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Published by jamie.danilewicz, 2019-11-25 19:44:06

Final Merged e-portfolio

Final Merged e-portfolio

Adjunct Certification
Program

Fall 2019

Jamie Danilewicz, MSN, RN
Lone Star College, Cy-Fair
Nursing

[email protected]

Table of Contents

 03 What is ACP?
 04 Syllabus Snapshot
 06 Student Prep Strategy
 07 BOPPPS Lesson Plan
 10 ACP Showcase Portfolio
 18 Learning Tools
 19 Rubric
 20 Reflective Essay

What is the Adjunct Certification Program at Lone Star College?

Purpose: The purpose of the Adjunct Certification Program is to recognize and reward adjunct faculty who
make a commitment to the System and to provide an opportunity to enhance their teaching effectiveness.

Who can participate: Adjunct faculty who have taught at LSC for at least 2 semesters may apply. Participants
are chosen based upon recommendations from their department chair.

Course structure and objectives: The Adjunct Certification Program is structured around 5 components of
successful instruction. After successfully completing this program participants will be able to

 Plan for Learning
o Create a syllabus snapshot
o Create a lesson using the BOPPPS lesson planning moel
o Write SMART lesson objectives
o Identify the levels in Bloom’s cognitive taxonomy
o Employ effective strategies to encourage students to prepare for class

 Employ a Variety of Teaching Strategies
o Define teacher-centered, interactive, experiential, and independent learning techniques
o Locate online lesson repositories and resources
o Incorporate at least one new instructional strategy in a lesson plan
o Create questions that address various levels of Bloom's cognitive taxonomy

 Assess Effectively
o Develop an assessment strategy that aligns with the course outcomes
o Utilize various formative assessment tools that are quick, engaging, and informative
o Create effective subjective and objective tools and processes.
o Cite the principles of effective evaluation.
o Develop an assessment rubric

 Use Instructional Technology
o Explain how technology can enhance teaching and learning
o Employ at least one new instructional technology to encourage student engagement
o Locate instructional technology resources

 Foster a Positive Learning Environment
o Utilize effective strategies for dealing with various student challenges
o Employ motivational theory to structure classes that foster student motivation to learn

In order to successfully complete the program, participants must:
• Attend ALL 5 face-to-face meetings with the initial cohort and complete all on-line lessons. This occurs
over a nine week period with a time commitment of 26-30 hours.
• Actively participate in online discussion topics.
• Present a 10 minute overview of a completely new lesson
• Complete a reflective essay
• Compile and submit an electronic portfolio of all completed assignments
• Score a minimum of 80% on all required elements of the course

FALL 2019 RNSG 1362

Adian Corporation's Monthly Company Newsletter

Syllabus Snapshot INSTRUCTOR

See Full Syllabus in D2L Jamie Danilewicz
"Ms. D"
Cell # 713-702-5539
[email protected]

CLINICALS

Tuesdays 6:30am-6:30pm
St. Luke's The Vintage Hospital

CLASS DESCRIPTION

Health-related learning experience that enables
students to apply skills and concepts under clinical
supervision

CLASS POLICIES

*Attendance-1 Absence permitted per semester
*Assignments-No late submissions allowed
*HIPPA-Patient confidentiality must be maintained
*Dress Code-Wear assigned scrubs
*Cell phones-Allowed to contact instructor

FALL 2019 RNSG 1362

CLINICAL DAYS
TUESDAYS
CARE FOR 2 PATIENTS
PAPERWORK DUE EACH FRIDAY
FOLLOWING TUESDAY CLINICALS
(SEE D2L FOR DETAILS)

PHOTO BY MARTIN R. SMITH

ASSIGNMENTS/GRADES

Assignments Percent of Final Grade

Weekly x7 35%
SIM x4 18%
Teaching Plan
Care Plan 7%
Shadow Health/Quiz 24%
Mid Term Self Reflect 8%
Final Self Reflect
Health Promotion 3%
3%
2%

FINAL THOUGHTS

HARD WORK + DREAMS + DEDICATION = If you feel you are struggling or need assistance feel
SUCCESS. free to reach out to me. Lone Star College also has
many resources available for help

Student Prep Strategy

5 Rights of Medication Administration Lesson Plan

COURSE: RNSG 1362 Clinical - Registered Nursing/Registered Nurse
Lesson Title: 5 Rights of Medication Administration – Did I do it all?

