Sistema Universitario Ana G. Méndez, Inc. School for ... · actividades de idioma y el 70 % para actividades de contenido. Las actividades tienen que ser a nivel universitario en

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Continental USA Branch Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

NURS 405

Nursing Leadership

Liderazgo en Enfermería

© Sistema Universitario Ana G. Méndez, Inc. 2015

Derechos Reservados

© Ana G. Méndez University System, Inc. 2015

All rights reserved

January 2015

NURS 405 NURSING LEADERSHIP 2

Revised January 2015

Prepared based on the course syllabus (Revised 2012) of the School of Health Sciences,

Universidad del Turabo, with the collaboration of:

María E. Rosa, DrPH, PhD, MSN, RN Module Development Specialist

Jose L. Otero, RN, MSN Content Evaluator

Juanita Munera, English Language Specialist

Jeannette Labrador, M.A., Spanish Language Specialist

Frances Rodríguez, Dual Language Specialist

Fanny Sernik, Dual Language Specialist

Minette Elias, MS, Curriculum and Instructional Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

GUÍA DE ESTUDIO .................................................................................................................................... 4

STUDY GUIDE .......................................................................................................................................... 16

TALLER UNO 26

WORKSHOP TWO .................................................................................................................................... 36

TALLER TRES 47

WORKSHOP FOUR .................................................................................................................................. 60

TALLER CINCO ........................................................................................................................................ 71

WORKSHOP SIX ....................................................................................................................................... 81

TALLER SIETE ......................................................................................................................................... 93

WORKSHOP EIGHT ............................................................................................................................... 104

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION .... 121

APPENDIX B PARAGRAPH CONSTRUCTION .................................................................................. 127

APPENDIX C THE WRITING PROCESS SIX-TRAIT ANALYTIC WRITING RUBRIC .................. 129

APÉNDICE D/APPENDIX D INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS Y EL

E-LAB LANGUAGE LAB AND E-LAB INFORMATION ................................................................ 138

APÉNDICE E /APPENDIX E DOCUMENTACIÓN DEL LABORATORIO DE IDIOMAS/E-

LAB……………....................................................................................................................................... 143

APÉNDICE F/ APPENDIX F RÚBRICA DE ENSAYO ........................................................................ 148

APÉNDICE G/ APPENDIX G RÚBRICA DE PARTICIPACIÓN EN CLASE ..................................... 152

APÉNDICE H/ APPENDIX H RÚBRICA DE PRESENTACIÓN ORAL Y AUDIOVISUAL

INDIVIDUAL/GRUPAL .......................................................................................................................... 157

APÉNDICE I/ APPENDIX I AUTORREFLEXIÓN .............................................................................. 162

APÉNDICE J/APPENDIX J RÚBRICA PARA EVALUAR LOS JUEGOS DE ROL ........................... 166

APPENDIX K KWHLAQ CHART .......................................................................................................... 171

APÉNDICE L/ APPENDIX L HESI RN .................................................................................................. 174

APPENDIX M CRITERIA FOR INTERVIEW EVALUATION ........................................................... 175

APPENDIX N CRITERIA FOR WRITTEN ANALYSIS AND EVALUATION OF LEADERSHIP

BOOK ........................................................................................................................................ 176

APPENDIX O CRITERIA FOR ORAL AND WRITTEN CASE STUDY EVALUATION .................. 177



GUÍA DE ESTUDIO

Título del Curso: Liderazgo en Enfermería Codificación: NURS 405

Créditos: 3 créditos

Duración: Ocho semanas para un total de 45 horas

Prerrequisito: NURS 403 y NURS 404

Descripción: Este curso se enfoca en los conceptos básicos de liderazgo y manejo/gerencia del

profesional de enfermería dentro del dinámico sistema de salud actual, donde los papeles de

enfermería están evolucionando. Se discute y analiza el impacto de la economía, la información,

la tecnología, y la política sobre el sistema de cuidado de la salud. Los problemas y retos son

vistos como oportunidades para crecimiento y mejoramiento del funcionamiento del equipo de

salud donde el profesional de enfermería juega un papel vital. El estudiante tiene la oportunidad

de analizar críticamente estudios de casos en varios escenarios de salud. Se analiza una variedad

de conceptos y teorías de liderazgo y se aplican a la práctica de enfermería. Se estimula la

participación del profesional de enfermería en organizaciones profesionales de enfermería y de

otras profesiones de la salud a nivel local, nacional e internacional.

Objetivos generales de contenido

Al finalizar el curso, el estudiante será capaz de:

1. Aplicar destrezas de razonamiento crítico y del proceso de enfermería en estudios de

casos seleccionados sobre liderazgo y manejo/gerencia.

2. Discutir la relevancia de las teorías de enfermería en liderazgo y manejo/gerencia.

3. Demostrar destrezas apropiadas en el proceso de solución de problemas y asuntos éticos

relacionados.

4. Demostrar crecimiento en el papel de líder.

5. Describir el sistema de servicios de salud actual y reconocer los retos que presenta para el

liderazgo en enfermería.



6. Discutir los factores que influyen en la calidad del cuidado.

7. Utilizar efectivamente destrezas de manejo del estrés en la ejecución de liderazgo en

enfermería.

8. Demostrar destrezas adecuadas en el manejo de tecnología de la información.

9. Evaluar los factores políticos, gubernamentales, financieros y sociales que afectan la

profesión de enfermería.

10. Participar en diferentes organizaciones de enfermería y de otras profesiones de la salud.

11. Aplicar destrezas de comunicación efectivas para el liderazgo en enfermería.

Objetivos generales de lenguaje

Al finalizar el curso, el estudiante será capaz de:

Escuchar: Comprender discursos orales, en inglés/español, y reconocer sus

diversas finalidades y las situaciones de comunicación en que se producen;

compartir, comparar y desarrollar ideas nuevas acerca de liderazgo en enfermería

de manera colaborativa; adquirir aprendizajes significativos, basados en la experiencia

y en temas motivadores; responder a estímulos auditivos tales como vídeos,

presentaciones audiovisuales y actividades interactivas.

Hablar: Expresarse oralmente, en inglés/español, con propiedad y corrección,

de acuerdo con las diversas finalidades y situaciones comunicativas y adoptando un

estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de vista e

ideas; desarrollar habilidades y competencias que lo capaciten para su vida académica,

laboral y cotidiana; utilizar el lenguaje para adquirir conocimientos nuevos

acerca de liderazgo en enfermería y para aprender a utilizar técnicas sencillas de manejo

de la información a través de los medios tradicionales y la tecnología informática.



Leer: Investigar, analizar, interpretar, resumir, parafrasear y comprender, en inglés/español,

la información que recopile en los diversos medios de información sobre el tema de liderazgo

en enfermería; desarrollar actitudes críticas ante los mensajes de los medios de

comunicación, valorar la importancia de sus manifestaciones y beneficiarse autónomamente

de la lectura como fuente de información y enriquecimiento cultural.

Escribir: Redactar textos, en inglés/español, desde una postura personal crítica y creativa,

con propiedad y corrección, para establecer una comunicación clara y efectiva; utilizar la

escritura como fuente de información para proveer datos pertinentes relacionados a liderazgo

en enfermería.

Requisitos de APA (6ta edición) para citar los textos que se usarán en el módulo

Utilice el estilo de escritura de la sexta edición de la Asociación Americana de Psicología (APA

por sus siglas en inglés) para reseñar los textos y recursos recomendados:

http://www.apastyle.org/

http://owl.english.purdue.edu/owl/resource/560/01/

Libros recomendados:

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6ta ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Texto del Curso:

Yoder – Wise, P.S. (2014). Leading and managing in nursing (6a ed.) St. Louis, MO: Mosby.

(ISBN-13: 978-0323185776)

Otros libros y referencias:

Marquis, B.L. y Huston, C.J. (2014). Leadership roles and management functions in

nursing: Theory and application (8a ed.). Philadelphia, PA: Lippincott, Williams and

Wilkins. (ISBN-13: 978-1451192810)





Weiss, S.A. y Tappen, R.M. (2014). Essentials of nursing leadership and management. (6a ed.).

Philadelphia, PA: F.A. Davis Company. (ISBN-13: 978-0-80363663-7)

Libros electrónicos recomendados:

Yoder – Wise, P.S. (2014). Leading and managing in nursing (6a ed.) St. Louis, MO: Mosby.

(ISBN-13: 978-0323185776)

http://evolve.elsevier.com/Yoder-Wise

Whitehead, D.K., Weiss, S.A. y Tappen, R.M. (2010). Essentials of nursing leadership and

management. (5a ed.). DavisPlus. (ISBN-13: 978-0803622081)

Grossman, S.C. y Valiga, T.M. (2013). The new leadership challenge: Creating the future of

nursing. (4a ed.). DavisPlus. (ISBN-13: 978-0803626065)

Recursos electrónicos adicionales – se recomienda que los estudiantes

accedan los siguientes enlaces, pero que no se limiten a ellos.

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/

Diccionario de la Real Academia Española

http://www.rae.es/

Diccionario panhispánico de dudas de la Real Academia Española

http://rae.es/recursos/diccionarios/dpd

Fundación del Español Urgente

http://www.fundeu.es/

Elsevier

http://evolve.elsevier.com

http://evolve.elsevier.com/


http://www.rae.es/





De ser necesario, el facilitador puede cambiar las direcciones electrónicas o añadir enlaces

profesionales que contengan las investigaciones más recientes sobre el tema del módulo.

NOTA: La Universidad Ana G. Méndez (SUAGM) no se responsabiliza por los cambios de

contenido ni formato que se realicen a los enlaces electrónicos que recomienda con fines

educativos; así tampoco controla la caducidad de los mismos. Si por alguna razón, usted

encuentra material cuestionable en los enlaces que el SUAGM recomienda, por favor

comuníquelo inmediatamente al (a la) director(a) académico(a) para iniciar el proceso de

remoción y actualizar el módulo con información confiable.



Descripción de la evaluación:

La calificación final está basada en la acumulación de puntos por taller (30 % para idioma y 70

% para conocimientos en la disciplina). Calcule la calificación final basada en los criterios que

aparecen al lado izquierdo de la tabla (la calificación final representa 50% para el idioma

español y 50% para el idioma inglés).

Criterios Talleres Puntos Porcentaje

Presentación de líder como agente de cambio. 7 100 20 %

Trabajos escritos (autorreflexiones, ensayos, párrafos,

análisis de estudios de casos, evaluación e informe del

libro seleccionado y otros)*

1 al 8 100 15 %

Demostraciones y presentaciones orales y audiovisuales

individuales/grupales, entrevista al líder de enfermería y

juegos de rol*

Determinado

por el

facilitador

100 10 %

Portafolio digital

(Ver manual en Blackboard y usar rúbricas disponibles en

el manual y en la sección de apéndices del módulo, según

aplique).

8 100 5 %

Cuatro exámenes parciales (Taller Tres y Taller Cinco en

español y Taller Seis y Taller Ocho en inglés)

3, 5, 6 y 8 100

50 %

Total 500 (puntuación

máxima)

100 %

*Los facilitadores y estudiantes tienen que utilizar las rúbricas provistas en la sección de

apéndices del módulo para la evaluación de actividades y asignaciones de cada taller. El

facilitador proveerá una calificación por taller basado en el requisito del 30 % para

actividades de idioma y el 70 % para actividades de contenido. Las actividades tienen que

ser a nivel universitario en ambos idiomas para apoyar el desarrollo de profesionales

bilingües. La calificación final del curso refleja 50 % para actividades del idioma inglés y

50 % para actividades del idioma español.



Escala para la calificación del curso:

A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 o menos

MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica para

realizar las asignaciones durante la primera noche de clase.

*Todos los cursos de especialidad en enfermería se aprueban con nota de A o B. Todo

estudiante que obtenga menos de 80% en el curso deberá repetir el mismo.

Descripción del proceso de evaluación:

1. La calificación final del curso se determinará según el porcentaje que obtenga el

estudiante, al demostrar su nivel de aprendizaje del contenido del curso y al dominar las

destrezas del idioma (inglés y español). La calificación final del alumno reflejará 30 %

por dominio de destrezas de idioma y 70 % por el conocimiento y la aplicación del

contenido del curso.

El dominio del contenido del curso se evalúa a través de exámenes, asignaciones,

proyectos, trabajos escritos, presentaciones orales, ejercicios del Laboratorio de

Idiomas y del E-Lab, etcétera. La calificación deberá reflejar el 50 % de la

evaluación en inglés y el 50 % en español. El facilitador es responsable de

evidenciar que dicho requisito se cumplió.

Los exámenes parciales serán administrados en el idioma del taller.

Además del requisito anterior, debe evidenciarse que el 30 % de la calificación se

basa en el dominio de las destrezas del idioma.

2. Presentación de Líder como agente de cambio:

El estudiante se asignará a un grupo de cuatro. El grupo necesita identificar una situación

que haya sido identificada en el área de práctica clínica, que sienten que necesita ser

cambiada. El instructor del curso debe aprobar el tema seleccionado en el tercer taller.

Utilizando la rúbrica de Presentación de PowerPoint como guía, desarrolle una



presentación en inglés que incluya el contenido identificado. El día de la presentación en

el Taller 7, cargue la presentación de PowerPoint y la página de referencias en formato

APA en el área designada por el facilitador en Blackboard. Esta presentación es un

proyecto de grupoo. Todos los miembros del grupo recibirán la misma calificación. Sin

embargo, un estudiante puede ser removido de su equipo si los otros estudiantes en el

grupo acuden al instructor e informan que el alumno no está haciendo su parte justa del

trabajo. Si eso sucede, el instructor notificará al alumno por escrito. El estudiante será

responsable de hacer la tarea individualmente.

3. Portafolio digital:

Cada estudiante deberá preparar un portafolio digital.

El portafolio digital es uno de los instrumentos de evaluación que mide el

rendimiento lingüístico y académico de los alumnos. Por tal razón, es esencial

que el facilitador documente el progreso del estudiante a medida que este vaya

dominando el contenido del curso. Igualmente, evidenciará la evolución de las

competencias lingüísticas en inglés y español.

El alumno es responsable de cumplir con los requisitos establecidos en el Digital

Performance Portfolio Assessment Handbook que se encuentra en Blackboard.

En el Taller Uno, el facilitador discutirá detalladamente los procesos y las

expectativas relacionadas al uso del portafolio digital para demostrar progreso

académico y lingüístico y para alcanzar la meta de convertirse en un profesional

bilingüe exitoso.

El facilitador indicará cuándo se debe completar el formulario de

retroalimentación del estudiante-facilitador.

El portafolio digital final se entregará al facilitador en el último taller.



2. Asistencia y participación: Para aprobar la clase, la asistencia a cada taller es

obligatoria; las ausencias afectarán la nota final. Refiérase al Apéndice G para más

información. También se evaluarán los siguientes criterios:

Dominio de los temas que se discutan en clase

Cumplimiento de las tareas asignadas

Demostración de las destrezas adecuadas de comunicación

Participación y cumplimiento del trabajo colaborativo

Puntualidad en la entrega de los proyectos/asignaciones

3. Diario autorreflexivo:

Como actividad de cierre de cada taller o como una actividad realizada durante el

taller, los estudiantes escribirán su diario autorreflexivo, acerca de un tema que se

encuentra en el Apéndice I u otro asunto que determine el facilitador.

Cada diario se evaluará en términos de su realización.



Descripción de las normas del curso:

El estudiante cumplirá con los siguientes requisitos del curso:

1. Como requisitos específicos de los cursos del programa de enfermería, el estudiante

deberá prepararse de manera que cumpla con las actividades y lecturas, según se asignen

en cada taller. Se requiere un mínimo de 10 horas semanales de preparación previas a

cada taller. La identificación y atención temprana de las áreas de oportunidad de mejora y

el tiempo de estudio que requiere cada curso son esenciales para el éxito en la carrera de

enfermería.

2. El estudiante debe realizar todas las actividades antes del taller utilizando el contenido, la

terminología y los procesos adecuados relacionados a los temas del taller. Estas

actividades serán evaluadas utilizando la rúbrica correspondiente que mide el dominio del

contenido y la competencia lingüística del estudiante. El estudiante repasará con el

facilitador, durante el Taller Uno, las rúbricas para evaluar la participación en el taller,

trabajos escritos, y presentaciones orales y audiovisuales se encuentran en la sección de

Course Guide en la parte izquierda de su curso (Course Menu) de la plataforma de

Blackboard. Dichas rúbricas se utilizarán para evaluar evaluar el 70 % de contenido de

las actividades realizadas a lo largo del curso y para evaluar el 30 % de la calificación en

las áreas de lenguaje, según estipula nuestro modelo bilingüe.

3. Participará activamente en las actividades de simulación diseñadas para el curso de

manera que desarrolle las destrezas que necesita para desempeñar las funciones y

procesos de enfermería.

4. Colocará semanalmente en el Digital Performance Portfolio, todos los trabajos que

realizó y que el facilitador evaluó, junto a sus respectivas rúbricas bajo la carpeta de la

semana y la actividad que corresponda. Esto incluye, pero no se limita a, los borradores

originales de los trabajos escritos, evidencia de la retroalimentación brindada por la

herramienta NetTutor y los escritos revisados. Recuerde que el Digital Performance

Portfolio forma parte de los criterios de evaluación del curso.



5. Tomará una foto capturando la imagen de la pantalla (screenshot) de los resultados

obtenidos en cada una de las pruebas EAQ Mastery Quizzing –las respuestas a las

preguntas del repaso comprensivo de Saunders Comprehensive Review for the NCLEX-

RN Examination (Silvestri, 2014) y las actividades de análisis de estudios de casos

realizados a lo largo del curso. Guardará la imagen en un documento digital destinado

para la clase.

6. Completará y enviará todos los trabajos del curso en la fecha de vencimiento asignada.

Las asignaciones enviadas después de las 24 horas posteriores a la fecha de vencimiento

recibirán una calificación de cero. Se permitirá un examen / prueba de reposición y se

debe programar dentro de las 24 horas.

7. Para aprobar el curso el estudiante debe obtener una califación de A o B en el mismo. De

obtener menos de 80% en la nota final, el estudiante deberá repetir el curso.

8. Todos los cursos de enfermería de pre-requisito deben completarse satisfactoriamente

antes de comenzar el término académico correspondiente a la secuencia del curriculo.

9. Deberá referirse a la Guía del curso para el estudiante que se encuentra en la sección de

Course Menu de Blackboard (al lado izquierdo de la pantalla) bajo el enlace llamado

Course Guide para obtener información adicional sobre las normas y políticas del curso.

La Guía del curso del estudiante se discutirá durante el primer día de clases.

10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad

apremiante, deberá permanecer en vibración o en silencio.

11. No se permite la visita de niños y familiares que no estén registrados en el curso.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y al curso.



Nota: Si por alguna razón el estudiante no puede acceder los enlaces electrónicos que

recomienda el módulo, deberá informarlo al facilitador y buscar otras fuentes de información.

Existen otros motores de búsqueda y sitios web que podrá utilizar para buscar los datos que

necesita. Entre ellos están:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


Para acceder vídeos, puede visitar los siguientes sitios web:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (por solicitud y coordinación previa)

Para comprar o alquilar libros de texto o referencias nuevas o usadas, puede acceder:

http://www.chegg.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Estas son solo algunas de las muchas compañías donde puede comprar o alquilar libros.

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.allbookstores.com/

http://www.alibris.com/



STUDY GUIDE

Course Title: Nursing Leadership

Code: NURS 405

Credits: Three

Time Length: Eight weeks, for a total of 45 hours

Prerequisites: NURS 403, NURS 404

Description: The focus of this course is on the basic concepts of effective nursing leadership and

management within the dynamic health care system of today, where nursing roles are evolving.

The impact of economics, information, technology, and politics on the health care system is

discussed and analyzed. Problems and challenges are viewed as opportunities for growth and

improvement for the health care team where nursing plays a key role. The student has the

opportunity to critically analyze leadership case studies in various health care settings. A variety

concepts and theories from research and literature are analyzed and applied to practice.

Participation in local, national, and international nursing and non-nursing organizations is

encouraged.

General Content Objectives

Upon completing this course, the student will be able to:

1. Apply critical reasoning skills and the nursing process in selected case studies on

leadership and management.

2. Discuss the relevance of nursing theories in leadership and management.

3. Demonstrate appropriate skills in the problem solving process and in related ethical

issues.

4. Demonstrate growth in the leadership role.

5. Describe the current health care system and the challenges it presents to nursing

leadership.

6. Discuss factors which influence quality of care.

7. Utilize effective stress management skills in nursing leadership.

8. Demonstrate appropriate skills in information technology management.

9. Evaluate the political, governmental, financial, and social factors which affect the nursing

profession.



10. Participate in different nursing and other healthcare profession organizations.

11. Apply effective communication skills to nursing leadership.

General Language Objectives:

Upon completing this course, the student will be able to:

Listen: Understand oral discussions in English/Spanish and recognize their different

purposes and the communication settings in which they are produced; share, compare,

and develop new ideas about nursing leadership in a collaborative manner; acquire

significant knowledge supported by experiences and motivational topics; respond to

auditory stimuli such as videos, audiovisual presentations, and interactive activities.

Speak: Express him/herself in English/Spanish correctly and coherently for a variety of

purposes and in a variety of communication settings, adopting a personal style of

expression; analyze, express opinions, and communicate orally different points of view

and ideas; develop abilities and skills that will prepare him/her for academic and daily

life and the workplace; use language to acquire new knowledge about nursing leadership

and learn to utilize simple techniques of handling information through traditional media

and computer technology.

Read: Investigate, analyze, interpret, summarize, paraphrase, and understand in

English/Spanish information obtained from a variety of media on nursing leadership;

develop critical attitudes towards communication media message reflecting on the

importance of this information; benefit independently from reading as a form of

communication and as a source of cultural enrichment.

Write: Produce written works in English/Spanish expressing a personal critical and

creative point of view, using correct spelling, grammar, and coherence in order to

establish an effective and clear communication; use writing as a means of communication

and to provide information about nursing leadership.



APA Requirements (6th edition) to cite books used in the course:

Use APA style (6th edition) to cite recommended books and resources.



Recommended Book:

American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author.

