DISCIPLINE SPECIFIC RUBRICS FORM CRITICAL THINKING

Size: px
Start display at page:

Download "DISCIPLINE SPECIFIC RUBRICS FORM CRITICAL THINKING"

Transcription

1 DISCIPLINE SPECIFIC RUBRICS FORM COLLEGE: NURSING ADMINISTRATIVE UNIT: BACCALAUREATE PROGRAM/MAJOR: CAPSTONE REQUIREMENT(S): Preceptor guided experience FACULTY WHO WILL ASSESS: Clinical instructor DATE: 3/1/04 CRITICAL THINKING GENERAL EDUCATION TEMPLATE RUBRICS DISCIPLINE SPECIFIC RUBRICS 5 Demonstrates excellence in analyzing, synthesizing, and evaluating information and ideas from multiple perspectives. Consistently demonstrates the ability to solve problems, argue logically, apply scholarly and scientific methods, use terminology accurately, and employ information literacy skills. 4 Demonstrates proficiency in analyzing, synthesizing, and evaluating information and ideas from multiple perspectives. Usually demonstrates the ability to solve problems, argue logically, apply scholarly and scientific methods, use terminology accurately, and employ information literacy skills. 3 Demonstrates adequacy in analyzing, synthesizing, and evaluating information and ideas from multiple perspectives. Frequently demonstrates the ability to solve problems, argue logically, apply scholarly and scientific methods, use terminology accurately, and employ information literacy skills. 2 Demonstrates limitations in analyzing, synthesizing, and evaluating information and ideas from multiple perspectives. Occasionally demonstrates the ability to solve problems, argue logically, apply scholarly and scientific methods, use terminology accurately, and employ information literacy skills. 1 Demonstrates deficiency in analyzing, synthesizing, and evaluating information and ideas from multiple perspectives. Rarely demonstrates the ability to solve problems, argue logically, apply scholarly and scientific methods, use terminology accurately, and employ information literacy skills. Assesses systematically and comprehensively Distinguishes normal from abnormal Checks for accuracy and reliability Identifies missing information Draws valid conclusions Supports conclusions with evidence Uses diagnostic reasoning Predicts and manages potential complications Applies the nursing process to develop plan for health promotion and/or illness management Evaluates responses to interventions Makes plans based on evaluative data Recognizes needs for change Accepts multiple solutions to single problems Identifies individual learning needs Teaches others Recognizes ethical dilemmas Uses sound clinical judgment Trust one s own reasoning skills Page 1

2 ADDITIONAL COMMENTS for CRITICAL THINKING NO ADDITIONAL INFORMATION ENTERED INTO THIS FIELD Page 2

3 EFFECTIVE COMMUNICATION GENERAL EDUCATION TEMPLATE RUBRICS DISCIPLINE SPECIFIC RUBRICS 5 Demonstrates excellence in understanding and conveying ideas in diverse contexts, especially through reading, writing, speaking, and listening. Consistently demonstrates the ability to use resources, technology, and skills appropriate to the aural, visual, and/or language arts. 4 Demonstrates proficiency in understanding and conveying ideas in diverse contexts, especially through reading, writing, speaking, and listening. Usually demonstrates the ability to use resources, technology, and skills appropriate to the aural, visual, and/or language arts. 3 Demonstrates adequacy in understanding and conveying ideas in diverse contexts, especially through reading, writing, speaking, and listening. Frequently demonstrates the ability to use resources, technology, and skills appropriate to the aural, visual, and/or language arts. 2 Demonstrates limitations in understanding and conveying ideas in diverse contexts, especially through reading, writing, speaking, and listening. Occasionally demonstrates the ability to use resources, technology, and skills appropriate to the aural, visual, and/or language arts. 1 Demonstrates deficiency in understanding and conveying ideas in diverse contexts, especially through reading, writing, speaking, and listening. Rarely demonstrates the ability to use resources, technology, and skills appropriate to the aural, visual, and/or language arts. Listens to and understands others Use correct grammar when speaking Uses appropriate vocabulary Expresses self clearly Uses positive nonverbal communication Appropriately interprets nonverbal communication Uses correct grammar when writing Edits documents for content, organization, consistency, grammar and syntax Writes concisely Uses appropriate APA documentation format Uses appropriate medical record charting techniques Uses telephone e mail and FAX appropriately Uses available technology and media resources for the retrieval and sharing of information Deals effectively with conflict Works effectively on teams with cooperative decision making Page 3

