ACP

Adjunct
Certification
program

Table of Contents

1. Title cover page
2. What is ACP
3. Syllabus Snapshot
4. Student preparation Strategy
5. BOPPPs Lesson plan
6. Test Questions
7. Rubric
8. Showcase presentation
9. 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

Professor Joyce Smith
Call me Joyce!

3 Credit Hours, 144 ASSOCIATE DEGTRueERsEodoaNmy/U:T1hRu3Sr.s7IdN0a7yG
Contact hours RNSG 1361 Clin9i:c3a0laNm-u1r2s:3in0gpm1
- Fall 2019

7320
[email protected]

Rajrani Sharma, Ph.D., MSN/ED, RN

Office: HPB 200N

Office Phone: 281-943-6833

E-mail: [email protected]

HOW AM I GRADED??Clinical Log (2 for 25% each)50%
Elder Project 10%
Process Recording 10%
Culture Project 10%
Virtual Simulation 20%

Total 100%

50 NCLEX Questions are to be completed weekly

Portfolio to be submitted at the end of the semester

CLINICAL POLICIES

Attendance :
You must contact your clinical instructor if you are to be absent from clinical.
You must contact your simulation instructor if you are to be absent from simulation.

Clinical hours: 6:30 am to 4:30 pm

Location: Kingwood Hospital HCA Houston near Cafetaria

Clinical Day: Monday

Please refer to clinical syllabus posted under content in D2l.

Student Preparation Strategy

Use the readings in class exercises is the strategy I will be using in my
classroom activities. One minute paper on most important idea from the
readings will work out better in my large size class. The other strategy I have
used in my class and was very successful. After I finished my lecture in the
class, to review the material I chose important concepts from the chapters that
I wanted to stress and reinforce. The whole class was divided in to group of 5-
6 students. I brought the posters and multiple color pens and other craft
material to the class. Gave a topic to each group of students and instructed
them to prepare a poster on the most important information in 15 minutes and
present in 5 minutes in front of the whole class. The groups can be as creative
as they want to be to present the material. They could refer power point
presentation or text book. Later all the posters were hanged on the wall and
students could walk around, read and take pictures. I think I can do the same
exercise with assigned readings as well where they have read the material
already.

BOPPPS LESSON PLAN

COURSE:
Lesson Title: High blood pressure

Bridge: How will you gain learner interest and set the stage for the lesson?
Is anyone taking care of a family member at home who has high blood pressure? Please raise your hand. Or anyone has taken care of a patient in clinical
diagnosed with Hypertension? Do you remember the names of medications they take?
Estimated time: 2 minutes
Course Student Learning Outcome:

-Understands and apply the mechanism of action of the medications to lower the blood pressure in a hypothetical patient diagnosed with
hypertension

Learning Objectives: By the end of this lesson, students will be able to
1. (Applications) verbalize the most important side effects of the ace inhibitor medications.
2. (Comprehension) explain the diet for the patient recently diagnosed with hypertension.

Pre-Assessment: How will you assess learner prior knowledge of the topic? This could possibly tie to the student preparation strategy you developed.
Pre quiz on high blood pressure consisting of 5 questions. Check the answer with the student sitting next to them.
Estimated time: 10 minutes
Participatory Learning:
HIGHLIGHT AND LABEL THE FOLLOWING:

• 4 questions with Bloom’s level identified – ** I have added my questions in the power point only. Levels are: Understanding, application,
comprehension and application.

• New instructional technology you are trying
• At least one classroom assessment technique (CAT) - Muddy point,

Time Instructor Activities Learner Activities Lesson Materials

15 Socrative Quiz- new technology Students will take the Socrative quiz on hypertension and slides
5 1 minute paper different medications that will affect to lower the blood slides
pressure
Students will write a one minute paper on the patient
teaching for a patient who has been recently diagnosed
with high blood pressure.

Post-assessment: How will you assess if objectives have been met? 10 minutes
Post quiz – Matching – Medications with their classification.

Estimated time: 10
Summary: How will you close the lesson?
Any muddy points? [I will hand over 3x5 card to them] Here is a card please write on it and return to me. Or you can text me your questions. I will answer
tomorrow at the beginning of the class.
Estimated time: 2

ATTACH ANY LESSON MATERIALS (SLIDES, HANDOUTS, ETC.) - Power point presentation uploaded.

Formal Assessment: Four Questions

1. The nurse is providing care for a client who has been admitted to the hospital for the
treatment of nephrotic syndrome. Which of the following is a priority nursing assessment in
the care of this client?
Question options:
2. A nurse cares for a client with acute kidney injury (AKI) following severe dehydration.
Which of the following assessment finding is a consequence of acute kidney injury (AKI)?
Question options:

Hypovolemia.

Hyperkalemia.

Hypernatremia.

Leukopenia.

(Bloom’s Understanding)
3. A client with end-stage kidney disease (ESKD) is receiving peritoneal dialysis (PD). The
nurse should monitor the client for which manifestation(s) of PD complication? (Select all
that apply).
Question options:

Pruritus.

Oliguria.

Nausea and vomiting.

Cloudy outflow.

Abdominal pain.

Fever.

(Bloom’s – Analysis)

4. The nurse is assessing a client diagnosed with pancreatitis and obtains the response
(illustrated below). How should the nurse document the client's response to this assessment?

