journal template is used. 5 (5%) – 5 (5%) Uses correct APA format with no errors. The journal template is used.
4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. The journal template is used.
3.5 (3.5%) – 3.5 (3.5%) Contains several (3 or 4) APA format errors. The journal template may not be used.
0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. The journal template may not be used.
Total Points: 100
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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