Sistema Universitario Ana G. Méndez

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida campuses

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

NURS 412

NURSING PROCESS APPLIED TO ADULT CARE III

PROCESO DE ENFERMERIA APLICADO AL CUIDADO DEL ADULT O PARTE III

© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.

© Ana G. Méndez University System, 2008. All rights reserved.

NURS 412 Medical Surgical Nursing 2

Prep. 2008. Rita Hernández, RN, MSN

Table of Contents/Tabla de Contenido

Página/Page

Study Guide .......................................................................................................................... 3

Prontuario ........................................................................................................................... 10

Workshop One .................................................................................................................... 16

Taller Dos ........................................................................................................................... 18

Workshop Three ................................................................................................................. 20

Taller Cuatro ....................................................................................................................... 22

Workshop Five/Taller Cinco ................................................................................................ 24

Anejo A/Appendix A ............................................................................................................ 27

Anejo B/Appendix B ............................................................................................................ 28

Anejo C/Appendix C ........................................................................................................... 30

Anejo D/Appendix D ........................................................................................................... 31

Anejo E/Appendix E ............................................................................................................ 33

Anejo F/Appendix F ............................................................................................................ 34

Anejo G/Appendix G ........................................................................................................... 35

Anejo H/Appendix H ........................................................................................................... 36

Anejo I/Appendix I ............................................................................................................... 38

Anejo J/Appendix J ............................................................................................................. 40

Anejo K/Appendix K ............................................................................................................ 42



Study Guide

Course Title Nursing Process Applied to Adult Care III

Code NURS 412

Time Length Five Weeks or as applicable

Prerequisites NURS 301, 305, 311, 320, 405

Description The Nursing Process is used as a guide to the care of young, middle

and elderly adult client-system with many different nursing diagnoses. Emphasis is given to

the following nursing situations: neurological, musculoskeletal, sensorial, health alterations

in critical care scenarios and emergency management. Health promotions including

primary, secondary and tertiary interventions are emphasized to achieve, restore and

maintain wellness. Generalist nurse roles and competencies are strengthened throughout

the course at this level; introduce nursing care in emergency and critical care scenarios.

General Objectives

At the end of the course, students will:

1. Understand how health care evolved including primary, secondary and tertiary level of

care.

2. Define the internal and external factors that contribute to the development of illnesses.

3. Describe the process of chronic and acute medical conditions.

4. Describe the process of the most common surgical procedures.

Texts and Resources

Lewis, S., Heitkemper, M. Dirkensen, S., O’Brien, P., Bucher, L., (2007). Medical Surgical

Nursing. (7th ed.). Mosby, Mo.

References and Supplementary Materials:

Ignatavicius, D., Workman, L. (2002). Medical Surgical Nursing Critical Thinking of

Collaborative Care. Pennsylvania: W.B. Saunders.

Evaluation

Criterion Score

Daily Class Participation (20 pts each class) 100 pts

Oral Presentation (20 pts each) 100 pts

Essays/Summaries (20 pts each) 100 pts

Portfolio 100 pts

Reflexive Diary (20 pts each) 100 pts

Written Reports/care plans (20 pts each) 100 pts



Final Group presentation 100 pts

Total 700 pts

Evaluation curve

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Daily Class Participation (see Appendix K)

Attendance to every workshop is mandatory and the student will receive twenty (20) points

for each class. Absences may affect your final grade. In addition, the following criteria will

be evaluated:

• Mastery of the material discussed in class.

• Tasks assigned fulfillment.

• Team work participation

• Adequate communication and verbal skills

• Assigned tasks handed on time.

• Ability to communicate using the language assigned to each workshop.

Oral Presentation (see Appendix A)

• Oral presentation will not exceed 20 minutes per student

• Each member can use other students to support his/her presentation.

• It is required to use creativity and audiovisual aids. Example: simulations,

dramatizations, debates, academic competences, videos recording, interviews, others.

• Prepare and handle a written report (1 original for the facilitator and a copy for each

student )

• The rest of the group should read the chapters of the textbooks so they can participate

actively in class discussion.

Essay/Summaries (See Appendix J)

The students should write an essay no more than 500 words or one page summary about

the content presented in each workshop. The essay or summary should be based on the

topic that impacted his/her nursing practice. APA style is requested. This task should be

handed in at the end of each workshop (20 points each).

The essay should include:

• Presentation page

• Essay/summary

• References

Portfolio (See Appendixes B to G)



Portfolios, a form of performance assessment, involve the systematic collection of

student work products over a specified period of time according to a specific set of

guidelines (AERA et al., 1999). Artists, photographers, writers, and others have long used

portfolios to represent their work, and in the last decade portfolios have become

increasingly popular in the classroom. As specifically applied in schools today, portfolios

may best be conceptualized as a systematic way of collecting, organizing, and evaluating

examples of students’ work products. As such, portfolios can conceivably serve as the

basis for evaluating students’ achievements and providing feedback to the students

(Reynolds, et al., 2006).

Portfolios are an accumulated record of a student’s performance or performance-

based assessments in a particular academic discipline (Banks, 2005).