(ISBN-10: 1433805618; ISBN-13: 978-1433805615)

Textbook:

Yoder-Wise, P.S. (2014). Leading and managing in nursing (5th ed.). St. Louis., MO:

Mosby. (ISBN: 978-0323185776)

Other Books and References:

Marquis, B.L. & Huston, C.J. (2014). Leadership roles and management functions in

nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott Williams &

Wilkins. (ISBN-13: 978-1451192810)

Weiss, S.A. & Tappen, R.M. (2014). Essentials of nursing leadership and management

(6th ed.). Philadelphia, PA: F.A. Davis Company. (ISBN-13: 978-0-80363663-7)

Electronic Books:

Yoder-Wise, P.S. (2014). Leading and managing in nursing (6th ed.). St. Louis, MO:

Mosby. (ISBN: 978-0323185776)


Whitehead, D.K, Weiss, S.A., & Tappen, R.M. (2010). Essentials of nursing leadership

and management (5th ed.). DavisPlus. (ISBN-13: 978-0803622081)

Grossman, S.C. & Valiga, T.M. (2013). The new leadership challenge: Creating the future






of nursing (4th ed.). DavisPlus. (ISBN-13: 978-0803626065)

Additional Electronic Resources and Links – students are encouraged to access the following

links, but not limit themselves only to these.

Virtual Library


Elsevier

http://evolve.elsevier.com

If necessary, the facilitator may change the electronic links or add additional professional links

that provide the most recent research on the topics of this course.

NOTE: The Ana G. Méndez University System (SUAGM) is not responsible for changes in

content or format that may occur in the electronic links recommended for educational purposes;

neither is SUAGM responsible for their expiry. If, for any reason, you find questionable or

objectionable material in the links recommended by SUAGM, please contact the academic

director immediately to initiate the removal process and update the module with trustworthy

information.





Description of the Evaluation:

The final grade is based on the total points by workshop (30% for languages and 70% for

the content area.) Average the final grade based on the criteria that appears to the left in

the chart (the final grade represents 50% for the Spanish language and 50% for the

English language.)

Criteria Workshops Points Percentage

The Leader Influencing Change

Presentation

1 to 8 100 20%

Written Works (Self-reflections,

Essays, Paragraphs, Case Study

Analyses, Evaluation and Report on

Selected Book, and Others)*

1 to 8 100 15%

Individual/Group Oral Demonstrations

and Audiovisual Presentations,

Interview of Nursing Leader, Role

Plays*

As Determined

by the Facilitator

100 10%

Digital Portfolio

(Students can access the handbook in

Blackboard and use the rubrics

available in the handbook or in the

module appendix section as

applicable.)

8 100 5%

Four Partial Tests

(Workshops Three and Five in Spanish;

Workshops Six and Eight in English)

3, 5, 6, and 8 100

50%

Total 500

(maximum

number of

points)

100%



*Facilitators and students are required to use the rubrics provided in the appendix of the

course module for the evaluation of assignments and activities in each workshop. The

facilitator will give a grade for each workshop based on the 30% for language activities and

the 70% for content activities. The activities must be at a college level in both languages to

support the development of bilingual professional. The final average of the class must

reflect 50% for activities in English and 50% for activities in Spanish.

* All nursing specialty courses must be approved with a grade of A or B. If the student

meets to achieve a final grade of at least 80%, he must repeat the course.

Method of evaluation: The facilitator will provide specific information regarding assignments

on the first night of class.

Description of the Evaluation Process:

1. The final grade for the course is determined according to the percentage obtained by the

student for demonstration of learning and achievement of course outcomes and the

learning and mastery of language skills (English and Spanish). The student’s final grade

will reflect 30% for language proficiency and 70% for mastery and application of content

knowledge.

Students’ knowledge of the course content is measured by means of exams,

assignments, projects, written works, oral presentations, Language Lab/E-Lab

exercises, and others. The grade must reflect 50% of the evaluation in English

and 50% in Spanish. It is the facilitator’s responsibility to have evidence that this

requirement was fulfilled.

Quizzes must be administered in the language of the workshop.

In addition to the previous requirement, there must be evidence that 30% of the

grade demonstrates mastery of language skills.



2. The Leader Influencing Change Presentation

The student will be assigned to a group of four. The group needs to identify a clinical

practice issue that they feel needs to be changed at a clinical site that was experienced

during clinical practice. The clinical practice issue needs to be approved by the course

instructor by the end of the third week of class. Using the PowerPoint Presentation rubric

as a guide, develop a presentation in English that includes the identified content. On the

day of the presentation in Workshop 7, upload the PowerPoint presentation and a

reference page(s) in APA format to the designated area by the facilitator in Blackboard.

This presentation is a group or team project. All members of the group will receive the

same grade on the paper. However, a student can be removed from his/her team if the

other students in the group come to the instructor and report that a student is not doing

his/her fair share of the work. If that happens, the instructor will notify the student in

writing. The student will then be responsible for doing the assignment on his/her own.

3. Digital Portfolio:

Each student must prepare a digital portfolio.

The digital portfolio is one of the tools used to assess students’ linguistic and

academic progress. For this reason, it is imperative that the facilitator documents

students’ progress as they achieve mastery of the course content, as well as

language proficiency in English and Spanish.

It is the student’s responsibility to make sure that the portfolio complies with the

established standards and requirements found in the Digital Performance

Portfolio Assessment Handbook. Students can access the handbook in

Blackboard.

During Workshop One, the facilitator will discuss in detail the process and

expectations regarding the use of the digital portfolio to demonstrate linguistic

and academic progress in order to achieve the goal of becoming a successful dual

language professional.

The facilitator will indicate when the Student-Facilitator Feedback Form must be

completed.



The completed digital portfolio must be submitted to the facilitator in the last

workshop.

4. Attendance and Class Participation: Attendance to every workshop is mandatory to

pass the class, and absences will affect the final grade. Refer to Appendix G for

additional information. The following criteria will also be evaluated:

mastery of the material discussed in class,

completion of assigned work,

demonstration of adequate communication skills,

effective participation in collaborative tasks, and

submission of all work on time.

5. Self-reflection Journal:

As a lesson wrap-up for each workshop or as an activity within the workshop,

students will write a self-reflection on a topic found in Appendix I or on another

topic determined by the facilitator.

Each entry will be evaluated for completion.

Description of Course Policies:

The students will comply with the following specific requirements:

1. The student must be prepared in such a way that it complies with the activities and readings,

as assigned in each workshop. A minimum of 10 hours of preparation is required for each

workshop. The identification and early attention to the challenge areas and the study time

required by each course are essential for success in the nursing career.

2. The student must complete all activities before the workshop applying the content,

terminology, and appropriate processes related to the topics of the workshop. These activities

will be evaluated using a rubric that measures the student’s content mastery and linguistic

proficiency. The student will review with the facilitator, during Workshop One, the rubrics to

evaluate: the participation in the workshop, written works, and oral and audiovisual

presentations. Said rubrics are found in the Course Guide section on the left side of their

course (Course Menu) in the Blackboard platform. These rubrics will be used for the



evaluation of the 70% of the content in the activities carried out throughout the course and to

evaluate 30% of the grade in the language areas, as stipulated in our bilingual model.

3. Will actively participate in any and all simulation activities design for the course in order to

develop the necessary skills to perform the process and functions of nursing.

4. Place all the evaluated activities of the course, with their respective rubrics, in the

corresponding folder of the workshops of the Digital Performance Portfolio. This includes,

but not limited to, the original drafts of written works, evidence of the feedback provided by

the NetTutor tool, and the revised versions of said written work. Remember that the Digital

Performance Portfolio is part of the evaluation criteria for the course.

5. Students must take a screenshot of the results obtained in each of the EAQ Mastery Quizzing

tests - (Silvestri, 2014) review questions, and the case study analyses completed through the

course. Each image must be properly saved in a digital document specified for the class.

6. Complete and submit all course work on the assigned due date. Assignments submitted

after 24 hours of the due date will receive a zero grade. Only one reposition for a

quiz/test is allowed and should be scheduled within 24 hours of the missed quiz/test.

7. To pass the course, the student must achieve a grade of A or B in the course. A failing grade

of less than 80% requires that the course be repeated.

8. All nursing course pre-requisites must be approved satisfactorily before the beginning of the

next academic the in the curricular sequence.

9. Refer to the Student’s Course Guide, which can be found under the Course Guide section to

the left side of the Course Menu in Blackboard for additional details regarding course

policies and rules. The Student’s Course Guide will be discussed during Workshop One.

10. The use of cellular phones is prohibited during sessions. If there is an urgent need, it must be

on vibrate or silent mode during the class session.

11. Only persons registered in the course are permitted to enter the classrooms.

12. All students are subject to the behavior policies and norms that govern SUAGM, the course,

and the adult professional.



Note: If for any reason the student cannot access the links presented in the module, he/she should

notify the facilitator immediately but not limit him/herself to these. There are many other search

engines and links that can be used to research information. Some examples are:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


Visit the following websites to access videos:

ustream.tv

sedueradio.com

videoblocks.com

youtube.com

vimeo.com

skype.com (upon request and prior coordination)

Access the following links to buy or rent new or used textbooks or references:

http://www.chegg.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

These are only some of the companies where books may be bought or rented.

If deemed necessary, the facilitator may make changes to the web addresses or links or add

additional challenging, research-based, and professional educational Web resources to reflect

current trends in the course topics.



http://www.bibliotecavirtualut.suagm.edu/






http://www.ustream.tv/

http://www.sedueradio.com/

http://www.videoblocks.com/

http://www.youtube.com/

http://www.vimeo.com/

http://www.skype.com/

http://www.chegg.com/

http://www.allbookstores.com/

http://www.alibris.com/



TALLER UNO

Objetivos específicos de contenido

Al terminar este taller, el estudiante será capaz de:

1. Analizar el rol de liderazgo al crear ambientes de trabajo satisfactorios para el

profesional de enfermería.

2. Comparar y contrastar los roles y responsabilidades del líder con los del

manejador/gerente y reflexionar sobre la importancia de la colaboración con otros

profesionales de la salud.

3. Reconocer las organizaciones que representan el movimiento proseguridad del paciente.

4. Apreciar los esfuerzos que promueven entornos seguros para el paciente.

5. Examinar las leyes que regulan la práctica de enfermería y reconocer los diferentes

niveles de práctica de la profesión.

6. Discutir y analizar los aspectos ético-legales más relevantes para el líder de enfermería.

7. Identificar las destrezas necesarias para lograr resultados positivos como líder de

enfermería.

8. Distinguir el enfoque transaccional del trasformativo.

Objetivos específicos de lenguaje:


1. Escuchar: Reconocer los conceptos medulares para lograr resultados positivos que

aseguren seguridad del paciente.

2. Hablar: Expresar ideas, con propiedad y corrección, al comparar y contrastar los roles y

responsabilidades del líder y el manejador/gerente.

3. Leer: Analizar el material asignado, de manera que contribuya pertinentemente a las

actividades de la clase.

4. Escribir: Explicar el significado y la evolución del movimiento proseguridad del

paciente y las aportaciones más significativas de al menos cinco organizaciones líderes

del movimiento proseguridad del paciente.



Enlaces electrónicos:

Biblioteca Virtual



http://www.rae.es/





Enfermería en la historia: un análisis desde la perspectiva profesional

http://rua.ua.es/dspace/bitstream/10045/5239/1/CC_02_05.pdf

Organizaciones que promueven la seguridad del paciente

www.ihi.org

www.iom.edu

www.qualityforum.org

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/

OJIN/TableofContents/Vol-16-2011/No3-Sept-2011/Teaching-and-Safety.html

Tipos de liderazgo

http://video.search.yahoo.com/video/play?p=type+of+leadership&vid=0fb9a08cc7e41aaa

58ecbea9f622b547&l=7%3A08&turl=http%3A%2F%2Fts1.mm.bing.net%2Fth%3Fid%

3DVN.608003232951897860%26pid%3D15.1&rurl=http%3A%2F%2Fwww.youtube.co

m%2Fwatch%3Fv%3DkDIrNItEiuc&tit=Leadership+Styles+For+New+Leader+Success

&c=11&sigr=11abesb5p&sigt=118u0qc0e&ct=p&age=0&&tt=b

¿Qué significa ser líder?

http://youtu.be/y7gM4THDiqk

Best Nursing LeadershipVideo

http://youtu.be/F3BNIzluDIU

Enfermería y ética


http://www.rae.es/



http://rua.ua.es/dspace/bitstream/10045/5239/1/CC_02_05.pdf

http://www.ihi.org/

http://www.iom.edu/

http://www.qualityforum.org/

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No3-Sept-2011/Teaching-and-Safety.html

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-16-2011/No3-Sept-2011/Teaching-and-Safety.html

http://video.search.yahoo.com/video/play?p=type+of+leadership&vid=0fb9a08cc7e41aaa58ecbea9f622b547&l=7%3A08&turl=http%3A%2F%2Fts1.mm.bing.net%2Fth%3Fid%3DVN.608003232951897860%26pid%3D15.1&rurl=http%3A%2F%2Fwww.youtube.com%2Fwatch%3Fv%3DkDIrNItEiuc&tit=Leadership+Styles+For+New+Leader+Success&c=11&sigr=11abesb5p&sigt=118u0qc0e&ct=p&age=0&&tt=b





http://youtu.be/y7gM4THDiqk

http://youtu.be/F3BNIzluDIU



http://www.nursingethics.ca/articles.html

Instrucciones importantes para los estudiantes:

1. Lea cuidadosamente el módulo y sus apéndices, a fin de familiarizarse con el contenido.

Verifique que tenga acceso a las cuentas de SUAGM, incluyendo el E-Lab, correo

electrónico y la plataforma de Blackboard. Si necesita ayuda para manejar las cuentas

mencionadas, comuníquese con el Help Desk.

2. Antes del Taller Uno, el facilitador publicará anuncios sobre fechas importantes y otra

información del curso en Blackboard. Además, compartirá recordatorios sobre las

asignaciones, los proyectos, actividades y la importancia de completar los ejercicios del

Laboratorio de Idiomas/E-Lab durante el curso. Lea esta información con frecuencia a lo

largo del curso.

3. Durante el Taller Uno, el facilitador explicará el Digital Performance Portfolio

Assessment Handbook que se encuentra en Blackboard. Dicho documento contiene

instrucciones detalladas para completar el portafolio digital eficazmente. Familiarícese

con dicho manual.

4. Utilice la herramienta NetTutor para revisar sus trabajos escritos, antes de enviarlos al

facilitador. Dicho recurso revisa los principios de redacción y la gramática de lo que

usted escribe y le ofrece retroalimentación.

5. El facilitador enviará los trabajos escritos a SafeAssignTM para detectar casos de plagio.

Limite el uso de información copiada directamente de la Internet, utilice el estilo APA

mencione las referencias.

6. El estudiante puede enviar una asignación a través de SafeAssignTM, si el facilitador la

configura previamente.

7. Si tiene preguntas sobre las asignaciones, actividades o el contenido, aclárelas con el

facilitador por medio de la herramienta Voice E-mail de Blackboard (herramienta del E-

Lab para enviar mensajes de voz).

8. Es muy importante que entienda la importancia de dominar los temas de aprendizaje. Es

necesario que consulte continuamente diccionarios y otros recursos de apoyo. El

dominio pleno de los conocimientos adquiridos en cada taller es necesario para las clases

subsiguientes. De esta manera, el estudiante seguirá puliendo el proceso de aprendizaje.

Procure prestar atención a las actividades de lenguaje. Recuerde que el 30 % de su




calificación semanal y final depende de las competencias lingüísticas que demuestre en

inglés y español (según el idioma del taller) y 70 % de la calificación semanal y final

recae en el dominio del contenido del curso.

Vocabulario clave de la lección:

1. Líder, manejador/gerente y seguidor

2. Inteligencia emocional

3. Contexto social

4. Seguridad del paciente

5. Niveles de práctica de enfermería

6. Teorías de liderazgo

7. Motivación

8. Roles de líder

9. DNV

10. AHRQ

11. IHI

12. IOM

13. Magnet

14. NQF

15. The Joint Commission

16. Aspectos ético-legales

17. Técnicas de liderazgo

a. Enfoque transaccional y enfoque transformativo

18. Conflicto

19. Visión

20. Valores

Lista de recursos suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de voz de Blackboard

Collaborate

5. Biblioteca Virtual

6. e-libro



7. Programa para crear presentaciones audiovisuales

Asignaciones que realizará antes del taller:

1. Comience el glosario del curso con los conceptos detallados en la sección Vocabulario

clave de la lección; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para buscar

información acerca del papel de liderazgo y los ambientes de trabajo satisfactorios para

el profesional de enfermería; los roles y responsabilidades del líder y el

manejador/gerente; las leyes que regulan la práctica de enfermería y los diferentes niveles

de práctica de la profesión; los aspectos ético-legales más relevantes para el líder de

enfermería; las destrezas necesarias para lograr resultados positivos, como líder de

enfermería, y el enfoque transaccional y el trasformativo. Prepare un resumen o un

bosquejo y llévelo a clases para contribuir a la discusión del material y aclarar dudas.

3. Lea acerca de los siguientes temas del libro de texto y complete los ejercicios

correspondientes:

a. Leading, Managig, and Following

b. Patient Safety

c. Developing the Role of Leader

d. Developing the Role of Manager Context

e. Leal and Ethical Issues

4. El facilitador creará un foro de discusión oral en la herramienta Voice Board de

Blackboard. En dicho foro, el estudiante elaborará ideas acerca del rol de liderazgo al

crear ambientes de trabajo satisfactorios para el profesional de enfermería; brinde

ejemplos. El resto de la clase reaccionará oralmente al menos a dos comentarios de los

compañeros.

5. Redacte un ensayo informativo (de al menos dos páginas) en el que explique el

significado y la evolución del movimiento proseguridad del paciente. Además,

identifique las aportaciones más importantes de al menos cinco organizaciones líderes del

movimiento proseguridad del paciente e incluya ejemplos de actividades que promuevan

la seguridad del paciente (puede conseguirlos en The Joint Commission). Asegúrese de

redactar según APA, incluya las citas y referencias y envíelo a NetTutor para recibir



retroalimentación. El facilitador enviará los trabajos escritos a SafeAssignTM

para

detectar casos de plagio. (Parte de la evaluación)

6. Prepare un organizador gráfico (que determinará el facilitador) en el que compare y

contraste los roles y responsabilidades del líder y el manejador/gerente. Prepárese para

participar en una actividad colaborativa en clase. (Parte de la evaluación)

7. El facilitador creará una página de entradas, bajo la herramienta Journal de Blackboard.

En dicha página, los alumnos enlistarán las destrezas necesarias para lograr resultados

positivos, como líder de enfermería.

a. Cada estudiante contribuirá al menos con dos destrezas y comentará dos entradas

como mínimo.

b. Así contarán con una lista robusta de destrezas que deben considerar al

convertirse en líderes de enfermería.

8. Lea el estudio de caso según la tabla del apéndice L. El facilitador proveerá más detalles

sobre esta asignación.

9. Después de tomar la prueba diagnóstica, vaya a Tell Me More y comience a trabajar los

ejercicios que se han diseñado para desarrollar sus destrezas lingüísticas en español.

10. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el Digital

Performance Portfolio Assessment Handbook que se encuentra en Blackboard.

Componentes de SIOP (Sheltered Instruction Observation Protocol):

Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E).

Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades

académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador

debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma

(Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en

inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller,

para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo

provecho académico.



A. Preparación de la lección B. Andamiaje (Scaffolding)

__ Adaptación de contenido __ Modelaje

__ Enlaces con el conocimiento previo __ Práctica dirigida

__ Enlaces con el aprendizaje previo __ Práctica independiente

__ Estrategias incorporadas __ Entrada (input) comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a

los estudiantes.

Nombres de las estrategias:

__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________

C. Opciones de agrupamiento D. Integración de las artes del lenguaje

__ Grupo completo __ Escuchar

__ Grupos pequeños __ Hablar

__ Trabajo en pares __ Leer

__ Trabajo independiente __ Escribir

El facilitador debe explicar las técnicas de colaboración que utilizará en clase.

E. Aplicación de aprendizaje

__ Dinámica

__ Significativa y relevante

__ Rigurosa

__ Vinculada a los objetivos

__ Promueve la participación

Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El facilitador realizará las siguientes actividades:

a. Diseñará una actividad, puede ser rompehielos, para captar la participación de

todos los estudiantes.

b. Proveerá a los estudiantes su información de contacto, y se elegirá al

representante estudiantil.



c. Determinará las fechas en las que se reunirán en clase: talleres uno y dos; once y

doce; también estipulará la fecha de entrega del informe de progreso y del

informe final. Los alumnos son responsables de cumplir con lo que estipule el

facilitador.

2. El facilitador explicará detenidamente los requisitos del curso, se asegurará de que el

estudiante entienda las expectativas del mismo y sepa cómo se evaluará su desempeño. El

facilitador realizará lo siguiente:

a. Describirá el modelo bilingüe y acelerado, el cual se implementa a lo largo del

currículo, los objetivos del curso, el proceso de evaluación, los apéndices y la

integración de las herramientas del E-Lab. Igualmente explicará el uso del

módulo como herramienta principal del curso, las asignaciones, políticas y otras

normas que regirán el desarrollo de la clase. Además, contestará las preguntas de

los alumnos.

b. Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio de

Idiomas/E-Lab; también explicará cómo las incorporará en clase para el beneficio

de los estudiantes. Además, utilizará las herramientas de Blackboard Collaborate

(Voice Board, Voice E-mail y Voice Podcaster) para establecer las actividades

orales sobre los temas del taller. El facilitador explicará cómo se usan dichas

herramientas. Igualmente, es responsable de crear los foros de discusión y el

resto de las áreas que se requieren en Blackboard. De la misma forma, utilizará

las herramientas del E-Lab para compartir las asignaciones.

c. Aclarará las directrices y dudas sobre el Digital Performance Portfolio

Assessment Handbook que se encuentra en Blackboard. Semanalmente, el

alumno es responsable de completar las tareas pendientes hasta cumplir con todos

los requisitos e instrucciones del manual y del facilitador.

3. El facilitador preparará una actividad constructivista para repasar las asignaciones que los

estudiantes completaron antes del taller y para comprobar que entendieron el material.

4. Reunidos en parejas, los alumnos analizarán los organizadores gráficos, que prepararon

como parte de la asignación, los cuales tratan acerca de la comparación y el contraste los

roles y responsabilidades del líder y el manejador/gerente. Además, reflexionarán sobre

la importancia de colaborar con otros profesionales de la salud. Finalmente, conciliarán



los organizadores en uno solo, de manera que presenten sus conclusiones a la clase.

