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Strategies
Brieanna Bradford, Hussah Bubshait, Linda Quackenbush, Amy Scalise
Hussah: Evaluation Tool
Topic: Type I DM
Teaching activity: case study
S.E a 12 year old girl, is taken to the pediatrician by her dad. She says she
feels bad and exhausted all the time. Her dad notes that she has been
drinking and eating a lot and is always go to the bathroom, he noted that she
appears tired and thinner. He also comments that her breath is changed. The
fasting blood glucose level is 333mg/dl, S.E. is referred to the endocrinology
clinic.
Evaluation method: In- class test questions.
Definition: Questions are sentences worded or expressed so to elicit
information. At the end of class, I would give the students 5 different questions
about type I DM, these questions will represent the class discussion and
learning objectives. It will help the students to remember and understand what
they have studied in the class with the patient.
Evaluation activity: I will tell the students to pretend that she is the nurse
caring for this client, and she needs to answer the following questions:
1. What are the main problems for the child at this time?
2. List five aspects of teaching that need to be covered with the patients
dad. Describe how those may be best taught.
Reflection, including:
1. Why do you think this developmental assessment is 30
important?
2. What do you think a diagnosis of a delay means for a
patient and their family?
3. How might you help families cope with a new diagnosis of
a delay?
4. What is something new that you learned from this
assessment?
5. How can you use what youve learned from this in your
future practice?
Proper use of grammar and APA format 10
Total Possible Points: 100
Needs Meets
Criteria Inadequate
Improvement Expectations
Priorities: Student correctly
Student partly
Student correctly Student does not identifies the
identifies the
identifies the priority answer the priority for the
priority for the
for the patients care question patients care
patients care needs
needs needs
Affective:
responding
2 (Linda) Formative video clip 1. Identify the layers of Level of learning:
pressure injury the skin cognitive-
This is just a check
staging 2. Describe quality understanding
to see if students
initiatives to prevent
are on track, there The visual piece
skin breakdown
may be a grade for helps to promote
participation, but a better
Through identifying
there is no specific understanding of
and understanding
right or wrong the
the layers of the
answer. integumentary,
skin, students can
which promotes a
identify the pressure
deeper learning
injury which can
and is able to be
then help them to
applied to
identify how to
different learning
prevent skin
styles.
breakdown.
Links:
Rubrics
One Minute Paper
References:
ASCD (2013). How to create and use rubrics for formative assessment and grading.
Are-Rubrics-and-Why-Are-They-Important%C2%A2.aspx
from: https//library.gwu.edu/utlc/teaching/classroom-assessment-techniques-cats
Herrman, J.W. (2016). Creating teaching strategies for the nurse educator (2nd ed.).