Nursing Education Practicum Documentation (NEPD)
Assessment Description
The "Nursing Education Practicum Documentation (NEPD) Forms" provide weekly, competency-based documentation of clinical practicum activities and are utilized by learners to communicate practicum experiences to course faculty. Be sure to read the instructions on the form for information on how to complete the assignment before you begin.
Using the "Nursing Education Practicum Documentation (NEPD) Form: Competency 2," write goals for what you will accomplish in this topic and how you will evaluate your accomplishments. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you.
APA format is not required, but solid academic writing is expected.
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 not required to submit this assignment to LopesWrite.
Attachments
NUR-665E-RS-NEPD Form-Competency
Rubric
collapse Learning Goals assessment
Learning Goals
1.6 points
Criteria Description
At least one learning goal for the assigned competency is written in the S.M.A.R.T. format.
5. Target
1.6 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is thoroughly developed.
4. Acceptable
1.47 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is well developed.
3. Approaching
1.41 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is present.
2. Insufficient
1.28 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is present but lacks detail or is incomplete.
1. Unsatisfactory
0 points
Learning goals are not present.
collapse Resources and Strategies assessment
Resources and Strategies
1.6 points
Criteria Description
Resources and strategies to accomplish the learning goals are provided.
5. Target
1.6 points
Resources and strategies to accomplish the learning goals are thoroughly developed.
4. Acceptable
1.47 points
Resources and strategies to accomplish the learning goals are well-developed.
3. Approaching
1.41 points
Resources and strategies to accomplish the learning goals are present.
2. Insufficient
1.28 points
Resources and strategies to accomplish the learning goals lack details or are incomplete.
1. Unsatisfactory
0 points
Resources and strategies to accomplish the learning goals are not present.
collapse Measurement assessment
Measurement
1.6 points
Criteria Description
How the accomplishment of learning goals will be measured and what criteria will be used are described.
5. Target
1.6 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is thoroughly developed.
4. Acceptable
1.47 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is well-developed.
3. Approaching
1.41 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is present.
2. Insufficient
1.28 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used lacks detail or is incomplete.
1. Unsatisfactory
0 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is not present.
collapse Evaluation assessment
Evaluation
1.6 points
Criteria Description
The accomplishment that serves as evidence for meeting the learning goals is described.
5. Target
1.6 points
A description of the accomplishment that serves as evidence for meeting the learning goals is thoroughly developed.
4. Acceptable
1.47 points
A description of the accomplishment that serves as evidence for meeting the learning goals is well-developed.
3. Approaching
1.41 points
A description of the accomplishment that serves as evidence for meeting the learning goals is present.
2. Insufficient
1.28 points
A description of the accomplishment that serves as evidence for meeting the learning goals lacks detail or is incomplete.
1. Unsatisfactory
0 points
A description of the accomplishment that serves as evidence for meeting the learning goals is not present.
collapse Competency Reflection assessment
Competency Reflection
1.6 points
Criteria Description
Competency analysis of practicum experience and the connection between the competency and practicum experience is provided.
5. Target
1.6 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is thoroughly developed.
4. Acceptable
1.47 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is well-developed.
3. Approaching
1.41 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is present.
2. Insufficient
1.28 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is lacks detail or is incomplete.
1. Unsatisfactory
0 points
Competency analysis of practicum experience and the connection between the competency and practicum experience is not present.
collapse Clinical Hours assessment
Clinical Hours
1 points
Criteria Description
Clinical hours completed for the topic and total-to-date are documented.
5. Target
1 points
The clinical hours completed for the topic and total-to-date are present.
4. Acceptable
0.92 points
N/A
3. Approaching
0.88 points
N/A
2. Insufficient
0.8 points
N/A
1. Unsatisfactory
0 points
The clinical hours completed for the topic and total-to-date are not present.
collapse Mechanics of Writing assessment
Mechanics of Writing
0.5 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
0.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
0.46 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
0.44 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Insufficient
0.4 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
0.5 points
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
5. Target
0.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
0.46 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
0.44 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
0.4 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.
This week we discussed retention of nurses. Included is information from the book we read from.
Following is the book referenced:
Rubric
collapse Learning Goals assessment
Learning Goals
1.6 points
Criteria Description
At least one learning goal for the assigned competency is written in the S.M.A.R.T. format.
5. Target
1.6 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is thoroughly developed.
4. Acceptable
1.47 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is well developed.
3. Approaching
1.41 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is present.
2. Insufficient
1.28 points
At least one learning goal for the assigned competency, written in the S.M.A.R.T. format, is present but lacks detail or is incomplete.
1. Unsatisfactory
0 points
Learning goals are not present.
collapse Resources and Strategies assessment
Resources and Strategies
1.6 points
Criteria Description
Resources and strategies to accomplish the learning goals are provided.
5. Target
1.6 points
Resources and strategies to accomplish the learning goals are thoroughly developed.
4. Acceptable
1.47 points
Resources and strategies to accomplish the learning goals are well-developed.
3. Approaching
1.41 points
Resources and strategies to accomplish the learning goals are present.
2. Insufficient
1.28 points
Resources and strategies to accomplish the learning goals lack details or are incomplete.
1. Unsatisfactory
0 points
Resources and strategies to accomplish the learning goals are not present.
collapse Measurement assessment
Measurement
1.6 points
Criteria Description
How the accomplishment of learning goals will be measured and what criteria will be used are described.
