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GCU NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference Latest 2019 December

GCU NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference Latest 2019 December
NUR646 Nursing Education Seminar 1

Week 4 Assignment

Midterm Preceptor-Faculty-Student Conference and Evaluation

Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable signatures for each preceptor.

Preceptor-Faculty-Student Conferences and Evaluations

Student Name______________________

Course ___________________________

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the practicum/clinical experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this clinical experience.   All faculty and preceptor information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.

For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:

_____ Copy of or link to Graduate Field Experience Manual

_____ Copy of the midterm/final evaluation process and form

_____ Copy of or link to the University Policy Handbook

_____Typhon/DMS Instructions

_____ Faculty Contact Information

Preceptor direct contact information:

Name: ____________________________________________

Email: ____________________________________________

Phone: ___________________________________________

Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A mid-term conference will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the course goals.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation. The preceptor will meet with the student to review the evaluation form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A final clinical evaluation will occur at the end of the clinical/practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are at “meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

GCU NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference Latest 2019 December

GCU NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference Latest 2019 December

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NUR646 Nursing Education Seminar 1

Week 4 Assignment

Midterm Preceptor-Faculty-Student Conference and Evaluation

Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable signatures for each preceptor.

Preceptor-Faculty-Student Conferences and Evaluations

Student Name______________________

Course ___________________________

Pre-/mid-/ and post- conference or evaluation between students, faculty, and preceptors are mandatory for students enrolled in all MSN practicum/clinical courses. Conferences may be conducted face-to-face or via technology.

Overall Course and Student Specific Objectives: These objectives should be discussed during each conference, as students are responsible for completing all experiences as mandated for program.

A pre-conference will occur prior to the start of the practicum/clinical experience. This meeting is intended for the student and preceptor to review course and student-specific learning objectives:  the roles, responsibilities, and expectations of student and preceptor during this clinical experience.   All faculty and preceptor information will be given to each party per the student.  Any course or program information requested by the preceptor will be provided by the student. During this meeting, the student and preceptor will discuss practicum/clinical goals, including any projects that are to take place. Faculty will review submitted document and need to approve proposed projects at this time. Faculty will also send an introductory email to preceptor.

For the Preceptor: By initialing below, I signify that I have received the following information from my student and/or through preceptor orientation training:

_____ Copy of or link to Graduate Field Experience Manual

_____ Copy of the midterm/final evaluation process and form

_____ Copy of or link to the University Policy Handbook

_____Typhon/DMS Instructions

_____ Faculty Contact Information

Preceptor direct contact information:

Name: ____________________________________________

Email: ____________________________________________

Phone: ___________________________________________

Proposed Practicum Project (include what course objective/program-specific competency this will meet):___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

A mid-term conference will occur at the mid-point of the course. This meeting is intended for the student, faculty, and preceptor to discuss student progress toward meeting the course goals.  The faculty member will meet with the preceptor to conduct the student’s midterm evaluation. The preceptor will meet with the student to review the evaluation form. If there are areas that need improvement, the faculty will meet with the student to complete a remediation form.

Review progress towards meeting goals / objectives with rationales provided to student at mid-term conference.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              Date: _______________

GCU NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference Latest 2019 DecemberA final clinical evaluation will occur at the end of the clinical/practicum experience. This is intended for the student and preceptor to review and evaluate all competencies and validate that all areas are at “meets expectations” prior to progression. Faculty will provide final review and evaluation after conferring with preceptor.

Review progress towards meeting goals / objectives with rationales provided to student at end of rotation.

Preceptor Signature: ________________________________________          Date: _______________

Student Signature: ________________________________________              Date: _______________

Faculty Signature: _________________________________________              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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