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Assignment NUR646 Evaluate your preceptor using the “Evaluation of Clinical Preceptor by Student” form

Assignment: NUR646 Evaluate your preceptor using the “Evaluation of Clinical Preceptor by Student” form

NUR646 Nursing Education Seminar 1

Week 8 Assignment

Clinical Evaluation of Preceptor by Student

Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form.

Although this is an ungraded submission, it is a requirement for course completion.

Grand Canyon University

College of Nursing

Clinical Evaluation of Preceptor by Student

Student _________________________            Semester _________________________

Location of practicum experience _________________________

Start Date             _____________     End Date _____________

Preceptor Name ___________________           Preceptor Position ___________________

1=Unacceptable, 2=Below Expectations, 3=Meets Expectations

Area of Evaluation           Evaluation

Availability                          1    2    3   N/A

Expectation: Available to answer your questions, review your goals and objectives, listen to your presentations, and give meaningful feedback.

Comments:

Role models                                                       1    2    3   N/A

Expectation:  Demonstrates understanding of the Nurse Educator role; serves as a good role model for the role.

Comments:

Allow practice opportunities                       1    2    3    N/A

Expectation:  Allows you opportunities to assume increasing responsibility in program planning, implementation and evaluation, while considering limits according to present knowledge and experience.

Comments:

Evidence-based Reasoning                          1    2    3    N/A

Expectation:  Leads you through steps of program planning and evaluation rather than enforcing personal thoughts and impressions.

Comments:

Spirituality Dimension                    1    2    3    N/A

Expectation:  Incorporates spirituality into their education/practice.

Comments:

Caring Dimension                             1    2    3    N/A

Expectation:  Demonstrates caring dimensions utilizing advocacy in their practice with an appreciation for social and ethical circumstances that may arise.

Comments:

Critical Thinking Skills                      1    2    3    N/A

Expectation:  Applies critical thinking skills in educational practice.

Comments:

Feedback                            1    2    3    N/A

Expectation:  Provides immediate and adequate feedback to questions, clinical performance, formal and informal presentations.

Comments:

Research/Quality                                             1    2    3    N/A

Expectation: Implements evidence-based practice and applies continuous quality improvement in delivery of education.

Comments:

Space/Time                                                        1    2    3    N/A

Expectation: Adequate space and time is available for you to meet course objectives.

Comments:

Client types                                                        1    2    3    N/A

Expectation: Opportunities to provide health promotion and disease prevention education as well as education on disease diagnosis and management and nursing theory.

Comments:

Diversity                              1    2    3    N/A

Expectation: Varied types of students/clients as to educational level, SES and other demographic characteristics.

Comments:

Experience Selection                                                      1    2    3    N/A

Expectation: You are allowed to select experiences according to your learning needs and opportunities to master new skills.

Comments:

Support staff                     1    2    3    N/A

Expectation: Accepting and appropriately helpful to you.

Teaching/Education opportunities                           1    2    3    N/A

Expectation: Instructional & AV materials available to supplement learning such as PowerPoint capability, simulation, computer support and site specific policy & procedure manuals as necessary for the practicum experience

Team approach/Community Resources                                 1    2    3    N/A

Expectation: Utilizes other members of the health team such as physicians, nutritionist, school nurse, etc. to plan and implement educational offerings.

When appropriate, community resources, other agencies and professional disciplines are involved with planning educational needs.

Comments:

You are encouraged (but not required) to share this evaluation with your preceptor. If you share the evaluation, the preceptor should indicate that by signing below. A positive evaluation is a document the preceptor can place in their professional portfolio. Electronic signatures required in Word format.

Assignment NUR646 Evaluate your preceptor using the “Evaluation of Clinical Preceptor by Student” form

Assignment NUR646 Evaluate your preceptor using the “Evaluation of Clinical Preceptor by Student” form

Click here to ORDER an A++ paper from our MASTERS and DOCTORATE WRITERS:Assignment: NUR646 Evaluate your preceptor using the “Evaluation of Clinical Preceptor by Student” form

Electronic signatures required in Word format

Preceptor’s Signature    _________________________            Date

Student’s Signature        _________________________            Date

Faculty Review                  _________________________             Date

NUR646 Nursing Education Seminar 1

Week 8 Assignment

Clinical Evaluation of Preceptor by Student

Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form.

Although this is an ungraded submission, it is a requirement for course completion.

Grand Canyon University

College of Nursing

Clinical Evaluation of Preceptor by Student

Student _________________________            Semester _________________________

Location of practicum experience _________________________

Start Date             _____________     End Date _____________

Preceptor Name ___________________           Preceptor Position ___________________

1=Unacceptable, 2=Below Expectations, 3=Meets Expectations

Area of Evaluation           Evaluation

Availability                          1    2    3   N/A

Expectation: Available to answer your questions, review your goals and objectives, listen to your presentations, and give meaningful feedback.

Comments:

Role models                                                       1    2    3   N/A

Expectation:  Demonstrates understanding of the Nurse Educator role; serves as a good role model for the role.

Comments:

Allow practice opportunities                       1    2    3    N/A

Expectation:  Allows you opportunities to assume increasing responsibility in program planning, implementation and evaluation, while considering limits according to present knowledge and experience.

Comments:

Evidence-based Reasoning                          1    2    3    N/A

Expectation:  Leads you through steps of program planning and evaluation rather than enforcing personal thoughts and impressions.

Comments:

Spirituality Dimension                    1    2    3    N/A

Expectation:  Incorporates spirituality into their education/practice.

Comments:

Caring Dimension                             1    2    3    N/A

Expectation:  Demonstrates caring dimensions utilizing advocacy in their practice with an appreciation for social and ethical circumstances that may arise.