In education, a portfolio can be defined as a purposeful, systematic process of

collecting and evaluating student products to document progress toward the attainment of

learning targets or show evidence that a learning target has been achieved (McMillan,

2007).

Defined in this way, then, a portfolio has several essential characteristics. First, a

portfolio is purposeful. There is a clear reason why certain works would be included and

how the portfolio is to be used. Second, rather than reflecting a haphazard collection of

samples, the portfolio represent a systematic and well-organized collection of materials that

make a sample, not a comprehensive or exhaustive collection, of student work. Third, pre-

established guidelines are set up so that it is clear what materials should be included.

Fourth, students are engaged in the process by selecting some of the materials and by

continually evaluating and reflecting on their work. Fifth, based on clear and well-specified

scoring criteria, progress is documented with the evaluations. Finally, feedback is held

between teacher and student to review progress, identify areas that need further

improvement, and facilitate student reflection.

• The portfolio should include:

o Presentation Page

o Table of Content

o Introduction

o Content

o Critical Reaction

o References



• The score for the portfolio will be 100 points.

Reflexive Diary (Workshops One to through Five) (Ap pendix H)

• The student will write a reflexive diary at the end of each workshop, they will be

included in the portfolio. The purpose is to react critically about the concepts, feelings

and related attitudes towards the new concepts, knowledge or skills and their own

nursing practice.

• An auto evaluation of his/her performance/practice should be included.

• The score for each diary will be 20 points.

Care Plans

• Each student will write a care plan for each workshop.

• Each care plan will have a value of 20 points.

Final Group Presentation (Appendix A)

• Each member of the group should be in charge of one of the topics.

• It is required to use creativity and audiovisual aids. Example: role play, simulations,

dramatizations, debates, academic competences, videos recording, interviews, others.

• Final group presentation will be a role play: The nurse will have to convince a

depressed or demented patient to eat (patient refused to eat or drink for 3 days)

• Final group presentation will have a value of 100 points

Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a

Dual Language Professional. Workshops will be facilitated in English and Spanish,

strictly using the 50/50 model. This means that each workshop will be conducted

entirely in the language specified. The language used in the workshops will alternate to

insure that 50% of the course will be conducted in English and 50% in Spanish. To

maintain this balance, the course module may specify that both languages will be used

during the fifth workshop, dividing that workshop’s time and activities between the two

languages. If students have difficulty with asking a question in the target language in

which the activity is being conducted, students may choose to use their preferred

language for that particular question. However, the facilitator must answer in the

language assigned for that particular day. This should only be an exception as it is

important for students to use the assigned language. The 50/50 model does not apply



to language courses where the delivery of instruction must be conducted in the

language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires

an average ten hours of preparation but could require more.

3. Attendance at all class sessions is mandatory. A student that is absent to a workshop

must present the facilitator a reasonable excuse. The facilitator will evaluate if the

absence is justified and decide how the student will make up the missing work, if

applicable. The facilitator will decide on the following: allow the student to make up the

work, or allow the student to make up the work and assign extra work to compensate for

the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late assignments

and make-up work.

4. If a student is absent to more than one workshop the facilitator will have the following

options:

a. If a student misses two workshops, the facilitator may lower one grade based on

the students existing grade.

b. If the student misses three workshops, the facilitator may lower two grades

based on the students existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a substitute

evaluation activity if he/she understands that an equivalent activity is possible. This

activity must include the same content and language components as the oral

presentation or special activity that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment

will be done collectively as well as individually.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher.

It should be noted that plagiarized writings are easily detectable and students should



not risk losing credit for material that is clearly not their own (see Academic Honesty

Policy).

8. If the Facilitator makes changes to the study guide, such changes should be discussed

with and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email

address, phone number, hours to be contacted and days.

10. The use of cellular phones is prohibited during sessions; if there is a need to have one,

it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to the

classrooms.

12. All students are subject to the policies regarding behavior in the university community

established by the institution and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, do not

stop your investigation. There are many search eng ines and other links you can use

to search for information. These are some examples :

• www.google.com

• www.altavista.com

• www.ask.com

• www.excite.com

• www.pregunta.com

• www.findarticles.com

• www.telemundo.yahoo.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• www.nursingworld.org

• www.ana.org

• www.renalnet.org

• www.snomed.com

The facilitator may make changes and add additional web resources if deemed

necessary.



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use

to perceive the world and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple

perspectives of the world.

7. Learning should be internally controlled and mediated by the learner.



Prontuario

Título del Curso Enfermería Médico- Quirúrgica

Codificación NURS 412

Duración Cinco semanas o según apliq ue

Prerrequisitos NURS. 301, 305, 311, 320, 4 05

Descripción

El Proceso de Enfermería es utilizado como guía para definir situaciones de enfermería en

el cuidado de sistema-cliente adulto joven, de mediana edad y viejo con diferentes

diagnósticos de enfermería. Énfasis es dado a las siguientes situaciones: neurológico,

musculoesqueletal, sensorial, alteraciones de salud en escenarios de cuidado critico y

manejo de emergencias. Intervenciones de promoción de la salud primaria, secundaria y

terciaria son enfatizadas para lograr restaurar y mantener el bienestar. Los roles y

competencias de la enfermera generalista son fortalecidos a través del curso y a este

nivel, introduce el cuidado de enfermería en escenarios de emergencia médicas y cuidado

critico.

