rubric gallery

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

This rubric is the generic version that will be modified somewhat for each of 3 in-class small group assignments in the Health Education Across the Lifespan course

Post-Class Instructional Design Plan Assignment Rubric

This rubric is the generic version that will be modified somewhat for each of 3 in-class small group assignments in the Health Education Across the LIfespan course

Assess how well a rubric is developed. Source: http://arc.missouri.edu/pa/olive.html

This rubric is the generic version that will be modified somewhat for each of 3 in-class small group assignments in the Health Education Across the Lifespan course

In pairs students will conduct interviews with each other. The student acting as the patient will use the case study assigned for their role as interviewee. The student in the interviewer role is interviewing the patient to determine their learning preferences and needs. Students in the interviewer role will use their London text (pp. 23-27) for interviewer questions guidelines. The interviews done in the sim lab will be uploaded for student and seminar instructor access. Students will complete a written analysis of the tape and submit the analysis to their seminar instructor.

Post-Class Instructional Design Plan Assignment Rubric

Students will present an oral overview of a level III neonatal intensive care patient. This is a client that you may select independently while in a clinical rotation. This should be a patient with more than two clinical diagnoses. You are encouraged to choose a patient that presents a clinical condition that reflects an advanced level of learning. Follow the clinical guidelines for presentation and include the maternal history, infant's presentation (signs/symptoms), review of systems, physical assessment findings, laboratories/diagnostic tests, differential diagnoses, medications, management, and evidence-based practice.

To be used by Regan Career Institute to assess how well students are able to apply theory knowledge to accomplish work within Modules of an assigned task.

Comparison/diffentiation of taxonomies per guidelines

general group work peer evaluation form

Rubric for evaluating student presentations. Can be applied to any presentation. Adopted from http://www.ncsu.edu/midlink/rub.pres.html

The purpose of this scale is for YOU to evaluate how you worked together as a team.

The purpose of the teaching project is to identify learning needs in your client and develop an individualized teaching plan. As nurses we continually educate those we care for regarding their health status. This provides you an opportunity to create a formal teaching plan that will assist in guiding you in other teaching situations.

useful when assessing clinical knowledge and communication skills