4 ADDITIONAL COMMENTS for EFFECTIVE COMMUNICATION NO ADDITIONAL INFORMATION ENTERED INTO THIS FIELD Page 4

5 KNOWLEDGE INTEGRATION GENERAL EDUCATION TEMPLATE RUBRICS DISCIPLINE SPECIFIC RUBRICS 5 Demonstrates excellence in fusing information and concepts from multiple disciplines for personal, professional, and civic enhancement. Consistently demonstrates the ability to evaluate critically one s own views and those of others and the ability to access, judge and compare diverse fields of knowledge. 4 Demonstrates proficiency in fusing information and concepts from multiple disciplines for personal, professional, and civic enhancement. Usually demonstrates the ability to evaluate critically one s own views and those of others and the ability to access, judge and compare diverse fields of knowledge. 3 Demonstrates adequacy in fusing information and concepts from multiple disciplines for personal, professional, and civic enhancement. Frequently demonstrates the ability to evaluate critically one s own views and those of others and the ability to access, judge and compare diverse fields of knowledge. 2 Demonstrates limitations in fusing information and concepts from multiple disciplines for personal, professional, and civic enhancement. Occasionally demonstrates the ability to evaluate critically one s own views and those of others and the ability to access, judge and compare diverse fields of knowledge. Synthesizes information from the biological social and behavioral and nursing sciences to create individualized plans of care for clients. Utilizes appropriate and accurate mathematical calculations in managing and providing client care. Utilizes historical and theoretical perspectives to develop a sense of professional identity. Utilizes methodological research skills in order to provide a context for evaluating information. Utilizes knowledge gained in the humanities and fine arts to provide thoughtful and meaningful care to clients. 1 Demonstrates deficiency in fusing information and concepts from multiple disciplines for personal, professional, and civic enhancement. Rarely demonstrates the ability to evaluate critically one s own views and those of others and the ability to access, judge and compare diverse fields of knowledge. Page 5

6 ADDITIONAL COMMENTS for KNOWLEDGE INTEGRATION NO ADDITIONAL INFORMATION ENTERED INTO THIS FIELD Page 6

7 SOCIAL RESPONSIBILITY GENERAL EDUCATION TEMPLATE RUBRICS DISCIPLINE SPECIFIC RUBRICS 5 Demonstrates excellence in historical ethical reasoning and in knowledge of contemporary social and ethical issues. Consistently demonstrates knowledge, skills, and attitudes that are conducive to responsible civic engagement. 4 Demonstrates proficiency in historical ethical reasoning and in knowledge of contemporary social and ethical issues. Usually demonstrates knowledge, skills, and attitudes that are conducive to responsible civic engagement. 3 Demonstrates adequacy in historical ethical reasoning and in knowledge of contemporary social and ethical issues. Frequently demonstrates knowledge, skills, and attitudes that are conducive to responsible civic engagement. 2 Demonstrates limitations in historical ethical reasoning and in knowledge of contemporary social and ethical issues. Occasionally demonstrates knowledge, skills, and attitudes that are conducive to responsible civic engagement. 1 Demonstrates deficiency in historical ethical reasoning and in knowledge of contemporary social and ethical issues. Rarely demonstrates knowledge, skills, and attitudes that are conducive to responsible civic engagement. Provides services with respect to the dignity of man, unrestricted by nationality, race, creed, color, age, or Health status Provides care consistent with economic, political, ethnic, cultural, and religious backgrounds Safeguards the individual s right to privacy by judiciously protecting information of a confidential nature, sharing only information relevant to the patient s care and assures protection of individuals rights when involved in research activities Maintains individual competence in nursing practice, recognizing and accepting responsibility for individual actions and judgments Acts to safeguard the patient when care and safety are affected by incompetent, unethical, or illegal conduct of any person (Including self) Uses individual competence as a criterion in accepting delegated responsibilities and assigning nursing activities to others Works with members of healthcare professions and other citizens in promoting efforts to meet health needs of the public Page 7

8 ADDITIONAL COMMENTS for SOCIAL RESPONSIBILITY NO ADDITIONAL INFORMATION ENTERED INTO THIS FIELD Page 8

9 INFORMATION LITERACY GENERAL EDUCATION TEMPLATE RUBRICS DISCIPLINE SPECIFIC RUBRICS 5 Demonstrates excellence in understanding and using technology responsibly, legally, and ethically to critically expand one s knowledge system. Consistently demonstrates the ability to use resources, technology, and skills appropriate to enhance one s knowledge system. 4 Demonstrates proficiency understanding and using technology responsibly, legally, and ethically to critically expand one s knowledge system. Usually demonstrates the ability to use resources, technology, and skills appropriate to enhance one s knowledge system.. 3 Demonstrates adequacy understanding and using technology responsibly, legally, and ethically to critically expand one s knowledge system. Frequently demonstrates the ability to use resources, technology, and skills appropriate to enhance one s knowledge system. 2 Demonstrates limitations in understanding and using technology responsibly, legally, and ethically to critically expand one s knowledge system. Occasionally demonstrates the ability to use resources, technology, and skills appropriate to enhance one s knowledge system. 1 Demonstrates deficiency in understanding and using technology responsibly, legally,and ethically to critically expand one s knowledge system. Rarely demonstrates the ability to use resources, technology, and skills appropriate to enhance one s knowledge system. Uses technology to access information efficiently and effectively Uses technology appropriately specific to electronic medical record charting techniques Uses electronic communication resources such as telephone, e mail, FAX, and mobile technology appropriately Uses available technology and media resources for the retrieval and sharing of information Critically evaluates information obtained through IT Uses information technology effectively and appropriately in professional role Demonstrates knowledge of responsible, ethical, and legal use of information technology Page 9

10 ADDITIONAL COMMENTS for INFORMATION LITERACTY NO ADDITIONAL INFORMATION ENTERED INTO THIS FIELD Page 10

DISCIPLINE-SPECIFIC RUBRICS CRITICAL THINKING

DISCIPLINE-SPECIFIC RUBRICS CRITICAL THINKING DISCIPLINE-SPECIFIC RUBRICS FORM COLLEGE: BUSINESS ADMINISTRATIVE UNIT: College of Business BACCALAUREATE PROGRAM/MAJOR: Bachelor of Business Administration Focus Concentrations CAPSTONE REQUIREMENT(S):

