100% (1)
Pages:
3 pages/≈825 words
Sources:
6
Style:
APA
Subject:
Health, Medicine, Nursing
Type:
Essay
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 14.58
Topic:

The Impact of Concept Mapping as An Instructional Strategy

Essay Instructions:

Assessment Traits

Requires Lopeswrite

Assessment Description

An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.



The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting.

Please include a practicum topic that falls in line with MSN Education-teaching RSN-BSN online.



Provide a six-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen practicum topic and appropriate teaching strategies. Include a 150-word summary for each resource that includes the following:



1. Description of the evidence-based teaching strategy and its application to your practicum topic.

2. Description of the relevancy and accuracy of the source.

3. Description of the quality of the source.

4. Utilize "Preparing Annotated Bibliographies," located in the Student Success Center, to review general guidelines and specific examples for creating an annotated bibliography.



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 Six Bibliographic Entries assessment

Six Bibliographic Entries

13 points

Criteria Description

Six entries are included in an annotated bibliography.



5. Target

13 points

The submitted assignment includes six entries in an annotated bibliography.



4. Acceptable

11.96 points

N/A



3. Approaching

11.44 points

N/A



2. Insufficient

10.4 points

N/A



1. Unsatisfactory

0 points

The submitted assignment does not include six entries in an annotated bibliography.



collapse Evidence-Based Teaching Strategy and Application to Practicum Topic assessment

Evidence-Based Teaching Strategy and Application to Practicum Topic

14.3 points

Criteria Description

Evidence-based teaching strategy and application to practicum topic are described for each source.



5. Target

14.3 points

A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is thorough.



4. Acceptable

13.16 points

A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is detailed.



3. Approaching

12.58 points

A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is present.



2. Insufficient

11.44 points

A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected lacks detail or is incomplete.



1. Unsatisfactory

0 points

A description of the evidence-based teaching strategy and its application to the practicum topic for each source selected is not present.



collapse Relevancy and Accuracy assessment

Relevancy and Accuracy

14.3 points

Criteria Description

Relevancy of each source is described.



5. Target

14.3 points

A description of the relevancy and accuracy of each source is thorough.



4. Acceptable

13.16 points

A description of the relevancy and accuracy of the source is detailed.



3. Approaching

12.58 points

A description of the relevancy and accuracy of each source is present.



2. Insufficient

11.44 points

A description of the relevancy and accuracy of each source is incomplete or incorrect.



1. Unsatisfactory

0 points

A description of the relevancy and accuracy of each source is not present.



collapse Quality assessment

Quality

13.65 points

Criteria Description

Quality of each source is described.



5. Target

13.65 points

A description of the quality of each source is thorough.



4. Acceptable

12.56 points

A description of the quality of each source is detailed.



3. Approaching

12.01 points

A description of the quality of each source is present.



2. Insufficient

10.92 points

A description of the quality of each source is incomplete or incorrect.



1. Unsatisfactory

0 points

A description of the quality of each source is not present.



collapse Research assessment

Research

3.25 points

Criteria Description

Research is supportive of the rationale presented. Sources are timely, relevant, and address assignment criteria.



5. Target

3.25 points

Research is supportive of the rationale presented. Sources are distinctive. Research addresses all of the issues stated in the assignment criteria.



4. Acceptable

2.99 points

Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.



3. Approaching

2.86 points

Research is adequate. Sources are standard in relevance, quality of outside sources, and timeliness.



2. Insufficient

2.6 points

Few outside sources were used to support the assignment. Limited research is apparent.



1. Unsatisfactory

0 points

No outside sources were used to support the assignment.



collapse Mechanics of Writing assessment

Mechanics of Writing

3.25 points

Criteria Description

Mechanics of Writing Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.



5. Target

3.25 points

No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.



4. Acceptable

2.99 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.



3. Approaching

2.86 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.



2. Insufficient

2.6 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

3.25 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

3.25 points

No errors in formatting or documentation are present. Selectivity in the use of direct quotations and synthesis of sources is demonstrated.



4. Acceptable

2.99 points

Appropriate format and documentation are used with only minor errors.



3. Approaching

2.86 points

Appropriate format and documentation are used, although there are some obvious errors.



2. Insufficient

2.6 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.





Please include citations. If I need to provide more money, just let me know. Thank you in advance.

Essay Sample Content Preview:

The Impact of Concept Mapping as An Instructional Strategy
Abd El-Hay, S. A., El Mezayen, S. E., & Ahmed, R. E. (2018). Effect of concept mapping on problem-solving skills, competence in clinical setting, and knowledge among undergraduate nursing students. Journal of Nursing Education and Practice, 8(8), 34-46.
The article by Abd El-Hay et al. (2018) addresses the impact of concept mapping as an instructional strategy in clinical settings to elevate the competency of undergraduate nurses. Based on the authors' study approach of design and setting, it was revealed that concept mapping as a teaching strategy helped students see the big picture, process information, and improve knowledge and problem-solving skills (Abd El-Hay et al., 2018). This, in turn, opens the deeper realm of subconscious knowledge acquisition by these students and makes it easier for information to be delivered and absorbed effectively. The learning intervention is applicable in the practicum topic of preventing falls in adult care facilities, where nurses emulate a person-centered problem-solving approach to risk assessment and management. The article is of high quality since it is published in the journal of nursing education and practice and conveys relevant information relating to evidence-based practices from the current time.
Curley, L., Wu, Z., & Svirskis, D. (2018). Using Technology in Pharmacy Education: Pharmacy Student Performance and Perspectives When Visual Aids Are Integrated into Learning. Frontiers In Pharmacology, 9, 1-9. https://doi.org/10.3389/fphar.2018.01062
In line with the ever-changing roles of a pharmacist, the focus has shifted from the traditional role of just dispensing medication or drugs to a more localized approach that is unique to each patient. Curley and co-authors applied the visual aid techniques to examine pharmacy students' performance and perspectives. The impacts of visual aid were studied during pre-and post-intervention, and it was determined that learners scored higher and stayed interactive after intervention with visual aids (Curley et al., 2018). In the selected practicum of acute adult care, visual aid strategies can be integrated to help staff understand what to control and monitor to reduce patients' falls. Visual aids are a breath of fresh air into the current learning practice and a key contributor to the further understanding of concepts therein. The resource is relevant to education topics and provides accurate information through a research process. The peer-reviewed journal publication affirms the source's quality by frontier in pharmacology.
Gibbs, S. I. (2019). The thespian client: The benefits of role-playing teaching techniques in psychology. American Journal of Applied Psychology, 8(5), 98-104.
In Gibbs' (2019) article, the author points out an evidence-based teaching strategy of role-playing. The latter is integrated into psychology to enable students to practice the skills of psychologists and examine mental issues in person. The method simulates situations that learners might encounter by creating fictional clients and role-playing to integrate therapeutic skills. Virtual role-playing immerses a learner into an environment where he can imagine a real-life scenario of the same and helps to generate ideas and even solutions. In the process, the learner can know what to do when the actual situation arises in a professional setup sometime in the future. The technique led learners to explore real events through interactions and apply them to the practicum of adult care by directing staff to perform activities that help to deter risks of falls. The source is relevant in availing recently published information and proving accuracy and quality through publication as a peer review.
McEnroe-Petitte, D., & Farris, C. (2020). Using gaming as an active teaching strategy in nursing education. Teaching and Learning in Nursing, 15(1), 61-65.
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