Nurse Educator's Learning Needs Assessment Tool
step 11
Review Details
Take a moment to review the details of this assignment below and gather any necessary files. Once you're ready to submit your assignment, move on to Step 2.
Assessment Traits
Requires Lopeswrite
Assessment Description
The effective nurse educator is able to use student learning needs to create specific and measurable learning outcomes for a lesson or curriculum.
The purpose of this assignment is to create a learning needs assessment in order to determine learning outcomes for the topic identified in the learner’s practicum setting.
Part 1
Develop a short needs assessment of 10-20 open-ended or closed-ended questions for a learning needs assessment related to your education focus to administer to your practicum audience. Administer this learning needs assessment in your practicum setting. This data will be used to guide the development of your lesson plan in Topic 8 assignment.
Part 2
To accompany your assessment, write a 350-500-word data collection plan with the following information:
Explanation of data collection techniques (such as the format and how you will administer the learning needs assessment to your students).
Description of how you will use the data collected from this learning needs assessment when developing the lesson plan.
General Requirements
Submit both parts to the assignment dropbox on one Word document.
Cite one or two peer reviewed/scholarly resources in your paper.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
RUBRIC
collapse Short Needs Assessment assessment
Short Needs Assessment
24 points
Criteria Description
Short needs assessment provides 10-20 open-ended and closed-ended questions.
5. Target
24 points
Short needs assessment provides 10-20 thoroughly developed open-ended and closed-ended questions.
4. Acceptable
22.08 points
Short needs assessment provides 10-20 well-developed open-ended and closed-ended questions.
3. Approaching
21.12 points
Short needs assessment provides 10-20 open-ended and closed-ended questions.
2. Insufficient
19.2 points
Short needs assessment provides 10-20 open-ended and closed-ended questions, but they lack detail or are incomplete.
1. Unsatisfactory
0 points
Short needs assessment does not provide 10-20 open-ended and closed-ended questions.
collapse Data Collection Techniques assessment
Data Collection Techniques
18 points
Criteria Description
Data collection techniques are explained.
5. Target
18 points
An explanation of data collection techniques is extremely thorough and includes substantial supporting details.
4. Acceptable
16.56 points
An explanation of data collection techniques is complete and includes supporting details.
3. Approaching
15.84 points
An explanation of data collection techniques is included but lacks supporting details.
2. Insufficient
14.4 points
An explanation of data collection techniques is incomplete or incorrect.
1. Unsatisfactory
0 points
An explanation of data collection techniques is not present.
collapse Use of Data assessment
Use of Data
0 points
Criteria Description
How data collected from the learning needs assessment will be used when developing the lesson plan is described.
5. Target
0 points
A description of how data collected from the learning needs assessment will be used when developing the lesson plan is extremely thorough and includes substantial supporting details.
4. Acceptable
0 points
A description of how data collected from the learning needs assessment will be used when developing the lesson plan is complete and includes supporting details.
3. Approaching
0 points
A description of how data collected from the learning needs assessment will be used when developing the lesson plan is included but lacks supporting details.
2. Insufficient
0 points
A description of how data collected from the learning needs assessment will be used when developing the lesson plan is incomplete or incorrect.
1. Unsatisfactory
0 points
A description of how data collected from the learning needs assessment will be used when developing the lesson plan is not present.
collapse Thesis, Position, or Purpose assessment
Thesis, Position, or Purpose
4.2 points
Criteria Description
Thesis, Position, or Purpose Communicates reason for writing and demonstrates awareness of audience.
5. Target
4.2 points
The thesis, position, or purpose is persuasively developed throughout and skillfully directed to a specific audience.
4. Acceptable
3.86 points
The thesis, position, or purpose is clearly communicated throughout and clearly directed to a specific audience.
3. Approaching
3.7 points
The thesis, position, or purpose is adequately developed. An awareness of the appropriate audience is demonstrated.
2. Insufficient
3.36 points
The thesis, position, or purpose is discernable in most aspects but is occasionally weak or unclear. There is limited awareness of the appropriate audience.
1. Unsatisfactory
0 points
The thesis, position, or purpose is not discernible. No awareness of the appropriate audience is evident.
collapse Development, Structure, and Conclusion assessment
Development, Structure, and Conclusion
4.8 points
Criteria Description
Development, Structure, and Conclusion Advances position or purpose throughout writing; conclusion aligns to and evolves from development.
5. Target
4.8 points
The thesis, position, or purpose is coherently and cohesively advanced throughout. The progression of ideas is coherent and unified. A convincing and unambiguous conclusion aligns to the development of the purpose.
4. Acceptable
4.42 points
The thesis, position, or purpose is logically advanced throughout. The progression of ideas is coherent and unified. A clear and plausible conclusion aligns to the development of the purpose.