More information

REFLECTIONS OF YOUR EXPERIENCE AS A PSYCHOLOGY MAJOR

REFLECTIONS OF YOUR EXPERIENCE AS A PSYCHOLOGY MAJOR REFLECTIONS OF YOUR EXPERIENCE AS A PSYCHOLOGY MAJOR The reflections/questionnaire/survey is intended to be sent to each student applying for graduation as a psychology major and for whom we must certify

More information

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS

CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS CRITICAL AND CREATIVE THINKING RUBRIC GRADUATE PROGRAMS Adapted from the AACU LEAP rubrics, the Bases of Competence skills, Ontario Council of Academic Vice-Presidents Graduate Degree Level Expectations,

More information

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education

Council on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets

More information

Bioethics Program Program Goals and Learning Outcomes

Bioethics Program Program Goals and Learning Outcomes Bioethics Program Program Goals and Learning Outcomes Program Goals 1. Students will develop a solid knowledge base in areas of Biology including cell biology, evolution, genetics, and molecular biology.

More information

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES

CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES CREDIT TRANSFER: GUIDELINES FOR STUDENT TRANSFER AND ARTICULATION AMONG MISSOURI COLLEGES AND UNIVERSITIES With Revisions as Proposed by the General Education Steering Committee [Extracts] A. RATIONALE

More information

Clinical Evaluation Criteria Clinical Nursing II NUR 1242L

Clinical Evaluation Criteria Clinical Nursing II NUR 1242L Clinical Evaluation Criteria Clinical Nursing II NUR 1242L Student Name Semester Year Clinical Instructor(s) Rate the student on a 1-4 scale for each of the following items. 1 - Inadequate. does not meet

More information

Expected Competencies of graduates of the nursing program at Philadelphia University

Expected Competencies of graduates of the nursing program at Philadelphia University Expected Competencies of graduates of the nursing program at Philadelphia University Background Educational programs are prepared within the context of the countries they serve. They are expected to respond

More information

Thomas Edison State College W. Cary Edwards School of Nursing Guidelines for Synthesis Paper and MSN e-portfolio Nursing Informatics

Thomas Edison State College W. Cary Edwards School of Nursing Guidelines for Synthesis Paper and MSN e-portfolio Nursing Informatics Thomas Edison State College W. Cary Edwards School of Nursing Guidelines for Synthesis Paper and MSN e-portfolio Nursing Informatics I. Purpose: The overall purpose of the MSN Synthesis Paper and e-portfolio

More information

College of Social and Behavioral Sciences Criminal Justice Program Outcomes Assessments Map

College of Social and Behavioral Sciences Criminal Justice Program Outcomes Assessments Map College of Social and Behavioral Sciences Criminal Justice Program Outcomes Assessments Map Measuring Graduation Competencies Through The Criminal Justice Program WU Graduation Competencies Program Competencies

More information

Section 2: Program Summary Economics (CA): Secondary Major and Minor

Section 2: Program Summary Economics (CA): Secondary Major and Minor Section 2: Program Summary Economics (CA): Secondary Major and Minor The University Detroit Mercy (UDM), a Catholic institution whose mission flows from the educational traditions of the Sisters of Mercy

More information

Thomas Edison State College W. Cary Edwards School of Nursing Guidelines for Synthesis Paper and MSN e-portfolio Nursing Administration

Thomas Edison State College W. Cary Edwards School of Nursing Guidelines for Synthesis Paper and MSN e-portfolio Nursing Administration Thomas Edison State College W. Cary Edwards School of Nursing Guidelines for Synthesis Paper and MSN e-portfolio Nursing Administration I. Purpose: The overall purpose of the MSN Synthesis Paper and e-portfolio

More information

Indiana University East Faculty Senate

Indiana University East Faculty Senate Indiana University East Faculty Senate General Education Curriculum for Baccalaureate Degree Programs at Indiana University East The purpose of the General Education Curriculum is to ensure that every

More information

Crosswalk of the Master s Essentials with the Baccalaureate and DNP Essentials

Crosswalk of the Master s Essentials with the Baccalaureate and DNP Essentials Crosswalk of the Master s Essentials with the Baccalaureate and DNP Essentials Essential 1: Background for Practice from Sciences and Humanities Baccalaureate: Liberal Education for Baccalaureate Generalist

More information

Program Competency & Learning Objectives Rubric (Student Version)

Program Competency & Learning Objectives Rubric (Student Version) Program Competency & Learning Objectives Rubric (Student Version) Program Competency #1 Prepare Community Data for Public Health Analyses and Assessments - Student 1A1. Identifies the health status of

More information

Westminster Campus Nursing Program Curriculum Organizing Framework

Westminster Campus Nursing Program Curriculum Organizing Framework Westminster Campus Nursing Program Curriculum Organizing Framework The curriculum organizing framework describes the concepts, beliefs and philosophy upon which the nursing curriculum is organized and

More information

To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students.