(Parte de la evaluación)

5. Cada estudiante describirá brevemente al menos un aspecto ético-legal de la práctica de

enfermería. Además, resaltará las características del contexto social y la utilidad que tiene

dicho aspecto en la sociedad. El facilitador se asegurará que los aspectos ético-legales no

se repitan entre alumnos. (Parte de la evaluación)

6. Los estudiantes se organizarán en mesa redonda y discutirán junto al facilitador la

variedad de escenarios en los que se ejerce el liderazgo. Además, compartirán ejemplos

de técnicas de liderazgo, en los que se utilicen los siguientes enfoques: el transaccional y

el transformativo.

7. Divididos en subgrupos, y basados en sus resúmenes, los estudiantes crearán una

presentación audiovisual (5-7 plantillas) que trate acerca de una de las leyes que regulan

la práctica de enfermería y su influencia en los niveles de la práctica de la profesión.

a. El facilitador se asegurará de que las leyes no se repitan entre equipos.

b. Esta actividad forma parte de la evaluación.

8. El facilitador escogerá uno de los temas del curso para que los estudiantes contesten las

primeras tres columnas del diagrama que se encuentra en el Apéndice K: KWHLAQ

Chart. Una vez las completen, las discutirán en clase. Es necesario que los alumnos

vayan llenando el resto de las columnas a lo largo del curso, de manera que las discutan

en la última semana.

9. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del

próximo taller.

Evaluación (diferenciada por los niveles del dominio de un segundo idioma):

1. Individual: Descripción de los aspectos ético-legales de la práctica de enfermería y la

utilidad que tienen en la sociedad.

2. Grupal: Organizadores gráficos que comparan y contrastan los roles y responsabilidades

del líder y el manejador/gerente.

3. Escrito: Ensayo informativo sobre la evolución y las organizaciones líderes del



movimiento proseguridad del paciente y los ejemplos de actividades que promueven la

seguridad del paciente.

4. Oral/Auditivo: Presentación audiovisual de las leyes que regulan la práctica de

enfermería y su influencia en los niveles de la práctica de la profesión.

Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que

escojan o se les asigne(n) del Apéndice I. El facilitador podrá elegir otro tema que

promueva la autorreflexión individual.

2. Grupal: Basados en el ensayo que redactaron como parte de la asignación, los

estudiantes compartirán oralmente las aportaciones de los organismos que representan el

movimiento de seguridad del paciente. Además, señalarán ejemplos de actividades que

promueven la seguridad del paciente.



WORKSHOP TWO

Specific Content Objectives:

Upon completion of this workshop, the student will be able to:

1. Value the concept of power as it relates to leadership and management in nursing.

2. Present your point-of-view on the differences or similarities between leadership and

management.

3. Analyze the decision-making style of a nurse leader/manager.

4. Choose appropriate strategies for exercising power that can influence the politics at a

work place, professional organizations, the legislators, and the development of health

policies.

5. Explore the concepts of professional and legislative politics related to nursing.

6. Identify and compare characteristics that are used to differentiate healthcare

organizations.

7. Recognize economic, social, and demographic forces that drive the development of

healthcare organizations.

8. Explain the implications of healthcare organizational evolution for nursing leadership and

management roles.

9. Analyze the relationships among mission, vision, and philosophy statements and

organizational structures.

10. Evaluate factors that influence the design of an organizational structure.

11. Assess the use of concepts and principles of culture, cultural diversity, and cultural

sensitivity in leading and managing situations.

12. Compare values and beliefs about illnesses that affect management of nursing care

interventions involving patients from specific cultures.



Specific Language Objectives:


1. Listen: Listen to the facilitator’s discussion on the economic, social, and demographic

forces that drive the development of healthcare organizations and take notes.

2. Speak: Conduct an oral presentation on a specific project assigned by the facilitator

related to Leading and Managing in Nursing.

3. Read: Read all the chapters assigned and search for current articles that pertain to the

topics studied in this workshop related to Nursing Leadership.

4. Write: Write a one-page summary for each topic (5) from the assigned chapters that they

read in the book, and other topics that are indicated in this workshop.

Electronic Links

Virtual Library


The Philosophy of Nursing

www.ncbi.nlm.nih.gov/pubmed/10420793

Literature Review

http://www.nursingsociety.org

The Future of Nursing

http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-

Health.aspx

Institute of Medicine

www.iom.edu

RWJF Initiative on the Future of Nursing

www.Thefutureofnursing.org/IOM-Report

Healthy People 2020

www.healthypeople.gov


http://www.ncbi.nlm.nih.gov/pubmed/10420793

http://www.nursingsociety.org/

http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-Health.aspx


http://www.iom.edu/

http://www.thefutureofnursing.org/IOM-Report

http://www.healthypeople.gov/



Examples of Philosophy Statement, Values, Mission and Vision

www.heritage-healthcare.com/our-philosophymission-statement.aspx

www.advocatehealth.com/missionvaluesandphilosophy

Mission, Vision, Values, Objectives of an Organization

http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-

Health.aspx

Nursing Organizational Structure

http://smallbusiness.chron.com/nursing-organizational-structure-555.html

Policy and Advocacy: American Nurses Association

www.nursingworld.org/.../policy-advocacy

Legislative, Political Action

www.wsna.org/political-action/

http://www.heritage-healthcare.com/our-philosophymission-statement.aspx

http://www.advocatehealth.com/missionvaluesandphilosophy



http://smallbusiness.chron.com/nursing-organizational-structure-555.html

http://www.nursingworld.org/.../policy-advocacy

http://www.wsna.org/political-action/



Academic Core Vocabulary: (Must reflect the objectives and important concepts of the

workshops.)

1. critical thinking

2. decision-making

3. problem solving and decision-making

4. conflict management

5. accreditation

6. healthcare organizations

7. economic, social, and demographic forces

8. organizational evolution

9. organizational structure

10. philosophy statement

11. vision

12. mission

13. culture

14. cultural diversity

15. cultural sensitivity

16. values

17. beliefs

18. management of nursing care interventions

19. power

List of Supplementary Materials for the Workshop:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Blackboard Collaborate tools

5. Virtual Library

6. graphic organizers

7. easel paper or poster board

8. markers

9. textbook

10. rubrics

11. Program to create power point

presentations.



Assignments to Be Completed Prior to the Workshop:

1. Follow the facilitator’s instructions to work on your glossary for the vocabulary detailed

in the Academic Core Vocabulary section.

2. Before conducting any research, fill out the first three columns of the KWHLAQ chart

(Appendix K) on the purpose and steps of the nursing process and how it aims to

develop a safe, comprehensive care plan.

3. Go to the Discussion Board in Blackboard and answer the following questions:

a. What is your personal reaction to change?

b. What is the definition of planning change?

Share the answers with at least three of your colleagues.

4. Read about all the following assigned topics that are found in the recommended

textbook: Leading and Managing in Nursing – Pageburst, E-Book on VitalSource, 6th

Edition by Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN

Making Decisions and Solving Problems

Healthcare Organizations

Understanding and Designing Organizational Structures

Cultural Diversity in Health Care

Power, Politics, and Influence

5. Complete all the exercises included in these chapters. Visit

http://evolve.elsevier.com/Yoder-Wise to access student resources.

6. Also, come to class prepared to write a one-page summary about each topic assigned in

the book. This will be part of your assessment. Make sure you include information

about the following (unless it has been included in the exercises):

Recognize economic, social, and demographic forces that drive the development of

healthcare organizations.

Explain the implications of healthcare organizational evolution for nursing leadership

and management roles.

Analyze the relationships among mission, vision, and philosophy statements and





Evaluate factors that influence the design of an organizational structure.

Identify and compare characteristics that are used to differentiate healthcare

organizations.

7. Read the case study according to the table found in appendix L. The facilitator will

provide more detail information on this assignment.

8. Use the Virtual Library, Internet, and/or other academic resources, to read a variety of

current articles related to the topics assigned in the textbook.

9. The facilitator will divide the class into two groups and each will be assigned a project.

One group will select, from the readings, an example of a health care organization,

including a governance model, specific strategic plan, philosophy statement, mission,

vision, goals, and objectives.

10. The other group will select a case study from the literature to illustrate the leadership

strategies needed to exercise the power that can influence the politics at a work place,

professional organizations, legislators, and even the development of health policies.

11. Both groups will complete a three-four page written report following the rubric criteria,

and APA guidelines.

12. Each group will prepare an oral presentation with visuals to share with the entire class.

The facilitator will provide the specific instructions.

13. Continue working on the organization and completion of the digital portfolio following

the guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.

14. Go to Tell Me More and continue working on the interactive exercises designed to

develop/improve linguistic skills in English. Submit the document found in Appendix E

indicating the amount of time spent working on the Language Lab/E-Lab activities and

exercises.

15. Students will complete their KWHLAQ chart on the purpose and steps of the nursing

process and how it aims to develop a safe, comprehensive care plan. A whole class

discussion will follow, and students will share how they will apply what they have

learned in their profession. Both the facilitator and students will address questions they

may still have.



16. The facilitator will discuss and clarify doubts regarding the assignments due prior to the

next workshop.



SIOP Components (Sheltered Instruction Observation Protocol):

The dual language instructional strategies are indicated below each SIOP component (A-E).

These strategies allow the design and delivery of a lesson that addresses the academic and

linguistic needs of second language learners. The facilitator must select the Cognitive Academic

Language Learning Approach (CALLA) strategies that best align to the specific content and

language objectives of the workshop and integrate them in the lesson activities to ensure

maximum learning and academic performance.

A. Lesson Preparation B. Scaffolding

__ Adaptation of Content __ Modeling

__ Links to Background Knowledge __ Guided Practice

__ Links to Past Learning __ Independent Practice

__ Incorporated Strategies __ Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach)

The facilitator must specify the CALLA learning strategies that will be used in the lesson and

explain each one to the students.

Names of the Strategies:

__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________

__ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Language Domains

__ Whole Group __ Listening

__ Small Group __ Speaking

__ Partners __ Reading

__ Independent Work __ Writing

E. Learning Application

__ Dynamic

__ Meaningful/Relevant

__ Rigorous

__ Linked to Objectives

__ Promotes Engagement



Integrated Content and Language Activities to Achieve the Objectives of the Workshop:

1. The facilitator will conduct a review of the topics covered in the previous workshop to

ensure students’ comprehension.

2. The facilitator will prepare a constructivist activity to review the assignments completed

by the students prior to the workshop and to ensure student comprehension. Students will

have the opportunity to clarify doubts.

3. Each student will discuss their point-of-view (written or a visual) on the differences or

similarities between leadership and management.

4. Students will write a one-page summary about each topic from the assigned chapters they

read in the book. They need to include information about the following (unless it was

included in the exercises they completed):

a. Recognize economic, social, and demographic forces that drive the development

of healthcare organizations.

b. Explain the implications of healthcare organizational evolution for nursing

leadership and management roles.

c. Analyze the relationships among mission, vision, and philosophy statements and


d. Evaluate factors that influence the design of an organizational structure.

e. Identify and compare characteristics that are used to differentiate healthcare

organizations.

5. Each group will conduct an oral presentation of their project-with visuals-to share with

the entire class according to the facilitator’s specific instructions.

6. Students will sit in a roundtable fashion to discuss the use of concepts and principles of

culture, cultural diversity, and cultural sensitivity in leading and managing situations.

7. Students will divide in pairs to compare values and beliefs about illnesses that affect the

management of nursing care interventions involving patients from specific cultures.

8. Each pair of students will write down their concepts on easel paper and briefly discuss

with the whole group a related nursing situation.



9. While divided into pairs, each pair of students will take one common leadership style and

conduct a role-playing activity in front of the class. They will then demonstrate two

examples of when the leadership style they selected is effective and two examples of

when it would not be effective.

10. The facilitator and students will provide examples of the difference between a manager

and a leader. What is a good leader or manager? How do we know?

11. Each pair of students will present a description of the following leadership theories or

concepts:

a. Trait Theories

b. Behavioral Theories: Autocratic, Democratic, and Laissez Faire

c. Situational Theory;

d. Transactional Leader;

e. Transformational Leadership

12. Students will complete their KWHLAQ chart on the purpose and steps of the nursing

process and how it aims to develop a safe, comprehensive care plan. A whole class

discussion will follow, and students will share how they will apply what they have

learned in their profession. Both the facilitator and students will address questions they

may still have.

13. The facilitator will discuss and clarify doubts regarding the assignments due prior to the

next workshop.



Assessment:

1. Individual: Present your point-of-view (written or a visual) on the differences or

similarities between leadership and management.

2. Group: While divided into pairs, each pair of students will take one common leadership

style and conduct a role-playing activity in front of the class (as described in the

integrated activities section).

3. Written: Students will write a one-page summary about each topic assigned in the book

as part of the Assignments to Be Completed Prior to the Workshop. They must also

include information about the following (unless it was a topic they already covered in the

exercises they completed):

a. Recognize economic, social, and demographic forces that drive the

development of healthcare organizations.

b. Explain the implications of healthcare organizational evolution for nursing

leadership and management roles.

c. Analyze the relationships among mission, vision, and philosophy statements

and organizational structures.

d. Evaluate factors that influence the design of an organizational structure.

e. Identify and compare characteristics that are used to differentiate healthcare

organizations.

4. Oral: Each group will conduct an oral presentation of their project (with visuals) to share

with the entire class according to the facilitator’s specific instructions.

Lesson Wrap-Up:

1. Individual: Each student will share with the rest of the group two lessons learned during

this workshop.

2. Group: Students will divide into groups of four to identify and share at least three

content area topics and/or language related skills that they want to reinforce.



TALLER TRES



1. Reconocer la seguridad y privacidad del paciente como un asunto de ética en enfermería

que forma parte de la tecnología de la información.

2. Analizar los componentes esenciales de la informática: datos, información y

conocimiento.

3. Apreciar el uso del internet como herramienta útil para obtener información sobre el

cuidado de salud.

4. Demostrar con su conducta y expresar verbalmente compromiso con la profesión y la

ética profesional que se requiere para asumir el papel de líder.

5. Identificar y explicar aquellos factores que ejercen influencia en el aumento acelerado de

los costos en los servicios de salud.

6. Demostrar conocimiento sobre los principios básicos a considerar como parte del proceso

presupuestario.

7. Identificar cinco modelos de prestación de servicios de salud y comparar y contrastar las

características de cada uno, incluyendo el papel del líder y del profesional de enfermería

que brinda cuidado al paciente.

8. Reconocer el papel del líder y manejador del cuidado de enfermería en la programación

justa y equitativa del personal, de acuerdo con las necesidades del personal y de los

pacientes.

9. Distinguir los puntos claves a considerar en una entrevista de un candidato a una posición

de enfermería.

10. Demostrar el conocimiento apropiado sobre el proceso de evaluación del desempeño del

personal de enfermería y las destrezas de comunicación efectiva necesarias para ofrecer

recomendaciones al empleado.



Objetivos específicos de lenguaje


1. Escuchar: Prestar atención a la presentación que ofrecerá el facilitador sobre la teoría del

rol profesional y su importancia para el profesional de enfermería, particularmente

aquellos en posiciones de liderazgo.

2. Hablar: Participar efectivamente en la discusión sobre los modelos de prestación de

servicios de salud, su relación con el aumento en los costos de los servicios y las

aportaciones del profesional de enfermería.

3. Leer: Examinar e interpretar las lecturas asignadas para este taller y venir preparado para

participar activamente en las discusiones y actividades del taller relacionadas con el

manejo de los recursos.

4. Escribir: Redactar un resumen del análisis de las programaciones utilizando correcta

gramática y sintaxis en español.


Biblioteca Virtual



http://www.rae.es/





Teoría del rol

www.ehu.es/xabier.zupiria/liburuak/relacion/2.pdf

Redacción de descripción de posiciones de empleo

http://www.rrhh-web.com/analisisdepuesto4.html

www.gestiopolis.com/canales5/rrhh/anapues.htm


http://www.rae.es/



http://www.ehu.es/xabier.zupiria/liburuak/relacion/2.pdf

http://www.gestiopolis.com/canales5/rrhh/anapues.htm



Proceso de entrevista de un potencial empleado de enfermería

https://www.youtube.com/watch?v=z8B5umOHNnk

https://www.youtube.com/watch?v=R5hfA4EQdFA

www.laboris.net/static/em_reclutar_claves-entrevista.aspx

Dilemas éticos en enfermería

www.ncbi.nlm.nih.gov

www.humanidadesmedicas.sld.cu/index.php/hm

Código de Ética de la Asociación Americana de Enfermería (ANA)

www.nursingworld.org/

www.nursingworld.org>ANAPeriodicals>OJIN>Columns>Ethics

Artículos sobre asuntos éticos y legales en enfermería


Códigos

www.alternativelink.com/ali/abc_codes/

www.loinc.org

Privacidad y seguridad de la información

www.harrishealth.org/es/patients/privacy-and-information-security

www.hhs.gov/ocr/privacy/hipaa/administrative/privacyrule/

www.ifebp.org/elearning

Certezas y encrucijadas del uso de Internet en salud

http://www.scielosp.org/pdf/rcsp/v38s5/sup08512.pdf

http://scielo.sid.cu/scielo.php?script=sci_arttext&pid=S0864-34662012000500008

www.healthfinder.gov

www.hon.ch/

Criterios para evaluar el uso de recursos en internet

http://www.loc.gov/rr/business/beonline/selectbib.html

http://www.educ.ar/recursos/ver?rec_id=93293

El futuro de la profesión

https://www.youtube.com/watch?v=z8B5umOHNnk

http://www.laboris.net/static/em_reclutar_claves-entrevista.aspx

http://www.ncbi.nlm.nih.gov/

http://www.humanidadesmedicas.sld.cu/index.php/hm

http://www.nursingworld.org/


http://www.alternativelink.com/ali/abc_codes/

http://www.loinc.org/

http://www.harrishealth.org/es/patients/privacy-and-information-security

http://www.hhs.gov/ocr/privacy/hipaa/administrative/privacyrule/

http://www.ifebp.org/elearning

http://www.scielosp.org/pdf/rcsp/v38s5/sup08512.pdf

http://scielo.sid.cu/scielo.php?script=sci_arttext&pid=S0864-34662012000500008

http://www.healthfinder.gov/

http://www.hon.ch/

http://www.loc.gov/rr/business/beonline/selectbib.html

http://www.educ.ar/recursos/ver?rec_id=93293



http://www.iom.edu/reports/2010/the-future-of-nursing-leading-change-advancing-

health.aspx

Instituto de Medicina

www.iom.edu

RWJF Initiative on the Future of Nursing

http://thefutureofnursing.org/IOM-Report

Gente Saludable 2020

www.healthypeople.gov


1. informática

2. datos

3. información

4. conocimiento

5. internet e información de salud

6. costos en servicios de salud

7. proceso presupuestario

8. modelos de prestación de servicios de

salud

9. variables organizativas internas versus

internas

10. programación del personal

11. privacidad

12. seguridad

13. teorías del rol

14. evaluación del desempeño

15. seguimiento del personal

Lista de materiales suplementarios para l taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de Blackboard

Collaborate


6. papel de rotafolio

7. marcadores

8. ejemplos de plan de trabajo

9. organizador gráfico

http://www.iom.edu/reports/2010/the-future-of-nursing-leading-change-advancing-health.aspx

http://www.iom.edu/reports/2010/the-future-of-nursing-leading-change-advancing-health.aspx

http://www.iom.edu/

http://thefutureofnursing.org/IOM-Report

http://www.healthy.gov/




Revised January, 2015


1. Continúe trabajando en su glosario del curso con los conceptos detallados en la

sección “Vocabulario clave de la lección”; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para

investigar sobre tecnología en el cuidado de salud, manejo de costos y

presupuestos, estrategias para la prestación de servicios de salud, dotación de

personal y programación, y selección, seguimiento y evaluación del personal

(capítulos asignados en el libro de texto). Prepare un resumen de cada tema, y

llévelo a clase para participar en una actividad.


Blackboard. En dicho foro, el estudiante discutirá oralmente los criterios para

evaluar recursos en internet. El resto de la clase reaccionará oralmente a los

comentarios de por lo menos tres compañeros.

4. Identifique en la literatura sugerida (o en hospitales locales que así lo permitan)

dos ejemplos de plan de programación de empleados. Evalúe cada plan

analizando los elementos esenciales en una programación de personal de

enfermería de acuerdo con la literatura y la información del libro de texto. Escriba

un ensayo de 3 – 4 páginas que resuma el análisis de las programaciones.

Asegúrese de redactar según APA, incluya las citas y referencias y envíelo a

NetTutor para recibir retroalimentación. El facilitador enviará los trabajos

escritos a SafeAssignTM

para detectar casos de plagio.

5. Prepare un organizador gráfico explicando la teoría del rol; prepárese para

compartir en clase.

6. El facilitador creará un foro de discusión escrito, en la herramienta Discussion

Board. En dicho foro los alumnos contestarán las siguientes preguntas:

a. ¿Qué son variables organizativas internas?

b. ¿Qué son variables organizativas externas?

7. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas

de Tell Me More. Complete y entregue el Apéndice D al facilitador e indique el

tiempo que trabajó en las actividades y ejercicios del Laboratorio de Idiomas/E-

Lab.



8. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en

el Digital Performance Portfolio Assessment Handbook.

9. Acceda a los enlaces electrónicos sugeridos y seleccione por lo menos tres

artículos sobre modelos de prestación de servicios de salud en enfermería. Prepare

tarjetas bibliográficas con la información, y prepárese para compartir con sus

compañeros.

10. Lea el estudio de caso según la tabla del apéndice L. El facilitador proveerá más

detalles sobre esta asignación.

11. Utilice la Biblioteca Virtual y otros recursos académicos para buscar ejemplos del

uso de la informática en enfermería; escoja uno de los ejemplos y prepare un

análisis de los procedimientos de protección de los derechos del paciente en

cuanto a seguridad y privacidad de la información. Comparta su análisis con sus

compañeros vía Blackboard, y lleve una copia a clase para discusión.

12. Complete las tres primeras columnas del gráfico KWHLAQ que aparece en la

sección de apéndices.

13. Prepárese para el primer examen parcial que se ofrecerá en el Taller Tres.




Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-

E). Estas estrategias permiten diseñar e impartir una lección que responda a las

necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo

idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo

de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido

como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos

específicos de contenido y lenguaje del taller, para integrarlas en las actividades de

manera que los alumnos puedan obtener el máximo provecho académico.










los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________







__ Dinámica


__ Rigurosa




1. El facilitador repasará los temas que se cubrieron en el taller anterior para

asegurarse de que los alumnos comprendan el material.