Build Reading Assessment into Grading Strategy

1. Assign students to read text on medication administration
Quiz Strategy (Non-Random, Announced)
2. Inform students there will be a scheduled quiz on reading
assignment next class

Team Based Learning Strategy

3. (A) Beginning of class each student will take scheduled quiz
independently (B) Each student will turn in quiz to be graded
(C) Students will form partners and take quiz again together (D)
Performance on the group quiz will be added to the individual
performance

Follow Up

Review quiz with entire class and Discuss techniques to use to
help remember answers

BOPPS Lesson Plan

 Bridge
 Objectives
 Pre-Assessment
 Participatory Learning
 Post Assessment
 Summary

BOPPPS LESSON PLAN

COURSE: RNSG 1362 Clinical - Registered Nursing/Registered Nurse

Lesson Title: 5 Rights of Medication Administration – Did I do it all?

Bridge: Open Power Point Presentation with Lesson Title. Show students video clip of baking gone wrong https://www.youtube.com/watch?v=RA3hc4P3qe8

Ask class: What went wrong?

BLOOM QUESTION (ANALYSIS): What are the possible consequences when a ‘recipe’ AKA medication order isn’t followed correctly? (Real life vs new material)

End with: Today we will be exploring safely giving medications using the 5 Rights of Medication Administration technique. (show slide with learning objectives)

5 minutes

Course Student Learning Outcome:

1 - Demonstrate Personal and Client Safety Techniques.

Learning Objectives: By the end of this lesson, students will be able to

1. Identify the "5 Rights" of Medication Administration (KNOWLEDGE)

2. Demonstrate how to give medications safely using the "5 Rights" of medication administration technique (APPLICATION)

Pre-Assessment:

The student preparation assignment is Quiz Strategy (Non-Random, Announced) combined with Team Based Learning Strategy. There will be a quiz about the

reading material that was assigned before class. The first quiz will be individual and the second quiz will be done in partners. The average of both quizzes will be

one grade.

5 minutes

Participatory Learning:

Time Instructor Activities Learner Activities Lesson Materials

10 min Ask prescription question and discuss Answer: Raise your hand if you’ve ever had a doctor write

(Correlate real life info with new material info) you a prescription for a medication

Answer: What details were included in the prescription?

Introduce 5 Rights of Med Admin Safety Technique Slides listing 5 Rights

Introduce video of correct med admin View video Correct Med Admin Slide with link to video

https://www.youtube.com/watch?v=SQm4M4GCtOk

Answer: Were able to recognize some of the 5 Rights?

10 min Explain 5 Rights in Detail slide + Show examples slide View: slides Slides explaining +

examples

Pass picture cards out and explain learning tool Describe & show the picture card and state which of the 5

Rights you think picture represents Picture cards

Explain Correct or Incorrect Answers Discuss answers

Expand on 5 Rights i.e. response, focus on safety BLOOM QUESTION (ANALYSIS): How is the “5 Rights” of

medication administration related to safety for the patient?

10 min Introduce video of incorrect med admin View video Slide with link to video of
https://www.youtube.com/watch?v=_JYLMvcOjwc incorrect med admin
Show med order errors slide Answer: Could you identify missing 5 Rights?
Explain Correct or Incorrect Answers & Ask Question Identify: which of the 5 Rights is missing? Slide with written errors
Answer: Have you seen an incomplete prescription or
Expand further discussion of safety implications in doctor order? If so, what happened?
med errors Discuss answers
BLOOM QUESTION (SYNTHESIS): What would happen if you
missed a step in the “5 Rights” of medication administration
while giving a medication to a patient?

Mid- CAT Traffic Light: Students hold up cards according Red card-not understanding at all Slides of scenario/verbiage
Assessment: to their understanding at this point Yellow card-needs more explanation
Present patient scenario & verbiage examples slides Green card-understands
15 min Assign roles: 1 student patient, 1 student nurse
View: slides with scenario example & verbiage
Role play: 1 student reads patient script, 1 student reads
nurse script in front of class & discuss outcome

Hand out med order cards to individuals or pairs. Answer: Circle the correct ‘Right’ you were assigned Medication order cards
Assign each 1 of the 5 Rights. Slide with instruction
Instructor walks around room and reviews answers BLOOM QUESTION (EVALUATION): How would you evaluate
Ask Bloom question that the medication you gave your patient was given safely?

Ask Bloom Question & Give Take Home Tips BLOOM QUESTION (APPLICATION): How would you

Handout + show slide organize your patient medication administration to show

that you included all of the “5 Rights” of medication Tips Handout + slide

administration?