To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. FOUNDATIONS (1, 2) To act as a professional inheritor, critic and interpreter of knowledge or culture when teaching students. Situates the discipline's basic benchmarks and points of understanding (concepts,

More information

Subdomain Weight (%)

Subdomain Weight (%) CLINICAL NURSE LEADER (CNL ) CERTIFICATION EXAM BLUEPRINT SUBDOMAIN WEIGHTS (Effective June 2014) Subdomain Weight (%) Nursing Leadership Horizontal Leadership 7 Interdisciplinary Communication and Collaboration

More information

Masters Capstone Course COMSTRAT 566

Masters Capstone Course COMSTRAT 566 Masters Capstone Course COMSTRAT 566 What is a Capstone Course? A capstone course is a course offered in the final semester of a student s program of study that ties together the key learning objectives

More information

University at Buffalo School of Public Health and Health Professions Department of Rehabilitation Science

University at Buffalo School of Public Health and Health Professions Department of Rehabilitation Science University at Buffalo School of Public Health and Health Professions Department of Rehabilitation Science Course Number: PT 712 Course Title: Clinical Residency (Culminating Experience) Credit Hours: 12

More information

Rubric for Evaluating North Carolina s School Nurses (Required)

Rubric for Evaluating North Carolina s School Nurses (Required) Rubric for Evaluating North Carolina s School Nurses (Required) Standard 1. School nurses demonstrate leadership. School nurses demonstrate leadership by promoting and enhancing the overall academic mission

More information

The ICN CODE OF ETHICS FOR NURSES

The ICN CODE OF ETHICS FOR NURSES The ICN CODE OF ETHICS FOR NURSES All rights, including translation into other languages, reserved. No part of this publication may be reproduced in print, by photostatic means or in any other manner,

More information

Appendix A. Higher Education Program Masters Higher Education Administrator Evaluation Rubric

Appendix A. Higher Education Program Masters Higher Education Administrator Evaluation Rubric Appendix A Higher Education Program Masters Higher Education Administrator Evaluation Rubric Program Objective: Understanding the importance of equity and social justice, graduates of the Masters in Higher

More information

[ASSESSMENT REPORT: RN TO BSN]

[ASSESSMENT REPORT: RN TO BSN] 2012 Indiana University By Stephanie N. Pratt, MSN, RN [ASSESSMENT REPORT: RN TO BSN] The following report contains a summary of assessment data and recommendations. 2010 is the first full year for implementation

More information

NURSE LIFE CARE PLANNING CONSENSUS STATEMENT CODE OF PROFESSIONAL ETHICS AND CONDUCT

NURSE LIFE CARE PLANNING CONSENSUS STATEMENT CODE OF PROFESSIONAL ETHICS AND CONDUCT 1 NURSE LIFE CARE PLANNING CONSENSUS STATEMENT CODE OF PROFESSIONAL ETHICS AND CONDUCT Preface The Code of Professional Ethics and Conduct for the American Association of Nurse Life Care Planners is based

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

ASSOCIATE OF SCIENCE IN NURSING PROGRAM

ASSOCIATE OF SCIENCE IN NURSING PROGRAM A LEADING AMERICAN UNIVERSITY WITH INTERNATIONAL REACH ASSOCIATE OF SCIENCE IN NURSING PROGRAM Dear Preceptor, The faculty members of the Associate of Science in Nursing Program of Western Kentucky University

More information

Indiana Statewide Transfer General Education Core

Indiana Statewide Transfer General Education Core Indiana Statewide Transfer General Education Core Preamble In 2012 the Indiana legislature enacted Senate Enrolled Act 182, thereby establishing the requirements for a Statewide Transfer General Education

More information

[ASSESSMENT REPORT: RN TO BSN]

[ASSESSMENT REPORT: RN TO BSN] /+ 2013 Indiana University By Stephanie N. Pratt, MSN, RN [ASSESSMENT REPORT: RN TO BSN] The following report contains a summary of assessment data and recommendations. 2010 is the first full year for

More information

Course Facilitator. Course Description

Course Facilitator. Course Description Claremont Graduate University Master of Public Health Program CGH 307: Public Health Capstone Academic Year 2014 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

More information

Health Science Fundamentals Exploring Career Pathways 2012

Health Science Fundamentals Exploring Career Pathways 2012 A Correlation of Exploring Career Pathways 2012 To the South Carolina Curriculum Standards INTRODUCTION This document demonstrates how : Exploring Career Pathways 2012 meets the Introduction to Health

More information

CREATING LEARNING OUTCOMES

CREATING LEARNING OUTCOMES CREATING LEARNING OUTCOMES What Are Student Learning Outcomes? Learning outcomes are statements of the knowledge, skills and abilities individual students should possess and can demonstrate upon completion

More information

IUS School of Nursing Assessment of Student Learning Plan 2012-2015

IUS School of Nursing Assessment of Student Learning Plan 2012-2015 IUS School of Nursing Assessment of Student Learning Plan 2012-2015 This plan will assess if the Indiana University School of Nursing program is producing graduates who have mastered the Program Outcomes,

More information

The General Education Program at Sweet Briar College

The General Education Program at Sweet Briar College The General Education Program at Sweet Briar College Introduction The purpose of the General Education Program at Sweet Briar College is to provide all students with a common pattern of skills, experiences

More information

Education and Training

Education and Training Academic Foundations Statement: Apply fundamental knowledge of psychology to enhance learner achievement. Performance Element: Employ fundamental knowledge of developmental theory to enhance learner achievement.

