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NR 536: Week 7 Assignment Designing an Experiential Learning Activity

NR 536: Week 7 Assignment Designing an Experiential Learning Activity

The Designing an Experiential Learning Activity assignment is due on Sunday of Week 7 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.

Designing an Experiential Learning Activity Guidelines and Rubric (Links to an external site.)

Purpose

This assignment provides a scenario that the students will use as the foundation for the design of an experiential learning activity that will emphasize interprofessional communication, ethics, and civility in the clinical setting. Focusing on their future practice setting of either academic or professional development, the student is able to select the level of student for this learning activity. Application of principles learned from previous weeks in this course is expected.

Course Outcomes

Through this assignment, the student will demonstrate the ability to do the following.

CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)

CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)

CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)

CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)

CO 5: Integrate ethics and values into teaching methods and professional practice. (PO 4)

CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)

Requirements

Description of the Assignment

This assignment presents a scenario that the student uses as the starting point to design an experiential learning activity for use in the clinical setting with academic nursing students or professional staff development. Learner objectives and other foundational information regarding the learning activity are required as Part 1. Following the foundational information needed for Part 1, the student completes the following parts.

Part 2: Development of an experiential learning activity using one of the following types

Evolving case study for use in a clinical setting

Simulation with HPS mannequins

Virtual reality (i.e., Second Life®)

Part 3: Development of Socratic questions for use during debriefing

The activity is to be described in detail by including the characters, roles, and dialogue occurring between the characters. Students can suggest an alternative experiential learning activity, but it must focus on clinical rather than classroom learning. Faculty approval of the alternative is required.

Conversation used as the starting point for the assignment follows.

Conversation participants:

Healthcare Provider (HCP): Female, about 50 years old, could be an MD, DO, APN, or PA

Registered Nurse (RN): Male about 35 years old, has been an RN for over 10 years; on this floor for the last eight years, charge nurse for the night shift of 7 p.m. to 7 a.m.

You: You are a nurse educator either in an academic setting working with nursing students OR in a practice setting working with professional staff development. Currently, you are completing a task in the nurses’ station and overhear the following conversation.

Overheard conversation:

HCP: I want to talk to you about Ms. J, the lady down the hall who has terminal pancreatic cancer.

RN: How can I help you? She has been so discouraged since chemotherapy was stopped yesterday. I gave her some information about alternatives to chemo.

HCP: (raising her voice) YOU admit it! Since when do you, an RN, prescribe medical treatments for my patients? I can have your license for this!

RN: I did NOT prescribe anything, I just provided information about …

HCP: And JUST how do YOU know if the treatment you prescribed would work for her?

RN: (in a loud voice) Just listen to ME! You are not listening to me! I DIDN’T prescribe anything! I just suggested …

HCP: Will YOU just keep your suggestions to yourself next time? Listen, I want to do what is best for my patients, and it is a terrible thing that someone so young to be as good as dead. And another thing, how can anyone take you seriously as a professional with those tattoos? Why don’t you …

At this point in the interchange, you (the educator) have finished your work and leave the nurses’ station.

Criteria for Content

Based upon the overheard conversation noted above, you (the nurse educator) decide to use the exchange as the foundation for a learning activity for your learners in order to teach interprofessional communication based upon both participants’ dialogue;

ethics based upon the nurse’s action; and

civility based upon both participants’ dialogue.

Based upon this information, you are required to develop an experiential learning activity for the learner based upon the setting you have selected. The learning activity must be focused on the experiential learning setting (i.e., academic or mentoring program for new graduates) and not the classroom. You may select from the following experiential learning activities.

Evolving case study to be used in post-conference

Simulation with HPS mannequins

Virtual reality (i.e., Second Life®)

Other experiential learning activity as approved by faculty member

Part 1: Foundation for the learning activity. In this section, the focus is on explaining the selected experiential learning activity. The required information includes the following.

Description of the selected experiential learning activity

Identification of the learner

Identification of learning objectives consistent with the level of learner

Explanation on how the identified learning activity fosters active learning

Part 2: Presentation of the learning activity. The required information includes the following.

Description of the setting for the learning activity

Identification of the characters and roles to be presented

An outline of the scenario that demonstrates progression

Identify interactions (i.e., dialogue) between the characters that demonstrates

interprofessional communication;

ethics; and

civility.

Part 3: Debriefing

Explain the role of debriefing with experiential learning activities.

Explain how debriefing of selected learners will occur.

Identify three Socratic questions that would be asked during the debriefing.

An introduction to the student’s assignment and conclusion is required.

Preparing the Assignment

Criteria for Format and Special Instructions

The assignment should not exceed eight pages in length, excluding the title page and reference page.

References regarding the selected experiential learning activity are required.

Expectations regarding graduate level include all of the following elements.

Correct spelling, grammar, and punctuation

NR 536 Week 7 Assignment Designing an Experiential Learning Activity

NR 536 Week 7 Assignment Designing an Experiential Learning Activity

Exceptional writing style with clarity, flow, and organization of information throughout the paper

Congruence with APA mechanics of style

APA format for citing and referencing sources

Introduction to the assignment is present

Conclusion to the assignment is present

References for selected experiential learning activity are required

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Also Read:  NR 536 Week 5 Assignment Develop an Evolving Case Study

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 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 LoudCloud 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 overutilization of direct quotes in DQs and assignments at the Masters’ 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 LopesWrite, 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 LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 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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