Review 5 Rights View: Slide Slide

Post-assessment: NEW TECHNOLOGY Administer Kahoot Quiz Game: 4 True/False Questions that determine whether students can identify examples of

correct and incorrect medication orders by recognizing if all 5 steps of Medication Administration are included in the order or not (assessment overlaps with

summary activity)

5 minutes

Summary: (1) Address any commonly missed questions. (2) Pass out “prescription pads” CAT One Sentence Summary (Adapted): Take 1 minute to write a

pretend medication prescription for a patient using the 5 steps of medication administration technique. Can use silly names of patients/medications. (3)

Exchange written ‘prescriptions’ with other students. Get in pairs again and play nurse/patient role. Read the prescriptions & demonstrate how to give

medication safety by verbalizing each ‘Right’ in the prescription using the 5 Rights of Medication Technique. (4) End with Question to remember “Did I Do It All?”

10 minutes

See Attached Power Point, Pre-Assessment Quiz, Picture Cards, Med Order Examples, and Handout Med Mnemonics

11/25/2019

ACP Showcase Portfolio

Name: Jamie Danilewicz, MSN, RN
Discipline: Nursing

Date: November 22, 2019

RNSG 1362
Nursing, Clinical – Registered Nurse

• 5 Rights of Medication Administration
• Did I Do It All?

1

BRIDGE

Comedy Video Introduction – Baking Gone Wrong

• What went wrong?
• What are the possible consequences when a ‘recipe’ AKA medication order

isn’t followed correctly? (Bloom’s Analysis)

• Today we will be exploring safely giving medications using the 5 Rights of

Medication Administration technique.

OBJECTIVES

By the end of this lesson the student will be able to:

• Objective 1: Identify the "5 Rights" of Medication Administration

(Bloom’s Knowledge)

• Objective 2: Demonstrate how to give medications safely using the "5

Rights" of medication administration technique
(Bloom’s Application)

PRE-ASSESSMENT/STUDENT PREP

• The Background Knowledge Probe + Team Based Learning will utilize a

quiz format to facilitate good assessment of prior knowledge both
individually and in groups .

PARTICIPATORY LESSON

• Power Point Lecture format for 5 Rights of Medication Administration
• Video Correct Way – Picture Cards – Discuss

• How is the “5 Rights” of medication administration related to safety for the patient? (Bloom’s

Analysis)

• Video Incorrect Way – Identify in Video- Identify in Slides - Discuss
• What would happen if you missed a step in the “5 Rights” of medication administration

while giving a medication to a patient? (Bloom’s Synthesis)

PARTICIPATORY LESSON

• Mid-Assessment - CAT Traffic Light
• Scenario & script 2 students- Med Order Circle Assigned ‘Right’
• How would you evaluate that the medication you gave your patient was given safely? (Bloom’s

Evaluation)

• How would you organize your patient medication administration to show that you included all of the

“5 Rights” of medication administration? (Bloom’s Application)

• Take Home Handout - Review

POST-ASSESSMENT

New Technology Kahoot questions to check for concept understanding

SUMMARY

• CAT- One Minute Summary: Students will take 1 minute to write a pretend,

silly prescription using the 5 Rights

• Students exchange prescriptions and role play nurse/patient to demonstrate

the 5 Rights Technique

• End with: Did I Do It All?

11/25/2019

Learning Tools

 Picture Cards
 Mnemonics Take Home Sheet
 Technology Kahoot Game
 Role Play
 Medication Order Sheets
 Quiz
 CATS Traffic Light & 1 Minute Prescription

Learning Tools

1

Rubric –
Assess Students Knowledge and Skills

Needs Improvement

Criteria Competent 3 points Developing 2 points 1 point Points
Right Patient
Right Medication Student identifies correct patient Student needs to be prompted Student does not identify patient __/3
Right Dose full first name, full last name, full or only identifies partial patient name or identifies incorrect
Right Route
date of birth name or partial date of birth. patient name
Right Time
Student identifies correct full Student needs to be prompted Student does not identify __/3
name of medication include
generic and trade name or only identifies partial medication name or identifies

medication name incorrect medication name

Student identifies correct full Student needs to be prompted Student does not identify dose __/3
medication dose in medical
measurements or only identifies partial dose of of medication or identifies

medication incorrect dose of medication

Student identifies correct full Student needs to be prompted Student does not identify __/3
medication route in medical
terms or only identifies partial medication route or identifies

medication route and does not incorrect medication route

use medical terms

Student identifies correct Student needs to be prompted Student does not identify __/3
medication time to be given or
medication time to be given or only identifies partial identifies incorrect medication
time to be given
including AM/PM or military time medication time to be given

Reflective Essay of ACP Class

I have been a nurse for over 20 years. My career has been in working as a nurse primarily on the
floor direct care to patients. I went back to school to get my graduate degree. At that time I had my
daughter and became a stay at home mom. Now that she is older I returned to work. I now teach
nursing clinical through Lone Star College. While teaching nursing students still uses my “nursing skills”
and I knew I had to learn “teacher skills”. My background is in nursing not teaching. I decided I needed
to strengthen this part of myself. That is why I signed up for the ACP course. I didn’t know what to
expect prior to the start of the class. I think I thought I would just hear the instructor lecture and we
would have discussions and that would be the extent of the class.