More information

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE )

PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) PROGRAM FOR LICENSING ASSESSMENTS FOR COLORADO EDUCATORS (PLACE ) TEST OBJECTIVES Subarea Range of Objectives Approximate Test Weighting I. Knowledge of Students with Disabilities 001 003 15% II. III.

More information

Professional Standards for Psychiatric Nursing

Professional Standards for Psychiatric Nursing Professional Standards for Psychiatric Nursing November 2012 College of Registered Psychiatric Nurses of B.C. Suite 307 2502 St. Johns Street Port Moody, British Columbia V3H 2B4 Phone 604 931 5200 Fax

More information

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS

2. SUMMER ADVISEMENT AND ORIENTATION PERIODS FOR NEWLY ADMITTED FRESHMEN AND TRANSFER STUDENTS Chemistry Department Policy Assessment: Undergraduate Programs 1. MISSION STATEMENT The Chemistry Department offers academic programs which provide students with a liberal arts background and the theoretical

More information

Wilmington University Formative CECRAM Data Collection for use by all WU colleges Collected by the College of Arts and Sciences

Wilmington University Formative CECRAM Data Collection for use by all WU colleges Collected by the College of Arts and Sciences Wilmington University Formative CECRAM Data Collection for use by all WU colleges Collected by the College of Arts and Sciences WU Graduation Competencies *program competences are the same Oral Communication

More information

Novice Experienced Expert a. Understands the importance of ABE, ASE, and ESOL at the personal and program level. X X X

Novice Experienced Expert a. Understands the importance of ABE, ASE, and ESOL at the personal and program level. X X X Complete Draft 1 through 5 Rhode Island Adult Education Practitioner Standards for Instructors 9-12-12 Definitions: Expert Teachers Expert teachers have the capacity to teach from the heart as well as

More information

Scope of Practice for Registered Nurses (RN)

Scope of Practice for Registered Nurses (RN) Scope of Practice for Registered Nurses (RN) Health Regulation Department Dubai Health Authority (DHA) regulation@dha.gov.ae DHA hotline tel. no: 800 DHA (342) www.dha.gov.ae Introduction Health Regulation

More information

American Academy of Home Care Medicine Principles of Medical Ethics

American Academy of Home Care Medicine Principles of Medical Ethics A m e r i c a n Academy of Home Care M e d i c i n e President Thomas Cornwell, M.D. Wheaton, IL Executive Director Suzanne Simons, MS American Academy of Home Care Medicine Principles of Medical Ethics

More information

THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS. INSTRUCTOR: TBA EXTENSION: XXX OFFICE: XXX EMAIL: XXX OFFICE HRS: XXX OTHER: (Hybrid)

THE LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS. INSTRUCTOR: TBA EXTENSION: XXX OFFICE: XXX EMAIL: XXX OFFICE HRS: XXX OTHER: (Hybrid) 1 COURSE NUMBER: NUR325 COURSE TITLE: Transcultural Nursing CREDITS: 3 Credits TERM: Fall/ Spring FORMAT: Hybrid (7-week Hybrid) PREREQUISITES: All Pre-nursing courses Co-Requisites: XXX THE LINCOLN UNIVERSITY

More information

University of Maine School of Nursing. Program Outcome # 1, Key Concepts and Level Outcomes

University of Maine School of Nursing. Program Outcome # 1, Key Concepts and Level Outcomes University of Maine School of Nursing Program Outcome # 1, Key Concepts and Level Outcomes Program Outcome: The graduate will provide patient-centered which represents the patients preferences, values,

More information

Video Game Design (3 Teams per state, 2 team members minimum)

Video Game Design (3 Teams per state, 2 team members minimum) Content Area Standard Strand 21st-Century Life & Careers 9.4 Career and Technical Education: All students who complete a career and technical education program will acquire academic and technical skills

More information

SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL

SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL Page 1 of 12 SCHOOL NURSE COMPETENCIES SELF-EVALUATION TOOL School Nurse School Date Completed School Nurse Supervisor Date Reviewed The school nurse competencies presume that some core knowledge has been

More information

Critical and Creative Thinking. University of Guelph Learning Objectives (1987)

Critical and Creative Thinking. University of Guelph Learning Objectives (1987) Alignment of the 2013 Learning Outcomes and Associated Skills with the 1987 Learning Outcomes and Ontario Council of Academic Vice-Presidents (OCAV) Graduate Degree Level Expectations (GUDLEs) March, 2013

More information

Core Competencies for Public Health Professionals

Core Competencies for Public Health Professionals Core Competencies for Public Health Professionals Introduction This document contains three different versions of the recently adopted Core Competencies for Public Health Professionals. Click on the name

More information

MA Psychology (2013-2014)

MA Psychology (2013-2014) MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public university providing

More information

BS Environmental Science (2013-2014)

BS Environmental Science (2013-2014) BS Environmental Science (2013-2014) Program Information Point of Contact Brian M. Morgan (brian.morgan@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public

More information

COMMITTEE RECOMMENDATION: Final

COMMITTEE RECOMMENDATION: Final COMMITTEE RECOMMENDATION: Final SR-12-13-17-BAPC First, recommends approval of the revision (outlined below) to Marshall University s Core Domains of Critical. Second, recommends the adoption of the proposed