3. Approaching
4.22 points
The thesis, position, or purpose is advanced in most aspects. Ideas clearly build on each other. Conclusion aligns to the development of the purpose.
2. Insufficient
3.84 points
Limited advancement of thesis, position, or purpose is discernable. There are inconsistencies in organization or the relationship of ideas. Conclusion is simplistic and not fully aligned to the development of the purpose.
1. Unsatisfactory
0 points
No advancement of the thesis, position, or purpose is evident. Connections between paragraphs are missing or inappropriate. No conclusion is offered.
collapse Evidence assessment
Evidence
3 points
Criteria Description
Evidence Selects and integrates evidence to support and advance position/purpose; considers other perspectives.
5. Target
3 points
Comprehensive and compelling evidence is included. Multiple other perspectives are integrated effectively.
4. Acceptable
2.76 points
Specific and appropriate evidence is included. Other perspectives are integrated.
3. Approaching
2.64 points
Relevant evidence that includes other perspectives is used.
2. Insufficient
2.4 points
Evidence is used but is insufficient or of limited relevance. Simplistic explanation or integration of other perspectives is present.
1. Unsatisfactory
0 points
Evidence to support the thesis, position, or purpose is absent. The writing relies entirely on the perspective of the writer.
collapse Mechanics of Writing assessment
Mechanics of Writing
3 points
Criteria Description
Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
3 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
2.76 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
2.64 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Insufficient
2.4 points
Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
1. Unsatisfactory
0 points
Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
collapse Format/Documentation assessment
Format/Documentation
3 points
Criteria Description
Format/Documentation Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc.,
5. Target
3 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
2.76 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
2.64 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
2.4 points
Appropriate format is attempted, but some elements are missing. Frequent errors in documentation of sources are evident.
1. Unsatisfactory
0 points
Appropriate format is not used. No documentation of sources is provided.
THANK YOU IN ADVANCE FOR YOUR HELP WITH THIS ASSIGNMENT.
Title
Your name
Subject and Section
Professor’s name
Date
Part I
Introduction
Education is essential for producing professionals and scholars. Before students enter their chosen field, education shapes and prepare them. It provides the necessary skills and competencies (Immonen et al., 2019). Therefore, education has a far-reaching impact on students. Educators are thus critical players in providing quality education. Educators must provide activities that promote critical thinking. They must also ensure that students learn skills that will be useful in their future careers. Furthermore, they must instill values that will be beneficial to the students. Empathy, teamwork, and respect are the values that students require. In conclusion, education prepares students who will enter the workforce.
A learning needs assessment is a tool that can help teachers and students. The teachers will identify the learning needs and gaps of the students, and they will utilize the best practices to close the gaps and provide a better learning experience. The teachers can also closely monitor the students' progress over time. With this, the teachers can identify who is advancing and who needs assistance. Furthermore, the teachers will determine the best methods and strategies for teaching the students. As a result, this learning needs assessment primarily benefits students, as most actions are designed to assist them in developing personally and professionally. Therefore, learning needs assessment will help both the teachers and students.
The learning needs assessment tool assesses the student's objective and subjective knowledge. It also seeks to determine the student's interpersonal skills. Lastly, it aims to evaluate the student's skills and competencies. These aspects can contribute to a student's academic and professional success. The student needs this learning to do tasks accurately and ensure that the patients are safe and satisfied with the care they offer. Hence, it is essential to administer learning needs assessments to help the students.
Learning Needs Assessment Tool
1 Are the student's medical backgrounds and knowledge sufficient?
2 Is the student familiar with the tools and equipment?
3 Is the student well-versed in communication?
4 Is the student ethically aware and practicing?
5 Is the student following the instructions?
6 Does the student demonstrate empathy toward the patients?
7 Does the student know how to work well with others?
8 Does the student exhibit initiative in doing tasks?
9 Does the student excel at the assigned tasks?
10 Does the student adapt well to changes and unexpected situations?
What is the student's reaction to problems?
How does the student deal with issues?
How does the student handle errors and mistakes?
How does the student work with peers and professionals?
What is the student's interaction with the patients like? Classmates? What about other medical professionals?
How does the student ensure information confidentiality?
How does the student acquire knowledge? What else does the student need to know?
What does the student do to increase knowledge and skills?
What does the student need to improve?
What is the student’s overall performance?
Part II
Explanation of Data Collection Techniques
The assessment of learning needs consists of twenty questions. The first ten questions are closed-ended, while the remaining ten are open-ended. The questions assess a student's knowledge, skills, and competency. The educator should decide which data collection method to use after creating the learning needs assessment tool. Various data collection techniques include interviews, surveys, and questionnaires. It is also possible...