Objetivos Generales

Al finalizar el curso el/la estudiante estará capacitado para:

1. Aplicar los niveles de prevención primaria, secundaria y terciaria en su práctica de

enfermería.

2. Describir los factores internos y externos que contribuyen al desarrollo de las

enfermedades.

3. Describir procesos de condiciones médicas crónicas y agudas.

4. Describir el proceso de los procedimientos quirúrgicos más comunes.

Textos y Recursos

Lewis, S., Heitkemper, M. Dirkensen, S., O’Brien, P., Bucher, L., (2007). Medical

Surgical Nursing. (7th ed.). Mosby, Mo.

Referencias y Material Suplementario

Ignatavicius, D., Workman, L. (2002). Medical Surgical Nursing Critical Thinking

of Collaborative Care. Pennsylvania: W.B. Saunders.

Evaluación

Criterios Puntuación

Participación en clase (20 puntos cada clase) 100 pts

Presentación Oral (20 puntos cada uno) 100 pts



Ensayos/ Resúmenes (20 puntos cada uno) 100 pts

Portafolio 100 pts

Diario Reflexivo (20 puntos cada uno) 100 pts

Planes de cuidado (20 puntos cada uno) 100 pts

Presentación final 100 pts

Total 700 pts

Curva de evaluación

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Especificaciones de las técnicas de Avalúo

Participación en clase (Anejo K)

• La asistencia a clases es obligatoria y tendrá una puntuación de veinte (20) puntos por

cada clase. Además, por cada día se sumará la puntuación correspondiente a los

siguientes criterios:

o Demostrar dominio de los temas discutidos en clase.

o Cumplir con las tareas asignadas en la clase.

o Participar y cumplir con trabajo colaborativo.

o Demostrar destrezas de comunicación bilingüe.

o Puntualidad en la entrega de los trabajos.

• Es requisito asistir a todos los talleres para aprobar el curso. Las ausencias podrían

afectar su nota final

Presentación oral y escrita (Talleres Uno al Cinco) (Anejo A y J)

• Cada estudiante será responsable de presentar uno o varios tópicos.

• Es requisito indispensable la utilización de una de las estrategias sugeridas, creatividad

y medios audiovisuales. Ejemplo: simulaciones, dramas, debates, competencias

académicas, noticieros, grabación de vídeos, entrevistas, entre otros.

• Preparar y entregar un informe escrito (1 original para el facilitador y copias para los

estudiantes).

• Tiempo estipulado para la presentación individual: 20 minutos.

• El resto del grupo deberá realizar las lecturas relacionadas con los temas que se

discutirán en el taller para garantizar una participación activa.

• La presentación oral tendrá un valor de 20 puntos.

• El Informe escrito tendrá un valor de 20 puntos.



Ensayo/ Resumen (Anejo J)

Los estudiantes seleccionarán y redactarán un resumen o ensayo no más de 500 palabras

por cada taller. Estilo APA es requerido. Deberán escoger el tópico que más los impacte

en cada clase. Su reflexión puede estar basada o relacionada a una experiencia previa

dentro del campo de la enfermería.

Debe incluir lo siguiente:

• Página de Presentación

• Ensayo/Resumen

• Referencias

• El Informe escrito tendrá un valor de 20 puntos.

Portafolio (Talleres Uno al Cinco) (Anejos B – G)

• La información será presentada en un Portafolios que fungirá como un recopilador de la

información recopilada y analizada.

• El mismo debe incluir:

o Página de Presentación

o Tabla de Contenido

o Introducción

o Presentación del tema

o Reacción crítica

o Referencias

• El portafolio tendrá un valor de 100 puntos.

Diario Reflexivo (Talleres Uno al Cinco) (Anejo H)

• El estudiante redactará un diario reflexivo al finalizar cada taller con el fin de reflexionar

críticamente y reflexionará sobre los nuevos conceptos o destrezas aprendidas en

clase.

• Debe incluir un autoanálisis y autoevaluación de su práctica.

• Cada diario tendrá un valor de 20 puntos.

Plan de Cuidados

• Será preparado por cada estudiante en forma individual.

• Será compartido con el grupo.

• Cada diario tendrá un valor de 20 puntos.

Trabajo Final



• Los estudiantes formarán un grupo para presentar un intercambio de roles entre una

enfermera y un paciente que sufre de depresión o demencia el cual no ha ingerido

comida o bebida durante los últimos 3 días.

• La presentación tendrá un valor de 100 puntos

Descripción de las Normas del Curso

1. La asistencia es obligatoria. El estudiante debe excusarse con el facilitador, si tiene

alguna ausencia y reponer todo trabajo. El facilitador se reserva el derecho de aceptar

la excusa y el trabajo presentado y ajustar la evaluación, según entienda necesario.