Comments:

Critical Thinking Skills                      1    2    3    N/A

Expectation:  Applies critical thinking skills in educational practice.

Comments:

Feedback                            1    2    3    N/A

Expectation:  Provides immediate and adequate feedback to questions, clinical performance, formal and informal presentations.

Comments:

Research/Quality                                             1    2    3    N/A

Expectation: Implements evidence-based practice and applies continuous quality improvement in delivery of education.

Comments:

Space/Time                                                        1    2    3    N/A

Expectation: Adequate space and time is available for you to meet course objectives.

Comments:

Client types                                                        1    2    3    N/A

Expectation: Opportunities to provide health promotion and disease prevention education as well as education on disease diagnosis and management and nursing theory.

Comments:

Diversity                              1    2    3    N/A

Expectation: Varied types of students/clients as to educational level, SES and other demographic characteristics.

Comments:

Experience Selection                                                      1    2    3    N/A

Expectation: You are allowed to select experiences according to your learning needs and opportunities to master new skills.

Comments:

Support staff                     1    2    3    N/A

Expectation: Accepting and appropriately helpful to you.

Teaching/Education opportunities                           1    2    3    N/A

Expectation: Instructional & AV materials available to supplement learning such as PowerPoint capability, simulation, computer support and site specific policy & procedure manuals as necessary for the practicum experience

Assignment NUR646 Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form

Assignment NUR646 Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form

Team approach/Community Resources                                 1    2    3    N/A

Expectation: Utilizes other members of the health team such as physicians, nutritionist, school nurse, etc. to plan and implement educational offerings.

When appropriate, community resources, other agencies and professional disciplines are involved with planning educational needs.

Comments:

You are encouraged (but not required) to share this evaluation with your preceptor. If you share the evaluation, the preceptor should indicate that by signing below. A positive evaluation is a document the preceptor can place in their professional portfolio. Electronic signatures required in Word format.

Electronic signatures required in Word format

Preceptor’s Signature    _________________________            Date

Student’s Signature        _________________________            Date

Faculty Review                  _________________________             Date

Name:  Assignment Rubric

  Excellent Good Fair Poor
Summarize your interpretation of the frequency data provided in the output for respondent’s age, highest school grade completed, and family income from prior month. 32 (32%) – 35 (35%)

The response accurately and clearly explains, in detail, a summary of the frequency distributions for the variables presented.

The response accurately and clearly explains, in detail, the number of times the value occurs in the data.

The response accurately and clearly explains, in detail, the appearance of the data, the range of data values, and an explanation of extreme values in describing intervals that sufficiently provides an analysis that fully supports the categorization of each variable value.

The response includes relevant, specific, and appropriate examples that fully support the explanations provided for each of the areas described.

28 (28%) – 31 (31%)

The response accurately summarizes the frequency distributions for the variables presented.

The response accurately explains the number of times the value occurs in the data.

The response accurately explains the appearance of the data, the range of data values, and explains extreme values in describing intervals that provides an analysis which supports the categorization of each variable value.

The response includes relevant, specific, and accurate examples that support the explanations provided for each of the areas described.

25 (25%) – 27 (27%)

The response inaccurately or vaguely summarizes the frequency distributions for the variables presented.

The response inaccurately or vaguely explains the number of times the value occurs in the data.

The response inaccurately or vaguely explains the appearance of the data, the range of data values, and inaccurately or vaguely explains extreme values.

An analysis that may support the categorization of each variable value is inaccurate or vague.

The response includes inaccurate and irrelevant examples that may support the explanations provided for each of the areas described.

0 (0%) – 24 (24%)

The response inaccurately and vaguely summarizes the frequency distributions for the variables presented, or it is missing.

The response inaccurately and vaguely explains the number of times the value occurs in the data, or it is missing.

The response inaccurately and vaguely explains the appearance of the data, the range of data values, and an explanation of extreme values, or it is missing.

An analysis that does not support the categorization of each variable values is provided, or it is missing.

The response includes inaccurate and vague examples that do not support the explanations provided for each of the areas described, or it is missing.

Summarize your interpretation of the descriptive statistics provided in the output for respondent’s age, highest school grade completed, race and ethnicity, currently employed, and family income from prior month. 45 (45%) – 50 (50%)

The response accurately and clearly summarizes in detail the interpretation of the descriptive statistics provided.

The response accurately and clearly evaluates in detail each of the variables presented, including an accurate and complete description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

40 (40%) – 44 (44%)

The response accurately summarizes the interpretation of the descriptive statistics provided.

The response accurately explains evaluates each of the variables presented, including an accurate description of the sample size, the mean, the median, standard deviation, and the size and spread of the data.

35 (35%) – 39 (39%)

The response inaccurately or vaguely summarizes the interpretation of the descriptive statistics provided.

The response inaccurately or vaguely evaluates each of the variables presented, including an inaccurate or vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data.

0 (0%) – 34 (34%)

The response inaccurately and vaguely summarizes the interpretation of the descriptive statistics provided, or it is missing.

The response inaccurately and vaguely evaluates each of the variables presented, including an inaccurate and vague description of the sample size, the mean, the median, the standard deviation, and the size and spread of the data, or it is missing.

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 (3%) – 3 (3%)

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%) – 2 (2%)

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 (3%) – 3 (3%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

0 (0%) – 2 (2%)

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. 5 (5%) – 5 (5%)

Uses correct APA format with no errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

3 (3%) – 3 (3%)

Contains several (3 or 4) APA format errors.

0 (0%) – 2 (2%)

Contains many (≥ 5) APA format errors.

Total Points: 100

Name:  Assignment Rubric

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