More information

Categories of Study: Curriculum Goals and Requirements

Categories of Study: Curriculum Goals and Requirements Philosophy and Requirements Educational Goals The purpose of the UT Martin undergraduate educational experience is to prepare all students for the opportunities and challenges of a dynamic world. The combination

More information

C115 Office Administration - Medical MTCU Code 52308 Program Learning Outcomes

C115 Office Administration - Medical MTCU Code 52308 Program Learning Outcomes C115 Office Administration - Medical MTCU Code 52308 Program Learning Outcomes Synopsis of the Vocational Learning Outcomes* The graduate has reliably demonstrated the ability to: 1. apply scheduling,

More information

The Essentials of Baccalaureate Education for Professional Nursing Practice

The Essentials of Baccalaureate Education for Professional Nursing Practice The Essentials of Baccalaureate Education for Professional Nursing Practice October 20, 2008 TABLE OF CONTENTS Executive Summary 3 Background 5 Nursing Education 6 The Discipline of Nursing 7 Assumptions

More information

Audiology Department: Doctor of Audiology (AuD) Program. Essential Functions Policy for Admission, Retention, and Graduation

Audiology Department: Doctor of Audiology (AuD) Program. Essential Functions Policy for Admission, Retention, and Graduation 1 Audiology Department: Doctor of Audiology (AuD) Program Essential Functions Policy for Admission, Retention, and Graduation Introduction The education of an audiologist requires assimilation of knowledge,

More information

EDYTH T. JAMES DEPARTMENT OF NURSING

EDYTH T. JAMES DEPARTMENT OF NURSING EDYTH T. JAMES DEPARTMENT OF NURSING Our nursing program has a rich 106-year history that includes being the first nursing school established in the state of Maryland. The Washington Missionary College

More information

The ICN Code of Ethics for Nurses

The ICN Code of Ethics for Nurses The ICN Code of Ethics for Nurses All rights, including translation into other languages, reserved. No part of this publication may be reproduced in print, by photostatic means or in any other manner,

More information

BS, MS, DNP and PhD in Nursing Competencies

BS, MS, DNP and PhD in Nursing Competencies BS, MS, DNP and PhD in Nursing Competencies The competencies arise from the understanding of nursing as a theory-guided, evidenced -based discipline. Graduates from the curriculum are expected to possess

More information

Integrating the Electronic Health Record in the Curriculum

Integrating the Electronic Health Record in the Curriculum Integrating the Electronic Health Record in the Curriculum Judith J. Warren, PhD, RN, BC, FAAN, FACMI Christine A. Hartley Centennial Professor University of Kansas School of Nursing and Director of Nursing

More information

LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS

LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS LINCOLN UNIVERSITY DEPARTMENT OF NURSING COURSE SYLLABUS COURSE TITLE: Adult Health I COURSE NUMBER: NUR304 TERM: XXXX PREREQUISITES: All Pre-nursing courses; NUR 301; NUR 302; NUR 303; NUR 310; (Students

More information

Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction.

Standard Two: Knowledge of Mathematics: The teacher shall be knowledgeable about mathematics and mathematics instruction. Performance-Based Standards for Colorado Teachers The following shall serve as standards for the licensing of all teacher education candidates in Colorado and reflect the knowledge and skills required

More information

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think

Assessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively

More information

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive)

WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) WSU-UT Doctor of Nursing Practice Program Guidelines for Clinical Mentors Indirect Care Track (Nurse Executive) Definition of Clinical Mentor: A clinical mentor is defined as a person employed at the site

More information

Undergraduate Psychology Major Learning Goals and Outcomes i

Undergraduate Psychology Major Learning Goals and Outcomes i Undergraduate Psychology Major Learning Goals and Outcomes i Goal 1: Knowledge Base of Psychology Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical

More information

MS Health Informatics (2014 2015)

MS Health Informatics (2014 2015) MS Health Informatics (2014 2015) Program Information Point of Contact Girmay Berhie (berhie@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university

More information

Tennessee State Board of Education February 1, 2013 First Reading Item: III. A. Teacher Licensure Standards

Tennessee State Board of Education February 1, 2013 First Reading Item: III. A. Teacher Licensure Standards Tennessee State Board of Education Agenda February 1, 2013 First Reading Item: III. A. Teacher Licensure Standards The Background: This item proposes four types of changes to the Teacher Licensure Standards

More information

SOCIAL SERVICES, CORRECTIONS and CRIMINAL JUSTICE TECHNOLOGY Plan for Assessment of Student Academic Achievement 2008-2009

SOCIAL SERVICES, CORRECTIONS and CRIMINAL JUSTICE TECHNOLOGY Plan for Assessment of Student Academic Achievement 2008-2009 SOCIAL SERVICES, CORRECTIONS and CRIMINAL JUSTICE TECHNOLOGY Plan for Assessment of Student Academic Achievement 2008-2009 From the Mission of Hocking College Hocking College is an innovative, experience-based

More information

Mountain Home School District #193 Formal School Counselor Evaluation Appendix C

Mountain Home School District #193 Formal School Counselor Evaluation Appendix C Mountain Home School District #193 Formal School Evaluation Appendix C NAME: DATE: 1a Demonstrating Knowledge of Content and Pedagogy Knowledge of Content and Ethical Issues Knowledge of Prerequisite Relationships