2. Las presentaciones orales y actividades especiales no se pueden reponer, si el

estudiante presenta una excusa válida y constatable (Ej. médica o de un tribunal), se

procederá a citarlo para un examen escrito de la actividad a la cual no asistió.

3. Este curso es de naturaleza acelerada y requiere que el estudiante se prepare antes de

cada taller, según especifica el módulo. Se requiere un promedio de 10 horas

semanales para prepararse para cada taller.

4. El estudiante debe someter trabajos de su autoría, por lo tanto, no deberá incurrir en

plagio. Debe dar crédito a cualquier referencia.

5. Si el facilitador realiza algún cambio, deberá discutir los mismos con el estudiante en el

Taller Uno. Además, entregará los acuerdos por escrito a los estudiantes y al

Programa.

6. El facilitador establecerá el medio y proceso de contacto.

7. El uso de teléfonos celulares está prohibido durante los talleres.

8. No está permitido traer niños o familiares en los salones de clases.

9. El estudiante tendrá la oportunidad de aprender tanto a través del español como del

inglés. Los talleres serán facilitados en ambos idiomas en días alternos. Esto significa

que los talleres serán facilitados en un idioma diferente cada semana. Un estudiante

puede interactuar y hacer preguntas en el idioma de su preferencia; pero, en general,

se le solicitará que utilice un solo idioma en trabajos específicos. En cada curso se

utilizará el español y el inglés de forma equilibrada.

10. En trabajos grupales, salvo situaciones excepcionales, se considerará que el mismo se

prepara por todos los integrantes del grupo y serán evaluados por igual.

11. Todo estudiante está sujeto a las normas de comportamiento de la

Institución y las que se establezcan en el curso.



12. Los trabajos y asignaciones deberán entregarse en la fecha indicada y en su

totalidad.

Nota: Si por alguna razón no puede acceder las dire cciones electrónicas ofrecidas

en el módulo, no se limite a ellas. Existen otros “web sites” que podrá utilizar

para la búsqueda de la información deseada. Entre ellas están:

• www.google.com

• www.bibliotecavirtualut.suagm.edu

• www.Altavista.com

• www.AskJeeves.com

• www.Excite.com

• www.Pregunta.com

• www.Findarticles.com

• www.nursingworld.org

• www.ana.org

• www.renalnet.org

• www.snomed.com

El facilitador puede realizar cambios a las direcci ones electrónicas y/o añadir

algunas de ser necesario.



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio conocimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera nuestras propias “reglas” y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es

simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar

nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una conexión

entre los hechos y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar y predecir información.

Existen varios principios para el constructivismo, entre los cuales están:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Significado requiere comprender todas las partes, las cuales deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje es para un individuo el construir su propio significado, no

sólo memorizar las contestaciones “correctas” y repetir el significado de otra persona.

Como la educación es intrínsicamente interdisciplinaria, la única forma válida para

asegurar el aprendizaje es hacer del avalúo parte esencial de dicho proceso,

asegurando que el mismo provea a los estudiantes con la información sobre la calidad

de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.



Workshop One

Specific Objectives

By the end of workshop one, students will:

1. Understand the difference between primary, secondary and tertiary levels of care.

2. Describe the composition of the major body fluid compartments and the processes

involved in the movement of the body fluids compartments.

3. Describe the purposes and common surgery settings such as: ambulatory, elective

and emergency surgery.

4. Describe the functions of the surgical team and mention the 3 classification of

anesthesia.

5. Understand the most common types of burn injury (thermal, chemical, inhalation,

electrical and cold thermal).

6. Compare the Lund-Browder chart and the rules of nine to assess burns.

7. Speak about the formulas used to determine fluid replacement in burns.

Language Objectives

Students will:

1. Express their ideas in spoken English effectively using organizers.

2. Write a descriptive essay or summary using appropriate vocabulary, grammar, and

style.

3. Use cooperative learning strategies to analyze and discuss a topic.

Electronic Links (URLs)

www.odphp.osophs.dhhs.gov

www.musc.edu/medcenter/pted

www.cdc.gov

www.healthfinder.gov

www.jobstresshelp.com

www.isma.org.uk

http://www.nih.gov

http://www.health.gov

http://www.myflorida.gov

www.cityoforlando.com

Assignments before Workshop One

1. Students will come prepare to discuss primary, secondary and tertiary levels of care.



2. Students will find and bring to the class at least one informed consent form.

3. Students will research the definition of general, local and regional anesthesia.

4. Students will write one page paper, relating a personal experience as a recipient of

any type of anesthesia, will use APA style.

5. The students will select one of the 3 types of burn classification to develop a care

plan (this task can be completed in class with facilitator support).

Activities

1. The facilitator will introduce the class and will ask the students to introduce

themselves.

2. The facilitator will present and explain the course including the objectives, the

methodology and the evaluation process.

3. The facilitator will assure that all students are registered for the class and will

provide information about how the student can contact him/her (office hours).

4. The group will select a representative that will keep them informed about school

activities.

