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Debbie Wilson's ACP Electronic Portfolio

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Published by shirleydshiflet, 2019-11-27 12:19:12

ACP Electronic Portfolio

Debbie Wilson's ACP Electronic Portfolio

Fall 2019



Adjunct Certification Program
Debbie S. Wilson

DSW Adjunct Certification Program Fall 2019
Electronic Portfolio Debbie S Wilson

Table of Contents Page
What is ACP? 2
Syllabus Snapshot 3
Student Prep Strategy
BOPPPS Lesson Plan 4-6
BOPPPS Presentation 7-13
Formal Assessment
Rubric 14
Reflective Essay 15-16

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 VNSG 1163 Pediatric

Clinical Syllabus -Abbreviated

See 2DL for Complete Syllabus

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About Your Professor:

37+ years nursing
experience. 1+ years as a

clinical instructor

Degrees from Texas Woman's

In my spare time I love
spending time with my family
and watching the Astros with

my Pug Starr.

ACP Student Prep Strategy Post by Debbie Wilson

VNSG 1163

1. Assign students to read on the nursing process
2. Assign students to read on critical thinking in the nursing process
3. Inform students there will be question and answer sessions in clinical on

critical thinking in the nursing process
4. After the question and answer session, there will be a quiz to evaluate

knowledge retained and what further education is needed

Team Building – Reading strategy
 Students will partner with another student to study
 Each student will take quiz

Follow Up

 Review question and answer sessions
 Review quiz grades
 Discuss any techniques used for students help remember answers.


COURSE: VNSG 1163 Pediatrics
Lesson Title: Critical Thinking in the Nursing Process

Bridge: In order to know what each student knows about the critical thinking in
be given to the students to name the 5 parts of the nursing process. Students w
A second verbal quiz will be given, and the students will be asked the parts of cr
know the answer.
End with: discussion on how well the students know critical thinking and the nu
BLOOM Knowledge
Estimated time: 5 minutes
Course Student Learning Outcome:
Apply theory, concepts and skills, involving specialized materials, tools, equipme
economic, environmental, social and legal systems associated with Nursing and
Safety Practices, interpersonal and teamwork skills.

Learning Objectives: By the end of this lesson, students will be able to
1. State the parts of the Nursing Process (BLOOM level Knowledge)
2. Discuss how critical thinking skills are vital in the Nursing Process) (Bloo

Pre-Assessment: A short verbal quiz will be given on the parts to the nursing pro
taking the course.
Estimated time: 5 minutes
Participatory Learning:

 4 questions with Bloom’s level identified
 1.What are the parts of the Nursing Process? (Bloom’s level Comprehen
 2.Based on information you have on a generic patient, what are two pro
 3. Please state the critical thinking skills as to how they are vital to the n
 4. What do you believe the nursing process of this client is, and please i

 New instructional technology you are trying

 Critical Thinking in the Nursing Process
 Learning Objectives:
 1. State the parts of the nursing Process (Knowledge)
 2. Discuss how critical thinking skills are vital to the nursing process.(Un


n the nursing process and the parts of the nursing process. short verbal quiz will
will be asked to raise their hands if they know the answer.
ritical thinking. Again, the students will be asked to raise their hands if they
ursing process prior to this course.

ent procedures, regulations, laws and interactions within and among political,
the healthcare industry.

om level Understanding)
ocess and parts of critical thinking to see what the students know prior to

oblems in order of priority? (Bloom’s level- Apply)
nursing process? (Bloom’s level- Analyze)
include critical thinking as it applies? (Bloom’s level- Understanding)


 1.I chose the tool I did so students could learn while having fun at the sa
 2.I used it to accomplish the lesson objectives by having a quiz about th
 3.I had a challenge learning to use the tool at first and found it difficult.
 4.Yes I would use it again in the future because I believe learning should

students can enjoy a game while learning

 At least one classroom assessment technique (CAT)

Course: VNSG 1163 Pediatrics
Learning Objectives: By the end of the lesson, students will be able to

1. Name the parts of the nursing process (Knowledge)
2. Discuss how critical thinking skills are vital in the nursing process (Un

BOPPPS Lesson Plan

Pre-Assessment: Assessment of Prior Knowledge, Recall and Understanding

1. Muddiest Point

Students will be asked “What part of the nursing process and critical thinkin
Students will write on a piece of paper what they didn’t understand and wh
Bloom’s Taxonomy: Knowledge and Comprehension


2.Strategy- Traffic Light Revision (Adapted)

While the instructor is working through the lesson plan the instructor will a

1. raise a green card for green light they totally understan
2. raise a yellow card which means the need to slow down

3. raise a red card means does not understand

Post- Assessment: Assessment of Skills in Application and Performance

3. Student Generated Test Questions

Students are given the opportunity to apply, analyze, and synthesize the ma
ways. They will have increased preparedness for formal assessments.

Time Instructor Activities Learner Acti

ame time.
he objectives within the game.