2. El facilitador preparará una actividad constructivista para repasar las asignaciones

que los estudiantes completaron antes del taller y comprobará que los alumnos

hayan comprendido el material. Habrá oportunidad para aclarar dudas.

3. El facilitador explicará la teoría del rol profesional y su importancia para el

profesional de enfermería, particularmente aquellos en posiciones de liderazgo.



Los estudiantes tendrán la oportunidad de hacer comentarios para enriquecer la

discusión, en especial sobre el rol del líder de asegurar el uso adecuado de los

recursos. También podrán hacer preguntas y aclarar dudas. Utilizaran como

referencia los organizadores gráficos que prepararon para la asignación.

4. Los estudiantes compartirán los ejemplos del uso de informática en enfermería

que encontraron para la asignación. A continuación el facilitador moderará una

discusión grupal en la cual los alumnos mencionarán las estrategias para

proporcionar confidencialidad y seguridad en el uso de la tecnología en la

prestación de cuidados al paciente. También discutirán la efectividad de las

intervenciones para prevenir los riesgos de una brecha digital.

5. Los estudiantes trabajarán en formato de mesa redonda y utilizarán las tarjetas

bibliográficas que prepararon para la asignación para dialogar sobre los diferentes

modelos de prestación de servicios de salud, su relación con el aumento en los

costos en los servicios y las aportaciones del profesional de enfermería.

Prepararán un cartel en papel de rotafolio con una lista de los factores que ejercen

influencia en el aumento acelerado de los costos en los servicios de salud.

6. El facilitador dividirá a los estudiantes en tres grupos y les asignará los siguientes

temas para discusión:

a. Grupo 1: El papel del líder/manejador del cuidado de enfermería en la

programación justa y equitativa del personal de enfermería de acuerdo

con las necesidades del personal y de los pacientes. Los alumnos harán

una presentación, y proveerán ejemplos de programación.

b. Grupo 2: Puntos clave a considerarse en una entrevista a un candidato

para una posición de enfermería. Los participantes prepararán una

dramatización de una entrevista.

c. Grupo 3: Proceso de evaluación del desempeño del personal de

enfermería y las destrezas de comunicación necesarias para lograr un

proceso efectivo. Los alumnos utilizarán un ejemplo de evaluación de

desempeño de un enfermero/a que ofrece cuidado directo al paciente;

presentarán su ejemplo ante la clase, incluyendo la forma de hacer



recomendaciones para el desarrollo y mejoramiento de la persona

evaluada.

7. Los estudiantes completaran las últimas tres columnas del gráfico KWHLAQ y lo

compartían con un compañero, dando y recibiendo retroalimentación.

8. El facilitador ofrecerá el primer examen parcial en el momento que entienda

pertinente dentro del Taller Tres.


próximo taller.



Evaluación:

1. Individual: Primer examen parcial.

2. Grupal: Participación activa y efectiva en la discusión y presentación del tema

asignado por el facilitador.

3. Escrita: Ensayo resumiendo el análisis de programaciones de empleados en los

hospitales.

4. Oral/Auditiva: Colaboración y participación en la discusión durante la mesa

redonda.

Cierre del taller:

1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s)

pregunta(s) que escojan o se les asigne(n) del Apéndice I. El facilitador podrá

elegir otro tema que promueva la autorreflexión individual.

2. Grupal: El facilitador guiará al grupo en el ejercicio “vaso medio lleno/medio

vacío”: proyectará un dibujo grande de un vaso con una división en el medio.

Pedirá al grupo que reflexione y discuta sobre las áreas positivas en preparación y

durante el taller y escriban la información en el vaso en la mitad que dice “medio

lleno.” Luego pedirá al grupo que identifique áreas en necesidad de mejoramiento

o expectativas para el taller que no se lograron y las escriban en la parte del vaso

que dice “medio vacío.” El facilitador invitará al grupo a ofrecer ideas para que

cada día el vaso pueda estar “más lleno.”





WORKSHOP FOUR

Specific Content Objectives


1. Familiarize him/herself with the process of goal-setting and strategic planning.

2. Explain the purposes of a mission statement, philosophy, goals, and objectives

and the relationship among them.

3. Analyze the general characteristics of change in open system organizations.

4. Evaluate the use of select functions, principles, and strategies for initiating and

managing change.

5. Describe the characteristics of effective change agents.

6. Compare and contrast the differences between a group and a team.

7. Demonstrate an effective communication interaction.

8. Develop an example of a team that functions synergistically, including the results

such a team would produce.

9. Assess how the participation of staff nurses in decision-making influences job

satisfaction.

10. Analyze the influence of culture on the selection of a governance model.

11. Evaluate decision-making strategies for their effectiveness within diverse

workplace environments.

12. Apply quality management principles to clinical situations.

Specific Language Objectives


1. Listen: Demonstrate effective listening skills by paying close attention to

colleagues’ presentations on their selected health care organization, by taking

notes as appropriate, keeping eye contact with the speaker, asking thought-

provoking questions, and offering productive feedback.

2. Speak: Demonstrate effective speaking skills in English in the delivery of the

presentation and explanation of the organizers on a selected health care



organization, including its governance model, specific strategic plan, philosophy

statement, mission, vision, goals, objectives, and any other information

determined by the facilitator.

3. Read: Examine and read in depth the assigned chapters in the book by Yoder-

Wise in order to complete the exercises accurately and efficiently.

4. Write: Write a three-page essay on the use of select functions, principles, and

strategies for initiating and managing change, using APA style and correct

Standard English.

Electronic Links (URLs):

Virtual Library


Center for Theory of Change

www.theoryofchange.org

The Future of Nursing

http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-

Advancing-Health.aspx

http://www.thefutureofnursing.org/recommendations


Assessment of Rigor in Published Nursing Intervention Studies that Use Observational

Methods

http://www.nova.edu/ssss/QR/QR18/coker67.pdf

Nursing Standards, Acts, Rules, and Regulations

http://www.nursingworld.org/scopeandstandardsofpractice

https://www.ncsbn.org/1455.htm

http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/Standards-of-

Professional-Nursing-Practice.htm

Health and Human Services Office of Minority Health


http://www.theoryofchange.org/





http://www.nova.edu/ssss/QR/QR18/coker67.pdf

http://www.nursingworld.org/scopeandstandardsofpractice

https://www.ncsbn.org/1455.htm

http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/Standards-of-Professional-Nursing-Practice.htm

http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/Standards-of-Professional-Nursing-Practice.htm



http://minorityhealth.hhs.gov/

Agency for Healthcare Research and Quality

www.ahrq.gov/consumer/

Addressing Cultural Diversity in Health Care

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPerio

dicals/OJIN/TableofContents/Volume82003/No1Jan2003/AddressingDiversityin

HealthCare.aspx

http://gagalanti.com/

http://www.medscape.com/viewarticle/564667_3

Transcultural Nursing Society (TCNS)

www.tcns.org/

American Academy of Nursing

http://www.aannet.org/

Association for Nursing Professional Development (ANPD)

http://www.anpd.org/

Synergistic Teams

http://www.hr.com/en/app/blog/2011/02/synergistic-teams_gjqkouxq.html

http://www.vocabulary.com/dictionary/synergistic

http://www.ehow.com/info_8366728_synergistic-team-relations.html

http://minorityhealth.hhs.gov/

http://www.ahrq.gov/consumer/

http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume82003/No1Jan2003/AddressingDiversityinHealthCare.aspx



http://gagalanti.com/

http://www.medscape.com/viewarticle/564667_3

http://www.tcns.org/


http://www.anpd.org/

http://www.hr.com/en/app/blog/2011/02/synergistic-teams_gjqkouxq.html

http://www.vocabulary.com/dictionary/synergistic

http://www.ehow.com/info_8366728_synergistic-team-relations.html



Academic Core Vocabulary (Must reflect the objectives and important concepts of

the workshop):

1. goal setting

2. strategic planning

3. mission statement

4. philosophy

5. objectives

6. change

7. effective change agent

8. strategies

9. principles

10. select functions

11. communication interaction

12. open system organization

13. risk management

14. quality management

15. culture

16. group vs. team

17. synergy

18. decision-making

19. job satisfaction

20. governance model


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. graphic organizers/other visuals




1. Follow the facilitator’s instructions to work on your glossary for the vocabulary

detailed in the Academic Core Vocabulary section.

2. Before conducting any research, fill out the first three columns of the KWHLAQ

chart (Appendix K) on the correlation between the participation of staff nurses in

decision-making and their job satisfaction.

3. Read the chapters on the following topics in the book by Yoder-Wise (2014):

a. Strategic Planning, Goal Setting and Marketing,

b. Leading Change,

c. Building Teams Through Communication and Partnerships,

d. Collective Action, and

e. Managing Quality and Risk.

Complete all the exercises that correspond to these assigned topics in preparation

for active participation in class activities, including the demonstration of effective

communication skills.

4. Using the Virtual Library, Internet, and/or other academic resources, research

information on a selected health care organization, including its governance

model, specific strategic plan, philosophy statement, mission, vision, goals, and

objectives. Prepare an oral presentation using visuals (organizers, drawings,

illustrations, pictures, PowerPoint, etc.) that explain each of these aspects. Be

sure to follow the facilitator’s instructions regarding the length of the

presentation, amount of time allotted, and any other specific guidelines.

5. Research and read academic journals/articles about:

a. the decision-making process,

b. how culture influences the governance model selected by a group,

c. the characteristics of a synergistic team, and

d. an example of a team that functions synergistically, including the results


Write a summary on each of these four topics, following APA style.

6. Read the case study according to the table found in appendix L. The facilitator

will provide more detail information on this assignment.




information about the use of select functions, principles, and strategies for

initiating and managing change, and write a three-page essay on these topics. Be

sure to use APA style, include bibliographic citations and references, and submit

to NetTutor for feedback. The facilitator will send written works to

SafeAssignTM

to check for plagiarism.

8. The facilitator will create an oral discussion forum using the Voice Board tool in

Blackboard. Orally discuss the general characteristics of change in open system

organizations, specifically following the facilitator’s guidelines. React to the

comments of at least three colleagues.

9. After researching information on teams and groups, create one or more graphic

organizers (e.g., Venn diagram, double bubble map, etc.) indicating the

similarities and differences between them. Be prepared to share your organizers

in class.

10. The facilitator will create a written forum discussion using the Discussion Board

tool in Blackboard. Respond to the following, and react to the comments of at

least three colleagues:

a. What is the definition of planning change?

b. What is your personal reaction to change?

11. Continue working on the organization and completion of the digital portfolio

following the guidelines stipulated in the Digital Performance Portfolio

Assessment Handbook.

12. Go to Tell Me More and continue working on the interactive exercises designed

to develop/improve linguistic skills in English. Submit the document found in

Appendix E indicating the amount of time spent working on the Language Lab/E-

Lab activities and exercises.




The dual language instructional strategies are indicated below each SIOP component (A-

E). These strategies allow the design and delivery of a lesson that addresses the academic

and linguistic needs of second language learners. The facilitator must select the

Cognitive Academic Language Learning Approach (CALLA) strategies that best align to

the specific content and language objectives of the workshop and integrate them in the

lesson activities to ensure maximum learning and academic performance.










__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








__ Dynamic


__ Rigorous





Integrated Content and Language Activities to Achieve the Objectives of the

Workshop:

1. The facilitator will conduct a review of the topics covered in the previous

workshop to ensure students’ comprehension.

2. The facilitator will prepare a constructivist activity to review the assignments

completed by the students prior to the workshop and to ensure student

comprehension. Students will have the opportunity to clarify doubts.

3. The facilitator will divide the class into two groups to review the previous week’s

topics. Each student will share the five major lessons he/she learned. Each group

will prepare a written summary which they will share with the class and submit to

the facilitator.

4. Students will work in small groups to share and discuss their answers to the

exercises assigned from the book written by Yoder-Wise. After reaching a

consensus on the answers, participants from each group will share their responses

with the whole class.

5. Each student will be allotted the previously determined amount of time to deliver

the oral presentation on the selected health care organization, including its

governance model, specific strategic plan, philosophy statement, mission, vision,

goals, objectives and any other topic determined by the facilitator, using visuals

(organizers, drawings, illustrations, pictures, PowerPoint, etc.) that explain each

of these aspects. Each student will also describe the main factors of the model

that can influence their decision-making and their quality management efforts.

Feedback and question/answer sessions will follow each presentation.

6. The facilitator will conduct a discussion on different governance models.

Students will contribute information they have learned in their readings and

discuss their perspectives about changing the status quo in nursing.

7. Students will divide the class into four small groups and assign to each group one

of the following topics:

a. the decision-making process,

b. how culture influences the governance model selected by a group,



c. the characteristics of a synergistic team, and

d. an example of a team that functions synergistically, including the results


Students will refer to the summaries written prior to the workshop and

collaboratively create one or more graphic organizers that explain their assigned

topic in a comprehensible manner. Each member of the group must participate in

the explanation of the organizers. Feedback and question/answer sessions will

follow each presentation.

8. Students will work in small groups to share their essays on the use of select

functions, principles, and strategies for initiating and managing change. They will

reach a consensus and create a list of the ten most important ideas they learned

from their research. A representative from each group will share the list with the

class.

9. Students will work with a partner to share and compare their graphic organizers

on groups and teams. They will work collaboratively to refine their organizers,

including all the essential information. Each set of partners will then explain their

enhanced organizers to the rest of the class.

10. Students will complete their KWHLAQ charts (Appendix K) on the correlation

between the participation of staff nurses in decision-making and their job

satisfaction. A whole class discussion will follow, and students will share how

they will apply what they have learned in their profession. Both the facilitator

and students will address questions they may still have.

11. The facilitator will create an activity that develops and enhances interpersonal,

collaborative, and team building skills.

12. Students will write a self-reflection on one or more of the questions found in

Appendix I which either they or the facilitator selects.

13. The facilitator will assign students to work in groups on the assigned case study in

Workshop Five. More detailed instructions and guidelines will be provided in the

next workshop.

14. The facilitator will discuss and clarify doubts regarding the assignments due prior

to the next workshop.



15. The facilitator will provide details about the project regarding the selection and

reading of a book on nursing leadership and the preparation of the corresponding

written report. Each student must select their book and have it approved by

the facilitator by the next workshop.

Assessment (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY

LEVELS):

1. Individual: Accurate completion of the graphic organizers comparing and

contrasting teams and groups and of the exercises corresponding to the assigned

reading in Yoder-Wise.

2. Group: Group collaboration and active participation in the preparation of the

graphic organizers on the assigned topic, based on the summaries written prior to

the workshop.

3. Written: Three-page essay on the use of select functions, principles, and

strategies for initiating and managing change, using APA style and correct

Standard English.

4. Oral: Demonstration of effective speaking skills in English in the delivery of the

presentations and explanations of the visuals on the selected health care

organization, including all of the information determined by the facilitator.

Lesson Wrap-Up:

1. Individual: Students will reflect on the topics covered in this workshop and write

a self-reflection on how they can apply what they learned in order to contribute in

a significant manner as a productive change agent and as an effective member of

the health care team.

2. Group: Students will share their self-reflections, giving and receiving feedback in

English.





TALLER CINCO



1. Asumir responsabilidades al promover efectivamente las relaciones enfermero-

paciente.

2. Reconocer los tipos de conflicto y sus etapas.

3. Identificar y analizar la manera de solucionar conflictos entre enfermeros.

4. Definir cómo las relaciones interpersonales afectan la delegación de tareas.

5. Documentar correctamente los conflictos en el trabajo.

6. Concienciarse sobre la falta de cortesía, el acoso laboral y el rol del líder de

enfermería en la prevención e intervención temprana al manejar conflictos.

7. Crear un plan que fomente un ambiente laboral seguro.

Objetivos específicos de lenguaje:

Al finalizar el taller los estudiantes serán capaces de:

1. Escuchar: Analizar y enfocarse en los mensajes del equipo contrario al debatir

acerca de los temas asignados, de manera que sea capaz de responder pertinente y

oportunamente.

2. Hablar: Expresarse con propiedad y corrección al presentar el estudio de caso y

al explicar el organizador gráfico de la clase.

3. Leer: Asimilar la información relacionada con los temas del taller, de manera que

aplique su conocimiento tanto a las asignaciones como a las actividades

integradas del taller.

4. Escribir: Maximizar sus destrezas de redacción al analizar y discutir los temas de

la clase y al diseñar y escribir presentaciones audiovisuales.




Biblioteca Virtual



http://www.rae.es/





Agencia de Investigación y Calidad del Cuidado de la Salud

www.ahrq.gov/consumer/

o Pacientes y clientes

Instituto de Resolución de Conflicto

www.crinfo.org

Instituto para la Resolución de Disputas

www.cpradr.org

Programa de Negociación de la Escuela de Leyes en Universidad de Harvard

www.pon.harvard.edu/main/home/


http://www.rae.es/



http://www.ahrq.gov/consumer/

http://www.crinfo.org/

http://www.cpradr.org/

http://www.pon.harvard.edu/main/home/




1. Relaciones humanas

2. Efectividad

3. Conflicto

4. Tipos de conflicto

5. Delegar

6. Consumidor

7. Interacción enfermero-paciente

8. Resolución de conflictos

9. Acoso laboral (mobbing)

10. Falta de cortesía (incivility)

11. Entorno laboral

12. Destrezas interpersonales

13. Plan de seguridad

14. Defensa

15. Servicio

16. Educación

17. Liderazgo

Lista de recursos suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de voz de Blackboard Collaborate (antes conocido como Wimba

Voice)


6. e-libro

7. Libro de texto

8. Programa para crear presentaciones audiovisuales




1. Continúe trabajando con el glosario del curso y los conceptos detallados en la

sección Vocabulario clave de la lección; siga las instrucciones del facilitador.

2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para buscar

información acerca de las responsabilidades que acarrea la promoción efectiva de

las relaciones enfermero-paciente; los tipos de conflicto y sus etapas; la manera

de solucionar conflictos entre miembros del personal de enfermería; las relaciones

interpersonales afectan la delegación de tareas; la documentación correcta de

conflictos en el trabajo; la falta de cortesía; el acoso laboral; el rol del líder de

enfermería en la prevención e intervención temprana al manejar conflictos y la

creación de un plan que fomente un ambiente laboral seguro. Prepare un resumen

o un bosquejo y llévelo a clases para contribuir a la discusión del material y

aclarar dudas.

3. Lea acerca de los siguientes temas del libro de texto y complete los ejercicios

correspondientes:

a. Consumer Relationships

b. Conflict: The Cutting Edge of Change

c. Managing Personal/Personnel Problems

d. Workplace Violence and Incivility

e. Delegation: An Art of Professional Practice Personal


Blackboard. En dicho foro, el estudiante elaborará ideas acerca la influencia de

las relaciones interpersonales al delegar tareas. El resto de la clase reaccionará

oralmente al menos a dos comentarios de los compañeros.

5. Redacte un ensayo analítico (de al menos dos páginas) sobre las responsabilidades

principales del profesional de enfermería (servicio, defensa, educación,

investigación y liderazgo); incluya la promoción efectiva de las relaciones

enfermero-paciente. Asegúrese de redactar según APA, incluya las citas y

referencias y envíelo a NetTutor para recibir retroalimentación. El facilitador



enviará los trabajos escritos a SafeAssignTM

para detectar casos de plagio. (Parte

de la evaluación)

6. Prepare un organizador gráfico (que determinará el facilitador) en el que detalle

los tipos de conflicto y sus etapas. Prepárese para participar en una actividad

colaborativa en clase. (Parte de la evaluación)

7. El facilitador creará un foro de discusión escrita, en la herramienta Discussion

Board. En dicho foro, los alumnos contestarán las siguientes preguntas:

a. Contribuya por lo menos con dos estrategias que promuevan la

concienciación acerca de la falta de cortesía, el acoso laboral.

b. Exprese qué papel juega el líder de enfermería en la prevención e

intervención temprana del manejo conflictos.

c. Reaccione al menos a dos comentarios de los compañeros de clase.

d. Llegue preparado para debatir al respecto en el salón de clases.

8. Reunidos en los subgrupos que se

asignaron en el Taller Cuatro, los alumnos:

a. Analizarán un estudio de caso que evidencie un conflicto laboral en el cual

el rol del líder de enfermería se destaque al manejarlo.

b. Practicarán estrategias de resolución de conflicto entre miembros del

personal de enfermería.

c. Crearán un plan de seguridad laboral que solucione el problema del caso y

prevenga otros.

d. Evidenciarán cómo se documentan los incidentes de dicha naturaleza.

e. Prepararán un informe escrito y una presentación audiovisual al respecto

(7-10 plantillas).

f. Finalmente presentarán su proyecto en clase y enviarán el escrito y la

presentación al facilitador por Blackboard

g. Esta actividad forma parte de la evaluación.

9. Lea el estudio de caso según la tabla del apéndice L. El facilitador proveerá más

detalles sobre esta asignación.

10. Prepárese para la segunda prueba corta del curso.



11. Luego de tomar la prueba diagnóstica, vaya a Tell Me More y comience a trabajar

los ejercicios que se han diseñado para desarrollar sus destrezas lingüísticas en

español.

12. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el

Digital Performance Portfolio Assessment Handbook que se encuentra en

Blackboard.



Componentes de SIOP (Sheltered Instruction Observation Protocol)


















los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________






El facilitador debe explicar las técnicas de colaboración que utilizará en clase.


__ Dinámica


__ Rigurosa



Actividades integradas:




que los estudiantes completaron antes del taller y para comprobar que entendieron

el material. Habrá oportunidad para aclarar dudas. Todas las actividades de

lectura y escritura tienen que estar relacionadas con el vocabulario técnico de la

disciplina.



3. Reunidos en parejas, los alumnos analizarán los organizadores gráficos, que

prepararon como parte de la asignación, que detallan los tipos de conflicto y sus

etapas. Finalmente, conciliarán los organizadores en uno solo, de manera que

presenten sus conclusiones a la clase. (Parte de la evaluación)

4. Basados en sus ensayos, los estudiantes se organizarán en mesa redonda para

discutir, junto al facilitador las responsabilidades principales del profesional de

enfermería (servicio, defensa, educación, investigación y liderazgo), incluyendo la

promoción efectiva de las relaciones enfermero-paciente.

5. El facilitador dividirá a la clase en dos equipos que debatirán acerca de:

a. Los tipos de conflicto y sus etapas

b. Las formas de solucionar conflictos

c. Las implicaciones de la falta de cortesía y el acoso laboral

d. El rol del líder de enfermería al prevenir e intervenir en el manejo

conflictos

e. La importancia de promover relaciones efectivas entre enfermeros,

pacientes y consumidores.

f. El compromiso con la profesión

i. Cómo su afiliación a las organizaciones profesionales, y su conexión con

modelos de éxito, se relacionan con su propio plan de desarrollo

profesional y el perfil de la imagen del enfermero.