5. The students will discuss the information about the different levels of care.

6. The facilitator will present a lecture about fluid, electrolyte, and acid-base

imbalances.

7. The students will present and discuss the informed consent form.

8. The students will share their summary/essay with the group.

9. The students will share with the group their care plan.

10. The facilitator will provide time to the students to prepare their reflexive diary.

11. The facilitator will discuss the activities for Workshop Two.

Assessment

1. Essay

2. Care plan

3. Reflexive diary



Taller Dos

Objetivos Específicos

Al final del taller dos, los estudiantes:

1. Describen estudios diagnósticos del sistema respiratorio tales como: ABG’s, oximetría,

esputo, pruebas de piel (skin test), radiografías, MRI, angiografía tomografía

computarizada, broncoscopia, biopsia pulmonar y toracentesis.

2. Explica el manejo del paciente con traqueostomía y con laringectomía.

3. Explica el manejo del paciente con pulmonía (5 distintos tipos de pulmonía)

4. Explica el manejo del paciente con neumotórax, fractura de costillas y tubos de pecho.

5. Comprende la etiología, manifestaciones clínicas y manejo de enfermería del paciente

con asma y COPD

Objetivos de Lenguaje

1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones formales

e informales incluyendo actividades de reflexión y análisis, respetando diversos puntos

de vista.

2. Los estudiantes expresarán sus ideas en español en forma oral y escrita de manera

efectiva usando organizadores gráficos.

3. Los estudiantes aplicarán las ideas principales de la clase usando adecuadamente la

gramática y la ortografía cuando escriban su diario reflexivo.

Direcciones Electrónicas

www.larynxlink.org

www.preventiveservices.ahrq.gov

www.lungusa.org

www.cdc.gov

www.acaai.org

www.goldcopd.com

http://www.aha.org

http://www.nih.gov

http://www.healthassessment.com

http://www.cancer.gov

http://www.newsfornurses.com

Tareas a realizar antes del Taller Dos



1. Los estudiantes prepararán una tabla donde presente el propósito y la responsabilidad

de la enfermera en relación a los estudios diagnósticos.

2. Los estudiantes diseñarán un plan de cuidado para un paciente con traqueostomía o

con laringectomía.

3. Los estudiantes utilizando el modelo APA escribirán y compartirán con el grupo un

ensayo o resumen sobre el manejo de enfermería de un paciente con neumotórax,

fractura de costillas o tubos de pecho (escoger un solo tópico).

Actividades

1. El facilitador repasará los conceptos estudiados en el taller anterior.

2. El facilitador interpretará los objetivos del taller número dos.

3. Los estudiantes formarán un grupo y presentarán en forma oral el propósito y la

responsabilidad de la enfermera en relación a los estudios diagnósticos mencionados

en objetivo número uno.

4. El facilitador recogerá y discutirá los planes de cuidado.

5. Los estudiantes presentarán oralmente sus definiciones sobre los distintos tipos de

pulmonía.

6. El facilitador discutirá las intervenciones de enfermería en pacientes con pulmonía.

7. El facilitador resumirá el manejo de enfermería del paciente con neumotórax, fractura

de costillas y tubos de pecho luego de escuchar la presentación de los resúmenes.

8. Los estudiantes discutirán la etiología, manifestaciones clínicas y manejo de enfermería

del paciente con asma y COPD y trabajarán en un plan de cuidado de enfermería para

un paciente con asma.

9. Los estudiantes escribirán su reflexión sobre el impacto del conocimiento adquirido

durante la clase de hoy en relación a su práctica de enfermería.

10. Los estudiantes recibirán consejería sobre el portafolio.

11. El facilitador interpretará las actividades del próximo taller.

Avalúo

1. Presentación oral

2. Plan de cuidado

3. Diario Reflexivo



Workshop Three Specific Objectives

At the end of workshop three, students will:

4. Understand the purpose and the nursing responsibility in relation to diagnostics studies

such as: Lumbar Puncture, Cerebral Angiography, Magnetic Resonance Angiography,

Myelography, PET (Positron Emission Tomography), EEG, MEG, EMG.

5. Identify the etiology, clinical manifestations and nursing responsibilities with a patient

with ICP (intracranial pressure).

6. Describe meningitis, encephalitis and rabies

7. Establish the differences between Ischemic and hemorrhagic stroke.

8. Explain the etiology of headaches, Epilepsy, Multiple Sclerosis, Parkinson and

Myasthenia gravis.

9. Define dementia, delirium, depression.

Language Objectives

Students will:

1. Express their ideas in spoken English effectively using organizers.

2. Develop ideas to solve problems in an effective way.

3. Write a self reflection about the content and process of the workshop, using appropriate

vocabulary, grammar, and style.


www.aann.org

www.strokeassociation.org

www.rehabnurse.org

www.americanheart.org

www.merk.com

www.medicine.com

www.achenet.com

www.apdaparkinson.org

www.myasthenia.org

www.headache.org

www.nmss.org

www.alz.org

www.alzheimers.org



www.ninds.nih.gov

Assignments before Workshop Three

1. The students will prepare a table to represent the purpose and the nursing responsibility

in relation diagnostics studies such as: Lumbar Puncture, Cerebral Angiography,

Magnetic Resonance Angiography, Myelography, PET (Positron Emission

Tomography), EEG, MEG, EMG.

