CREATING NURSING CARE SYSTEMS
The self evaluation will be turned in on the last day of class and will include your perception (with rationale) of the grade you earned for each assignment. The self-evaluation will be worth 5% of your grade and will be graded on the accuracy of rationale for your self-evaluation.
In a separate file folder please BRIEFLY address each assignment and assign your self a grade according to grading sheet provided/give a brief rationale for grade addressing strengths and weaknesses)
PARTICIPATION IN CLASS
Includes attendance, consistent quality and quantity of contribution, and evidence of synthesis and application of material. As the class is large, the students will also have the opportunity to post their questions, observations, and other demonstrations of their intellectual prowess on a web discussion site, if they do not feel there is enough time to share contributions or questions related to the course material. If it is necessary to miss any class period it is strongly suggested that the student develop and post critical questions on the Web Forum about the material and pose possible answers/solutions. As participation is 1/5 of the grade in this class, this will serve as a vehicle for students to "earn" their full 20%. 20% of grade
LEADERSHIP FOR SEMINAR DISCUSSION: For selected classes, students will be assigned to direct seminar discussion. Each group will prepare to lead a 45-60 minute seminar discussion (NOT CONTENT) based on the readings for the scheduled topic for the evening. The seminar leaders will : a) identify and communicate the objective of the seminar discussion b) structure the flow of discussion to enhance understanding of evening's topic (Socratic method based on questions that stimulate dialogue c) elicit/demonstrate how the knowledge gleaned from the readings might enhance improvements to the health care system as related to students' present or future roles. The seminar leaders are responsible for facilitating skillful dialogue (balancing inquiry with advocacy) to help students learn how to maximize effectiveness in their leadership roles related to topic assigned. Seminar leaders (ALL) are expected to have an in-depth grasp of the required readings and identify DISCUSSION questions (4-6) and pose possible answers/solutions that will facilitate meeting seminar objective. The group will share these questions with students and instructor one class before their scheduled seminar leadership (by posting on web). STUDENTS WILL NOT BE RESPONSIBLE FOR CONTENT, but rather stimulating dialogue based on required readings. EACH STUDENT OF THE LEADERSHIP GROUP WILL BEGIN THE DISCUSSION BY THEIR SHARING THEIR OWN UNIQUE PERSPECTIVE ON THE READINGS BASED ON A CRITICAL REVIEW. THE GROUP WILL THEN UTILIZE THEIR PREPARED QUESTIONS TO FURTHER THE DIALOGUE, IF NECESSARY.
15% Total Graded on Preparation, Facilitation of Discussion, & Enhancement of student group learning through application. STUDENTS WILL POST ON THE WEB DISCUSSION FORUM 1: OBJECTIVE OF SEMINAR, 2: QUESTIONS TO GUIDE THE DISCUSSION AND 3: AT LEAST 2-3 ADDITIONAL REFERENCES RELATED TO TOPIC BEFORE CLASS TIME, ONE CLASS PERIOD BEFORE THEIR SCHEDULED SEMINAR LEADERSHIP.
The group will receive ONE grade for the seminar.
See Log Guidelines. Logs will be due a total of 4 times (5 DIFFERENT DATES) throughout the session (see schedule for dates). Logs are NOT due the day your group presents the Seminar Leadership. Logs are expected to be turned in via EMAIL. 20%
Peer Review Guidelines can be found in the syllabus. You are to review a peer's paper (selected by the instructor) and give feedback via substantive and editorial comments throughout the paper as well as type a narrative that follows the three sections listed in the Peer Review Guidelines. 10%
©2000 Marquette University -- Last Update: April 28, 2000