Positive Trousseau's sign.
Positive Homan's sign.
Positive Chvostek's sign.
Positive Weber test.
(Bloom’s - Application)

RNSG 2361 Clinical - Care Map Rubric

Name: Section: Date:
Instructor:
Exemplary, all criteria met. Satisfactory. Marginally Unsatisfactory, needs major
Level unsatisfactory, needs improvements.
4 Points 3 Points
Points *The nursing process was *Assignment is improvements. 1 Points
thoroughly applied complete, but 2 Points *Assignment is incomplete
throughout. Shows a high the nursing and nursing process needs
level of understanding of process needs *Assignment is major improvement. Shows
the entire client picture.* improvement. incomplete and nursing no understanding of the
Shows moderate process needs client picture*
*On Time* understanding of improvement. Shows *Assignment >24 hours late*
the client minimal understanding ---------------------------------------
picture.* of the client picture.*
0 Points
*Assignment <24 hours ** Assignments >48 hours
late* late, entire grade is 0 **

Area 43 2 1 Comments
1. Client Age, Gender, Ethnicity
2. Priority Problem from Clients Medication Log
Point of View
3. Reason for Seeking Care/
Admitting Med DX, Secondary
Medical Problem
4. H&P & Head to toe assessment
5. Nursing Diagnosis #1
6. Nursing Diagnosis #2
7. Nursing Diagnosis #3
8. Nursing Diagnosis #4
9. Pathophysiology Description
10. Erikson Developmental Stage
11. Interventions for Nrsg Dx #1
12. Goals/Eval for Nrsg Dx #1
13. Interventions for Nrsg Dx #2
14. Goals/Eval for Nrsg Dx #2
15. Interventions for Nrsg Dx #3
16. Goals/Eval for Nrsg Dx #3
17. Interventions for Nrsg Dx #4
18. Goals/Eval for Nrsg Dx #4

19. Medications/IV Solutions
20. Chemical & Therapuetic
Classification
21. Drug/Food Interactions
22. Lab/Assessment related to Med
23. Side Effects/Adverse Reactions
24. Response from Client to Med
25. Grammar/Spelling/Format

Grade: /100

ACP Showcase Portfolio

Rajrani Sharma
Nursing
November, 19th 2019

Table of Content

 Student Preparation Strategy
 BOPPPS lesson-be sure to highlight the following:
 CAT
 Questions
 Technology
 Reflect

Describe student preparation strategy

Power points are posted on Friday before the lecture
Chapter number in the text book has been assigned

to read

BOPPPS – BRIDGE

 Is anyone taking care of a family member at home who has
high blood pressure? Please raise your hand.

 Have you taken care of a patient diagnosed with hypertension
in the clinical setting

 Do you remember the names of medications for high blood
pressure they take?

BOPPPS – OBJECTIVES

 Course Student Learning Outcome:
 Understands and apply the mechanism of action of the medications to lower the

blood pressure in a hypothetical patient diagnosed with hypertension.

 Learning Objectives: By the end of this lesson, students will be able to
 (Applications) verbalize the most important side effects of the ace inhibitor

medications.
 (Comprehension) explain the diet for the patient recently diagnosed with

hypertension.

BOPPPS- PRE-ASSESSMENT

 Pre quiz
on high blood pressure consisting of 5 questions.

BOPPPS- PARTICIPATORY LESSON

 Power point: presentation in the class.

 Questions: are added in the power point only. Levels are: Understanding,
application, comprehension and application.

 Technology: Socrative quiz containing 10 questions is used.

 CAT: One minute paper. Students will write one minute paper on the
patient teaching for a patient who has been recently diagnosed with high
blood pressure.

BOPPPS- POST-ASSESSMENT

 Post Quiz
Matching 10 medications with their pharmacological
categories. ( Category can be used more than once.)

BOPPPS- SUMMARY

 Any muddy points?
[I will hand over 3x5 card to them] Here is a card, please write
your muddy point and give back to me. Or you can text me your
questions.
I will answer tomorrow at the beginning of the class.

Personal Reflection on My ACP
Experience

 Great experience. Thanks to my teacher. I really got a lot of
exposure to different types of technology. Now I have to
experiment with those tools and see which one suits my
courses.

 Thanks once again for the opportunity.

ACP Reflective paper

ACP- when I joined the program I was not clear what was
expected of me. I was under the impression that I am
going to be an observer in the class and going to watch
the instructional side of the course. My assumption was
since we all are teachers, it will be more like giving
exposure to adjunct faculty about what Lone Star can
offer, what are their resources? How they can enhance
their teaching skills, reach out the students, students’
background in general so that the faculty is aware of
what their classroom is going to look like.

After attending the first session my myth was busted.
Realty was that there was a text book and teacher who is
a great facilitator and you are here to gain solid
knowledge. There is so much to learn irrespective of how
many years of service one has to keep up with the next
Gen students and especially the technology.

I have learnt a lot in these sessions. Some of the parts-e.g
CAT, I was aware of and was already implementing in my
lectures. Technology part I am planning to incorporate
next semester. In nursing we do team teaching so now
towards the end of semester it is late to make any
changes in the lectures.

Effective instructor is the one who can reach the heart of
students. My objective is to revise my power points and
add more interactive activities. Nursing class has usually
120-140 students. Many a times it is difficult to break
them in small groups for the activities -lack of
infrastructure facilities. Sometimes the pressure of
finishing the material is so high that there is hardly
anytime left for these kind of learning activities that we
are suggested in the class. I am determined to break the
mold and assign the reading material to students before
class so I can have more time for the class activities to
reinforce the information and concepts. Only problem I
see is my evaluation at the end of semester.

My suggestion is that this program should not be limited
to adjunct faculty only. Take the adjunct word off. It
should be opened to newly recruited full time faculty as
well if they are interested and want to attend this
program in addition to HETI. Full time faculty should not
be given any incentive money but certificate of
completion may be given. Lot of technology ideas are
recommended towards the end and there is not much
time to experiment with those sites. Either little bit more
time is assigned to this last section or add pieces of it
from day one that will be more beneficial, I think.

Personally I really gained a lot from this program and
special thanks to Professor Chamness to make it so
interesting and interactive.