Professional Portfolio Erin K. Kibbey, BS, RN, CCRN - Home



Practicum Proposal for the Nurse Educator and NPD SpecialistErin KibbeyFerris State University AbstractGaining competency in the role of the nurse educator and nursing professional development (NPD) specialist can be obtained through the utilization of a practicum experience. This paper describes a proposed practicum experience designed to gain experience and practical knowledge related to the educational process utilized by both of these specialty roles. The three standards of practice the proposed practicum focuses on include: a) the facilitation of learning, b) participation in curriculum design and evaluation of program outcomes, and c) the use of assessment and evaluation strategies. Based on these competencies and guided by Kolb’s experiential learning theory, several key objectives and activities are described. This paper further describes my past experiences and the proposed practicum preceptor, timeline of activities, and evaluations used for completion of the practicum. The practicum proposes to take place at Munson Medical Center (MMC) in Traverse City, Michigan beginning January 13, 2014 and ending May 2, 2014. Keywords: competency, nurse educator, nursing professional development specialist, NPD specialist, practicum, standards of practice, education, facilitation of learning, curriculum design, evaluation strategies, Kolb, experiential learning theoryPracticum Proposal for the Nurse Educator and NPD SpecialistThe importance of obtaining hands-on, practical experience prior to graduation with a degree in nursing education cannot be underestimated. As a future academic nurse educator or nursing professional development (NPD) specialist the opportunity to gain competency in these roles is possible through the utilization of a 16 week practicum experience. The following proposal describes a practicum experience intended to provide experience in the educational process similar to both of these specialty roles. According to the American Nurses Association and National Nursing Staff Development Organization (ANA & NNSDO, 2010) the NPD specialist uses their expertise in nursing education to help other nurses develop their competence in various settings. They support continuous learning and help create an environment that supports learning and the adult learning process. Competencies related to the educational process including assessment, planning, implementation, and evaluation are the same for both NPD specialists and academic nurse educators (Brunt, 2007). The proposed practicum was designed to gain confidence and skills related to the educational process within both of these specialty roles. I believe the proposed practicum aligns well with my educational background and clinical achievements. Additionally, I believe it will help aid in filling the gaps to my future career goals. The purpose of this paper is to further describe my past experiences and the proposed practicum including setting, goals and objectives, preceptor, roles and activities, timeline, and evaluation. Educational Background and ExperienceI am a registered nurse working on a busy cardiothoracic surgical unit at Munson Medical Center (MMC) in Traverse City, Michigan. I have enthusiastically maintained employment on this unit for over five years. When I started my career in bedside nursing on this unit, I began as a step-down nurse caring for patients in the non-critical phases of their pre and post-operative periods in the hospital. It was not long after I had proven my skills as an intermediate nurse that I was accepted into the unit’s critical care cross-training program. After developing solid skills as a clinician and proving my ability to rapidly think through and handle stressful situations with confidence, I stepped into the role of a primary preceptor on our unit. Once I became a preceptor on our unit, I found my passion. I am now able to meld my knowledge and skill as a nurse with my love for teaching and helping others strive for their goals. It is because of the opportunities I have had as a preceptor that I began considering furthering my education. Thus, for the last year and a half I have been taking classes to fulfill the requirements for a Master of Science in Nursing degree with a concentration in education at Ferris State University.Initially, when I began this degree program, my plan was to obtain a teaching job at the local community college in Traverse City. Although I still see this as a viable and exciting possible option, I find myself equally interested in the NPD specialist role. Consequently, my plan for this practicum experience has involved trying to come up with ideas on how to possibly achieve competencies in both specialty roles or determining where I could gain experience that would be valuable to both roles. Since my experience within these roles has primarily been precepting nurses at the bedside, I believe there is a lot of room for potential growth to occur as a result of the proposed practicum experience that will be expounded on throughout this paper. Setting In order to gain competency in the educational process as an NPD specialist and nurse educator, I am proposing that this practicum occur at the hospital I work, MMC, in Traverse City. It is the largest hospital in northern Michigan and is comprised of 391 inpatient beds (MMC, 2013). Within this setting, I am specifically proposing to gain experience through participation in the critical care internship program as well as the transition to practice program at MMC. According to the NLN (2012), nursing education can take place in a variety