More information

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core

Tennessee Board of Regents. Proposal for the Establishment of a Lower Division General Education Core Tennessee Board of Regents Proposal for the Establishment of a Lower Division General Education Core Created by: The Ad Hoc Committee charged to Establish a Lower Division General Education Core Curriculum

More information

Scope and Standards of Practice for The Acute Care Nurse Practitioner. American Association of Critical-Care Nurses

Scope and Standards of Practice for The Acute Care Nurse Practitioner. American Association of Critical-Care Nurses Scope and Standards of Practice for The Acute Care Nurse Practitioner American Association of Critical-Care Nurses Editor: Linda Bell, RN MSN Copy Editor: Anne Bernard Designer: Derek Bennett An AACN Critical

More information

FERRIS STATE UNIVERSITY SCHOOL OF NURSING PORTFOLIO GUIDELINES AND EVALUATION PROCESS PRELICENSURE BSN PROGRAM. Introduction:

FERRIS STATE UNIVERSITY SCHOOL OF NURSING PORTFOLIO GUIDELINES AND EVALUATION PROCESS PRELICENSURE BSN PROGRAM. Introduction: FERRIS STATE UNIVERSITY SCHOOL OF NURSING PORTFOLIO GUIDELINES AND EVALUATION PROCESS PRELICENSURE BSN PROGRAM Introduction: The purpose of the portfolio requirement is to give senior nursing students

More information

Signature Assign 3. Course Grade. Course Grade. Research. Course Grade. Research. Project, ED 613. Political Concepts. Course Grade.

Signature Assign 3. Course Grade. Course Grade. Research. Course Grade. Research. Project, ED 613. Political Concepts. Course Grade. Alignment of Curriculum & Instruction Master s Degree Program with National Standards and MSUM Conceptual Framework National Board of Teaching Standards Proposition 1: Teachers are Committed to Students

More information

CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM

CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM GOALS AND OBJECTIVES FOR UNDERGRADUATE PSYCHOLOGY MAJORS Goals -- Knowledge, skills and values unique to psychology 1.

More information

Core Competencies of Clinical Psychology

Core Competencies of Clinical Psychology Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices

More information

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching

ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching ASU College of Education Course Syllabus ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Clinical Teaching Course: ED 4972, ED 4973, ED 4974, ED 4975 or EDG 5660 Credit: 9 Semester Credit Hours (Undergraduate),

More information

Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Registered Nurse

Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Registered Nurse NEPAB Nursing Education Program Approval Board Standards for Alberta Nursing Education Programs Leading to Initial Entry to Practice as a Registered Nurse January 2013 Approved by the College and Association

More information

Program Administrator Definition and Competencies

Program Administrator Definition and Competencies I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator

More information

Nurse Practitioner Student Learning Outcomes

Nurse Practitioner Student Learning Outcomes ADULT-GERONTOLOGY PRIMARY CARE NURSE PRACTITIONER Nurse Practitioner Student Learning Outcomes Students in the Nurse Practitioner Program at Wilkes University will: 1. Synthesize theoretical, scientific,

More information

California Lutheran University Information Literacy Curriculum Map Graduate Psychology Department

California Lutheran University Information Literacy Curriculum Map Graduate Psychology Department California Lutheran University Information Literacy Curriculum Map Graduate Psychology Department Student Learning Outcomes Learning Outcome 1 LO1 literate student determines the nature and extent of the

More information

Upon completion of the First Year Navigation Competency, students will be able to: Understand the physical and virtual WCSU campus;

Upon completion of the First Year Navigation Competency, students will be able to: Understand the physical and virtual WCSU campus; FIRST YEAR NAVIGATION (FY) COMPETENCY First Year Experience programs take a variety of forms to provide academic and cocurricular support as students begin university life. This competency allows first

More information

Saint Paul College Medical Office Careers Program Continuous Improvement of Teaching and Learning Assessment Report 2008-2009

Saint Paul College Medical Office Careers Program Continuous Improvement of Teaching and Learning Assessment Report 2008-2009 Saint Paul College Medical Office Careers Program Continuous Improvement of Teaching and Learning Report 2008-2009 College Mission: The mission of Saint Paul College is to provide education for employment,

More information

SOUTH DAKOTA BOARD OF REGENTS. Policy Manual

SOUTH DAKOTA BOARD OF REGENTS. Policy Manual SOUTH DAKOTA BOARD OF REGENTS Policy Manual SUBJECT: Associate Degree General Education Requirements NUMBER: 2:26 1. Associate of Arts Degree A. The general education component of all associate of arts

More information

University of Wisconsin System Academic Information Series #1.3 Office for Academic and Student Affairs. UW System Administration Policy ACIS 1.