El facilitador moderará la actividad y sentará las pautas del debate. Además,

evaluará el trabajo en equipo, el dominio de los temas, el manejo del tiempo y las

destrezas de lenguaje. Esta actividad forma parte de la evaluación.

6. Los estudiantes expresarán lo que para ellos significa priorización y delegación de

tareas; compartirán ejemplos.

7. El facilitador impartirá la segunda prueba corta en el momento que considere

oportuno.

8. El facilitador escogerá uno de los temas del curso para que los estudiantes

contesten las primeras tres columnas del diagrama que se encuentra en el

Apéndice K: KWHLAQ Chart. Una vez las completen, las discutirán en clase. Es



necesario que los alumnos vayan llenando el resto de las columnas a lo largo del

curso, de manera que las discutan en la última semana.


próximo taller.

Evaluación:

1. Individual: Dominio de los temas y el desempeño en el debate.

2. Grupal: Organizador gráfico y estudio de caso.

3. Escrito: Ensayo analítico sobre las responsabilidades principales del profesional de

enfermería.

4. Oral: Debate sobre los temas asignados; organizador gráfico y estudio de caso.

Cierre del taller:




2. Grupal: ¿Cómo dice, qué dijo?

a. Cada alumno le preguntará a otro sobre un tema que el primero no

entienda bien. El receptor del mensaje le contestará lo que entiende del

concepto. Si no queda claro o no se ha explicado bien, el facilitador

aclarará la duda.



WORKSHOP SIX



1. Analyze specific examples of role transitions (e.g. staff nurse and nurse manager).

2. Describe and discuss the phases of role transition.

3. Analyze the full scope of the manager’s role by outlining Responsibilities,

Opportunities, Lines of Communication, Expectations, and Support (ROLES).

4. Compare strategies that facilitate successful role transition.

5. Define and analyze the process of self-management.

6. Explore one’s own personal and professional stressors.

7. Analyze and provide examples of selected strategies that decrease stress.

8. Describe the manager’s role in helping nursing staff manage stress effectively.

9. Identify challenges one faces in managing time effectively.

10. Identify and demonstrate strategies designed to manage time more effectively.



1. Listen: Listen attentively to colleagues’ presentations on their assigned topics in

order to be able to provide effective feedback and ask questions that reflect

critical and analytical thinking.

2. Speak: Actively participate in the small group preparation and delivery of the

presentation and explanation of the PowerPoint and other visuals on the assigned

topics.

3. Read: Examine in depth the assigned readings on role transition, self-

management, and managing your career in the book written by Yoder-Wise, in

order to accurately complete the exercises on these topics.

4. Write: Write a three-page essay about the full scope of the manager’s role,

outlining Responsibilities, Opportunities, Lines of Communication, Expectations,

and Support (ROLES), using APA style and correct Standard English.




Virtual Library


American Nurses Credentialing Center (ANCC)

http://www.nursecredentialing.org/

The 100 Best Jobs

http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs

Career Builder

www.careerbuilder.com

Sigma Theta Tau International (Honor Society of Nursing)

www.nursingsociety.org

National Center for Biotechnology Information (NCBI)

www.ncbi.nlm.nih.gov/

Coping Style and Occupational Well-Being in Hospital Nurses

http://journals.tbzmed.ac.ir/JCS/Manuscript/JCS-2-313.pdf

Sources of Occupational Stress and Coping Strategies

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3203298/

Stress Management for Nurses

http://www.ahna.org/Resources/Stress-Management

http://www.medscape.com/viewarticle/562717

http://www.health.nsw.gov.au/nursing/Documents/stress-mngt.pdf

http://www.nursetogether.com/10-strategies-to-cope-with-stress-in-nursing

Time Management Tips

http://www.nursetogether.com/5-time-management-tips-for-busy-nurses

http://www.nursetogether.com/time-management-skills-for-nurses


http://www.nursecredentialing.org/

http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs

http://www.careerbuilder.com/


http://www.ncbi.nlm.nih.gov/

http://journals.tbzmed.ac.ir/JCS/Manuscript/JCS-2-313.pdf

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3203298/

http://www.ahna.org/Resources/Stress-Management

http://www.medscape.com/viewarticle/562717

http://www.health.nsw.gov.au/nursing/Documents/stress-mngt.pdf

http://www.nursetogether.com/10-strategies-to-cope-with-stress-in-nursing

http://www.nursetogether.com/5-time-management-tips-for-busy-nurses

http://www.nursetogether.com/time-management-skills-for-nurses



http://www.sanfordbrown.edu/student-life/blog/march-2014/5-nursing-time-

management-tips

http://www.sanfordbrown.edu/student-life/blog/march-2014/5-nursing-time-

management-tips

http://www.kent.ac.uk/careers/sk/time.htm

Maslach Burnout Inventory (MBI)

www.mindgarden.com/products/mbi.htm

http://www.statisticssolutions.com/maslach-burnout-inventory-mbi/

https://www.google.com/search?q=maslach+burnout+inventory&biw=1920&bih

=934&tbm=isch&tbo=u&source=univ&sa=X&ei=zLuuVOnvCoKqggSpz4PICA

&sqi=2&ved=0CCkQsAQ&dpr=1

http://scholar.google.com/scholar?q=maslach+social+psychology&hl=en&as_sdt

=0&as_vis=1&oi=scholart&sa=X&ei=abyuVInoDsOnNv22hIAN&ved=0CBsQg

QMwAA

http://www.sanfordbrown.edu/student-life/blog/march-2014/5-nursing-time-management-tips




http://www.kent.ac.uk/careers/sk/time.htm

http://www.mindgarden.com/products/mbi.htm

http://www.statisticssolutions.com/maslach-burnout-inventory-mbi/

https://www.google.com/search?q=maslach+burnout+inventory&biw=1920&bih=934&tbm=isch&tbo=u&source=univ&sa=X&ei=zLuuVOnvCoKqggSpz4PICA&sqi=2&ved=0CCkQsAQ&dpr=1



http://scholar.google.com/scholar?q=maslach+social+psychology&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ei=abyuVInoDsOnNv22hIAN&ved=0CBsQgQMwAA






the workshop):

1. ROLES

2. role development

3. role transition

4. manager’s role

5. phases of transition

6. role negotiation

7. agenda

8. burnout

9. stress management

10. coping

11. employee assistance program

12. General Adaptation Syndrome

(GAS)

13. self-management

14. time-management


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. graphic organizers/PowerPoint/other visuals




1. Follow the facilitator’s instructions to work on your glossary for the vocabulary

detailed in the Academic Core Vocabulary section.

2. Before conducting any research, fill out the first three columns of the KWHLAQ

chart (Appendix K) on the the process of self-management. You will complete

the chart at the conclusion of this workshop.

3. Refer to the book written by Yoder-Wise, and read the chapters on role transition,

self-management, and managing your career.

a. Access the student resources by visiting http://evolve.elsevier.com/Yoder-

Wise, and complete the exercises on the topics assigned in this workshop.

b. Be sure to follow the facilitator’s specific instructions to complete this and

other related assignments effectively and accurately.


information on strategies that facilitate successful role transition and examples of

role transitions as a staff nurse and as a nurse manager. Create an outline

including the most important information on these topics that will be useful for

classroom discussion and group activities.

5. The facilitator will create an oral discussion forum using the Voice Board tool in

Blackboard.

a. Orally discuss some of the challenges nurses face in managing time more

effectively and strategies designed to overcome them.

b. React to the comments of at least three colleagues.

6. Write a three-page essay about the full scope of the manager’s role, outlining

Responsibilities, Opportunities, Lines of Communication, Expectations, and

Support (ROLES).

a. Be sure to use APA style, include bibliographic citations and references,

and submit to NetTutor for feedback.

b. The facilitator will send written works to SafeAssignTM

to check for

plagiarism.





7. Prepare a graphic organizer, such as a flow chart, that details the phases of role

transition.

8. The facilitator will create a written forum discussion using the Discussion Board

tool in Blackboard. Respond to the following:

a. What are some personal and professional stressors faced by persons in the

field of nursing?

b. What are some strategies that can be implemented to help decrease stress?

c. What steps can a manager take to help the nursing staff manage stress

more effectively?

d. How will you personally implement some of these stress management

techniques?

React to the comments of at least three colleagues.

9. Use the recommended link and other reliable resources to research information on

the Maslach Burnout Inventory (MBI). Create an illustration, drawing, or graphic

organizer of your choice that explains this concept, including its purpose, results,

and any other information determined by the facilitator.

10. Read the case study according to the table found in appendix L. The facilitator

will provide more detail information on this assignment.

11. Prepare for the partial exam/quiz on the material indicated by the facilitator which

will be administered in Workshop Six.

12. Continue working on the organization and completion of the digital portfolio

following the guidelines stipulated in the Digital Performance Portfolio

Assessment Handbook.

13. Go to Tell Me More and continue working on the interactive exercises designed

to develop/improve linguistic skills in English. Submit the document found in

Appendix E indicating the amount of time spent working on the Language Lab/E-

Lab activities and exercises.




The dual language instructional strategies are indicated below each SIOP component (A-

E). These strategies allow the design and delivery of a lesson that addresses the academic

and linguistic needs of second language learners. The facilitator must select the

Cognitive Academic Language Learning Approach (CALLA) strategies that best align to

the specific content and language objectives of the workshop and integrate them in the

lesson activities to ensure maximum learning and academic performance.










__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








__ Dynamic


__ Rigorous





Integrated Content and Language Activities to Achieve the Objectives of the

Workshop:

1. The facilitator will conduct a review of the topics covered in the previous

workshop to ensure students’ comprehension.

2. The facilitator will prepare a constructivist activity to review the assignments

completed by the students prior to the workshop and to ensure student

comprehension. Students will have the opportunity to clarify doubts.

3. Students will work in small groups to share and discuss their answers to the

exercises assigned from the book written by Yoder-Wise. After reaching a

consensus on the answers, a representative from each group will share their

responses with the whole class.

4. The facilitator will conduct a whole class discussion on the phases of role

transition. Students will analyze specific examples of role transitions as a staff

nurse and a nurse manager and strategies that facilitate this transition. They

should refer to the outlines prepared prior to the class to contribute valuable

information to this discussion.

5. The facilitator will divide the class into five groups and assign each group one of

the following topics (ROLES) as related to the manager’s role:

a. Responsibilities

b. Opportunities

c. Lines of Communication

d. Expectations

e. Support

Each group will prepare one or more visuals of their choice (graphic organizers,

illustrations, PowerPoint, etc.) on their assigned topic, and each group member

will participate in the explanation of the visuals to the whole class. Students

should refer to the essays written prior to the workshop to contribute valuable

information to this group activity. Feedback and question/answer sessions will

follow each presentation.

6. The facilitator will divide the class into three new small groups and assign one of

the following topics to each group:



a. The Maslach Burnout Inventory (MBI), including its purpose, results, and

any other information determined by the facilitator.

b. The manager’s role in helping nursing staff manage stress more

effectively, including self-management, personal and professional

stressors, and specific tips designed to decrease/manage.

c. The manager’s role in helping nursing staff manage their time more

effectively, including challenges nurses face in managing their time and

strategies designed to overcome them.

Each group will prepare a PowerPoint presentation explaining its assigned topic,

and each group member will participate in the explanation of the PowerPoint to

the whole class. Students should refer to the assignments and activities completed

prior to the workshop to contribute valuable information to this group activity.

Feedback and question/answer sessions will follow each presentation.

7. The facilitator will develop a series of hypothetical scenarios involving stress and

time management. Students will play the role of manager or nurse acting out the

part each plays to effectively overcome the time/stress challenges in each

scenario.

8. Students will work in pairs to share their experiences preparing for this workshop,

including any particular reference (book, article, link, case study, etc.) that was

particularly beneficial for their professional growth. Students will then come

together as a class and identify common topics discussed among themselves.

9. Students will work collaboratively in pairs or in small groups to discuss the

following case study:

Sandra recently began to question her decision to become a nurse and was

considering leaving the profession after only six months of licensure.

Orientation had left her in tears at least once per week, and she began to

question her ability to be a safe and competent nurse. Sandra felt belittled

by her preceptor and unsupported by her co-workers, who all seemed too

busy to help her. She frequently observed her preceptor roll her eyes and

sigh loudly when Sandra asked a question; she observed the same thing

from the preceptors of the other two new graduates. Sandra understood



that her preceptor was experiencing conflict in her own life because she

commonly overheard her preceptor on the phone arguing with her

husband.

Students will work collaboratively to answer the following questions, and discuss

the rationale for their responses.

a. What strategies can be implemented to reduce lateral violence in Sandra’s

unit?

b. What can Sandra and the other new graduates do to improve the work

environment?

c. What conflict handling techniques will be of particular importance during

the process?

Partners/small groups will share their responses with the class, and the facilitator

will ask relevant questions to ensure student comprehension.

10. Students will complete their KWHLAQ chart (Appendix K) on the process of

self-management. A whole class discussion will follow, and students will share

how they will apply what they have learned in their profession. Both the

facilitator and students will address questions they may still have.

11. Students will write a self-reflection on one or more of the questions found in

Appendix I which either they or the facilitator selects.

12. The facilitator will administer the partial test/quiz at the time deemed most

appropriate.

13. The facilitator will discuss and clarify doubts regarding the assignments due prior

to the next workshop.



Assessment (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY

LEVELS):

1. Individual: Effective and accurate completion of the assigned exercises in the

book by Yoder-Wise and of the partial exam/quiz.

2. Group: Group collaboration and active participation in the discussion of the case

study and the corresponding questions and in the preparation of the visuals on the

assigned ROLE topic.

3. Written: Three-page essay about the full scope of the manager’s role, outlining

Responsibilities, Opportunities, Lines of Communication, Expectations, and

Support (ROLES), using APA style and correct Standard English.

4. Oral: Demonstration of effective speaking skills in English in the oral discussion

forum and in the explanation of the PowerPoint presentations and other visuals on

the assigned topics.

Lesson Wrap-Up:

1. Individual: Students will have one minute to draw/illustrate one of the most

important things they learned from their colleagues’ presentations on the assigned

topics.

2. Group: Students will show their one-minute drawings to the class, and colleagues

will guess what it represents. A whole group discussion will follow.





TALLER SIETE



1. Diferenciar entre los varios estilos de una carrera profesional y su influencia en

las opciones del profesional de enfermería en el manejo de su profesión.

2. Reconocer la influencia de la carta de presentación y el currículo de vida/resumé

en el proceso de obtener una entrevista de trabajo.

3. Analizar y practicar los elementos críticos de una entrevista.

4. Identificar y evaluar las diferentes oportunidades disponibles para el profesional

de enfermería en su aprendizaje sobre el manejo de la profesión.

5. Apreciar las expectativas profesionales dentro del sistema de salud actual.

6. Discutir el significado de pertenecer a organizaciones profesionales y reconocer la

importancia de participar activamente.

7. Identificar las mayores organizaciones profesionales de enfermería y otras

profesiones de la salud y evaluar su misión, estructura y aportaciones.

Objetivos específicos de lenguaje


1. Escuchar: Escuchar los conceptos que presentará el facilitador sobre los

diferentes estilos de una carrera profesional y su influencia en las opciones del

profesional de enfermería en el manejo de su profesión.

2. Hablar: Explicar diferentes aspectos a considerarse en el manejo de la

profesión demostrando conocimiento del tema y pensamiento crítico y

analítico.

3. Leer: Explicar e interpretar las lecturas asignadas acerca del proceso de

manejo de la profesión de la enfermería.

4. Escribir: Redactar su carta de presentación y currículo de vida/resumé usando

correctamente las reglas de ortografía, puntuación y sintaxis en español.




Biblioteca Virtual



http://www.rae.es/





Asociación Nacional de Estudiantes de Enfermería (NSNA)

www.nsna.org

http://www.nsna.org/Press/FactSheetSpanish.aspx

Organizaciones de enfermería

www.nursingsociety.org

http://www.nursingsociety.org/aboutus/mission/Pages/strat_directions_spanish.as

px

Asociación Nacional de Enfermería Gerontológica (NGNA)

www.ngna.org/

Asociación Americana de Colegios de Enfermería (AACN)

www.aacn.nche.edu/

Asociaciones de enfermería locales

www.local.com/

Asociación Nacional de Enfermeras Hispanas (NAHN)

www.nahnnet.org


http://www.rae.es/



http://www.nsna.org/


http://www.ngna.org/

http://www.aacn.nche.edu/

http://www.local.com/

http://www.nahnnet.org/



Transcultural Nursing Society

www.tcns.org/


www.nursingworld.org

National Nursing Staff Development Organization

http://nnsdo.org

International Council of Nurses

www.icn.ch/

Carta de presentación

http://www.modelocurriculum.net/como-escribir-la-carta-de-presentacion.html

https://www.cvexpres.com

http://www.protocolo.org/laboral/entrevista_de_trabajo/como_redactar_de_forma

_apropiada_una_carta_de_presentacion.html


http://www.nursingworld.org/

http://nnsdo.org/

http://www.icn.ch/

http://www.modelocurriculum.net/como-escribir-la-carta-de-presentacion.html

https://www.cvexpres.com/




1. carrera/profesión

2. certificación

3. educación continuada

4. licenciatura

5. asociación profesional

6. resumé

7. currículo de vida

8. carta de presentación

9. entrevista

10. manejo de la profesión

Lista de materiales suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor

4. Herramientas de Blackboard Collaborate


6. marcadores

7. cartulina

8. libro de texto

9. ejemplos de cartas de presentación y hojas (currículos) de vida/resumé




1. Continúe trabajando en su glosario del curso con los conceptos detallados en la

sección “Vocabulario clave de la lección”; siga las instrucciones del facilitador.

2. Termine de preparar la presentación de Líder como agente de cambio y practique

con su grupo.


Blackboard. En dicho foro, el estudiante discutirá oralmente sus expectativas

como profesional de enfermería. El resto de la clase reaccionará oralmente a los

comentarios de por lo menos dos compañeros.

4. El facilitador creará un foro de discusión escrito, en la herramienta Discussion

Board. En dicho foro los alumnos contestarán las siguientes preguntas:

a. ¿A cuál organización profesional le gustaría pertenecer?

b. ¿Por qué escogió esa asociación?

c. ¿Qué ventajas profesionales le puede brindar?

5. Lea el estudio de caso según la tabla del apéndice M. El facilitador proveerá más

detalles sobre esta asignación

6. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas

de Tell Me More. Complete y entregue el Apéndice D al facilitador e indique el

tiempo que trabajó en las actividades y ejercicios del Laboratorio de Idiomas/E-

Lab.

7. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en

el Digital Performance Portfolio Assessment Handbook.

8. Visite los enlaces sugeridos para este taller y redacte una carta de presentación y

un currículo de vida/resumé en preparación para solicitar una entrevista de trabajo

como líder de enfermería.

9. Siga las instrucciones específicas del facilitador para seleccionar un líder de

enfermería, realizar una entrevista y redactar un informe. Lleve su escrito a clase

para discusión.

10. Complete las tres primeras columnas del gráfico KWHLAQ que s e encuentra en

la sección de apéndices.























los estudiantes.


__ Cognitiva 1)___________________ 2)__________________

__ Metacognitiva 1)___________________ 2)__________________

__ Socioafectiva 1)___________________ 2)__________________







__ Dinámica


__ Rigurosa







que los estudiantes completaron antes del taller y comprobará que los alumnos

hayan comprendido el material. Habrá oportunidad para aclarar dudas.

3. Los estudiantes harán sus presentaciónes de Líderes como agentes de cambio.



4. Los estudiantes compartirán los informes de las entrevistas que realizaron para la

asignación. Cada alumno tendrá la oportunidad de escribir en la pizarra por lo

menos tres lecciones que aprendió durante la entrevista.

5. El facilitador dividirá la clase en tres grupos y les asignará los siguientes temas:

a. Grupo 1: Repasar los elementos esenciales que deben tomarse en

cuenta en preparación para participar en una entrevista de trabajo

(como la persona entrevistada). Discutir la influencia de la carta de

presentación y el currículo de vida/resumé en el proceso de obtener

una entrevista de trabajo. Utilizar ejemplos.

b. Grupo 2: Discutir el significado de pertenecer a organizaciones

profesionales y la importancia de participar activamente. Identificar

por lo menos tres organizaciones profesionales de enfermería y de

otras tres profesiones de la salud y discutir su misión, estructura y

aportaciones.

c. Grupo 3: Discutir diferentes oportunidades disponibles para el

profesional de enfermería tales como cursos de educación continuada

y certificaciones que ayudan en el aprendizaje sobre el manejo de la

profesión y las expectativas profesionales dentro del sistema de salud

actual.

Cada grupo preparará un cartel con sus hallazgos y lo presentarán al resto de la

clase.

6. El facilitador solicitará a los estudiantes seleccionar una certificación o curso de

educación continuada que le interesaría completar como parte de su desarrollo

profesional, una vez que complete el grado de BSN (Bachelor of Science in

Nursing). A continuación, los alumnos compartirán con el grupo el nombre de la

certificación o curso de educación seleccionado y explicarán su propósito.

7. Trabajando con un compañero los estudiantes compartirán los organizadores

gráficos y la carta de presentación y currículo de vida/resumé que prepararon para

la asignación.

8. Los estudiantes completarán las últimas tres columnas del gráfico KWHLAQ y lo

compartirán con el resto de la clase, dando y recibiendo retroalimentación.




próximo taller.



Evaluación:

1. Individual: Informe de la entrevista a un líder de enfermería.

2. Grupal: Colaboración en la discusión de los temas asignados y preparación del

cartel.

3. Escrita: Ensayo sobre los elementos más importantes en el proceso del manejo de

la profesión y la toma de decisiones que aporten positivamente al desarrollo

profesional.

4. Oral/Auditiva: Presentación de los carteles grupales.

Cierre del taller:




2. Grupal: Cada estudiante le hará una pregunta a un compañero de clase sobre un

tema que no tenga muy claro. Si el compañero no puede contestarla, le preguntará

a otro hasta que logre que alguien se la conteste. Los estudiantes tendrán 15

minutos para esta actividad; al final de esto la clase se reunirá nuevamente y

aquellas preguntas que no hayan podido ser contestadas se las preguntarán al

facilitador.