5. Target
1.6 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is thoroughly developed.
4. Acceptable
1.47 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is well-developed.
3. Approaching
1.41 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is present.
2. Insufficient
1.28 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used lacks detail or is incomplete.
1. Unsatisfactory
0 points
A description of how the accomplishment of learning goals will be measured and what criteria will be used is not present.
collapse Evaluation assessment
Evaluation
1.6 points
Criteria Description
The accomplishment that serves as evidence for meeting the learning goals is described.
5. Target
1.6 points
A description of the accomplishment that serves as evidence for meeting the learning goals is thoroughly developed.
4. Acceptable
1.47 points
A description of the accomplishment that serves as evidence for meeting the learning goals is well-developed.
3. Approaching
1.41 points
A description of the accomplishment that serves as evidence for meeting the learning goals is present.
2. Insufficient
1.28 points
A description of the accomplishment that serves as evidence for meeting the learning goals lacks detail or is incomplete.
1. Unsatisfactory
0 points
A description of the accomplishment that serves as evidence for meeting the learning goals is not present.
collapse Competency Reflection assessment
Competency Reflection
1.6 points
Criteria Description
Competency analysis of practicum experience and the connection between the competency and practicum experience is provided.
5. Target
1.6 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is thoroughly developed.
4. Acceptable
1.47 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is well-developed.
3. Approaching
1.41 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is present.
2. Insufficient
1.28 points
Competency analysis of practicum experience and a connection between the competency and practicum experience is lacks detail or is incomplete.
1. Unsatisfactory
0 points
Competency analysis of practicum experience and the connection between the competency and practicum experience is not present.
collapse Clinical Hours assessment
Clinical Hours
1 points
Criteria Description
Clinical hours completed for the topic and total-to-date are documented.
5. Target
1 points
The clinical hours completed for the topic and total-to-date are present.
4. Acceptable
0.92 points
N/A
3. Approaching
0.88 points
N/A
2. Insufficient
0.8 points
N/A
1. Unsatisfactory
0 points
The clinical hours completed for the topic and total-to-date are not present.
collapse Mechanics of Writing assessment
Mechanics of Writing
0.5 points
Criteria Description
Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.
5. Target
0.5 points
No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.
4. Acceptable
0.46 points
Few mechanical errors are present. Suitable language choice and sentence structure are used.
3. Approaching
0.44 points
Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
2. Insufficient
0.4 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
0.5 points
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
5. Target
0.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
0.46 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
0.44 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
0.4 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.
This is the book referenced:
Format/Documentation
0.5 points
Criteria Description
Uses appropriate style, such as APA, MLA, etc., for college, subject, and level; documents sources using citations, footnotes, references, bibliography, etc., appropriate to assignment and discipline.
5. Target
0.5 points
No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.
4. Acceptable
0.46 points
Appropriate format and documentation are used with only minor errors.
3. Approaching
0.44 points
Appropriate format and documentation are used, although there are some obvious errors.
2. Insufficient
0.4 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.
The book referenced was:
Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.
This is another book you can reference or you use what ever you chose.
Caputi, L. (Ed.). (2020). Certified nurse educator review book: The official NLN guide to the CNE exam (2nd ed.). Wolters Kluwer.
We are integrating a NLN criteria in our work. So please choose one of the steps as well. There are 8. I will attach the NEPD form to this request. For the 3rd week we discussed (CAT) classroom assessment techniques, and in the 4th week we are discussing retention of nurses.
Thank you so much in advance.
NUR-665E Nursing Education Practicum
Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type. This assignment aims to document meeting the competency and promote deep reflection on your practicum activities. Consider reviewing course textbooks: Certified Nurse Educator Review Book: The Official NLN Guide to the CNE Exam and NLN Core Competencies for Nurse Educators: A Decade of Influence for suggested practicum activities.
Weeks
3 and 4Nurse Educator Competency 2: Facilitate Learner Development and Socialization.Learner Name: Date(s): Complete this section before you begin the week's clinical.Learning Goals: What do you want to accomplish for Competency 2: Facilitate Learner Development and Socialization
Be sure your goals are specific, measurable, achievable, relevant, and time-bound (SMART goals).
Some goals should reflect higher cognitive learning levels in Bloom’s taxonomy.My goal/s for this competency is/are to:
Assess and understand my learning style through self-assessment questionnaires and reflection as established by literature to understand my learning biases concerning the nurses I will be teaching within the first month of competency lessons. This goal is essential because it will help understand and appreciate the different learning styles of an increasingly diverse pool of nurses. Based on this understanding, it is easier to develop learner-centered approaches to teaching to achieve maximum learner outcomes.
Asses and understand at least 4 contemporary teaching approaches used by nurse educators through research and class activities to understand how nurse educators effectively deliver content to design a curriculum that meets both industry & learner needs within the second month of the competency course. This goal is vital because it provides a different educational approach concerning my preferred teaching and learning methods to educate nurses effectively. Resources and Strategies: What type of resources or strategies will you utilize to accomplish your learning goals? Include both human and material resources. The resources (human and material) and strategies I need to meet my weekly goal are:
The essential resources, in this case, are time, support from educators, access to online resources or databases, and access to library resources. In this case, time is relevant (Keating, Berland, Capone, & Chickering, 2021) because it allows for research and extensive reading. However, the two are not possible where there is no access to online resources or databases with existing literature and research outcomes to support these goals. Support from educators is necessary to receive guidance and alternative yet ...