of settings that is not limited to the traditional classroom based environments. Thus, this setting is still appropriate for gaining competency towards both the nurse educator and NPD specialist roles. Critical Care Internship The critical care internship program is a five month program designed for nurses (either new graduate nurses with some experience or newer nurses from non-critical care units) to provide interns with the knowledge and skills to care for critical care patients upon completion of the program (MMC, 2013). The interns spend the first few weeks rotating through the various critical care units at MMC. Participating units in this program include: a) the emergency department (ED), b) intensive care unit (ICU), c) cardiothoracic unit (A2), and d) the adult cardiac critically ill and cardiac interventional unit (A3). The ED is a 43 bed unit and accredited as a level two trauma center. The ICU is comprised of medical-surgical, trauma, and neurological patients. It contains 20 beds including a progressive care area that also serves a variety of patients with multisystem intricacies. Located in MMC’s Heart Center is A2, a 30 bed unit that provides care to cardiothoracic surgical patients immediately post-operative until patient discharge. Lastly, A3 is also located in MMC’s Heart Center and like A2 is a 30 bed unit that is acuity adaptable. The ICU, A2, and A3 educate nurses in the internship program to manage both critical and intermediate care patients. After the interns have been to the various units, they are then assigned to a specific unit for the remainder of the internship. As they continue through the duration of the internship program, they are oriented to their assigned unit by various preceptors that work on the unit. There is clinical as well as didactic preparation included as part of the program (MMC, 2013). Moreover, there is computer based education, skills labs, simulation, cases studies, and various critical thinking experiences embedded into the program. The interns are overseen throughout the program by the internship coordinator, Patti Hresko. Transition to Practice ProgramIn addition to the critical care internship program, I will also be taking part in the transition to practice program that is required for new nurses after approximately three months of being off orientation and working at MMC. Patti Hresko also facilitates this program. The program consists of classes that are held once a month for three hours in a conference room in the basement of MMC (P. Hresko, personal communication, November 7, 2013). There are a total of six classes that cover topics ranging from death and dying, moral distress, documentation, technical skills and simulation, communication and conflict resolution, career advancement, and clinical measures of quality (P. Hresko, personal communication, November 16, 2013). Typically there are between five to ten nurses in attendance at the classes. Occasionally there are guest speakers as well as class facilitators that help with smaller group discussions throughout the class (P. Hresko, personal communication, November 14, 2013). The class facilitators are picked by Ms. Hresko and are experienced nurses from various units that offer support and help direct discussions. The classroom is set up with tables of approximately three to six chairs for participants. Generally there is audio-visual equipment available for use during the classes. Class sessions are designed to be informal, allowing active participation and discussion throughout the class (P. Hresko, personal communication, November 14, 2013). Evaluation forms are provided for participants to fill out at the end of each class. The goals of the transition program include: increased skill acquisition and clinical reasoning, increased job satisfaction and professional engagement, and decreased turnover (P. Hresko, personal communication, November 16, 2014). Goals, Objectives, and Clinical ProjectThe overall goal of the proposed practicum is to gain competency in the specialty roles of the NPD specialist and nurse educator as based on my previous background and clinical experience and future career goals. Since the educational process utilized by these roles is a competency area I have little experience in, this practicum will specifically focus on growth in this area. As such, this practicum will focus on three particular NLN (2012) standards of practice. The three standards chosen to focus on in the proposed practicum include: the facilitation of learning, participation in curriculum design and evaluation of program outcomes, and the use of assessment and evaluation strategies (NLN, 2012). Although these standards of practice are specific to the nurse educator role, the NPD specialist has several responsibilities related to these education based standards. Some of the key responsibilities for NPD specialists related to educational competency include: assessing and validating competency, assessing educational needs, participating in in-service activities, orienting, assisting in role transition, and developing curricula (ANA & NNSDO, 2010). Thus, several of these responsibilities are integrated into the proposed practicum as activities to perform within the three nurse educator competencies. In order to help facilitate the proposed practicum experience, a planning guide was created (see Appendix A). The planning guide includes two main goals related to the three NLN (2012) standards of practice previously mentioned. In order to achieve these goals several accompanying objectives and activities were also detailed within the planning guide. Specifics related