NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference and Evaluation

 NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference and Evaluation

NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference and Evaluation

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: _______________

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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.

NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference and Evaluation
NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference and Evaluation

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:

ASSIGNMENT RUBRIC

NUR646 Week 4 Assignment Midterm Preceptor-Faculty-Student Conference and Evaluation 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.