The first day of class changed the impression I had prior to class. I realized most of the students
were classroom teachers. I was nervous because I teach in the field. I have never done a lesson plan. The
syllabus and instructor showed me I would be making a lesson plan for this course. I thought how I
would have to make one from scratch. I didn’t think this class applied to me. I thought it was only for
classroom instructors. I decided to stick with the class. It may not apply to me, but maybe I could learn
something.

I continued to be nervous after the instructor informed us that this is not a class that we would
only need to put about an hour of work per week into it. This course would take more time and effort. I
was unsure of how I would handle time management with my job, this class, and my family
responsibilities. I looked at the syllabus and saw that the weeks were broken down into assignments. I
figured I would just follow that plan and see how it goes.

Every module was new and challenging for me. Even the introductory video was difficult as
initially I couldn’t get it to upload. I thought what the heck did I get myself into that I can’t even upload
the first video! I also started realizing how much of a learning curb this class may be. I really thought I
wasn’t that old, lol. At this point I didn’t think I would probably finish the course, but thought I would
just keep going to learn something even if I couldn’t finish.

The first assignment was a syllabus snapshot. The second was to list objectives for a lesson. The
instructor had informed us that the beginning assignments took the most time because of how the dates
and assignments were set up in the syllabus. I made sure to take extra time to do this and glad I did. It
took me the whole extra time to finish those assignments. When I was done I started to think this wasn’t
so bad. The instructor said if I could get through the first few assignments that I could handle the rest of
the class. Things were starting to look up.

The course continued with weekly assignments including reading and posting discussion
questions. I did my pre-assessment and student prep modules with little difficulty. I moved on to the
participatory learning lesson. It took me longer, but I knew it was the bulk of the lesson plan. I really
appreciated that the instructor had an example of what a lesson plan should actually look like. Since I
had never done a lesson plan it really helped. It made me think of my students and how they probably
feel the same way when they are expected to write a care plan for the first time.

Writing Bloom’s questions were a bit tricky for me. I ask my students questions all the time. I
even ask them higher cognitive questions a lot. I just didn’t know I was doing that nor did I know there
was a name for what I was doing. It was still tricky for me because I had to learn how to label the
questions according to the Bloom’s level of cognition and write it a particular way so that it met the
criteria.

The experience of writing out a BOPPPS lesson plan and layout was great. I am an organized
person, but all the organization is in my head. I love that I had to write it out in a full lesson plan. One, it
showed me that I am on the right track. Two, I realized I needed to have something concrete to show
what I am doing as a teacher. It’s ‘evidence’ to my work.

The CATS and Tech components were completely new to me, but so good! After learning this
and seeing the other students’ presentation regarding these I know I absolutely need this to be current,
relevant, and interesting for the students. I see now how just teaching and power point isn’t enough to
engage the students. Coming up with an idea for the post-assessment section was not hard, but I took
away a lot from this portion. I learned we as instructors cannot assume the students have learned what
we taught them. We have to have a way to assess it. I love that it doesn’t mean we have to always have
a formal test to do this.

As I get older I enjoy constantly learning. I am always reading about something. I love learning in
general, but after this course I want to really focus on learning how to be better ‘teacher’ vs just a
‘nurse’. This phase in my life I am shifting from floor nursing to teaching nursing. I want to stay up to
date on what it takes to be a good teacher. This course opened my eyes to so my possibilities. I want to
always keep learning.

This course was definitely outside my comfort zone. We have to get outside our comfort zone to
grow. As Roosevelt said, “nothing worth having comes easy”. I have learned a lot taking this class. A
good teacher helped of course. The instructor for this course was great. Her teaching style, the lesson
and assignments layout, the organization of the class and examples all helped to make this a great
experience. I was a student again. I want to remember this when I am working with my students. Lastly,
I want to say I am ready for another class. Bring on the learning!

Thank you so much,

-Jamie Danilewicz


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