to the goals, objectives, and theory supporting the proposed practicum experience are included in the following sections. Foundational TheoryProgression of competency within the three standards were designed based on Kolb’s experiential learning theory. From this theory comes the notion that ideas are not fixed; they are shaped and reshaped through experience (Kolb, 1984). Thus, learning is a process that continually changes through experience. Also central to this theory is the idea that learning involves the environment and real-world experience. In addition, learning is a cyclical, adaptive process occurring in all human setting and all life stages. The design of the proposed practicum embodies these ideas and was founded on these characteristics. Objectives for the proposed practicum were created based on Kolb’s (1984) idea that the experiential learning cycle is a continuous process (see Appendix A). The first objective for the proposed practicum is to become acclimated to the educator role and educational process through observation. The second objective is to reflect on the observational experiences and the third objective is to apply knowledge and actively participate in the educational process. This is similar to Kolb’s (1984) idea that individuals have a concrete experience, reflect on that experience, derive meaning from it, and try out the meaning they have constructed (Jeffries & Clochesy, 2012). Additional objectives for the proposed practicum were created based on the desire to further apply the proposed concrete experiences, as Kolb’s theory suggests. Facilitation of LearningAccording to the NLN (2012), facilitation of learning can be accomplished by creating an environment conducive for students to learn the desired outcomes. Since my experience in this competency is limited, I propose to first gain competency in this standard through observational experiences. Through a variety of experiences, it is believed that my learning and knowledge will grow so that I can reflect on the learning and begin applying the knowledge (see Appendix A). There are several activities recognized by the NLN (2012) that will be employed throughout the proposed practicum in order to become more competent in the facilitation of learning. Activities for the proposed practicum include using a variety of teaching strategies that are based on educational theory and evidence-based teaching practices, using information technology to support the learning process, modeling critical thinking, recognizing the multicultural and experiential influences on learning, demonstrating respect and enthusiasm for learners, and creating opportunities for students to develop clinical thinking skills. Assessment and Evaluation StrategiesNurse educators who are able to use various assessment and evaluation strategies in settings that include the classroom, lab, and clinical sites would be considered proficient in the third competency (NLN, 2012). The purpose of developing this competency is to ascertain that learners have actually acquired the knowledge and abilities outlined in the curriculum (Kirkpatrick & DeWitt, 2012). According to Kirkpatrick and DeWitt (2012), assessment is typically feedback garnered to recognize progress and is appropriate to use over the course of time. Within the internship program, I plan to work closely with my preceptor in determining and using assessment and evaluation methods to provide fair and constructive feedback to the interns. ?I plan to help write goals, achievements, and areas to improve on each week of orientation and follow-up the weekly evaluations with individual, face-to-face discussion of the evaluations to gain the learner’s perspective. ?Also key to growth within this competency is to incorporate the use of evidence based assessment and evaluation practices. ?Curriculum Design and Clinical ProjectThe fourth competency for the nurse educator, or the ability to participate in curriculum design and evaluate program outcomes, should reflect today’s health care and educate graduates to be effective nurses in the modern day health care milieu (NLN, 2012). In light of current health care trends such as the increasing critical nature of patient illness, increasing emphasis on high quality care, and decreased spending, it is important for curriculum to keep pace (Boland, 2012). In order to help accomplish the goal of developing competency in curriculum design and evaluation of program outcomes, I plan to develop didactic lessons that can be incorporated into the internship program. One example of a resource that will be utilized for this objective is an article by Deck (2012) that discusses the creation of lesson plans and objectives for NPD specialists will be utilized. The development of lesson plans, including the development of a needs assessment, as well as how to write goals and learning objectives are further discussed by Deck (2012). The article also provides a good example of a lesson plan. The development of at least two didactic lessons that would be tied to some of the already existing computer based learning modules that the interns receive throughout the internship will make up the clinical project component to the proposed practicum. Thus, I will be looking at the current curriculum design and evaluating the program’s outcomes. For this project, I will need to work with both my preceptor as well as educators, internship preceptors, and the interns to create, implement, and evaluate new lesson plans and evaluation methods. This project will utilize adult learning theory as well as evidence based practice for developing lesson plans, needs assessments