Once I got used to it I learned to work through it more easily.
d have some fun to it. In this game the questions can be a challenge, but the


ng is the muddiest point?”
hat might help to clarification.

ask students to
n, clarify or explain in more

aterial in creative original Lesson Materials


5 mins Name the parts of the nursing Process Answer que

the nursing

5 mins Define each of the parts of the nursing process. Raise Your h

5 mins What is critical thinking? How it is applied to nursing? Answer the

applied to n

5 mins Summary of critical thinking skills Verbal quiz o

critical think

Post-assessment: I will be taking notes on how many students knew the parts o

Estimated time: 5 mins

Summary: I will close by instructing the students to read on the nursing process

their nursing diagnosis on their patients.

Estimated time: 5 mins


estion: raise your hand if you know the parts of Slides from power point
hand to define each part of the nursing process Power point slides
question what critical thinking is and how is it Power point slides
nursing? BLOOM Knowledge)
on parts ot the nursing process and parts of the Power point slides and quiz
king process. questions
of the nursing process and critical thinking.

s and critical thinking. I will tell them I will discuss it individually as we look at

Formal Assessment

Lesson Objectives: By the end of the lesson, students will be able to:
1. State the parts of the nursing process (Knowledge)
2. Discuss how critical thinking skills are vital in the nursing process (Understanding)
The following are four original questions to assess how well students learned the material from the
(Short Essay) 1. Explain the five components of the nursing process. (Comprehension)
(Fill in the Blank) 2. In the nursing field, _________ ________ skills are very important because they
are what you will use to prioritize and make key decisions that can save lives. (Analyze)
(Multiple Choice) ( Apply) 3. Assessment involves which of the following:

a. Using critical thinking while obtaining subjective and objective data collection
b. Data is collected in verbal statements from the patient or patient caregiver
c. Data that is measurable or tangible data: vital signs, intake and output height, weight
d. Prioritize plan
Multiple choice (Analyze )4. Critical thinking is used in:
a. Assessment
B. Nursing Diagnosis
c. Evaluation
d. Implementation

Reflective Essay of ACP

My background is nursing. I have been a nurse for over 37 years. I graduated from Texas
Woman’s University with a BSN in nursing and later on with a MBA. I have been an adjunct
clinical instructor at Lonestar College Cy Fair since June 2018. Some of my previously held
positions are bedside nurse, Infection Control Practitioner, supervisor, and interim director of a
medical-surgical unit. As an adjunct instructor, I strive to be the best teacher I can be for my
students while encouraging them to strive to do their very best. The ACP is another step in the
right direction for me to be the best instructor I strive to be. There are valuable tools of the ACP
and what I learned is priceless. The ACP has taught me many valuable tools and skills for me to
utilize in my classroom and clinicals.

I was very excited to learn that I was accepted to the Adjunct Certification Program for
Fall 2019. I have never taught in a classroom setting, and I anticipated it might be difficult for
me to get through the program. Looking at the assignments we would be doing and the
material we would be learning all seemed like learning a new language to me. Sunnye was such
an awesome instructor telling us not to stress and was very reassuring. She also told us not
worry about grades. While she made things not as stressful, I wanted to excel. Having an
icebreaker activity on the first day seemed to make it relaxed, less stressful, and such a
rewarding way to learn something about our fellow classmates. Through our online
assignments as well as in classroom assignments, we continued to form bonds with one
another and gave one another feedback. I gained so much knowledge about being a classroom
instructor as well as how to be a better clinical instructor.

There were several reading assignments such as creating a rubric, a technology
assignment, and a snapshot of the syllabus that gave me knowledge and insight into a whole
new level of delivering knowledge to my students. The class has opened my eyes to all the new
tools and resources out there for teachers to help their students. I will be able to use the
Bridge in technique and BOPPS lesson we learned with my clinical students. I plan to use CAT’s
(classroom assessment technique). I have created quizzes to test my students on their
knowledge of new material, then asked what they knew, partially knew or not at all. I then will
conduct reviews again, one on one if necessary.

It was a struggle to get the initial assignments done due to my fear of not doing it right
and failing. As I did more assignments it took less time to complete. The reading and posting
assignments were interesting because not only did we respond to one another’s post, we read
how they responded back.

I didn’t realize until we were writing Bloom’s questions that I had already been doing it
with my students by asking them higher level questions. One example was about critical
thinking and using it the nursing process. I will continue to incorporate mini verbal quizzes,
writing out BOPPP” s lesson plan, using technology when I can.

This program is making me a more effective instructor because as I use some of the
technology, writing out BOPPP’s lesson plan, I will have what I’m teaching in writing to refer to
as needed. I loved the CATs. I had already been doing this partially but did not know the name
of what I was doing. I meet individually or as a group to go over things the students seem to
have a problem with before there is not an opportunity to improve on future clinical papers.

I love learning and I totally believe one is never too old to learn. I’m very confident in my
nursing abilities, and I am becoming more confident as an instructor each semester I teach and
will put my new knowledge to work.

I suggest some type of mandatory instruction to help others become a better
teacher/clinical instructor. I believe each clinical adjunct instructor should take this course. It
may be a good idea to have a modified course offered that does not require a 1 year of
employment before it can be taken.

Having the most amazing instructor made this course exciting and fun. I enjoyed the
learning experience and it was awesome having lunch during class time with everyone.

Thank you for everything. You are awesome.


Thank You!

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