University of Wisconsin System Academic Information Series #1.3 Office for Academic and Student Affairs. UW System Administration Policy ACIS 1. University of Wisconsin System Academic Information Series #1.3 Office for Academic and Student Affairs (ACIS-1.3) UW System Administration Policy ACIS 1.3 May 2015 Related Regent Policies RPD 4-4 Minimum

More information

VNSG 2360 Clinical-Practical Nurse; Intermediate (Clinical-Licensed Practical/Vocational Nurse Training) Frank Phillips College

VNSG 2360 Clinical-Practical Nurse; Intermediate (Clinical-Licensed Practical/Vocational Nurse Training) Frank Phillips College VNSG 2360 Clinical-Practical Nurse; Intermediate (Clinical-Licensed Practical/Vocational Nurse Training) Frank Phillips College I. General Course Information Credit Hours: 3 Prerequisite and/or Co-requisite:

More information

Permission to Reproduce

Permission to Reproduce Business Human Resources Program Standard The approved program standard for Business Human Resources program of instruction leading to an Ontario College Diploma delivered by Ontario Colleges of Applied

More information

MIAMI DADE COMMUNITY COLLEGE MEDICAL CENTER CAMPUS SCHOOL OF NURSING CLINICAL EVALUATION TOOL LEVEL 2 SEMESTER 3 PSYCHIATRIC NURSING

MIAMI DADE COMMUNITY COLLEGE MEDICAL CENTER CAMPUS SCHOOL OF NURSING CLINICAL EVALUATION TOOL LEVEL 2 SEMESTER 3 PSYCHIATRIC NURSING MIAMI DADE COMMUNITY COLLEGE MEDICAL CENTER CAMPUS SCHOOL OF NURSING CLINICAL EVALUATION TOOL LEVEL 2 SEMESTER 3 PSYCHIATRIC NURSING STUDENT STUDENT NO. COURSE SEMESTER All students are required to adhere

More information

Develop students abilities to serve as Christian leaders in professional nursing roles and to be contributing members of the profession of nursing.

Develop students abilities to serve as Christian leaders in professional nursing roles and to be contributing members of the profession of nursing. Mission, Goals and Outcomes for BSN Online Nursing Program Concordia University, Texas 2015 Mission of the School of Nursing Programs (BSN and MSN) The mission of the Concordia Nursing program is to develop

More information

College of DuPage. Associate Degree Nursing Program

College of DuPage. Associate Degree Nursing Program Student Name: Clinical Instructor: Clinical Site : College of DuPage Associate Degree Nursing Program Clinical Evaluation Tool: Nursing 1220 Health and Illness Concepts I Student Learning Outcome 1. SAFETY:

More information

South Texas College Division of Nursing/Allied Health Occupational Therapy Assistant Program Master Syllabus Fall 2006

South Texas College Division of Nursing/Allied Health Occupational Therapy Assistant Program Master Syllabus Fall 2006 As of 8/28/06 Chair's Information: South Texas College Division of Nursing/Allied Health Occupational Therapy Assistant Program Master Syllabus Fall 2006 1. Name of Chair: Esperanza J. Brattin, OTR 2.

More information

ANNUAL PROGRAM/DEPARTMENT ASSESSMENT FOR LEARNING PLAN

ANNUAL PROGRAM/DEPARTMENT ASSESSMENT FOR LEARNING PLAN ANNUAL PROGRAM/DEPARTMENT ASSESSMENT FOR LEARNING PLAN Please send your Plan to the Assessment FOR Student Learning office via learning@cscc.edu. (Phone 287-3936) The Plan will be reviewed by members of

More information

VNSG 2363 Clinical-Practical Nurse; Advanced (Clinical-Licensed Practical/Vocational Nurse Training) Frank Phillips College

VNSG 2363 Clinical-Practical Nurse; Advanced (Clinical-Licensed Practical/Vocational Nurse Training) Frank Phillips College VNSG 2363 Clinical-Practical Nurse; Advanced (Clinical-Licensed Practical/Vocational Nurse Training) Frank Phillips College I. General Course Information Credit Hours: 3 Prerequisite and/or Co-requisite:

More information

1. What college are you in?

1. What college are you in? Spring 2015 Graduating Senior Survey - College of Education - Evaluation Report Last Modified: 05/22/2015 Filter By: Report Subgroup 1. What college are you in? # Answer Bar Response % 1 College of Arts

More information

Master of Arts, Counseling Psychology Course Descriptions

Master of Arts, Counseling Psychology Course Descriptions Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.

More information

College of Arts & Sciences Goals

College of Arts & Sciences Goals College of Arts & Sciences Goals 1.) Demonstrated ability to engage in critical thinking appropriate to the discipline. 2.) Demonstrated ability to use the information literacy skills, including research

More information

National Student Nurses Association, Inc. Code of Ethics: Part II Code of Academic and Clinical Conduct and Interpretive Statements

National Student Nurses Association, Inc. Code of Ethics: Part II Code of Academic and Clinical Conduct and Interpretive Statements National Student Nurses Association, Inc. Code of Ethics: Part II Code of Academic and Clinical Conduct and Interpretive Statements Adopted by the NSNA Board of Directors, October 27, 2009 in Phoenix,

More information

Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives

Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives Medical College of Georgia Augusta, Georgia School of Medicine Competency based Objectives Medical Knowledge Goal Statement: Medical students are expected to master a foundation of clinical knowledge with

More information

Standards for Certification in Early Childhood Education [26.110-26.270]

Standards for Certification in Early Childhood Education [26.110-26.270] I.B. SPECIFIC TEACHING FIELDS Standards for Certification in Early Childhood Education [26.110-26.270] STANDARD 1 Curriculum The competent early childhood teacher understands and demonstrates the central

More information

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS

NC TEACHER EVALUATION PROCESS SAMPLE EVIDENCES AND ARTIFACTS STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses

More information