and learning objectives. The previously mentioned article by Deck (2012) will be one resource utilized to develop this project. In addition I will utilize the following books: Teaching in nursing: A guide for faculty (4th edition), Innovative teaching strategies in nursing and related health professions (5th edition), and Curriculum development in nursing education. Identification of PreceptorPreceptors assist not only as a teacher, but also as a coach (Ulrich, 2012).? A preceptor can help an individual learn the skills needed to become a staff nurse educator, in addition to helping guide the individual in using these skills in the most effective manner. Preceptors need to understand both the science of teaching as well as the art of teaching (Ulrich, 2012). Thus, I have selected a preceptor who is very experienced and I believe will be a good facilitator for my learning.? My proposed preceptor for fulfillment of this practicum is Patti Hresko, the resource clinician and coordinator of MMC’s critical care internship program and transition to practice program. She is a master’s prepared nurse, although her degree is as a family nurse practitioner, and she has been the coordinator and facilitator of the internship program for several years. Prior to becoming the resource clinician for the critical care internship program, she was the resource clinician and educator in the ICU at MMC. In addition, Ms. Hresko is certified as a critical care registered nurse (CCRN) by the American Association of Critical-Care Nurses and she continues to maintain her skill set and knowledge by working in the ICU at MMC once a week. She has been a nurse for over ten years. Ms. Hresko can be reached by telephone at 231-392-0193 or by email at phresko@. Letters from both an MMC representative as well as Patti Hresko, stating approval of the proposed project are included in Appendix B. Role & ActivitiesAs an active participant in the critical care internship program and the transition program, I believe there are a great deal of opportunities for me to gain the competencies previously described in this practicum proposal. While the beginning of the proposed practicum includes mostly observational activities, preparation, and shadowing, the rest of the practicum requires a great deal of active participation (see Appendix A). Reflection is another important activity that will be carried out throughout the proposed practicum. As previously mentioned, the proposed practicum was designed based on Kolb’s experiential learning theory and cycle of learning. Within Kolb’s cycle of learning the various learning processes can include concrete experience, reflective observation, abstract conceptualization, or active experimentation (Ullrich & Haffer, 2009). Thus, in the proposed practicum I hope to start out learning a new skill or technique by watching, then begin to think and reflect on the experience, and finally be able to refine and improve my learning through active experimentation. The beginning of the practicum also focuses on the clinical project. During this time a review of the internship goals and educational needs of the program will be evaluated. For example, Ms. Hresko has stated that there is a need to develop additional didactic lessons that would be tied to some of the already existing computer based education (P. Hresko, personal communication, November 7, 2014). Curricula will be revised based on past evaluations and new learning objectives and activities will be implemented into the internship program. Evaluation strategies for the implementation of the new curricula will be instituted as well. The start date for the new class of critical care interns is set for March 10, 2014. The first two weeks the interns will be in general hospital orientation. Two of the days the first week, and three of the days the second week will be spent with the internship coordinator, Ms. Hresko, and me (P. Hresko, personal communication, November 7, 2014). This time will be utilized to become familiar with the interns and their learning styles as well as an introduction to critical care and the internship program. Following these two weeks, the interns will be working on the critical care units and Ms. Hresko and I will be meeting with the preceptors and interns on the units to help facilitate the transition. During this period of time, the interns will also take an electrocardiogram (EKG) class. I will also spend time with the EKG course facilitator, Nancy Irish, shadowing the first course schedule starting in February and facilitating course topics in the following course starting at the end of March. Not only do I plan to participate as an instructor in some of the didactic sessions throughout the critical care internship and the transition program, but I will take part in weekly discussions, evaluations, and overall orientation assessment with the interns and Ms. Hresko. I will aid as a resource for the interns and transition program nurses and provide any other help coordinating, teaching, or mentoring as needed. Lastly, I will take part in the planning of the internship schedule, interviewing potential internship candidates, and adding to the internship orientation manual with Ms. Hresko.Finally, I plan on attending a high fidelity simulation facilitator and operator class so that I can be allowed to run simulation sessions at the specified skills labs as well as incorporate new simulation sessions for the critical care interns. According to Jeffries and Clochesy (2012) simulations allow students the opportunity to use problem-solving and critical thinking skills to care for patients in a safe