WORKSHOP EIGHT



1. Value the importance of thinking about the future while meeting current

expectations.

2. Identify and discuss projections for the future and their significance in the practice

of nursing.

3. Evaluate leadership demands and strengths for the future.

4. Recognize the importance of research utilization in the field of nursing.

5. Compare and contrast research utilization and practice based on evidence.

6. Analyze innovative strategies which a nursing leader can apply within the

organizational context to implement practices based on evidence.



1. Listen: Demonstrate effective listening skills during colleagues’ explanations of

the visuals on the qualities/characteristics of an effective nurse leader and the

specific examples of strategies for the application and implementation of each of

these qualities/characteristics, by taking notes as appropriate, keeping eye contact

with the speaker, asking relevant questions, and not interrupting the speaker

needlessly to make a point.

2. Speak: Collaboratively discuss in small groups the summaries of the current

academic articles on nurse leadership based on evidence, demonstrating

engagement and active participation; demonstrate effective speaking skills in

explaining the visuals on the assigned topics.

3. Read: Examine and read in depth the assigned chapters in the book by Yoder-

Wise in order to accurately answer the exercises on these topics.



4. Write: Write a three-page essay on the importance of research utilization in the

field of nursing, using APA style and correct Standard English and effectively

complete the report on the selected book on nursing leadership.


Virtual Library


National Association of Hispanic Nurses

www.nahnnet.org

Transcultural Nursing Society

www.tcns.org/



Association for Nursing Professional Development

http://nnsdo.org

International Council of Nurses

www.icn.ch/

Future of Nursing

http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-

Advancing-Health.aspx



Ethics in Nursing/Nursing Research

http://www.aacn.org/wd/practice/content/research/ethics-in-critical-care-nursing-

research.pcms?menu=practice

http://nursing.ucla.edu/body.cfm?id=276

http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthic

sforNurses/AboutTheCode.html


http://www.nahnnet.org/



http://nnsdo.org/

http://www.icn.ch/





http://www.aacn.org/wd/practice/content/research/ethics-in-critical-care-nursing-research.pcms?menu=practice

http://www.aacn.org/wd/practice/content/research/ethics-in-critical-care-nursing-research.pcms?menu=practice

http://nursing.ucla.edu/body.cfm?id=276

http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/AboutTheCode.html

http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/AboutTheCode.html



https://www.google.com/search?q=background+in+ethics+in+nursing+research&

biw=1920&bih=934&tbm=isch&tbo=u&source=univ&sa=X&ei=6ua3VOfpMs3

8gwTek4OwDQ&ved=0CF8QsAQ&dpr=1

Nursing Research

http://www.nursingworld.org/EspeciallyForYou/Nurse-Researchers

http://www.nursingtimes.net/nursing-practice/specialisms/educators/nursing-

research-ethics-consent-and-good-practice/5066949.article

http://www.nursingresearch.co.nz/about/etics.php3?Nurses_Session=4b560a6a19

7c9311d08e6fa34d81a3ca

Honor Society of Nursing

http://www.nursingsociety.org/Pages/default.aspx

Agency for Healthcare Research and Quality

http://www.ahcpr.gov

U.S. National Library of Medicine

www.nlm.nih.gov

Evidence-based Practice

http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/

OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-

Practice.html

https://www.amsn.org/practice-resources/evidence-based-practice

http://www.healthleadersmedia.com/page-1/NRS-245879/EvidenceBased-

Practice-and-Nursing-Research-Avoiding-Confusion

http://www.nursingcenter.com/evidencebasedpracticenetwork

http://www.nursingsociety.org/aboutus/PositionPapers/Pages/EBN_positionpaper.

aspx

Teamwork in Nursing

http://www.nursetogether.com/the-importance-of-teamwork-in-nursing

https://www.google.com/search?q=background+in+ethics+in+nursing+research&biw=1920&bih=934&tbm=isch&tbo=u&source=univ&sa=X&ei=6ua3VOfpMs38gwTek4OwDQ&ved=0CF8QsAQ&dpr=1



http://www.nursingworld.org/EspeciallyForYou/Nurse-Researchers

http://www.nursingtimes.net/nursing-practice/specialisms/educators/nursing-research-ethics-consent-and-good-practice/5066949.article

http://www.nursingtimes.net/nursing-practice/specialisms/educators/nursing-research-ethics-consent-and-good-practice/5066949.article

http://www.nursingresearch.co.nz/about/etics.php3?Nurses_Session=4b560a6a197c9311d08e6fa34d81a3ca

http://www.nursingresearch.co.nz/about/etics.php3?Nurses_Session=4b560a6a197c9311d08e6fa34d81a3ca

http://www.nursingsociety.org/Pages/default.aspx

http://www.ahcpr.gov/

http://www.nlm.nih.gov/

http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-Practice.html



https://www.amsn.org/practice-resources/evidence-based-practice

http://www.healthleadersmedia.com/page-1/NRS-245879/EvidenceBased-Practice-and-Nursing-Research-Avoiding-Confusion

http://www.healthleadersmedia.com/page-1/NRS-245879/EvidenceBased-Practice-and-Nursing-Research-Avoiding-Confusion

http://www.nursingcenter.com/evidencebasedpracticenetwork

http://www.nursingsociety.org/aboutus/PositionPapers/Pages/EBN_positionpaper.aspx

http://www.nursingsociety.org/aboutus/PositionPapers/Pages/EBN_positionpaper.aspx

http://www.nursetogether.com/the-importance-of-teamwork-in-nursing



Nursing Leadership

http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNu

rsing/Leadership

http://www.americannursetoday.com/nine-principles-of-successful-nursing-

leadership/

http://www.thefutureofnursing.org/topics/leadership

http://www.aanac.org/information-resources/nursing-leadership

https://www.google.com/search?q=nursing+leadership&biw=1920&bih=934&tb

m=isch&tbo=u&source=univ&sa=X&ei=O-

u3VO3tNsifggSmr4K4DA&ved=0CEIQsAQ&dpr=1

http://nursing.advanceweb.com/Features/Articles/Effective-Nursing-

Leadership.aspx

http://www.jacksonvilleu.com/blog/nursing/how-to-become-a-nurse-

leader/#.VLfsBunwuUk

http://nursinglink.monster.com/benefits/articles/7519-all-nurses-are-leaders

http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Leadership

http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Leadership

http://www.americannursetoday.com/nine-principles-of-successful-nursing-leadership/

http://www.americannursetoday.com/nine-principles-of-successful-nursing-leadership/

http://www.thefutureofnursing.org/topics/leadership

http://www.aanac.org/information-resources/nursing-leadership

https://www.google.com/search?q=nursing+leadership&biw=1920&bih=934&tbm=isch&tbo=u&source=univ&sa=X&ei=O-u3VO3tNsifggSmr4K4DA&ved=0CEIQsAQ&dpr=1



http://nursing.advanceweb.com/Features/Articles/Effective-Nursing-Leadership.aspx

http://nursing.advanceweb.com/Features/Articles/Effective-Nursing-Leadership.aspx

http://www.jacksonvilleu.com/blog/nursing/how-to-become-a-nurse-leader/#.VLfsBunwuUk

http://www.jacksonvilleu.com/blog/nursing/how-to-become-a-nurse-leader/#.VLfsBunwuUk

http://nursinglink.monster.com/benefits/articles/7519-all-nurses-are-leaders




the workshop):

1. research

2. research utilization

3. evidence-based practice

4. dissemination of innovation

5. expected results

6. quality

7. research ethics

8. medical devices

9. human subject

10. clinical researcher

11. International Review Board

12. projections

13. leadership demands

14. shared vision

15. vision

16. leadership opportunities and

strengths


1. Blackboard

2. Tell Me More

3. NetTutor


5. Virtual Library

6. graphic organizers/other visuals


1. Follow the facilitator’s instructions to work on your glossary for the vocabulary detailed in the

Academic Core Vocabulary section.

2. Read the chapters on Translating Research into Practice and Thriving for the Future in the

book by Yoder-Wise and complete the corresponding exercises.

3. Finalize the reading of the book you have been working on and write the corresponding

report, ensuring that you have complied with all of the guidelines, stipulations, and

instructions indicated by the facilitator, including the timely submission of the report.

4. Using the Virtual Library, Internet, and/or other academic resources, research information on

the importance of research utilization in the field of nursing, and write a three-page essay on

this topic. Include all the information indicated by the facilitator. Be sure to use APA style,

include bibliographic citations and references, and submit to NetTutor for feedback. The

facilitator will send written works to SafeAssignTM

to check for plagiarism.

5. The facilitator will create a written forum discussion using the Discussion Board tool in

Blackboard.

a. Explain your perspective on the importance of thinking about the future while meeting

current expectations.

b. The facilitator will provide more details regarding the information you should discuss

in this written forum.

c. React to the comments of at least three colleagues.

7. The facilitator will create an oral discussion forum using the Voice Board tool in Blackboard.

a. Orally discuss three projections for the future and their significance in the practice of

nursing.

b. Respond to the comments of at least three colleagues.

8. Access the recommended links under Nursing Leadership, as well as others of your choice.

Create a list of at least ten qualities/characteristics of an effective nurse leader and of specific

examples of strategies for the application and implementation of each of these

qualities/characteristics.

9. Research information on research utilization in nursing and on practice based on evidence,

and create a Venn diagram, double bubble map, or other organizer of your choice to compare

and contrast them. Include all the information indicated by the facilitator.



10. Access the Institute of Medicine (IOM) Report on the Future of Nursing at

http://www.thefutureofnursing.org/IOM-Report, and read information on projections for the

future of health care and what they mean to nursing practice and on nursing leadership

demands and strengths for the future. Take notes which will be helpful for class activity.

11. Research current academic articles on nurse leadership based on evidence. Select three which

you consider to be of great importance and value, and write a summary of each, using APA

style and correct Standard English.

12. Access the links found under the topic Ethics in Nursing/Nursing Research and familiarize

yourself with the nursing code of ethics. Take notes of the most important concepts.

13. Read the case study according to the table found in appendix L. The facilitator will provide

more detail information on this assignment.

14. Prepare for the partial test/quiz which will be administered in Workshop Eight.

15. Finalize the organization and completion of the digital portfolio following the guidelines

stipulated in the Digital Performance Portfolio Assessment Handbook.

16. Go to Tell Me More and complete all the interactive exercises designed to develop/improve

linguistic skills in English and Spanish. Submit the document found in Appendix E indicating

the amount of time spent working on the Language Lab/E-Lab activities and exercises.





The dual language instructional strategies are indicated below each SIOP component (A-E). These

strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs

of second language learners. The facilitator must select the Cognitive Academic Language Learning

Approach (CALLA) strategies that best align to the specific content and language objectives of the

workshop and integrate them in the lesson activities to ensure maximum learning and academic

performance.










__ Cognitive 1)_______________________ 2)_______________________

__ Metacognitive 1)_______________________ 2)_______________________








__ Dynamic


__ Rigorous





Integrated Content and Language Activities to Achieve the Objectives of the Workshop:

1. The facilitator will conduct a review of the topics covered in the previous workshop to ensure

students’ comprehension.

2. The facilitator will prepare a constructivist activity to review the assignments completed by

the students prior to the workshop and to ensure student comprehension. Students will have

the opportunity to clarify doubts.

3. Students will work in small groups to share and discuss their answers to the exercises assigned

from the book written by Yoder-Wise. After reaching a consensus on the answers,

participants from each group will share their responses with the whole class.

4. The facilitator will divide the class into two groups and assign one of the following topics to

each group:

a. projections for the future of health care and what they mean to nursing practice or

b. nursing leadership demands and strengths for the future.

Students will refer to the notes taken prior to the workshop on the IOM Report on the Future

of Nursing to prepare an oral presentation on their assigned topic, using visuals that will make

it innovative, interesting, informative, and comprehensible.

5. Students will work with a partner to discuss their essays on the importance of research

utilization in the field of nursing. Partners will reach a consensus on the five most important

concepts they learned from their research on this topic, and share their thoughts with the class.

6. The facilitator will divide the class into small groups.

a. Students will share their lists of the qualities/characteristics of an effective nurse

leader and the specific examples of strategies for the application and implementation

of each of these qualities/characteristics.

b. Students will reach a consensus on the five most important qualities/characteristics and

strategies and will work collaboratively to create a series of visuals (e.g., graphic

organizers, drawings, illustrations, etc.) that explain these qualities and strategies.

c. Each group member will participate in the explanation of the visuals to the class.

d. Feedback and question/answer sessions will follow each presentation.

7. The facilitator will conduct a class discussion on research utilization in nursing and on

practice based on evidence, their importance, and the challenges and opportunities that



research offers the nurse leader. Students will refer to the organizers prepared prior to the

workshop to contribute valuable information to the discussion.

8. Students will work in small groups to share their summaries of the current academic articles

on nurse leadership based on evidence.

a. Students will reach a consensus and select the three summaries which they consider to

be the most relevant.

b. The writer of each summary will share it with the class.

c. Students will provide productive feedback and ask thought-provoking questions.

9. Students will complete the KWHLAQ chart (Appendix K) on the meaning and value of

research utilization. A whole class discussion will follow, and students will share how they

will apply what they have learned in their profession. Both the facilitator and students will

address questions they may still have.

10. Students will write a one-page summary in English explaining how the Language Lab/E-Lab

activities contributed to and benefitted the acquisition and/or improvement of language skills

in both English and Spanish.

11. Students will complete the course evaluation.

12. The facilitator will administer the partial test/quiz at the time deemed most appropriate.

Assessment (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY LEVELS):

1. Individual: Accurate completion of the partial test/quiz.

2. Group: Group collaboration and active participation in the preparation and explanation of the

visuals on the qualities/characteristics of an effective nurse leader and the specific examples

of strategies for the application and implementation of each of these qualities/characteristics.

3. Written: Three-page essay on the importance of research utilization in the field of nursing,

using APA style and correct Standard English; effective completion of the report on the

selected book on nursing leadership.

4. Oral: Demonstration of effective speaking skills in English in the explanation of the visuals

on the qualities/characteristics of an effective nurse leader and the specific examples of

strategies for the application and implementation of each of these and in the oral presentation

on the projections for the future of health care and what they mean to nursing practice or the

nursing leadership demands and strengths for the future.



Lesson Wrap-Up:

1. Individual: Students will write an end-of-course reflection addressing the following:

a. Explain your most significant learning from this course.

b. Did that learning fit into your personal learning objectives? Explain.

c. How will you apply this learning in your profession?

d. What is a code of ethics and why is it important?

e. Identify three principles of ethics in nursing and how you will specifically ensure they

are upheld.

2. Group: Students will share their end-of-course reflections, providing feedback and asking

thought-provoking questions. They will also have the opportunity to ask questions for

clarification of ideas and concepts covered during the duration of the course. The entire class

will examine and analyze current issues and future trends in nursing leadership.



Apéndices/Appendices

Explanatory Note for Appendices Section:

All the appendices in the module are identified with the words Apéndice and/or Appendix, in both

Spanish and/or English, followed by a letter. Any document that is retrieved/cited will appear only in

the language in which it was originally written.

However, documents and/or rubrics that are the sole property of the Ana G. Méndez University

System will appear in both English and Spanish.

Nota aclaratoria de la sección de apéndices:

Todos los apéndices del módulo están identificados con las palabras <<Apéndice>> o <<Appendix>>

y están acompañados de su correspondiente letra. Todo el material citado, en la sección de apéndices,

aparecerá en el idioma que se escribió originalmente. En cambio, los recursos y rúbricas que

pertenecen al Sistema Universitario Ana G. Méndez, aparecerán en ambos idiomas (inglés y español).



Appendix A

National Proficiency Levels for Differentiated Instruction

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/



Appendix A National Proficiency Levels for Differentiated Instruction

“Can Do” Listening Rubric

Instructions to use these rubrics: The facilitator will use these rubrics to diagnose the different levels of

proficiency of the students in the class. Once the facilitator has identified the students by proficiency levels, he/she

can use this information to assign groups and activities utilizing differentiated instruction. These rubrics do not

have an evaluation scale because they are used as an informal diagnostic tool.

National Proficiency Levels Criteria

Starting

Identifies objects.

Names concrete objects.

Points to picture/object of the word heard.

Follows simple commands.

Repeats words or simple phrases.

Understands simple messages – gestures, pointing.

Emerging

Draws a picture.

Requires continuous repetition.

Follows verbal dictations.

Checks-off words that were heard.

Repeats information heard to determine comprehension.

Understands slow speech and multiple repetitions.

Developing Understands more details of spoken language.

Needs limited or no repetition and slow speech.

Understands basic academic vocabulary which is frequently used in class

discussions.

Understands class discussions with some difficulty.

Understands most of what was said.

Expanding Needs limited or no repetition at normal speed speech.

Understands academic vocabulary used in class discussions.

Understands class discussions with little difficulty.

Understands nearly everything said.

Bridging Needs no repetition at normal speed speech.

Understands elaborate academic vocabulary used in class discussions.

Understands class discussions with no difficulty.

Demonstrates a native-like English speaker’s understanding of what is said.





“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects.

Responds a simple yes or no to questions.

Repeats words or simple phrases.

Uses one word commands.

Mispronounces words, making it difficult to be understood.

Breaks speech into parts, making comprehension difficult.

Uses limited or no vocabulary to support message.

Emerging Uses a few more words to respond to questions although grammatically incorrect.

Uses one-, two-, and multiple-word commands.

Uses verb tenses interchangeably.

Misuses words in daily speech.

Repeats spoken words or phrases to improve understanding due to pronunciation flaws.

Uses grammar and word order incorrectly.

Uses vocabulary (emerging stage) to support oral messages.

Developing Responds using longer phrases/sentences.

Initiates and carries out conversations; however, there may be interruptions due to thinking

of the correct words to say.

Applies grammar and word order correctly most of the time.

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation.

Uses vocabulary to support oral messages.

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences.

Uses and interprets idiomatic expressions.

Converses more fluently in social settings.

Uses academic vocabulary frequently in class discussions.

Participates in class discussions using academic content with slight hesitation.

Misuse of grammar and word order seldom occurs and does not interrupt meaning.

Pronounces most words accurately and clearly.

Bridging Speaks fluently.

Uses elaborate academic vocabulary in all class discussions correctly.

Participates in class discussion using academic content without hesitation.

Uses appropriate vocabulary to support oral messages at all times.

Uses correct grammar and word order all of the time.

Speaks with native-like pronunciation and intonation.



“Can Do” Reading Rubric

National

Proficiency

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed).

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed).

Struggles with use of pre-reading and reading skills (not developed).

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not developed).

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies, resolve

deficiencies independently or with the help of others, etc.) (not developed).

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictional texts that

bridge personal, professional and academic themes, news articles, short stories, short novels, etc.).

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks.

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g., skimming,

scanning, inferences, paragraph frames, DRA, SQ3R, etc.) (slowly emerging).

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g., definition,

restatement, examples, surrounding words, etc.).

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order, comparison/contrast,

cause/effect), and reading patterns in order to identify literary genres (as listed above).

Applying successful reading skills (as listed above) is still emerging.

Developing Comprehends a wide array of written material (as listed above).

Interprets basic graphs, charts, tables and forms.

Applies correctly pre-reading and reading skills (as listed above).

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above) - evidence of

emerging.

Understands the relationship between ideas (as listed above) - evidence of emerging.

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy.

Interprets increasingly complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) very strongly.

Applies strategies to guess meanings of unfamiliar words from context (as listed above), which is clearly evident.

Identifies signal words to understand the relationship between ideas (as listed above) and reading patterns to identify literary

genres (as listed above) – strongly emerging.

Understands the relationship between ideas (as listed above) - strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy.

Bridging Comprehends various types and lengths of level-appropriate written materials (as listed above) - fully developed.

Interprets complex graphs, charts, tables, and forms accurately.

Applies pre-reading and reading skills (as listed above) - fully developed.

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy.

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect).

Demonstrates fully developed strategic reading skills (as listed above).



“Can Do” Writing Rubric

National

Proficiency

Levels

Criteria

Starting Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and what is

supported.

Lacks engaging introduction and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to

understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it

difficult to understand the writing.

Rambles - use of incomplete sentences that are too long to understand. Sentences follow a simple structure and/or style.

Struggles with spelling, punctuation, capitalization, and other writing conventions. This makes it very difficult to understand the

writing.

Lacks strategic writing skills (e.g., knowledge of the writing process; declarative, procedural and conditional knowledge; and

strategies for inquiry, for drafting [such as investigating genre, considering audience, and responding to purpose], and for product

revision) that are clearly not developed.

Emerging Writes sentences that are still unclear, although there seems to be a guide to a focused topic; however, it may drift at times. There is

an attempt in using details to support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing, but

many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part, it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing;

but there are signs of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but it shifts to another topic at times. Support of main idea is

lacking. Reader is left with unanswered questions.

Attempts to write a proper introduction and conclusion; however, both are dull or unclear. Transitions help connect ideas, although

at times they distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions; however, the writing could read and

sound better by improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some

readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion; however, some improvement is needed. Needs to continue using transitional words

properly in order to allow the proper flow of ideas.

Selects and uses vocabulary words that are livelier and more appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few, and nothing

distracts from the writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s

questions are Answered.

Writing has a clear introduction that hooks the reader and a conclusion that leaves a lasting impression. Use of transitions helps the

reader to connect ideas. Reading flows and is not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the

meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create

fluency and rhythm.

Demonstrates excellent control of spelling, punctuation, capitalization and other writing conventions.



Strategic writing skills are fully developed.

Appendix B

Paragraph Construction Rubric

Adapted from:

http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(

mine).pdf

http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(mine).pdf

http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(mine).pdf



Paragraph Construction Rubric

Student’s Name: __________________________________ Date: _______________

Facilitator’s Name: ______________________Course: ________ Assignment: __________ Instructions: This rubric is used to assess paragraph construction. The facilitator will use the results to

provide the participants with the remediation needed according to their evaluation.

*What are transitions, and how are they used in effective writing? Transitions: are phrases or words used to connect one idea to the next; are used by the writer to help the reader progress from one

significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different transitional words have different

functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).

GRADE BASED ON SCORES:

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores D: 13 Points (Yellow/Red) F: All Red Scores

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it

relates to the assigned topic,

and it is correctly placed as

the first sentence.

Topic sentence is either

unclear as to the assigned

topic, or it is incorrectly

placed.

There is no evident topic sentence.

It is unrelated to the assigned topic,

and/or it is incorrectly placed.