2. Students will prepare a care plan for a patient with elevated intracranial pressure.

3. Students will be prepare to relate the migraine to jobs with high stress levels

4. Students will write an essay with 500 to 700 words, using APA style about their feelings,

acceptance or nursing practice in relation to dementia.

5. You should be working with your portfolio.

Activities

1. The facilitator will present and explain the objectives for the class.

2. The students will share the information about diagnostic studies.

3. The students will discuss the care plan for a patient with elevated ICP

4. The facilitator will support the group discussion related to headaches, migraine and

stress.

5. The students will share with the group their essays.

6. The students will form a group and role play the interaction between a nurse and a

patient with dementia.

7. The facilitator will provide positive and or negative feedback to the role plays.

8. The facilitator will review the portfolios.

9. The facilitator will provide time for the students to prepare the reflexive diary.

10. The facilitator will discuss the activities for the next workshop

Assessment

1. Essays

2. Care Plan

3. Reflexive diary



Taller Cuatro

Objetivos Específicos

Al final de este taller, los estudiantes:

1. Explican la causa y el manejo de enfermería en las siguientes condiciones: neuralgia,

parálisis de Bell, Guillain-barre, botulismo, tétano y neurosifilis.

2. Describen las clasificaciones y manifestaciones clínicas de daño al cordón espinal.

3. Describen la función de: cartílago, músculos, ligamentos, tendón, fascia y bursa.

4. Explican la causa y las manifestaciones clínicas de: torceduras (strains, sprains),

dislocación, subluxacion, bursitis, carpal túnel, daño al menisco y espasmo muscular.

5. Menciona la diferencia entre reducción cerrada, inmovilización, reducción abierta y

tracción.

6. Reconocen los diferentes tipos de fracturas.

7. Describe la causa y manifestaciones clínicas de osteomielitis, osteomalacia,

osteoporosis y la enfermedad de Paget.

Objetivos de Lenguaje

1. Los estudiantes expresarán sus ideas en español oralmente de

manera efectiva usando organizadores gráficos.

2. Los estudiantes utilizarán estrategias efectivas para llevar a discusiones

formales e informales incluyendo actividades de reflexión y análisis,

respetando los diversos puntos de vista de otros.

3. Los estudiantes escribirán una auto reflexión sobre el contenido y el proceso

del taller, utilizando gramática, vocabulario y estilo adecuados.

Direcciones electrónicas

www.aascin.org

www.apssci.org

www.shristhoperreeve.org

www.reumathology.org

www.ampainsoc.org

www.fmaware.org

www.nims.nih.gov

www.pparx.org

www.scleroderma.com

www.spondylitis.org



Tareas a realizar antes del Taller Cuatro

1. Los estudiantes utilizarán los recursos de Internet provistos para recopilar información

que satisfaga todos los objetivos de la clase.

2. Diseñarán un plan de cuidado para un paciente con tetraplegia.

3. Cada estudiante traerá a clase un cartel en el cual representará (con dibujos o láminas)

las clasificaciones de fracturas (12).

Actividades

1. Los estudiantes mediante discusión de grupo explican la causa y el manejo de

enfermería en las siguientes condiciones: neuralgia, parálisis de Bell, Guillain-barre,

botulismo, tétano y neurosífilis.

2. Los estudiantes describen las clasificaciones y manifestaciones clínicas de daño al

cordón espinal.

3. El facilitador recoge y discute los planes de cuidado para un paciente cuadriplégico.

4. El facilitador hará una presentación sobre las anormalidades más comunes del sistema

esqueletal.

5. Los estudiantes comparten su información acerca de las funciones del cartílago,

músculos, ligamentos, tendón, fascia y bursa.

6. Los estudiantes se agrupan y explican la causa y las manifestaciones clínicas de:

torceduras (strains, sprains), dislocación, subluxación, bursitis, carpal túnel, daño al

menisco y espasmo muscular.

7. Los estudiantes establecen las diferencias entre reducción cerrada, inmovilización,

reducción abierta y tracción.

8. Los estudiantes presentarán su cartel que ilustra las clasificaciones de fracturas.

9. Los estudiantes comparten su información sobre osteomielitis, osteomalacia,

osteoporosis y la enfermedad de Paget.

10. Los estudiantes reflexionarán y escribirán sobre el impacto del conocimiento adquirido

durante la clase de hoy en relación a su práctica de enfermería.

11. El facilitador interpretará los objetivos del próximo taller.

Avalúo

1. Plan de cuidado

2. Cartel

3. Diario Reflexivo



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto,

el Facilitador como los estudiantes,

deberán utilizar el idioma asignado

para cada tarea y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student

should use the language assigned

for each homework and activity.

Specific Objectives

At the end of this wokshop, the students will:

1. Mention the role and nurse responsibility in critical care units.

2. Describe the clinical manifestation of the major types of shock such as: cardiogenic,

hypovolemic, neurogenic, anaphylactic and septic shock.