environment. This type of learning approach can be very beneficial for nurses learning intensive care due to the critical nature of the patients they are preparing to care for in the hospital setting. Learners must be ready for the complexity of patients and the fast pace of the critical care units, as well as be able to solve problems and make decisions in order to achieve desired outcomes (Jeffries & Clochesy, 2012). Once I am trained to facilitate and operate the SimMan at MMC it would be possible to incorporate more simulation into the internship curriculum to provide an interactive, practice-based instructional strategy. Proposed ScheduleIn order to support the goals and objectives of the proposed project a timeline of the previously mentioned activities was also created and included along with the goals and objectives (see Appendix A). This timeline will serve as a guideline to all activities required for successful completion of this project within the given timeframe. This practicum will start on January 13, 2014 and be completed by May 2, 2014. EvaluationAn evaluation tool (see Appendix C) was created as a means of evaluating the goals for the proposed practicum. The evaluation is based on the standards of practices for the academic nurse educator as outlined by the NLN (2012). The evaluation tool utilizes a Likert five point scale. Likert scales are the most widely used scaling technique (Polit & Beck, 2012). A Likert scale allows the evaluator the opportunity to express an opinion on a particular issue through indicating the degree to which they agree or disagree (Bourke & Ihrke, 2012). Analysis of data from a Likert scale can be computed mathematically in order to further understand evaluator attitudes. An area for comment is also provided next to each evaluation criteria. The evaluation tool will be completed by my preceptor and me at the end of this practicum. ConclusionObtaining experience and knowledge in the educational process is an important goal in the development of the academic nurse educator and NPD specialist roles. Competency in the educational process can be gained through the utilization of a practicum experience. This paper described a practicum experience designed to expand competency related to the educational process utilized by both of these roles. Specifically, the three standards of practice this practicum is designed to gain competency in include: a) the facilitation of learning, b) participation in curriculum design and evaluation of program outcomes, and c) the use of assessment and evaluation strategies (NLN, 2012). Within each of these competencies, several key goals, objectives, and activities were described. Kolb’s experiential learning theory was described as the foundation for the development of the proposed practicum. This paper further described how my past experiences and knowledge could be served by the described practicum. The preceptor, timeline of activities, and evaluation tool used for completion of the practicum were also included. The practicum proposed to take place at MMC in northern Michigan beginning January 13, 2014 and ending May 2, 2014. ReferencesAmerican Nurses Association and National Nursing Staff Development Organization [ANA & NNSDO]. (2010). Nursing professional development: Scope and standards of practice. Silver Spring, MD: .Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). Philadelphia: W. B. Saunders.Boland, D. (2012). Developing curriculum: Frameworks, outcomes, and competencies. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 138-159). St. Louis, MO: Elsevier Saunders.Bourke, M. P., & Ihrke, B. A. (2012). The evaluation process: An overview. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 422-440). St. Louis, MO: Elsevier Saunders.Bradshaw, M., & Lowenstein, A. (2007). Innovative teaching strategies in nursing and related health professions (5th ed.). Sudbury, MA: Jones & Bartlett Publishers. Brunt, B. A. (2007). Competencies for staff educators: Tools to evaluate and enhance nursing professional development. Danvers, MA: HCPro, Inc. Deck, M. L. (2012). Nursing professional development: Stories, tips, and techniques. Journal for Nurses in Staff Development,?28(3), 143-149.Iwasiw, C., Goldenberg, D., & Andrusyszyn, M. (2005). Curriculum development in nursing education. Sudbury, MA: Jones and Bartlett Publishers.Jeffries, P. R., & Clochesy, J. M. (2012). Clinical simulations: An experiential, student-centered pedagogical approach. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 352-368). St. Louis, MO: Elsevier Saunders.Kirkpatrick, J. M., & DeWitt, D. A. (2012). Strategies for assessing and evaluating learning outcomes. In D. Billings & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (4th ed.). (pp. 441-463). St. Louis, MO: Elsevier Saunders.Kolb, D. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall. Retrieved from Medical Center [MMC]. (2013). New graduate critical care nurse internship. Retrieved from League for Nursing [NLN]. (2012). The scope of practice for academic nurse educators 2012 revision. NY: Author.Polit, D. F., & Beck, C. T. (2012).?Nursing research: Generating and assessing evidence for nursing practice?