The purpose of this assignment is to understand the link between formative and summative assessment strategies and instructor satisfaction survey data and to develop a concept map illustrating the relationship of assessment strategies throughout the practicum lesson plan you developed in Topic 9.
The effective nurse educator employs a variety of formative and summative techniques during curriculum implementation to monitor student learning. A well-developed lesson plan employs both formative and summative assessments. A nurse educator should plan to use data from these assessments to guide instruction. Information from instructor satisfaction surveys also provides valuable information to guide teaching. Practicum Lesson Plan Assignment Paper
Concept maps describe the relationships between concepts and allow for improved understanding through critical thinking and analysis.
Use the topic Resources and your own research to complete this assignment. Topic Resources include websites with templates, videos, and written materials with more details about concept maps and how to make them. Be creative in your design.
Write three short paragraphs (five to seven sentences per paragraph) to provide the foundation for your concept map. Address the following:
Describe one formative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.
Describe one summative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.
Describe your instructor satisfaction survey. Explain how you will use the results to guide your future lesson plan revisions.
Develop a concept map illustrating the relationships among these assessments.
Submit both parts in one Word document.
Cite two or three peer‐reviewed/scholarly resources no more than 5 years old in your paper.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Lopes Write. A link to the Lopes Write technical support articles is located in Class Resources if you need assistance.
NUR-665E Practicum Lesson Plan
- Description of the Topic, Practicum Setting, and Learners
- Topic: Drug Administration During Nursing Care
- Practicum setting: Inpatient care settings in the hospital
- Learners: Nursing students who will be undergoing practicum experience
- Lesson Outcomes
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- Review the common routes or drug administration – enteral, intramuscular, intravenous, intraosseous, intradermal, subcutaneous, inhaled, per rectal, vaginal route
- State the five rights, which a nurse should confirm before drug administration – right patient, drug, time, dosage, and route
- Demonstrate their proficiency in administering medications through three common ways- enteral, intramuscular, intravenous, subcutaneous
- demonstrate infection prevention and safety precautions when administering medications
- Appreciate the need for patient education before and after drug administration
- Evidence-Based Teaching Strategies
- The teacher will use the lecture method to deliver content about drug administration.
- Interactive sessions will be significant in involving all students in the lesson and promoting learning. According to Horntvedt et al. (2018), interactive sessions include working in small groups, clinical nurse presentations, and problem-based learning. Studies recommend the use of interactive strategies of learning to promote learning through the engagement of students in simulations and discussions.
- The use of demonstration using mannequins or other innovations is significant to promote learning of drug administration. The teacher will demonstrate the ideal procedures of drug administration and allow students to practice to gain skills.
- Content Outline
- Opening activities:
- For the first five minutes of a session, the teacher will:
- Welcome the student to class, describe the topic, and describe their anxiety regarding drug administration
- Guide students on identifying common drugs and their respective forms of availability (tablet, capsule, powder, injection) and routes of administration
- Give feedback and clarify students’ responses
- Teaching and learning activities:
- The teacher will take twenty-five minutes to conduct the teaching activities and allow students to learn at their own pace and by use of different learning styles. The instructor will ensure that content will be clear for visual-audio learners and correct ibn grammar and flow to promote learning through reading. Every student including kinesthetic learners will have opportunities to learn skills. According to Zhu et al. (2018), the utilization of different learning skills in instruction promotes learning by providing information in a way they prefer.
- The teacher will:
- ask questions and give equal opportunities for students to respond
- explain the content delivered in simple language so that students chunk it most understandable manner
- allow students to ask questions
- The students will:
- take short notes
- ask questions
- participate in group discussion
- participate in demonstrations
- Closing activities:
- In the last five minutes, the teacher will:
- Recapitulate the content. The recap will also entail the repetition of the main points.
- clarify the most significant areas of drug administration
- encourage students to review the teaching-learning activity and learn more from the university’s library and reputable online sources
- Formative evaluation(s): The formative evaluation will entail judging whether students are benefitting from the session as learning activities progress. The teacher will require students to submit a one-page reflection about the learning experience and use Gibb’s reflective model for that assignment. The scores of the formative evaluation will be graded and added to the summative scores. A practical assessment will determine students’ proficiency in drug administration, help not areas where the instructor needs to revisit, and clarify. Students will demonstrate what they learned performing actual drug administration if the hospital’s guidelines allow. Students can also do simulations and demonstrate their understanding of content and skills.
- Summative evaluation(s): The summative evaluation will involve a combination of all content areas covered during the practicum experience. Students will respond to test items, which will include a brief discussion and multiple-choice questions.
- Instructor satisfaction survey
The teacher will contact a satisfaction survey to evaluate their performance after grades are reported. The information provided will be communicated to the instructor. Besides, the outcome of the survey will be utilized to improve the student’s performance in the subsequent teaching-learning experience. Practicum Lesson Plan Assignment Paper
- Learning needs assessment
The information gathered during the needs assessment is crucial. This information will aid in determining each student’s strengths and limitations. Communication skills, inter-professional teamwork, and empathy are examples of strengths. The data is useful to the instructor who can utilize it to encourage students to continue focusing on their strengths and develop their skills. The instructor can see a lack of understanding of pharmacology and drug dose estimates as a shortcoming.
Horntvedt, M. E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC medical education, 18(1), 1-11.
Zhu, H. R., Zeng, H., Zhang, H., Zhang, H. Y., Wan, F. J., Guo, H. H., & Zhang, C. H. (2018). The preferred learning styles utilizing VARK among nursing students with bachelor degrees and associate degrees in China. Acta Paulista de Enfermagem, 31, 162-169.
INSTRUCTOR EVALUATION SURVEY
This survey is an opportunity for you to evaluate your instructor.
The information you provide will be given to the instructor after grades have been reported and will be used to improve classroom performance. Your cooperation is appreciated and your comments are welcomed.
- Put your class information in the “Last Name” blocks, but do NOT fill in the bubbles.
- Please do not talk to other students while the evaluation is being completed.
- Be sure to read the scale before you start marking responses. There is no “5” or “E” response.
- Read each statement and shade in the appropriate oval using the following scale:
Strongly Disagree Disagree Agree Strongly Agree
- The instructor presented subject matter clearly.
- The instructor was well-prepared for class.
- The instructor was accessible to students.
- The instructor explain grading and class policies.
- The instructor displayed an understanding of the course content.
- The instructor stimulated an interest in course content.
- The instructor explained the importance and significance of the subject matter.
- The instructor gave tests, projects, etc. that were consistent with course topics and objectives.
- The instructor provided timely feedback on tests, projects, etc.
- Overall, I consider the instructor to be an effective teacher.
Please write your answers to the following questions, using the back if necessary. All comments on the class will be seen only by the instructor. This information is for improvement of the class.
- What did you like about this course?
- What suggestions do you have for improvement?
Learning Needs Assessment
Part 1: Assessment Questions
- What is the student’s ability to collaborate in a multidisciplinary team?
- How effective are the student’s communication skills? Does she change her communication approach depending on the patient?
- Is the student empathetic when communicating with patients and their families?
- Does the student follow instructions to the latter?
- Is the student culturally competent?
- Is the student ethically aware? What’s her level of ethical awareness?
- How conducive is the clinical environment for you? Does it affect your interactions with patients?
- What are your recommendations to your faculty concerning your clinical learning?
- What areas do you think you are proficient in?
- What are your strengths and weaknesses?
Practicum Lesson Plan Assignment Paper