3. Understand the nursing management of ARDS (acute respiratory distress syndrome).

4. Recognize the application of ESI (Emergency Severity Index).

5. Identify the agents most likely used in a terrorist attack.

6. Differentiate the responsibilities of health care providers, the community, and federal

agencies in a massive casualty.

Language Objectives

1. 1. Use the reading process effectively.

2. Write a self reflection about an entry or entries of this workshop, using appropriate

vocabulary, grammar, and style.

3. Use cooperative learning strategies to analyze and discuss a topic.


www.aacn.org

www.sccm.org

www.nursingworld.org/news/disaster

www.redcross.org

www.amtrauma.org

www.bt.cdc.gov

www.ena.org

www.fema.gov

www.nrc.uscg.mil/index.htm

www.ndms.dhhs.gov/index.html



Assignments before Workshop Five

1. Develop a care plan in Spanish for a patient in shock (select only one type of shock).

2. Bring to the class information about federal emergency agencies i.e. FEMA (in English)

3. Come prepared to share with the group the nursing interventions in ARDS

4. Complete and bring to the class his/her portfolio (English and Spanish).

Activities

1. The facilitator will review the concepts studied in the previous workshops (in English).

2. The facilitator will discuss the objectives of this workshop with students (in English).

3. Students will form a group and will do their oral presentations. They will inform about

the purpose and responsibility of a nurse in an intensive care unit (in English or

Spanish).

4. The facilitator will collect and discuss the care plans (in Spanish).

5. The facilitator will discuss the interventions in patients with different types of shocks (in

Spanish).

6. Students will form a group to discuss the how nurses will intervene after a terrorist

attack (in Spanish).

7. Students will have the opportunity to express their personal and professional opinion in

relation to the course (in English).

8. The facilitator will summarize the concepts learned during the course (in English).

9. Students will write their last reflection regarding the class (in English).

10. Students will have a few minutes to finish their portfolio.

11. The facilitator will collect the portfolio.

12. Closing activity – to be determined by the facilitator.

Assessment

1. Portfolio

2. Care Plan



Anejos/Appendixes



Anejo A/Appendix A

HOJA DE EVALUACIÓN:

PRESENTACIÓN ORAL Nombre/Grupo ________________________________________________ Curso: __NURS 412___________ Fecha: ________________________ Tema: ______________________ Tiempo: ________________________ Criterios Valor Punt os

del Estudiante Presentación

Mantiene la atención de toda la audiencia utilizando el contacto visual directo, y mirando las notas raramente.

2

Los movimientos son adecuados y ayudan a la audiencia a visualizar el contenido de la presentación.

2

El estudiante demuestra estar relajado y tranquilo, sin hacer errores.

2

El estudiante utiliza una voz clara con Buena proyección y entonación.

2

El estudiante demuestra un conocimiento completo al responder todas las preguntas con explicaciones y elaboraciones.

2

El estudiante presenta la información en una secuencia lógica e interesante la cual la audiencia puede seguir sin problema.

2

Demuestra una actitud fuerte y positiva acerca del tema durante toda la presentación.

2

Lenguaje

Demuestra habilidad en el manejo del idioma inglés estándar (vocabulario, sintaxis y flujo de ideas).

2

Usa la gramática de una manera adecuada y correcta.

2

Usa una pronunciación correcta durante la presentación.

2

Total 100 ( 70% contenido y 30% lenguaje)

Puntaje Total:

El nombre del estudiante: ______________________________ Firma del facilitador: _________________________



Anejo B /Appendix B

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper or

paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

• Documentation will be posted in a binder or in a digital version (e-portfolio).

• The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

• The entire portfolio will follow APA style: Courier or Times New Roman font, size

12, double space, and 1-inch margins. See a “Publication Manual of the APA,

Fifth Edition”

• A log of entries that can be expanded with each new entry properly numbered.

The table, which should be located at the beginning, should include a brief

description, date produced, date submitted, and date evaluated (Appendix D ).

• Introduction and conclusion of the income and outcome of the portfolio.

• A list of references and appendixes of all assignments included will be added to

the end of the portfolio.



• The Portfolio Informational Sheet will be placed in the transparent front pocket of

the binder for identification purposes (Appendix C ).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or school

life, is sharing feedback with each student to review the contents, student reflections,

and your evaluations of individual items and all of the work together as related to

learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix E ). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean that

facilitators will not cover weaknesses and areas for improvement during the conference.

Facilitators will send this feedback template upon completion of workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and write

their own comments and/or ideas of how to improve the quality of their portfolios, and

how to become better metacognitive learners on the feedback template. Students will e-

mail the template with their comments back to the facilitator after every workshop.

6. Portfolio storage:

• Portfolio samples will be safely stored for a six-month term on campus.

• Students will sign an official document empowering Ana G. Mendez University

System with rights to use their portfolios with educational or accreditation

purposes during this term (Appendix F ).

