Assignment: NUR646 how to evaluate preceptor using “Evaluation of Clinical Preceptor by Student” form

Assignment NUR646 how to evaluate preceptor using “Evaluation of Clinical Preceptor by Student” form

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: Assignment NUR646 how to evaluate preceptor using “Evaluation of Clinical Preceptor by Student” form

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

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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

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

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:

Electronic signatures required in Word format

Preceptor’s Signature _________________________ Date

Student’s Signature _________________________ Date

Faculty Review _________________________ Date

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.