Explanation of

Topic Sentence

(Supporting

Ideas)

There are three sentences

explaining the topic sentence

related to the assigned topic.

There are only two

sentences explaining the

topic sentence, or the

explanation is too general.

There is only one or no sentence

explaining the topic sentence

related to the assigned topic.

Evidence for

Topic Sentence

(Elaborating

Details)

Evidence for all three

explanation sentences related

to the assigned topic is

provided.

Evidence for two

explanation sentences

related to the assigned

topic is provided, or

evidence is too general.

There is no specificity.

Only one or no evidence sentence

related to the assigned topic is

provided.

Conclusion

Sentence

Conclusion sentence

rephrases the topic sentence

related to the assigned topic,

and it explains its

importance.

Conclusion sentence

rephrases the topic

sentence, but it doesn’t

explain its importance.

There is no conclusion sentence, or

conclusion sentence is unrelated to

the topic.

Fragments and

Run-on Sentences

There are no fragments or

run-on sentences.

There is one fragment or

run-on sentence.

There are two or more fragments

or run-on sentences.

Use of

Transitions*

Transitional words are used

effectively throughout the

written work.

Transitions are used

throughout, but one

transitional word is used

incorrectly. It is missing

one or two transitions.

Transitions are not used, are all

incorrectly used, or five or more

transitions are missing.

Grammar Paragraph has no errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Legible

Paragraph has two errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or

in the use of personal

pronouns.

Marginally Legible

Paragraph has more than three

errors in punctuation, capitalization

and spelling, use of verb tenses,

word agreement, or use of personal

pronouns that make understanding

difficult.

Not legible

TOTAL POINTS:

https://www.msu.edu/user/jdowell/135/transw.html



Appendix C

The Writing Process

Six-Trait Analytic Writing Rubric

Retrieved from:

http://www.azed.gov/standards-development-assessment/six-traits/

http://www.azed.gov/standards-development-assessment/six-traits/



APPENDIX C

THE WRITING PROCESS

SIX-TRAIT ANALYTIC WRITING RUBRIC

Student’s name: _________________________________ Date: ______________

Facilitator’s name: ______________________________ Course: ____________

Assignment: ____________________________________

Instructions: This rubric will be used to evaluate written work done by the student in both English

and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and Content, etc.). Select the

criteria per level (6 = highest, 1 = lowest) that best reflect the student’s writing ability.

Refer to all the Appendix C sheets that describe, in detail, all the writing traits that you are evaluating

in order to properly complete this rubric.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

TOTALS - add all the totals down and

then across to obtain the Grand Total.

Grand Total:

___________

Final Score: ___/36_

Scoring Scale: (36 - 0)

Outstanding: 32-36 points = A

Very Good: 29-31 points = B

Satisfactory: 25-28 points = C

Fair: 22-24 points = D

Poor: 0-21 points = F





Six-Trait Analytic Writing Rubric

Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand

out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized

by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced, in-depth explanation/exploration of the topic; the writing makes connections and shares insights,

and

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by

supporting details suitable to audience and purpose. The writing is characterized by:

• clarity, focus, and control,

• main idea(s) that stands out,

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible

support,

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights, and

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be

limited or rather general. The writing is characterized by:

• an easily identifiable purpose,

• clear main idea(s),

• supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used

to provide accurate support,

• a topic that is explored/explained, although developmental details may occasionally be out of balance with the main

idea(s); some connections and insights may be present, and

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be

effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is

characterized by:

• an easily identifiable purpose and main idea(s),

• predictable or overly obvious main ideas or plot; conclusions or main points seem to echo observations heard

elsewhere,

• support that is attempted, but developmental details that are often limited in scope, uneven, somewhat off-topic,

predictable, or overly general,

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable

sources of information, and

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by:

• a purpose and main idea(s) that may require extensive inferences by the reader,

• minimal development; insufficient details,

• irrelevant details that clutter the text, and

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by:

• ideas that are extremely limited or simply unclear and

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an

idea.



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by:

• effective, perhaps creative sequencing; the organizational structure fits the topic, and the writing is easy to

follow,

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by:

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow,

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure,

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas), and

• details that fit where placed.

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by:

• clear sequencing,

• an organization that may be predictable,

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety,

• a body that is easy to follow with details that fit where placed,

• transitions that may be stilted or formulaic, and

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by:

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear,

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”),

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused,

• a structure that is skeletal or too rigid,

• placement of details that may not always be effective, and

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by:

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear,

• a missing or extremely undeveloped beginning, body, and/or ending,

• a lack of transitions, or when present, ineffective or overused,

• a lack of an effective organizational structure, and

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by:

• a lack of effective sequencing,

• a failure to provide an identifiable beginning, body and/or ending,

• a lack of transitions,

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly,

and

• a lack of organization which ultimately obscures or distorts the main point.



Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply

committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,

engaging, or sincere. The writing is characterized by:

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice, while an expository piece may require extensive use of outside resources and a more

academic voice; nevertheless, both should be engaging, lively, or interesting; technical writing may require

greater distance),

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively; the reader may discern the writer behind the words and feel a

sense of interaction, and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to

the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The

writing is characterized by:

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice while an expository piece may require extensive use of outside resources and a more academic

voice; nevertheless, both should be engaging, lively or interesting; technical writing may require greater

distance),

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively; the reader may discern the writer behind the words and feel a sense of interaction,

and

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to

be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by:

• a questionable or inconsistent level of closeness to or distance from the audience,

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an

appropriate voice; the reader may glimpse the writer behind the words and feel a sense of interaction in

places, and

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately

casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,

the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by:

• a limited sense of audience; the writer’s awareness of the reader is unclear,

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two

later and the writing become somewhat mechanical, and

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has

chosen a suitable voice. The writing is characterized by:

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical,

• a voice that is likely to be overly informal and personal,

• a lack of audience awareness; there is little sense of "writing to be read," and

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and

writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by:

• no engagement of the writer; the writing is flat and lifeless,

• a lack of audience awareness; there is no sense of “writing to be read,” and

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing

does not involve or engage the reader.



Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by:

• accurate, strong, specific words; powerful words energize the writing,

• fresh, original expression; slang, if used, seems purposeful and is effective,

• vocabulary that is striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by:

• accurate, specific words; word choices energize the writing,

• fresh, vivid expression; slang, if used, seems purposeful and is effective,

• vocabulary that may be striking and varied, but that is natural and not overdone,

• ordinary words used in an unusual way, and

• words that evoke clear images; figurative language may be used.

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by:

• words that work but do not particularly energize the writing,

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective,

• attempts at colorful language that may occasionally seem overdone,

• occasional overuse of technical language or jargon, and

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by:

• words that work, but rarely capture the reader’s interest,

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective,

• attempts at colorful language that seem overdone or forced,

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used, and

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by:

• words that are colorless, flat or imprecise,

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message, and

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by:

• general, vague words that fail to communicate,

• an extremely limited range of words, and

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.



Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by:

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next,

• extensive variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas,

• varied sentence patterns that create an effective combination of power and grace,

• strong control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by:

• a natural, fluent sound; it glides along with one sentence flowing into the next,

• variation in sentence structure, length, and beginnings that add interest to the text,

• sentence structure that enhances meaning,

• control over sentence structure; fragments, if used at all, work well, and

• stylistic control; dialogue, if used, sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by:

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace,

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact,

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective, and

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by:

• some passages that invite fluid oral reading; however, others do not,

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns,

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective,

• sentences which, although functional, lack energy, and

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by:

• significant portions of the text that are difficult to follow or read aloud,

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object), and

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by:

• text that does not invite, and may not even permit, smooth oral reading,

• confusing word order that is often jarring and irregular,

• sentence structure that frequently obscures meaning, and

• sentences that are disjointed, confusing, or rambling.



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the

reader can easily skim right over them unless specifically searching for them. The writing is characterized by:

• strong control of conventions; manipulation of conventions may occur for stylistic effect, • strong, effective use of punctuation that guides the reader through the text,

• correct spelling, even of more difficult words,

• paragraph breaks that reinforce the organizational structure, • correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede

readability. The writing is characterized by:

• strong control of conventions,

• effective use of punctuation that guides the reader through the text,

• correct spelling, even of more difficult words, • paragraph breaks that reinforce the organizational structure,

• correct capitalization; errors, if any, are minor,

• correct grammar and usage that contribute to clarity and style, • skill in using a wide range of conventions in a sufficiently long and complex piece, and

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by:

• control over conventions used, although a wide range is not demonstrated,

• correct end-of-sentence punctuation; internal punctuation may sometimes be incorrect, • spelling that is usually correct, especially of common words,

• basically sound paragraph breaks that reinforce the organizational structure,

• correct capitalization; errors, if any, are minor, • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader, and

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by: • some control over basic conventions; the text may be too simple to reveal mastery,

• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors,

• spelling errors that distract the reader; misspelling of common words occurs, • paragraphs that sometimes run together or begin at ineffective places,

• capitalization errors,

• errors in grammar and usage that do not block meaning but do distract the reader, and • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is

characterized by: • little control over basic conventions,

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors,

• spelling errors that frequently distract the reader; misspelling of common words often occurs, • paragraphs that often run together or begin in ineffective places,

• capitalization that is inconsistent or often incorrect,

• errors in grammar and usage that interfere with readability and meaning, and • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In

fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for

meaning. The writing is characterized by:

• very limited skill in using conventions,

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect, • frequent spelling errors that significantly impair readability,

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text,

• capitalization that appears to be random, and • a need for extensive editing.



Apéndice D

Información acerca del Laboratorio de Idiomas y

el E-lab

Appendix D

Language Lab and E-Lab Information



Apéndice D

Información acerca del Laboratorio de Idiomas y el E-Lab

El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar sus

habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo largo de su

carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en línea, recursos

de investigación y actividades de escritura guiada, que les permiten a los alumnos mejorar sus

habilidades de comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática

y escritura.

El Laboratorio de Idiomas también ofrece una gran cantidad de páginas web de English for Speakers

of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas) que han

sido seleccionadas cuidadosamente. Así también, cuenta con otras páginas electrónicas en español,

con el fin de satisfacer las necesidades de los estudiantes. Además, el Laboratorio de Idiomas y el E-

Lab cuentan con otras aplicaciones informáticas que fomentan el aprendizaje del idioma y del

contenido académico, tales como Tell Me More, NetTutor y Blackboard Collaborate.

Tell Me More es un sistema eficaz para aprender inglés y español, que les permite a los estudiantes

reforzar sus destrezas y además cumplir con las horas de laboratorio que requieren sus clases. Para

poder usar este programa, los estudiantes necesitan Internet, el navegador Internet Explorer y acceso a

la plataforma Blackboard.

Inicialmente, el sistema evalúa el nivel de conocimiento de los estudiantes y crea un programa de

aprendizaje, adaptado a las especificidades de lenguaje de cada uno, lo que permite medir el progreso

individual. Los alumnos pueden mejorar su pronunciación, gramática y destrezas auditivas, desde el

nivel de principiante hasta el nivel avanzado, con dos perfiles diferentes: lenguaje cotidiano y

lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias cuánticas

y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en directo, los

estudiantes pueden publicar sus dudas, las cuales se contestarán en un lapso de 72 horas. El sistema

también cuenta con un banco de preguntas y respuestas frecuentes, que está disponible 24 horas al

día, los siete días de la semana. NetTutor puede accederse remotamente, siempre y cuando cuente

con conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el curso).



Blackboard Collaborate es una herramienta electrónica que, entre otros aspectos, promueve el uso

de la voz en línea para que los alumnos y el facilitador interactúen y para desarrollar material

didáctico. Los estudiantes usan Blackboard Collaborate para participar en los foros de discusión oral

en línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones. La

aplicación principal de uso de voz se llama Voice Authoring, que cuenta con las siguientes

herramientas:

Voice Board: puede publicar y escuchar mensajes orales en un foro de discusión en línea y

postear comentarios orales y escritos.

Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz y escritos.

Voice Podcaster: facilita la creación y distribución de mensajes orales de los participantes.



Appendix D

Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in

English and Spanish and to fulfill the content objectives of the course. Both labs count on a wide

variety of visual and auditory on-line exercises, Internet-based research, and guided writing activities

that allow students to improve their listening and reading comprehension skills, pronunciation,

vocabulary building, grammar, and writing.

The Language Lab also offers a package of several carefully selected English for Speakers of Other

Languages (ESOL) websites, as well as other Spanish web pages designed to meet the students’

needs. Additionally, the Language Lab and E-Lab provide other software applications, such as Tell

Me More, NetTutor and Blackboard Collaborate, that promote language and academic content

learning.

Tell Me More is an effective system for English and Spanish learning that allows students to

strengthen their skills and fulfill the language lab hours required in their classes. Students must have

Internet connection, Internet Explorer browser, and access to Blackboard to be able to use this

program.

The system initially assesses students’ knowledge and creates a learning path specifically tailored to

each student’s needs, thus allowing facilitators to measure every student’s progress. Students can

improve their pronunciation, grammar and listening skills, from beginner to advanced levels, with

two different profiles: everyday language and business oriented language.

NetTutor is an online tutoring service which provides live tutoring for numerical and computer

classes (scheduled hours apply). Students can post their questions for classes which do not offer live

tutoring. These will be answered within 72 hours. The system also has a “Frequently Asked

Questions” section available 24/7. NetTutor can be accessed remotely with an Internet connection.

This service offers tutoring for the following subjects:

English (available for all courses),

Spanish (available for all courses),

Statistics (student must be enrolled in the course),

Mathematics (student must be enrolled in the course),

Accounting (student must be enrolled in the course), and

Computer Information Systems (student must be enrolled in the course).



Blackboard Collaborate is an electronic tool that, among other aspects, promotes the use of voice

online, allowing students and the facilitator to interact and to develop academic content. Students use

Blackboard Collaborate to participate in oral online discussion forums prepare oral presentations,

send voice e-mails, and complete other assignments. The main voice application is Voice Authoring

which includes the following tools:

Voice Board: allows participants to post and listen to voice messages on discussion boards

and to post oral and written comments.

Voice E-mail: allows participants to send voice and written messages via e-mail.

Voice Podcaster: facilitates the creation and distribution of participants’ voice messages.



Apéndice E

Documentación del Laboratorio de Idiomas/E-lab

Appendix E

Language Lab/E-Lab Documentation



Apéndice E Documentación del Laboratorio de Idiomas/E-lab

Instrucciones: Cada estudiante llenará los siguientes formularios y los entregará al facilitador

para que los considere como parte de los criterios de evaluación de la clase.

Sistema Universitario Ana G. Méndez

Registro de asistencia del

Laboratorio de Idiomas /E-lab

Nombre del estudiante:_____________________________________________________

Número de estudiante:________________________

Curso: ___________________

Nombre del facilitador: ____________________________________________________

Semestre: ___________________ Periodo lectivo (PT): _____________________



Apéndice E Documentación del Laboratorio de Idiomas/E-lab

Instrucciones: Cada estudiante debe llenar este formulario y enviarlo semanalmente al facilitador

como parte de la evaluación de la clase, que está basada en las tareas que asignó el facilitador.

Áreas de

oportunidad

y asignaciones provistas por el

facilitador

Fecha

Recursos

electrónicos que usó

y las tareas que

completó

Laboratorio

Sala de

cómputos

(AGM)

Práctica fuera

del campus (F)

Firma del representante de la

facultad o del laboratorio

Tell Me More

NetTutor

Herramientas

de Blackboard

Collaborate

Investigación

electrónica

(Biblioteca

Virtual)

Actividades de

las páginas

electrónicas en

inglés y español



Total de horas: _______

Appendix E Language Lab/E-Lab Documentation

Instructions: Each student will complete the following forms and give them to the facilitator to be

included as part of the assessment criteria for the class.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name: _______________________________________________________

Student’s ID Number: _____________________

Course: ___________________

Facilitator’s Name: _____________________________________________________

Semester: ___________________ PT: _____________________



Language Lab/E-Lab Documentation

Instructions: Each student should complete this form and submit it weekly to the facilitator as part of

the class evaluation based on assignments given by the facilitator.

AREAS OF

IMPROVEMENT

AND ASSIGNMENTS PROVIDED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor

Blackboard

Collaborate

Tools

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities



Total number of hours: _______

Apéndice F

Rúbrica de ensayo

Appendix F

Essay Rubric





Apéndice F Rúbrica de ensayo

Nombre del estudiante: ___________________________________________________

Fecha: _____________________________ Tema: _____________________________ Instrucciones: Escriba una “X” en el encasillado que aplica a cada criterio. Para obtener el total, sume los

números correspondientes hacia abajo y luego hacia el lado.

Criterios 5

Excelente

4

Muy bueno

3

Bueno

2

Promedio

1

Deficiente

Contenido

1. Propósito: El propósito o argumento central del

escritor es evidente al lector.

2. Contenido: La presentación de información

relevante y legítima apoya el propósito o

argumento central claramente y demuestra un

análisis profundo de un tema significativo. El

lector adquiere percepciones importantes.

3. Organización: Las ideas están organizadas de

manera lógica para apoyar el propósito o

argumento; fluyen fácilmente entre sí y están

claramente vinculadas. El lector sigue el

razonamiento con facilidad.

4. Cautiva al lector y mantiene su interés a través

del trabajo.

5. Pensamiento crítico: Critica el contexto del

discurso académico en términos de las

suposiciones del estudiante; integra diferentes

maneras epistemológicas y disciplinarias de saber

e incluye evidencia de autorreflexión y

autoevaluación.

6. Formula conclusiones basadas en lo

investigado.

7. Demuestra que entiende las ideas significativas

para alcanzar organizadamente un nivel alto de

comprensión.

Lenguaje

8. Demuestra dominio del idioma del taller,

incluyendo el vocabulario académico, la sintaxis y

el flujo de ideas.

9. Usa correctamente la ortografía, puntuación, y

el estilo APA.

10. Emplea un nivel de formalidad del idioma que

es apropiado para el tipo de documento.

Totales

(70 % para contenido y 30 % para lenguaje)

Total de

puntos

______

Firma del facilitador: ______________________________ Date: ____________________________

Escala evaluativa: (0-50)

Excelente: 45-50 puntos = A

Bueno: 40-44 puntos = B

Satisfactorio: 35-39 puntos = C

Regular: 30-34 puntos = D

Pobre: 0-29 puntos = F



Appendix F Essay Rubric

Student’s name: _________________________________________________________

Date: _____________________________ Topic: _____________________________

Instructions: Write an “X” in the box that applies for each criterion. Add the corresponding numbers

down and across to obtain the total.

Criteria 5

Excellent

4

Very Good

3

Good

2

Average

1

Poor

Content

1. Purpose: Writer's central purpose or argument is readily

apparent to the reader.

2. Content: Presentation of relevant and legitimate

information clearly supports a central purpose or argument

and shows a thoughtful, in-depth analysis of a significant

topic. Reader gains important insights.

3. Organization: Ideas are arranged in a logical order to

support the purpose or argument; they flow smoothly from

one to another and are clearly linked to each other. Reader

can easily follow the line of reasoning.

4. Writing is compelling; it hooks the reader and sustains

interest throughout.

5. Critical Thinking: Critiques context of the scholarly

discourse in terms of the student’s assumptions.

Integrates different disciplinary and epistemological ways

of knowing and includes evidence of reflection and self-

assessment.

6. Draws conclusions based on research-based facts.

7. Demonstrates a comprehensive grasp of significant

ideas to reach a higher level of understanding in an

organized manner.

Language

8. Demonstrates a command of the language of the

workshop, including academic vocabulary, syntax and

flow of ideas.

9. Uses spelling, punctuation, and APA style correctly.

10. Uses a level of formality of language that is

appropriate for the nature of the document.

Totals

(70% for content and 30% for language)

Total

Points

_____

Facilitator’s signature: _____________________________________ Date: _________________________

Scoring Scale (0-50)

Outstanding: 45-50 puntos = A

Very Good: 40-44 puntos = B

Satisfactory: 35-39 puntos = C

Fair: 30-34 puntos = D

Poor: 0-29 puntos = F



Apéndice G

Rúbrica de participación en clase

Appendix G

Class Participation Rubric



Apéndice G Rúbrica de participación en clase

Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar la participación en clase.

Nombre del estudiante: ______________________ Fecha: _______________

Tema: ________________________________________ Taller: ______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera

que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a la

máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus

comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números

correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la

calificación final.

Escala:

5=Puntuación máxima 1=Puntuación mínima

5 4 3 2 1 Comentarios

(opcional)

Criterios de contenido Contenido

1. Participación, recursos y herramientas de la clase y en

línea:

Participa activamente en todas las actividades de la clase,

incluyendo las herramientas de Blackboard Collaborate y los

foros de discusión.

2. Iniciativa y creatividad:

Demuestra iniciativa y creatividad en las actividades de la clase.

3. Discusiones y comentarios (escritos y orales):

Evidencia su interés en las discusiones que se presentan y

expresa comentarios pertinentes, por escrito y oralmente, de

manera oportuna.

4. Publicación de trabajos y retroalimentación:

Publica oportunamente el trabajo asignado, dando tiempo

suficiente para recibir retroalimentación.

5. Información adicional:

Contribuye a la clase con material e información adicional.

6. Atención y empatía:

Demuestra atención y empatía hacia las opiniones y los

argumentos de sus compañeros.

7. Respeto sin prejuicios:

Respeta las preguntas y planteamientos de los compañeros.



Escala:


5 4 3 2 1

Criterios de lenguaje Lenguaje

8. Uso apropiado del español académico y técnico:

Contribuye frecuentemente a las discusiones en clase y emplea

el vocabulario académico y técnico, en español, con propiedad y

corrección.

9. Formulación y contestación de preguntas:

Formula /contesta preguntas pertinentes al tema de la clase y

utiliza el español con propiedad y corrección consistentemente.

10. Expresividad y articulación:

Habla claramente, sin errores gramaticales y pronuncia todos los

términos correcta y precisamente.

Subtotales

(70 % de contenido y 30 % de lenguaje)

Total

Points

______

Criterios de contenido (70 %) Subtotal por criterio

Participación en clase y en línea 7.

Iniciativa y creatividad 8.

Discusiones y comentarios (escritos y orales) 9.

Publicación de trabajos y retroalimentación 10.

Información adicional 11.

Atención y empatía 12.

Respeto sin prejuicios 13.

Criterios de lenguaje (30 %) 14.

Uso apropiado del vocabulario académico y técnico

Formulación y contestación de preguntas

Expresividad y articulación

TOTAL (Sume todos los subtotales para determinar

la puntuación y calificación final.)