• After this term, and if their authors authorize Ana G. Mendez University System

to discard their portfolios by signing an official document, portfolio samples will

be destroyed; otherwise, they will be returned to their original authors (Appendix

G).



Anejo C/Appendix C

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Metro Orlando Campus

Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate

� Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo D/Appendix D

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

� Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

� Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

� Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

� Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

� Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

� Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

� Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?

� Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek



opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

� Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

� Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus



Anejo E/Appendix E

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments

Anejo F/Appendix F

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the office of Assessment and Placement to keep a

copy of my portfolio for six months and return it to me at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

NURS 412 Medical Surgical Nursing

Prep. 2008. Rita Hernandez, RN, MSN

35

Anejo G/Appendix G

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in their

records a copy of my portfolio. I understand that the portfolio is going to be used for

accreditation or educational purposes only, and that is not going to be disclosed without

my consent.

By signing this document I authorize the Office of Placement and Assessment to keep a

copy of my portfolio for six months and discard it at the end of this period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



36

Anejo H/Appendix H

Reflection Process

Directions: Please complete the following blanks:

This entry is an example of my strengths:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I really need to improve:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

This entry is an example of an area I have improved:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

I think this exercise has been very helpful for my learning because:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________



37

Proceso de Reflexión

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Anejo I/Appendix I

Self-Assessment

Dear Student: This form will assist you in monitoring your portfolio and determining the strengths and weaknesses of your writing Part I: Read the statements below. Write the numbers that mostly honest reflects your self assessment (Scale 1-5: 5=strong, 4=moderately strong, 3=average, 2=moderately weak, 1=weak) _____ 1. My portfolio contains all of the items required by the facilitator. _____ 2. My portfolio provides strong evidence of my improvement over the course. _____ 3. My portfolio provides strong evidence of my ability to report factual

information. _____ 4. My portfolio provides strong evidence of my ability to write effectively. _____ 5. My portfolio provides strong evidence of my ability to think and write

creatively. Part II: On the lines below, write the topic of each assignment. Rate your effort for each piece (5=strong effort, 1=weak effort). In the space below write one suggestion for improving that piece. _____ 1. ______________________________________________________________ ______________________________________________________________ _____ 2. ______________________________________________________________ ______________________________________________________________ _____ 3. ______________________________________________________________ ______________________________________________________________ _____ 4. ______________________________________________________________ ______________________________________________________________ _____ 5. ______________________________________________________________ ______________________________________________________________ Part III: In assessing my overall portfolio, I find it to be (check one)

NURS 412 Nursing Process Applied to Adult Care III


39

Very satisfactory __________ Satisfactory __________ Somewhat satisfactory __________ Unsatisfactory __________ Part IV: In the space below list your goal for the next PT and two strategies you plan to achieve. Goal: _________________________________________________________________ Strategies:

1. _______________________________________________________________________

2. _______________________________________________________________________



40

Anejo J/Appendix J

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content.

10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30% language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s

Signature:___________________



41

MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS

Nombre del Estudiante: ______________________ Fecha:

_______________

Criterio Puntos Puntuación

Contenido

Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.

10

La presentación de ideas es coherente y puede ser seguida fácilmente.

10

El documento explica propiamente el contenido.

10

La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.

10

El documento demuestra substancia, lógica y originalidad.

10

El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.

10

Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.

10

Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).

10

Usa gramática apropiada y correctamente. 10

Maneja verbos y acentuación apropiada y correctamente.

10

Total P untos 100 (70% contenido y

30% lenguaje)

Puntuación Total: _______

Student’s Signature: ____________________Facilitator’s

Signature:___________________



42

Anejo K/Appendix K

MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO

Nombre del Estudiante: _____________________ Fecha: _______________

Grupo: ________ Nombre del estudiante evaluador: _____________________

Criteri o Puntos Puntuación del estudiante

Asistió a las reuniones o actividades del grupo.

10

Colaboró en la planificación y organización de las reuniones o actividades de grupo.

10

Demostró disposición para cooperar con el grupo.

10

Contribuyó frecuentemente a las discusiones del grupo

10

Participó activamente en las reuniones y actividades.

10

Demostró interés en las discusiones y actividades del grupo.

10

Vino preparado(a) a las reuniones, actividades y discusiones del grupo.

10

Demostró atención y apertura a los puntos y argumentos de sus compañeros.

10

Contribuyó al grupo con material e información adicional.

10

Contribuyó significativamente al trabajo que presentó el grupo.

10

Totals 100



43

RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S

Students name: _________________________ Date: _______________

Group: ________ Name of evaluating student: ______________________

Criteri a Points Students Points

Attended all the meetings and activities of the group.

10

Collaborated with the planning and organization of activities of the group.

10

Demonstrated cooperation and team work with the group.

10

Contributed frequently with the discussions of the group.

10

Participated actively in the meetings and activities.

10

Demonstrated interest in the discussions and activities of the group.

10

Came prepared to meetings, activities and discussions of the group.

10

Demonstrated attention to the arguments within the group.

10

Contributed to the group with additional information.

10

Contributed significantly with the work that presented the group.

10

Totals 100

Documents

Sistema Universitario Ana G. Méndez