Opinion 8 PP Final

Final Power Point

There are clear pedagogical benefits to incorporating active learning strategies in nursing education. The nursing educator of today is being challenged to adapt their teaching styles in order to meet the needs of a diverse population of students. For this assignment, you will create a PowerPoint™ (Microsoft Office) or Impress® (Open Office) presentation that addresses the following points:

• Develop a lesson plan on a topic of your choice that would be taught in a prelicensure nursing program (e.g. infection control, oxygenation, or a fundamental skill) • Develop 3 objectives for the lesson plan using the cognitive, affective, and psychomotor domains of learning (there should be one objective for each domain) • Identify three active learning strategies to engage the student/learner that can be utilized with the content to promote a deeper understanding of the material • Discuss how the active learning strategies chosen support instruction and student learning • Analyze how the chosen active learning strategies can be used as summative and formative assessments of learning • Discuss the importance of academic accreditation of a nursing program. Who are the major accreditation bodies for Nursing? What is the role of the nurse educator in assisting their academic department in preparation for the academic accreditation review?

This PowerPoint™ (Microsoft Office) or Impress® (Open Office) presentation should be a minimum of 24 slides, including a title, introduction, conclusion and reference slide, with detailed speaker notes and recorded audio comments for all content slides. Use at least four (4) scholarly sources and make certain to review the module’s Signature Assignment Rubric before starting your presentation. This presentation is worth 400 points for quality content and presentation.

Requirement Rubric

This table lists criteria and criteria group names in the first column. The first row lists level names and includes scores if the rubric uses a numeric scoring method. You can give feedback on each criterion by tabbing to the add feedback buttons in the table.Criteria

Does Not Meet Expectations

Approaches Expectations

Meets Expectations

Exceeds Expectations

Criterion Score

Identification and Appraisal Weight: 30%

0 points

(0-83 pts.)

A lesson plan has not been presented.

No objectives for the lesson plan were presented.

Less than three active learning strategies have been provided. The strategies presented do not align with the lesson plan.

Fewer than 2 scholarly sources reviewed and appraised for application to the assignment.

84 points

(84-95 pts.)

The lesson plan was identified.

Less than three objectives for the lesson plan were provided.

Less than three active learning strategies have been provided.

Minimum of 2 scholarly sources reviewed and appraised for application to the assignment.

96 points

(96-108 pts.)

The lesson plan was identified.

Three objectives for the lesson plan were provided; however, they are not inclusive of all domains of learning.

Three active learning strategies have been identified; however, the strategies chosen may not effectively align with the lesson plan.

Minimum of 3 scholarly sources reviewed and appraised for application to the assignment.

120 points

(109-120 pts.)

The lesson plan was clearly identified.

Three objectives for the lesson plan were provided.

Three active learning strategies to be used with the lesson are identified.

Minimum of 4 scholarly sources reviewed and appraised for application to the assignment.

Score of Identification and Appraisal Weight: 30%,/ 120Criterion score has been overridden

Plan appropriate interdisciplinary interventions for addressing priorities, challenges, and issues Weight: 40%

0 points

(0-111 pts.)

Fewer than three active learning strategies are identified and introduced. The active learning strategies selected do not align with the lesson plan.

No information is presented on how the active learning strategies support the learning needs of a diverse student population.

There is no discussion on how active learning strategies can be used as formative and summative assessments of learning.

There is no discussion on the role of the educator as an organizational leader and change agent

112 points

(112-127 pts.)

Fewer than three active learning strategies are identified and introduced; however, the active learning strategies selected do align with the lesson plan presented.

Minimal information is presented on how the active learning strategies support the learning needs of a diverse student population.

The analysis on how the selected learning strategies can be used as formative and summative assessments of learning is not fully developed.

Minimal discussion is provided on the role of the educator as organizational leader and change agent.

128 points

(128-144 pts.)

All active learning strategies identified are introduced and align with the lesson plan presented; however, the presentation does not clearly address the learning needs or learning styles of a diverse population of students.

Provides an analysis of how active learning strategies can be used as formative and summative assessment of learning.

The role of the educator as an organizational leader and change agent is presented; however, a plan for implementing active learning strategies not clearly defined.

160 points

(145-160 pts.)

All active learning strategies identified are discussed in great detail and align with learning styles of a diverse population of students.

Active learning strategies chosen support instruction and student learning based on the lesson plan presented.

Provides a detailed analysis of how the active learning strategies selected can be used as formative and summative assessment of learning for the lesson plan presented.

The role of educator as an organizational leader and change agent is detailed.

Score of Plan appropriate interdisciplinary interventions for addressing priorities, challenges, and issues Weight: 40%,/ 160Criterion score has been overridden

Quality of Written and Verbal Communication Weight: 15%

0 points

(0-41 pts.)

Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent tone, inflection, volume, and pausing. For example, use of fillers (such as um and uh) are pervasive enough that they impede communication of meaning.

42 points

(42-47 pts.)

Style and voice are somewhat appropriate to given audience and purpose. Tone, inflection, volume, and pausing detract from the presentation. Word choice is often unspecific, generic, redundant, and clichéd. Inconsistencies in language, sentence structure, and/or word choice are present. Use of fillers (such as um and uh) distract the audience from the presentation.

48 points

(48-54 pts.)

Style and voice are appropriate to the given audience and purpose. Tone, inflection, volume, and pausing are appropriately placed and add meaning to the presentation. Fillers (such as um and uh) do not distract from the presentation. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

60 points

(55-60 pts.)

Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Tone and inflection emphasize material and add meaning to the presentation. Word choice is specific, purposeful, dynamic, and varied. No fillers (such as um or uh) used. Appropriate volume and pausing add interest. Speaker is clearly in command of standard, academic English.

Score of Quality of Written and Verbal Communication Weight: 15%,/ 60Criterion score has been overridden

Technical Weight: 15%

0 points

(0-41 pts.)

Presentation not submitted in visual and audio presentation format. Does not include required multimedia, graphics, diagrams, and/or illustrations or they are irrelevant to topic or detract from slide content or presentation as a whole. APA format and style are not evident throughout the presentation.

42 points

(42-47 pts.)

Presentation submitted in visual but no audio or presenter notes presentation format. Required multimedia, graphics, diagrams, and/or illustrations are generally relevant, but some may not appropriately support the slide content. There are missing APA elements, or some are incorrectly formatted throughout the presentation.

48 points

(48-54 pts.)

Presentation submitted in visual but no audio presentation format. Required multimedia, graphics, diagrams, and/or illustrations are highly relevant and acceptably support the slide content; sized and positioned appropriately. Reference slide and other in-text citations are formatted mostly correct using APA elements.

60 points

(55-60 pts.)

Presentation submitted in visual and audio presentation format. Required multimedia, graphics, diagrams, and/or illustrations add clarity and sophistication to the presentation content; they improve the effectiveness of the presentation. Reference slide and other in-text citations are formatted correctly using APA elements.