(9th?ed.). Philadelphia, PA: Lippincott Williams & Wilkins.Ullrich, S., & Haffer, A. (2009). Precepting in nursing: Developing an effective workforce. Sudbury, MA: Jones and Bartlett Publishers.Ulrich, B. (Ed.). (2012).?Mastering precepting: A nurse’s handbook for success. Indianapolis, IN: Sigma Theta Tau International.Appendix AProject Planning GuideTitle of Project: Practicum Proposal for Nurse Educator and NPD SpecialistGoalsObjectivesActivitiesTimelineGoal 1: Develop knowledge and experience in the standards of practice for both the education domain of the advanced specialty role of the NPD specialist and competencies I – Facilitate Learning & III – Use Assessment & Evaluation Strategies for the advanced specialty role of the nurse educator (ANA & NNSDO, 2010; NLN, 2012)Goal 2:Gain knowledge and experience in the NLN (2012) nurse educator competency IV – Participation in Curriculum Design and Evaluation of Program Outcomes1.1 Orient to the clinical educator/staff development role at MMC through multiple observation experiences focused on facilitation of learning and the use of assessment and evaluation strategies1.2Use reflective observation to gain knowledge in facilitation of learning techniques and evaluation strategies 1.3Take on an active role as a facilitator of learning in the clinical setting1.4Implement assessment and evaluation strategies into active facilitation experiences1.5Use simulation technology for facilitation of learning in at least one lab session2.1 Implement at least two didactic lessons into existing educational materials for the critical care interns1.1aObserve preceptor facilitation in one role transition class & review class evaluations1.1bParticipate in interviews and selection process of candidates for internship program1.1cObserve facilitator and preparation of EKG course for new nurses1.1dShadow preceptor and her interactions, facilitation of learning, and use of assessment and evaluation techniques with the interns, unit educators, and managers1.1eMeet with preceptor and interns during any scheduled learning sessions1.2aEngage in weekly to bi-weekly reflection and journaling of experiences1.2bMeet regularly with preceptor to discuss, evaluate, and plan experiences for professional growth1.3aHelp preceptor with preparation for start of internship program (preparing program materials, schedules, coordination with unit educators/managers)1.3bTeach stations at skills labs1.3cBe a facilitator in transition classes1.3dSelect meetings with interns and preceptor to focus the planning and leading of1.3eFacilitate agreed upon topics in March EKG course1.4aUse evaluation strategies and review outcomes from facilitation at skills labs1.4bUse evaluation strategies and review outcomes from facilitation in role transition classes1.5aAttend 4 hour simulation operator class1.5bAttend 4 hour simulation facilitator class1.5cFacilitate simulation scenario(s) at skills lab(s) and with interns, use debriefing and evaluation strategies2.1aMeet with preceptor to determine gaps in program learning outcomes2.1bCreate an outline of education needs2.1cReview the literature on topics that need additional educational facilitation of learning2.1dRevise curricula and write learning objectives and select appropriate learning activities to fulfill needs2.1eDetermine and implement evaluation strategies appropriate to the interns and learning goals for new curricula1.1aJan. 161.1bJanuary 29 & 301.1cFeb. 20, 27, Mar. 6, Mar. 13, Mar. 20 1.1dMar. 10 – May 21.1eInternship starts Mar. 101.2aJan. 13- May 2, 20141.2bJan. 13-May 2, 20141.3aJan. 13- Mar. 91.3bFeb. 26 & Mar. 201.3cFeb., Mar., Apr. (1 day month for 3 hrs.)1.3dSelect 1-2 Fridays in April1.3eMar. 27, Apr. 10, Apr. 17, Apr. 24, May 1 1.4aFebruary 26 & March 201.4bFeb., Mar., Apr. (1 day month for 3 hrs.)1.5aBy end of February1.5bBy end of February1.5cApril 30 & various date(s) once internship program starts in March2.1aJan. 13 – Jan 272.1bJan.27 – Feb. 102.1cFeb. 10 – Feb. 172.1dFeb. 17 – Mar. 32.1eMar. 3 – Mar. 10107569070294500Appendix BAgreements91440091440000Appendix CEvaluationStudent name: Erin Kibbey________________________________________________________Evaluated by: __________________________________________________________________Goal/ObjectiveStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeCommentsStandard of Practice: Facilitation of LearningShows enthusiasm for teaching, learning, and nursingDemonstrates interest and respect for learnersUses personal attributes such as caring, patience, integrity, flexibility, etc. to facilitate learningServes as a role model of professional nursingModels critical and reflective thinkingCreates opportunities for learners to develop critical thinking skillsUses information technologies skillfully to support the teaching-learning processPractices communication that reflects awareness of self and othersAbility to convey ideas in a variety of contextsDemonstrates recognition of multicultural, gender, and experiential influences on teaching and learningImplements a variety of teaching strategiesTeaching strategies are appropriate to learner, outcomes, context, content, etc.Engages in self-reflection and continued learning to improve teachingStandard of Practice: Use Assessment & Evaluation StrategiesUses literature to develop evidence-based assessment and evaluation practicesUses a variety of strategies to assess and evaluate learningProvides timely feedback to learnersProvides constructive feedback to learnersUses evaluation data to enhance the teaching-learning processStandard of Practice: Participate in Curriculum Design and Evaluation of Program OutcomesEnsures curriculum reflects current nursing and health care trendsIdentifies program outcomesIdentifies learner needsWrites appropriate learning objectivesSelects appropriate learning activitiesImplements appropriate evaluation strategies for new curriculaBases curriculum design on educational principles, theory, and researchDemonstrates overall knowledge of curriculum developmentBibliographyAlspach, J. 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