NR452 Comprehensive Practice Assessment Remediation/Student Success Binder

NR452 Comprehensive Practice Assessment Remediation/Student Success Binder Guidelines

NR452 Comprehensive Practice Assessment Remediation/Student Success Binder

NR452 Comprehensive Practice Assessment Remediation/Student Success Binder Guidelines

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 completed courses. 2. Act as a repository for all ALTs and clinical paperwork not being used in the current course or courses. 3. Be available for students to bring for review with CAS or the instructor, as required. 4. Promote success on the NCLEX-RN licensing examination.

The Student Success Binder supports the 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 dividers. a. 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 that time.

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 a. Tabs correlate to each course with a CMS exam, b. Use the ATI/CMS conceptual names. i. All ALT s are filed within the concept tab, regardless of the course in which it was created.

2. Student Success Binder should be 4 and can be purchased by the student. NR452 Comprehensive Practice Assessment Remediation Guidelines V4 Revised for 0119_CI Team/SRK 1

2 3. Student Success Binder tabs a. Fundamentals i. ALTs completed during fundamentals courses and as part of the CMS activities in Adult Health I b. Pharmacology i. ALTs completed during any course and as part of the CMS activities in Adult Health II c. Medical Surgical i. ALTs completed as part of adult health courses (I, II, and Complex) and as part of the CMS activities in Complex Adult Health d. Mental Health i. ALTs completed during mental health course and as part of the CMS activities in mental health e. Maternal/Newborn i. ALTs completed during the maternal child course and as part of the CMS activities in maternal child NR452 Comprehensive Practice Assessment Remediation Guidelines V4 Revised for 0119_CI Team/SRK 2

3 f. Pediatrics i. ALTs completed during pediatrics course and as part of the CMS activities in pediatrics g. Leadership and Community Health i. ALTs completed during community and collaborative courses and as part of the CMS activities in the community and collaborative h. Capstone i. ALTs were completed during community and collaborative courses and as part of the CMS activities in the community and collaborative 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 Profile. a. 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 template.

NR452 Comprehensive Practice Assessment Remediation Guidelines V4 Revised for 0119_CI Team/SRK 3

4 b. To remediate the Comprehensive Practice Assessment taken in Week 2, use your score and these guidelines: i. 92% and above = at least 3 ALTs ii % = at least 4 ALTs iii % = at least 6 ALTs iv. Less than 76% = at least 8 ATLs v. NOTE: Faculty may require additional ALTs as part of the relearning plan. 2. These expectations apply to each ALT. a. 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 Profile. b. Handwritten critical points for each content or patient need area are included. c. The ALT documents are legible. d. 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 top. e. The binder is to be maintained in good condition. Binders not in good condition should be replaced. 3. 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 a. Record three important facts for all areas for focused review as identified on the Individual Performance Profile, focusing on expanding your knowledge. 4. Loss of the binder will result in a zero for all course specific remediation points. a. It is recommended that students scan and save their paperwork in case the binder is lost or damaged. b. Faculty may require submission students submit scanned copies to the online course shell for grading and retention purposes. 5. All criteria in a category must be met for the students to receive the points possible for that category. a. All criteria in the satisfactory column must be met to earn the available ten (10) points. b. Students can earn between 0 and 50 points based on points earned in each category. NR452 Comprehensive Practice Assessment Remediation Guidelines V4 Revised for 0119_CI Team/SRK 4

5 NR452 COMPREHENSIVE PRACTICE ASSESSMENT REMEDIATION RUBRIC

(Includes Active Learning Template and Critical Point Review documents) Category Selection of Active Learning Template Number of ALTs to be completed Descriptive Text Writing Conventions Organization Relearning through Critical Point Review Satisfactory 10 pts Unsatisfactory 0 pts Selects the minimal number of active Selects fewer than the minimal number of learning templates (ALTs) required by the active learning templates (ALTs) required proficiency level achieved on the by the proficiency level achieved on the assessment. All ALTs clearly relate to the assessment. Not all ALTs clearly relate to areas of noted weakness as identified by the the areas of noted weakness as identified by correlating assessment. the correlating assessment. a. On the Comprehensive Practice Assessment Results, if student achieves i. 92% and above = at least 3 ALTs ii % = at least 4 ALTs iii % = at least 6 ALTs iv. Less than 76% = at least 8 ATLs v.

NOTE: Faculty may require additional ALTs as part of the relearning plan. All text boxes within the active learning templates are complete; content is directly relevant to areas of noted weakness. Student uses appropriate medical terminology There are less than three unique errors in grammar, capitalization, punctuation, and/or spelling. Information is handwritten and the handwriting is legible. 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. Critical Point Review Student has handwritten three critical points for each content area missed on the assessment 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 There are four or more unique errors in grammar, capitalization, punctuation, and/or spelling requiring major editing and revision. Information is handwritten and the handwriting is not legible. Active learning templates in not in proper order; tabs missing or out of order; binder is damaged or missing. Student has less than three critical points handwritten on each content area missed on the assessment.

Points Earned

Comments:

Total Points Earned: NR452 Comprehensive Practice Assessment Remediation Guidelines V4 Revised for 0119_CI Team/SRK 5

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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