Development of a school of nursing rubric

Naber, Jessica L.; Theobald, Allison

doi:10.5430/jnep.v5n9p49

Cited by 3 publications

(1 citation statement)

References 3 publications

(4 reference statements)

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“…These rubrics help to ensure student accountability by clearly writing out the performance expectations with specific criteria before the assignment is submitted. [14,15] Instructional designers can assist faculty with developing a useful and meaningful rubric as they have the background and experience in the construction of well-defined criteria.…”

Section: Grades and Student Feedbackmentioning

confidence: 99%

Collaborating with an instructional designer to develop a quality learner-engaged online course

Wagner

Hulen

2015

JNEP

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As increasing numbers of registered nurses pursue a Bachelor of Science in Nursing degree, many choose online programs to reach their goal, prompting nursing faculty to convert traditional face-to-face courses to an online format. Providing an excellent learning experience may prove challenging for faculty unfamiliar with the technology needed to construct a quality learner-engaged online course. While nursing faculty provide expertise in the subject matter, an instructional designer assists in streamlining the design and development of the course, supplying fresh ideas to engage students using current teaching pedagogy and technology tools. This paper describes the benefits of collaborating with an instructional designer to produce a quality course and how working with an instructional designer can increase faculty technology skills and knowledge of new teaching methodologies while also improving the learner's engagement in an online course through a quality educational experience.

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Section: Grades and Student Feedbackmentioning

confidence: 99%

Collaborating with an instructional designer to develop a quality learner-engaged online course

Wagner

Hulen

2015

JNEP

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Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student

Filice

Tregunno

Edge

et al. 2020

International Journal of Nursing Education Scholarship

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AbstractThe interdependence of student learning strategies and teacher’s pedagogical practices is critical to clinical practice learning. While research demonstrates that formative assessment feedback is important for student learning, clinical teachers do not necessarily have the competencies to provide effective feedback to support students’ self-regulated learning (SRL). An examination of clinical education through SRL lenses articulates two roles for clinical teachers in nursing clinical education: self-regulated learner and self-regulated teacher. Teachers as self-regulated learners are practice-content experts and must also learn how to explicitly help students become self-regulated learners. The latter is the self-regulated teacher role, and a self-regulated teacher is an effective clinical teacher. Minimal research addresses the ways in which clinical teachers’ effectiveness could be improved if they took on a self-regulated teacher role. A model of SRL and teaching in clinical practice education is presented and its potential to enhance clinical teacher effectiveness and student SRL articulated.

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Rubrik ile Ödev ve Performans Değerlendirme: Sürekli İyileştirme Örneği

ONAY¹,

İntepeler²

2023

Sağlık Bilimleri Üniversitesi Hemşirelik Dergisi

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Hemşirelik eğitimi, Covid-19 pandemisinde pek çok yönüyle etkilenmiştir. Bunlardan bir tanesi ve en önemlisi de bu süreçteki ölçme-değerlendirme yöntemlerindeki değişimdir. Uzaktan eğitimle birlikte yeni birçok ölçme değerlendirme yöntemi kullanılmaya başlanmıştır. Uzaktan eğitim döneminde sınav odaklı yapıdan, ödev ve performans odaklı değerlendirme yöntemlerine geçiş yapılmıştır. Uzaktan eğitimde ödev ve performans değerlendirmelerinin kanıta dayalı yapılandırılması önemlidir. Rubrikler ödev ve performansların değerlendirilmesinde kullanılan öğrenci ve eğiticiyi yönlendiren ölçme-değerlendirme araçlarıdır. Rubriklerin geliştirilmesi ve kullanılması ile ölçme-değerlendirme daha adil, daha geçerli ve güvenilir olmaktadır. Rubrikler aynı zamanda öz düzenlemeli öğrenmeyi cesaretlendirerek öğrencinin de sorumluluk kazanmasını sağlamaktadır. Ayrıca eğiticinin öğrenim hedeflerine ulaşma durumunu göstermesi açısından rubrikler bir kanıt niteliğindedir. Bu çalışmada, sürekli iyileştirmeyi desteklemek amaçlı eğitici eğitimleri kapsamında ele alınan ve oluşturulan, aynı zamanda bir dönem boyunca uygulanan rubriklerin kullanımının paylaşılması amaçlanmaktadır. Çalışmanın sonucunda, rubriklerin kullanımı konusunda öğretim elemanlarının ve öğrenci geribildirimlerinin olumlu yönde olduğu, motivasyonel bir araç olarak kullanılabileceği ve dersin değerlendirmesinde objektiviteyi sağladığı değerlendirilmiştir.

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Development of a school of nursing rubric

Cited by 3 publications

References 3 publications

Collaborating with an instructional designer to develop a quality learner-engaged online course

Collaborating with an instructional designer to develop a quality learner-engaged online course

Re-imaging Clinical Education: The Interdependence of the Self-Regulated Clinical Teacher and Nursing Student

Rubrik ile Ödev ve Performans Değerlendirme: Sürekli İyileştirme Örneği

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