C920 Competencies Rubric

C920 Competencies Rubric

Competencies    C 920 Rubric

7055.1.1 : Create Environment for Student Development

The learner creates an environment that is intellectually stimulating, challenging, and encourages student development of contemporary nursing knowledge, skills, and competencies.

7055.1.2 : Incorporate Instructional Design

The learner incorporates instructional design models, principles, theories, and continuous improvement methods in the development of high-quality course design in a nursing education environment to promote effective and efficient patient care.

7055.1.3 : Developing Learning Approaches to Encourage Reflective Practices

The learner develops scenario-based learning approaches to support student skill development and encourage reflective practice.

7055.1.4 : Develop Course Elements

The learner develops course elements based on contemporary educational principles and evidence-based research that facilitate student-centered learning and achievement of learning outcomes.

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APA

Introduction

In order to be able to prepare the nursing workforce to meet the demands of the healthcare marketplace, nurse educators need to be able to design and deliver dynamic education. Although the mode of delivery of the learning may vary, faculty must still create an intellectually stimulating and challenging environment that encourages student development of contemporary nursing knowledge, skills, and competencies. In C919, you created a course outline that listed eight weekly course module topics. In this course, you will build on those skills by developing weekly course modules.

 

Note: You must submit and pass C919 before submitting a task in C920.

Scenario

You are the lead faculty in the Community Health Nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience levels, age groups, and cultures reflective of their diverse community population.

 

The nursing program director has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. You will create two weekly course modules and each module should include the module title and topic, course objectives, student learning outcomes, content overview, learning resources, and detailed learning activities.

Requirements

Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.  

Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.  

Microsoft Files Note: 
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.  

 

Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.

 

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

 

1.  Complete eachof the following parts of the “C920 Course Module Template” provided below by doing the following:
2.  Using professional standards or guidelines, describe your course for “The Role of the BSN Nurse in Promoting Community Health,” including a high-level summary of the content and purpose of the course.

 

Note: The course description must include the eight topics from C919 and support for the course from a professional standard or guideline.

 

1. Develop a brief module summary (suggested length of 50 words or fewer) for each module created.

Note: Part A2 through part A7 will guide you through the creation of two unique course modules for “The Role of the BSN Nurse in Promoting Community Health.” Organize each part by module. For example, present Module 1 with all the information required by part A2 through part A7. Then present Module 2 in the same manner. Each part will be evaluated on whether the required information is included for each of the two modules.

2.  Provide a unique title for eachof the twounique weekly course modules.
3.  Develop twounique course objectives for eachmodule, using SMART criteria (specific, measurable, attainable, realistic, time-bound), that indicate what your students will learn by the end of the course. Each course objective should be limited to one major action verb at the appropriate level that conveys an understanding of Bloom’s taxonomy.
4.  Develop twounique student learning outcomes using SMART criteria (specific, measurable, attainable, realistic, time-bound) for eachmodule that indicate what your students will be able to do at the end of the module to demonstrate learning. Each student learning outcome should be limited to one major action verb at the appropriate level that conveys an understanding of Bloom’s taxonomy.

Note: For parts A3 and A4, use the “Bloom’s Taxonomy” from the Web Links section when selecting the action verbs for your course objectives and student learning outcomes. Remember, you should have only one action verb for each course objective or student learning outcome, and the verbs should be within the higher levels of the cognitive/psychomotor/affective domain for course objectives and at the lower levels of the cognitive/psychomotor/affective domain for student learning outcomes.  

5.  Describe at leasttwotopics that will be covered in each module and how each topic will help your students achieve the course objectives and student learning outcomes.
6.  Provide twoor moreunique learning resources (e.g., textbook chapter, article, website, videos, research article), no older than five years, for each module that will supplement your course materials and facilitate student learning.
7.  Develop a learning activity for eachmodule that promotes student engagement and encourages reflective practice. Oneof your module’s learning activities must be a context-based scenario. 
   

Note: The following are examples of what can be used to create the context-based scenario: discussion board with questions, narrative video, case study, and role play.

1.  Provide sufficient detail about the context-based scenario learning activity, including clear and concise instructions for your students to be able to complete the activity without additional directions.
2.  Use the information from your weekly course modules to write a formal narrative paper by doing the following:
3.  Describe how the applicable phases of the ADDIE instructional design model influenced the design and development of onecourse module.
4.  Discussat leasttwo challenges unique to the online learning environment that may hinder the achievement of course objectives and student learning outcomes, and include specific examples of how you would address each of those challenges.
5.  Describe how onestudent learning outcome from part A4 reflects an established learning theory.
6. Describe how you will adapt the learning theory to an online environment.
7.  Choose twolearning resources from part A6, and explain whyeach is intellectually stimulating and is best suited for your module.
8.  Using evidence-based research and educational principles, justify how one learning activity from part A7 supports skill development consistent with the module’s course objectives and student learning outcomes. Your justification should include the following:

•   the specific skills that the learning activity is intended to develop
•   how the learning activity will facilitate student engagement and promote learning
•   how the learning activity is inclusive and supportive of all learners
•   the elements of the learning activity that promote reflective practice
•   how the learning activity creates an intellectually stimulating environment

6.  Describe the types of feedback you would solicit to improve your course module.
7.  Describe how you will use the feedback in your continuous improvement plan, including before, during, and after course development.
8.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
9.  Demonstrate professional communication in the content and presentation of your submission.
   

File Restrictions

File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

C920 Competencies Rubric