NUR680: Week 2 Written Assignment Page 1

Written Assignment (Learning Laboratories as a Foundation for Nursing Excellence)

Assignment Overview: This week’s written assignment will focus on skills development.

Due: Upload your assignment in the form of a paper by Sunday night at 11:59 pm Mountain Time.

 

Assignment Details: For this assignment, you will create a course schedule that accommodates classroom and lab/simulation activities. You will make decisions that support the teaching and evaluation of fundamental nursing skills based on a sample course syllabus for NUR 300: Foundation of Nursing (see attached syllabus).

 

Skills Lab Case Study

 

Read the attached syllabus for NUR 300. Develop a plan to teach and evaluate subjects and fundamental skills that are included in the course. The course has a total of 10 instructional weeks and a final exam/testing week. Using the provided list of subjects, skills, and time slots, you will decide what you will cover during each week. Account for all class time, lab instruction, supervised practice time, and return demonstrations/check offs.

 

Assumptions:

 

· You have a class of 60 students.

 

· You have a nursing skills lab with 10 stations, each equipped with a bed and a lifelike, low fidelity manikin that can be used to practice most skills.

 

 

 

· Each station is designed to duplicate a fully equipped hospital room.

 

· There are also four high fidelity adult human simulators. Each high-fidelity simulator is set up in its own room.

 

· Assume that you have all the equipment and materials you would need.

 

· Faculty led/supervised labs are held on Monday and Wednesday afternoons.

 

· Fridays are open labs for practice.

 

· On lab afternoons, you have 2 faculty who will provide instruction with two more available to help with supervised practice or check offs when needed.

 

Requirements:

 

For your paper, complete the course schedule at the end of the syllabus. While labs will not always (and don’t necessarily need to) correlate with lecture content each day, keep in mind how skill content builds on prior knowledge and may require that students have some classroom theory first. Some lab content is sequential in nature. For example, you can’t teach sterile dressing changes before learning to don sterile gloves. Consider how you will use your lab time for instruction, practice, and/or return demonstration/check offs. Not every skill must have a check off. You decide which will and won’t. Support your decisions with appropriate documentation (minimum 2 scholarly resources plus your textbooks).

 

Part 1: Address the following questions (you are not limited to these but must address them at a minimum). For each area, be sure to explain your rationale and support your decisions. Begin by completing the course schedule. All blocks of time must be accounted for. Insert the completed schedule into your paper.

 

Class

 

· Schedule subjects from the syllabus to be covered in each class session. You may need more than one class period for some topics. You might consider covering some topics during lab time when there is overlap.

 

Lab

 

· Using the schedule at the end of the syllabus, decide when lab instruction, practice, and return demonstrations/check offs will take place for each of your skills. Look at all the skills covered throughout the course to be sure you are using the appropriate proportion of the time. Consider the amount of time students will need between instruction and check offs to practice (i.e., don’t schedule high stakes check offs the same day as instruction and practice). Not all skills must have formal check offs but explain your decisions below.

 

Rationales and Documentation: In several paragraphs, explain your scheduling decisions supported with documentation.

 

· Explain your reasoning as to where and how you scheduled the classroom topics.

 

· Explain your reasoning as to where you placed the skills and how much time you allotted.

 

· Explain your general format for instruction and evaluation of the skills.

 

· What percent of the overall lab time do you anticipate will involve the traditional skills lab and what percent might use high fidelity simulators? It could be any ratio, just explain your reasoning (your textbooks can help with this).

 

Part 2: Choose one of the skills and describe how you will conduct a check off for it. Explain your rationales. Address every question below:

 

· Will it involve low or high-fidelity manikins?

 

· What is the student required to demonstrate?

 

· How long will you give them to perform the skill?

 

· How many times can they attempt the skill?

 

· Can faculty provide any coaching during the check off? Why or why not?

 

· What happens if a student does not pass on the first attempt?

 

· Is the check off pass/fail or will there be a grade? If a grade, what is passing?

 

· Are there critical components that will result in automatic failure if not done correctly?

 

These are all things that faculty have to consider when designing lab experiences. The purpose of this exercise is to take you through the process of making these decisions. For every decision, explain WHY.

 

Part 3: Summary and Reflection: Write a concluding paragraph or two describing your experience of creating the class and lab schedules. For example, did anything surprise you? What was the most challenging part of the assignment?

 

Resources: You must include at least four references. Two can include your textbooks and course materials. Two additional scholarly resources from peer reviewed nursing journals must be used.

 

Grading: The assignment components will be graded on content, organization, presentation, writing mechanics, and correct APA formatting.

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