Puntuación final: ___/50_

Calificación:_____

Escala evaluativa: (0-50) Excelente: 45-50 puntos = A Bueno: 40-44 puntos = B Satisfactorio: 35-39 puntos = C Regular: 30-34 puntos = D Pobre: 0-29 puntos = F

Firma del facilitador: _______________________ Fecha: ____________________



Appendix G Class Participation Rubric

NOTE: Students and facilitators are required to use his rubric to evaluate class participation.

Student’s name: ________________________ Date: _______________________________

Topic__________________________________ Workshop Number: ____________________

Instructions:

1. Please refer to each criterion listed below in order to evaluate class participation.

2. Apply the points that best reflect the student’s participation in class as follows:

(5 = Highest, 1 = Lowest)

3. Place an “X” in the box that applies for each criterion and feel free to write any comments.

4. To obtain the Final Total Score, add the corresponding numbers down and then across.

5. Use the Grading Scale to apply the final grade.

Scale:

5 = Highest 1 = Lowest

5 4 3 2 1 Comments

(Optional)

Content Criteria Content

1. Participation in Class or Online with

Tools/Resources:

Participates actively in all class activities,

including the Blackboard Collaborate

Tools and the Discussion Board.

2. Initiative and Creativity:

Demonstrates initiative and creativity in

class activities.

3. Discussions and Oral/Written

Comments:

Demonstrates interest in class discussion

by posting relevant written and oral

comments in a timely manner.

4. Uploads and Feedback:

Uploads required work in a timely

manner, allowing for sufficient time for

feedback.

5. Additional Information:

Contributes to class with additional

material and information.

6. Attention and Empathy:

Demonstrates attention and empathy

towards classmates’ opinions and

contributions.

7. Respectful and Non-judgmental:

Shows respect towards classmates’

questions and expositions.



Scale:


5 4 3 2 1 Comments

(Optional)

Language Criteria Language

8. Proper Use of Academic and Technical

Vocabulary:

Contributes frequently to class discussions in

English using proper and correct academic and

technical vocabulary.

9. Formulating and Responding to Questions:

Formulates and/or responds to questions

pertinent to the class topic correctly, and

consistently in English.

10. Expressiveness/Articulation:

Speaks clearly with no grammatical errors and

pronounces all terms correctly and precisely.

Subtotals

(70% for Content and 30% for Language)

Total de

puntos

________

Content Criteria (70%) Subtotals per Criterion

Participation in Class or Online with Tools/Resources 15.

Initiative and Creativity 16.

Discussions and Oral/Written Comments 17.

Uploads and Feedback 18.

Additional Information 19.

Attention and Empathy 20.

Respectful and Non-judgmental 21.

22. Language Criteria (30%)

Proper Use of Academic and Technical Vocabulary 23.

Formulating and Responding to Questions 24.

Expressiveness/Articulation

TOTAL (Add all the totals to obtain the final score and grade.)


Grade = _______







Facilitator’s signature: _____________________________ Date: _______________



Apéndice H

Rúbrica de presentación oral y audiovisual individual/grupal

Appendix H

Individual/Group Oral and Audiovisual Presentation Rubric



Apéndice H Rúbrica de presentación oral y audiovisual individual/grupal Deben utilizar esta rúbrica, tanto los estudiantes como los facilitadores.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera

que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a la

máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus

comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números

correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la

calificación final.

Escala:



(opcional)


1. Objetivos, ideas y principios:

Introduce el tema efectivamente e identifica los objetivos,

principios y las ideas de la presentación oral/audiovisual.

2. Coherencia y claridad: Organiza la presentación para que sea coherente y fácil de

seguir; proyecta consistentemente los conceptos con un

enfoque claro.

3. Dominio del contenido:

Domina y explica el contenido apropiadamente, sin cometer

errores.

4. Vínculo con el material de la clase:

Basa las ideas y argumentos en el material y los recursos de la

clase.

5. Captación de la audiencia:

Captura la atención y el interés de la audiencia y promueve su

participación, si aplica.

6. Alto nivel de comprensión:

Evidencia un alto y claro nivel de comprensión de las ideas

significativas.

7. Tipografía y diseño gráfico: La tipografía y el diseño gráfico cumplen eficazmente con su

propósito y son apropiados para la audiencia.



Escala:


5 4 3 2 1


8. Destrezas lingüísticas: Domina las destrezas lingüísticas en el en español, por escrito

y orales, incluyendo la sintaxis y el flujo de ideas.

9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.

10. Propiedad y corrección: Emplea la gramática correctamente; el texto no tiene errores.

Subtotales


Total

de

puntos

______

Criterios de contenido (70 %)

Subtotal por criterio

Objetivos, ideas y principios

Coherencia y claridad

Dominio del contenido

Vínculo con material de la clase

Captación de la audiencia

Alto nivel de comprensión

Tipografía y diseño gráfico

Criterios de lenguaje (30 %)

Destrezas lingüísticas

Vocabulario académico

Propiedad y corrección



Puntuación final: ___/50_

Calificación:_____

Escala evaluativa: (0-50) Excelente: 45-50 puntos = A Bueno: 40-44 puntos = B Satisfactorio: 35-39 puntos = C Regular: 30-34 puntos = D Pobre: 0-29 puntos = F




Appendix H Individual/Group Oral and Audiovisual Presentation Rubric

NOTE: Students and facilitators are required to use this rubric to evaluate oral and

audiovisual presentations.

Student’s Name: ______________________________Date: _______________________

Topic: ______________________________________ Workshop Number_____________

Instructions: 1. Please refer to each criterion listed below in order to evaluate individual/group oral/audiovisual

presentations.

2. Apply the points that best reflect the student’s presentations as follows: (5 = Highest, 1 =

Lowest).

3. Place an “X” in the box that applies for each criterion and feel free to write any comments.



Scale:


5 4 3 2 1 Comments

(Optional)


a. 1. Objectives, Ideas, and Principles: Presents an effective introduction to the theme

identifying the objectives, ideas, and principles that

are included in the oral/audiovisual presentation.

2. Coherence and Clarity:

Presentation is organized and coherent and can be

easily followed; presentation projects the concepts in

a comprehensible manner and reflects a clear and

consistent focus.

3. Content Mastery:

Demonstrates mastery of the theme or subject of

discussion and properly explains the content without

incurring in errors.

4. Resources Support Presentation:

Ideas and arguments of the oral/audiovisual

presentation are well-supported by the resources

presented or discussed in class.

5. Captivated Audience:

Captures the attention and interest of the audience and

promotes their participation, if applicable.

6. High Level of Comprehension: Demonstrates a clear understanding of significant

ideas and projects at a high level of comprehension.

7. Text Format and Visual Design: Text and visual design effectively fulfill their purpose

and are appropriate for the audience.



Scale:


5 4 3 2 1 Comments

(Optional)


8. Oral and Written Proficiency: Demonstrates excellent oral and written

linguistic skills in English, including syntax

and flow of ideas.

9. Academic/Technical Vocabulary:

Applies academic/technical vocabulary

effectively and correctly to convey the

message.

10. Conventions: Uses proper and correct grammar; text is

free of errors.

Subtotals


Total

Points

_____


Objectives, Ideas, and Principles 25.

Coherence and Clarity 26.

Content Mastery 27.

Resources Support Presentation 28.

Captivated Audience 29.

High Level of Comprehension 30.

Text Format and Visual Design 31.

Language Criteria (30%) 32.

Oral and Written Proficiency 33.

Academic Vocabulary 34.

Conventions

TOTAL (Add all the subtotals to obtain the final

score and grade.)


Grade =







Facilitator’s signature: _____________________________ Date: __________________



Apéndice I

Autorreflexión

Appendix I

Self-Reflection



Apéndice I Autorreflexión

Nombre del estudiante ______________________ Fecha _____________________

Instrucciones: Complete la(s) pregunta(s) que determine el facilitador usando palabras,

oraciones, dibujos o historias. El facilitador puede elegir otros temas para que complete la

autorreflexión. Sea honesto y apunte ideas que sean importantes y valiosas para usted. Para

evaluar cada autorreflexión, se utilizará el Apéndice C. En las siguientes páginas, encontrará

una explicación de lo que es un diario reflexivo, sus beneficios, el formato, y algunas

preguntas adicionales. Léalo cuidadosamente antes de comenzar a escribir sus

autorreflexiones.

1. ¿Qué conocimiento previo traje a la clase esta semana?

2. ¿Cuáles eran mis expectativas para esta semana? ¿Las cumplí?

3. ¿Cuál fue mi mayor logro esta semana, cómo lo aplicaré a mi vida personal o trabajo?

4. ¿Cuál fue mi mayor reto esta semana, qué pasos tomé o tomaré para superarlo?

5. ¿Cuál es la prioridad #1 que deseo realizar antes del próximo taller, cómo lo lograré?

6. ¿Cuáles fueron algunos conceptos, factores e ideas que yo descubrí/aprendí esta

semana? Recuerde que tal vez esté familiarizado con el concepto; trate de escribir

algo nuevo sobre el mismo.

7. ¿En qué área específica necesito ayuda, qué puedo hacer para ayudarme a mí mismo?

8. ¿Alcancé mis metas esta semana? Si es así, ¿qué hice específicamente para

ayudarme? Si no, ¿qué puedo hacer para mejorar este aspecto, qué haré de manera

diferente la próxima vez?

9. ¿Qué hice específicamente para contribuir al aprendizaje de mis compañeros esta

semana? ¿Qué aprendí de ellos?

10. ¿Sobre qué quiero aprender más y por qué?

11. ¿Cómo crecí, mejoré y me desarrollé esta semana? Sea específico; explique cómo

aplicará esto a su vida personal o profesional.



Appendix I Self-Reflection

Directions: Complete the question/questions below determined by the facilitator using words,

sentences, pictures, or stories. The facilitator may specify other topics. Be honest and record

ideas that are important and meaningful to you. Self-reflections will be evaluated using

Appendix C: The Writing Process Six-Trait Analytic Writing Rubric. On the next page, you

will find an explanation of what a reflective journal is, its benefits, format, and some

additional questions. Read this carefully before working on your reflective journal.

1. What prior knowledge did I bring to the class this week?

2. What were my expectations for this week? Were they fulfilled?

3. What was my greatest accomplishment this week, and how will I apply it in my

personal life or place of work?

4. What was my greatest challenge this week, and what steps did I take or will take to

overcome it?

5. What is the #1 priority that I need to accomplish before the next workshop, and how

will I achieve it?

6. What were some important concepts, factors and ideas that I discovered/learned this

week? Remember that you may have already heard or known about the concept

before; if so, try to write something new about it.

7. In what specific area do I still need help, and what can I do to help myself?

8. Did I reach my goals for this week? If so, what did I specifically do to help myself?

If not, what can I do to improve, and what will I do differently next time?

9. What did I do specifically to contribute to my peers’ learning this week? What did I

learn from them?

10. What do I want to learn more about and why?

11. How did I grow, improve, and develop myself this week? Be specific. Explain how

you will apply this to your personal or work life.



What Is a Reflective Journal?

A reflective journal is a steadily growing document where learners record their reflections

and thoughts on what they are learning required for their degree area and application to real-

life job situations.

Benefits

By keeping a record of their teaching and learning experiences, students are able to push

themselves forward on their professional development journey. There's an old saying that

states, "You don't know what you know until you've written it down." Several research

studies have found this to be true. By writing what you've learned, you can track the

progress you've made, and you can also begin to notice the gaps in your knowledge and skills

as a dual language professional.

Format

You may write your journal in a free flowing essay form or respond to the following

entries (questions) that may apply for a particular workshop session:

Two main ideas/concepts I found particularly useful in this week’s workshop are …

Some personal beliefs about teaching and learning that have changed as a result of

this workshop are …

One concept I learned in this workshop which I may be able to apply in the future is

...

Some issues that greatly interested me and that I would like to study in greater detail

are ...

I am still unsure about ...

Some topics which, in my opinion, should have been covered but were not covered

are …

Some learning strategies that I have used in the past and were reinforced by this

workshop are …

Some particularly interesting facts I learned in this session are ...

Note: Use the Six-Trait Analytic Writing Rubric found in Appendix C for evaluation

purposes.

Vijay Gambhir July 8, 2010

Adapted from: Learning Journals http://www.audiencedialogue.net/journal.html

http://www.audiencedialogue.net/journal.html



Apéndice J

Rúbrica de los juegos de rol

Appendix J

Role-playing Rubric



Apéndice J Rúbrica de los juegos de rol Tanto estudiantes como facilitadores deben utilizar esta rúbrica para evaluar los juegos de rol.

Nombre del estudiante: _______________________ Fecha: _______________

Tema: ________________________________________ Taller: _______________

Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de

manera que asigne los puntos que mejor reflejen la presentación de juegos de rol. Cinco

corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También

puede escribir sus comentarios (opcional).

Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los

números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para

determinar la calificación final.

Escala:



(Opcional)


1. Objetivos y conceptos:

Introduce los objetivos efectivamente y proyecta los

conceptos de manera comprensible, a través de la

presentación, el modelaje o juegos de rol.

2. Captación de audiencia: Captura y mantiene la atención e interés del aprendiz del

lenguaje inglés (ELL) al introducir la lección y a lo largo

de la demostración.

3. Coherencia y claridad:

Presenta la lección organizada, lógica y coherentemente

de manera que el ELL puede entenderla con facilidad.

4. Dominio del material y desempeño:

Domina el material y evidencia que comprende el

contenido sin cometer errores; se presenta relajado, bien

preparado, seguro de sí mismo y no consulta sus apuntes.

5. Interacción y evidencia de actividades educativas: Los ELL son el centro de la lección; la interacción entre

los alumnos, y entre los estudiantes y el maestro, es

significativa y eficaz durante toda la demostración; las

actividades comunicativas que se evidencian en la lección

son auténticas, pertinentes y eficaces.

6. Estrategias, procesos, proyección y técnicas: Implementa estrategias y procesos significativos de

asesoramiento, que son apropiados para el grado y la

edad, y están basados en las tareas; demuestra

eficazmente la proyección personal, postura corporal y las

técnicas de manejo de la clase que mantienen a los

estudiantes concentrados en sus tareas todo el tiempo, si

aplica.

7. Medios audiovisuales y tecnológicos: Utiliza los medios audiovisuales y tecnológicos correcta y

eficazmente durante la demostración.



Escala:



(Opcional)


8. Destrezas lingüísticas: Demuestra habilidades lingüísticas, en español,

incluyendo el vocabulario, la sintaxis y el flujo de ideas;

aplica el vocabulario académico eficaz y correctamente.

9. Manejo de la voz:

Pronuncia y entona apropiadamente y proyecta su voz de

manera eficaz y clara.

10. Propiedad y corrección: Usa la gramática con propiedad y corrección.

Subtotales


Total de

puntos

_______

Criterios de contenido (70 %)

Subtotal por

criterio

Objetivos y conceptos

Captación de audiencia

Coherencia y claridad

Dominio del material y desempeño

Interacción y evidencia de actividades educativas

Estrategias, procesos, proyección y técnicas

Medios audiovisuales y tecnológicos

Criterios de lenguaje (30 %)

Destrezas lingüísticas

Manejo de la voz

Propiedad y corrección



Puntuación final:

___/50_

Calificación:_____

Escala evaluativa: (0-50)

Excelente: 45-50 puntos = A

Bueno: 40-44 puntos = B

Satisfactorio: 35-39 puntos = C

Regular: 30-34 puntos = D

Pobre: 0-29 puntos = F




Appendix J Role-playing Rubric

NOTE: Students and facilitators are required to use this rubric.

Student/Group’s Name: ______________________________ Date: __________________

Topic: _________________________________ Workshop number: ____________

Instructions:

1. Please refer to each criterion listed below when evaluating the student.

2. Apply the points that best reflect the student’s presentation/role playing as follows:

(5 = Highest, 1 = Lowest) 3. Place an “X” in the box that applies for each criterion and feel free to write any comments.



Scale:


5 4 3 2 1 Comments

(Optional)


1. Objectives and Concepts:

Introduces the objectives effectively through a presentation,

modeling, or role playing that clearly demonstrates the

concepts in a comprehensible manner.

2. Captivated Audience: Captures the attention and interest of the English Language

Learner (ELL) at the introduction of the lesson and maintains it

throughout the duration of the lesson.

3. Coherence and Clarity: Presents the lesson in an organized, logical, and coherent

manner that can be easily understood by the ELL.

4. Mastery of Content and Performance: Demonstrates mastery of the theme or subject of discussion by

effectively demonstrating knowledge of content without

incurring in errors; appears relaxed, well-prepared, self-

confident, and does not refer to notes.

5. Interaction and Evidence of Educational Activities: ELLs are the center of the lesson; interaction among the students

and between students is meaningful and effective at all times

during the lesson; communicative activities demonstrated in the

lesson are authentic, relevant, and effective.

6. Strategies, Procedures, Projection, and Techniques: Implements meaningful, grade and age-appropriate strategies

and task-based assessment procedures; demonstrates effective

personal projection, corporal posture, and effective classroom

presentation/management techniques that keep the students on

task at all times, if applicable.

7. Audiovisual Aids and Technology: Uses audiovisual aids and technology properly and effectively during the demonstration.



Scale:


5 4 3 2 1 Comments

(Optional)


8. Linguistic Skills: Demonstrates linguistic skills in the language of the workshop,

including vocabulary, syntax, and flow of ideas. Applies

academic vocabulary effectively to convey the message.

9. Voice:

Uses correct pronunciation and intonation and projects his/her

voice clearly and precisely.

10. Conventions:

Uses proper and correct grammar.

Subtotals


Total

Points


Objectives and Concepts 35.

Captivated Audience 36.

Coherence and Clarity 37.

Mastery of Content and Performance 38.

Interaction and Evidence of Educational Activities 39.

Strategies, Procedures, Projection, and Techniques 40.

Audiovisual Aids and Technology 41.

Language Criteria (30%)

42.

Linguistic Skills 43.

Voice 44.

Conventions

TOTAL (Add all the totals to obtain the final score and grade.)


Grade =________









Facilitator’s signature: _____________________________ Date: ___________________

Appendix K

KWHLAQ CHART





KWHLAQ Chart-21st. Century Style

Q

This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21st Century

(2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/

A

L

H

W

K

What do I

know?

What do

I want to

know?

How do I

find out? What

have I

learned?

What

action

will I

take?

What new

Questions

do I have?



Apéndice L - Appendix L

Proposal for the Integration of the HESI RN Specialty and Exit Exam in the Nursing

Courses (Recommended for first Cohort Only) Workshop

One:

Comprehensive

V1

Comprehensive

V2

Case Studies Adapting Quizzing

1 Management of a

Medical Unit

To be assigned weekly by

the instructor, according to

workshop content.

Recommendation of 15-20

questions per quiz.

Select questions from both

categories:

Basic of Nursing

Practice

Psychological

Aspects of Care

2 Management of a

Surgical Unit

3 Management of an

Oncology Unit

4 Pharmacology Management of a

Pediatric Unit

5 Management of a Skilled

Care Unit

6 The Emergent Care

Clinic

7 Live Review Course Natural Disaster in a

Small Community

Bioterrorism

8 Pharmacology



Appendix M

UNIVERSIDAD DEL TURABO

SCHOOL OF HEALTH SCIENCES

UNDERGRADUATE NURSING PROGRAM

Criteria for Interview Evaluation

NURS 405 Nursing Leadership

Criteria *4 3 2 1 0

N/A Comments

I. Introduction

A. Includes name and credentials of the

person selected.

B. Provides the reasons for selecting this

person.

II. Content of the Interview

A. Includes background information, as

determined by the facilitator.

B. Describes leadership experiences.

C. Explains the lessons learned.

III. Analysis and Presentation

A. Provides an effective description of the

observed leadership strengths.

B. Discusses at least three areas identified

during the interview which are an

inspiration for future leaders.

C. Uses APA guidelines.

Total Possible Score: ________ Total Score Obtained: ________ Percentage Obtained: _________

Student’s Signature: _______________________________ Student ID: ___________________________

Evaluator’s Signature: ____________________________ Date: _____________

*Point Scale:

4 = Excellent: totally fulfills all criteria

3 = Satisfactory: fulfills criteria with few limitations

2 = Fair: partially fulfills criteria

1 = Deficient: lacks most of the elements of the criteria

0 = Absent: does not fulfill the criteria



Appendix N




Criteria for Written Analysis and Evaluation of Leadership Book

NURS 405 Nursing Leadership

Title of Book:

Criteria *4 3 2 1 0

N/A Comments

I. Introduction

A. Explains rationale for selection of this book.

B. Includes biography of authors or authors.

II. Summary of the Content

A. Describes how the book is divided.

B. Effectively discusses and organizes the

information presented.

C. Discusses the main ideas and concepts presented in

the book.

D. Presents the conclusions presented by the author or

authors.

III. Analysis

A. Explains and analyzes the relevance of the ideas

presented in the book.

B. Describes the lessons learned from the book.

C. Explains the application of the ideas as a leader.

IV. Style

A. Complies with APA style criteria.

B. Submits one written copy of the analysis to

professor.

C. Provides copy of PowerPoint presentation to each

classmate.


Student’s Signature: __________________________ Student ID: ___________________________


*Point Scale:








Appendix O




Criteria for Oral and Written Case Study Evaluation

NURS 405 Nursing Leadership Criteria *4 3 2 1 0

N/A Comments

I. Content

A. Presents the leadership situation to be analyzed.

B. Applies knowledge about relevant leadership

theories in analyzing the case.

C. Identifies the defining characteristics of management

assessment while evaluating the case.

D. Determines at least two appropriate and culturally

competent actions taken as nursing leader.

E. Identifies at least two culturally competent and

contextually relevant leadership interventions.

F. Discusses an evidence-based article to justify the

leadership activities corresponding to the selected

actions.

G. Identifies and discusses evaluation indicators.

H. Summarizes own process of leadership self-

assessment, as it relates to the case presented.

II. Organization and Presentation

A. Organizes the presentation clearly and logically.

B. Communicates ideas clearly.

C. Encourages group participation.

D. Exhibits creativity in the presentation of the case.

III. Individual Work

A. Assumes responsibility for the work assigned.

B. Collaboratively shares ideas with other members of

the group.

C. Exhibits development or enhancement of

management and leadership skills.

IV. Written Report

A. Provides a written report of above content, using

APA format correctly.

B. Includes a list of references, using APA format.


Student’s Signature: ___________________________ Student ID: ___________________________


*Point Scale:




