NR452 Comprehensive Practice Assessment Remediation/Student Success Binder Guidelines

NR452 Comprehensive Practice Assessment Remediation/Student Success Binder Guidelines

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PURPOSE

The Student Success Binder is designed to support continued learning, develop critical thinking, and promote clinical reasoning and analysis skills throughout the pre-licensure BSN students’ education. Active Learning Templates (ALT) will be created based on individual performance on the comprehensive practice and proctored assessments. ALT topics are selected from the areas of greatest opportunity identified on students’ Individual Performance Profile. Students contribute to the binder throughout the program, utilizing the contents in class, clinical, and SIMCARE/laboratory settings to ensure knowledge is being relearned or maintained from course to course.

The Student Success Binder has four purposes.

  1. Aid students in the application of, and reference to, concepts and topics from previously
  2. Act as a repository for all ALTs and clinical paperwork not being used in the current course
  3. Be available for students to bring for review with CAS or instructor, as
  4. Promote success on the NCLEX-RN licensing

 

The Student Success Binder supports achievement of the following Bachelor of Science in Nursing (BSN) program outcomes:

PO1: Provides individualized comprehensive care based on theories and principles of nursing and related disciplines to individuals, families, aggregates, and communities, from entry to the healthcare system through long-term planning.

PO2: Demonstrates leadership and collaboration with consumers and other healthcare providers in providing care and/or delegating responsibilities for health promotion, illness prevention, health restoration, health maintenance, and rehabilitative activities.

PO4: Integrates clinical judgment in professional decision making and implementation of the nursing process. PO8: Incorporates evidence-based practice in the provision of professional nursing care to individuals, families,

aggregates and communities.

PREPARATION

No later than the session in which a student takes in NR324 Adult Health I, or when the student enrolls in a course with a CMS Assessment for the first time, each will

  1. Purchase a four-inch binder and 56 tabbed
    1. Label the dividers according to the directions in the Requirements section. Each time this assignment is used, the student will,
  2. Access the student ATI account to download and print the ALT templates needed at

DUE DATE

Submit as directed by your instructor. Faculty may require students to convert paper documents to an electronic file and upload for grading.

REQUIREMENTS

  1. Student Success Binder
    1. Tabs correlate to each course with a CMS exam,
    2. Use the ATI/CMS conceptual
      1. All ALT’s are filed within the concept tab, regardless of the course in which it was
    3. Student Success Binder should be 4” and can be purchased by the

 

  1. Student Success Binder tabs
    1. Fundamentals
      1. ALTs completed during fundamentals courses and as part of the CMS activities in Adult Health I
        1. Basic Concept Active Learning Template
        2. Diagnostic and Therapeutic Procedure Active Learning Template
        3. Growth and Development Active Learning Template
        4. Medication Active Learning Template
        5. Skills Active Learning Template
        6. System Disorder Active Learning Template
      2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
    2. Pharmacology
      1. ALTs completed during any course and as part of the CMS activities in Adult Health II
        1. Basic Concept Active Learning Template
        2. Diagnostic and Therapeutic Procedure Active Learning Template
        3. Growth and Development Active Learning Template
        4. Medication Active Learning Template
        5. Skills Active Learning Template
        6. System Disorder Active Learning Template
      2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
    3. Medical Surgical
      1. ALTs completed as part of adult health course (I, II, and Complex) and as part of the CMS activities in Complex Adult Health
        1. Basic Concept Active Learning Template
        2. Diagnostic and Therapeutic Procedure Active Learning Template
        3. Growth and Development Active Learning Template
        4. Medication Active Learning Template
        5. Skills Active Learning Template
        6. System Disorder Active Learning Template
      2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
    4. Mental Health
      1. ALTs completed during mental health course and as part of the CMS activities in mentalhealth
        1. Basic Concept Active Learning Template
        2. Diagnostic and Therapeutic Procedure Active Learning Template
        3. Growth and Development Active Learning Template
        4. Medication Active Learning Template
        5. Skills Active Learning Template
        6. System Disorder Active Learning Template
      2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
    5. Maternal/Newborn
      1. ALTs completed during maternal child course and as part of the CMS activities in maternal child
        1. Basic Concept Active Learning Template
        2. Diagnostic and Therapeutic Procedure Active Learning Template
        3. Growth and Development Active Learning Template
        4. Medication Active Learning Template
        5. Skills Active Learning Template
        6. System Disorder Active Learning Template

 

  1. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
  1. Pediatrics
    1. ALTs completed during pediatrics course and as part of the CMS activities in pediatrics
      1. Basic Concept Active Learning Template
      2. Diagnostic and Therapeutic Procedure Active Learning Template
      3. Growth and Development Active Learning Template
      4. Medication Active Learning Template
      5. Skills Active Learning Template
      6. System Disorder Active Learning Template
    2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
  2. Leadership and Community Health
    1. ALTs completed during community and collaborative courses and as part of the CMS activities in community and collaborative
      1. Basic Concept Active Learning Template
      2. Diagnostic and Therapeutic Procedure Active Learning Template
      3. Growth and Development Active Learning Template
      4. Medication Active Learning Template
      5. Skills Active Learning Template
      6. System Disorder Active Learning Template
    2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)
  3. Capstone
    1. ALTs completed during community and collaborative courses and as part of the CMS activities in community and collaborative
      1. Basic Concept Active Learning Template
      2. Diagnostic and Therapeutic Procedure Active Learning Template
      3. Growth and Development Active Learning Template
      4. Medication Active Learning Template
      5. Skills Active Learning Template
      6. System Disorder Active Learning Template
    2. Critical Points Review (note three important facts for all areas for focused review as identified on the Individual Performance Profile)

 

DIRECTIONS AND ASSIGNMENT CRITERIA

  1. Based on the identified areas for focused review on your Individual Performance Profile, select the number of active learning templates (ALT), based on your assessment score, which clearly relate to areas for focused review as identified by your correlating Individual Performance
    1. In this example, the ALT is in the Management of Care, Advocacy topic. The specific area for review, though is cultural and spiritual nursing care related to using a medical interpreter and you should use the Basic Concept

 

  1. To remediate the Comprehensive Practice Assessment taken in Week 2, use your score and these guidelines:
    1. 92% and above = at least 3 ALTs
    2. 84-91% = at least 4 ALTs
  • 76-83% = at least 6 ALTs
  1. Less than 76% = at least 8 ATLs
  2. NOTE: Faculty may require additional ALTs as part of the relearning
  1. These expectations apply to each
    1. All appropriate text boxes within the active learning templates are complete; content is directly relevant to areas for focused review as identified by your correlating Individual Performance
    2. Handwritten critical points for each content or patient need area are
    3. The ALT documents are
    4. The ALTs tabs are organized in alphabetical order, except the Critical Points Review document which is last in each section. ALTs are arranged by date, with the most recent on
    5. The binder is to be maintained in good Binders not in good condition should be replaced.
  2. A separate Critical Point Review document that includes three critical ideas from each item for focused review as identified on the Individual Performance Profile is also completed during remediation
    1. Record three important facts for all areas for focused review as identified on the Individual Performance Profile, focusing on expanding your
  3. Loss of the binder will result in a zero for all course specific remediation
    1. It is recommended that students scan and save their paperwork in case the binder is lost or damaged.
    2. Faculty may require submission students submit scanned copies to the online course shell for grading and retention
  4. All criteria in a category must be met for the students to receive the points possible for
    1. All criteria in the satisfactory column must be met to earn the available ten (10)
    2. Students can earn between 0 and 50 points based on points earned in each

 

NR452 COMPREHENSIVE PRACTICE ASSESSMENT REMEDIATION RUBRIC

(Includes Active Learning Template and Critical Point Review documents)

 

Category Satisfactory 10 pts Unsatisfactory 0 pts Points Earned
Selection of Active Learning Template
10 points
Selects the minimal number of active learning templates (ALTs) required by the proficiency level achieved on the assessment. All ALTs clearly relate to theareas of noted weakness as identified by the correlating assessment. Selects fewer than the minimal number of active learning templates (ALTs) required by the proficiency level achieved on the assessment. Not all ALTs clearly relate tothe areas of noted weakness as identified by the correlating assessment.  
Number of ALTs to be a.      On the Comprehensive Practice Assessment Results, if student achieves
completed i. 92% and above = at least 3 ALTs
  ii. 84-91% = at least 4 ALTs
  iii. 76-83% = at least 6 ALTs
  iv. Less than 76% = at least 8 ATLs
  v. NOTE: Faculty may require additional ALTs as part of the relearningplan.
Descriptive Text
10 points
All text boxes within the active learning templates are complete; content is directly relevant to areas of noted weakness. Student uses appropriate medical terminology The text boxes within the active learning template are incomplete and/or content is not handwritten or relevant to areas of noted weakness. Student does not use appropriate medical terminology  
Writing Conventions
10 points
There are less than three unique errors in grammar, capitalization, punctuation, and/or spelling. Information is handwritten and the handwriting is legible. There are four or more unique errors in grammar, capitalization, punctuation, and/or spelling requiring major editing and revision. Information is handwritten and thehandwriting is not legible.  
Organization
10 points
Active learning templates are filed in the correct tab and organized in order by date, with most recent on top. All tabs are in the correct order; binder is in good condition. Active learning templates in not in proper order; tabs missing or out of order; binder is damaged or missing.  
Critical Point Review
Relearning through Critical Point Review
10 points
Student has handwritten three critical points for each content area missed on the assessment Student has less than three critical points handwritten on each content area missed on the assessment.  
Total Points Earned:
Comments:

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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  • Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

  • Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

  • APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

  • Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

  • LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

  • Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

  • Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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