Essentials of e-learning for nurse educators
Assignment ID Number AFFGEHU83939HD Type of Document Essay Writing Format APA/MLA/Harvard Academic Level Masters/University References/Sources 4 References
APA format3 pages 3 references Can you use one of the references from the discussion Please have done by Saturday November 2, 2019 @ 7pm EST
Main Discussion. Examination is the most standard method for assessing a students learning. Online examinations are developed two ways. First, it can be created in a Microsoft Word document and uploaded to the course or secondly, the test questions can be generated within a learning management system (LMS) using the provided means (Bristol, 2011). The challenge in writing multiple choice questions is creating a reasonable measure of the learner’s knowledge while not providing clues within a question as opposed to its content. The use of deception as the way to increase difficulty should be avoided. One thing about multiple-choice questions is that the answer is present for the learners to decipher. (Dickinson, 2019). The lesson plan that I used to create multiple choice questions covers the different colors that are used to identify IV catheter gauges and the contents of an IV start pack. I have never created multiple choice questions for a test or used the technology needed to do so. It was difficult at first to create queries that covered the objectives at the same time and not to include the answer to the question within the question. I also had to make a conscious effort not the put the correct answer to the questions in the C or D position. Another challenge was finding a website that I was comfortable with using and one that I could easily navigate to create my multiple-choice test. Survey monkey is a free online survey that has the capability for quizzes. The survey tool is used frequently on my job to poll employees on current issues.
Link to quiz.
Bristol, T. J., & Zerwekh, J. (2011). Essentials of e-learning for nurse educators. Philadelphia, PA: F. A. Davis Company.
Dickinson, M. (2019). The thing about multiple-choice tests. Learning Solution Magazine. Retrieved from http://www.learningsolutionsmag.com/articles/861/the-thing-about-multiple-choice-tests
Survey Monkey. (n.d). Retrieved October 29, 2019, from http://www.surveymonkey.com
Intravenous needle catheter selection and IV therapy guidelines
(on-site, online, or hybrid)
This lesson is intended for the hybrid environment. Student nurses and novice nurses will watch this screencast before engaging in on-site intravenous (IV) needle selection for IV starts
This screencast will increase the awareness on the importance of IV catheter size selection depending on the intended use and/or patient population and IV therapy guidelines.
Description of Screencast lesson:
This screen cast is directed toward nursing students and novice nurses. The different sizes of IV catheters based on color and the supplies needed will be reviewed. The participants will participate by watching a short video immediately after screencast on IV catheters and therapy guidelines, answer 10 questions at the end of the lesson, print certificate of completion and bring certificate to skill lab for competency checkoff.
At the end of this lesson students and nurses will be able to
Identify the different sizes of IV catheters based on color
Verbalize uses for different catheter sizes
Identify supplies needed for IV starts
Demonstrate at least 80% competency on post test on IV catheter sizes, usage, and therapy guidelines
Demonstrate an IV start in an on-site skills lab
1. Match the gauge IV catheter with the appropriate color
2. What two gauges of IV catheters are commonly used during
for rapid fluid administration?
24 gauge and 22 gauge
18 gauge and 20 gauge
20 gauge and 24 gauge
22 gauge and 20 gauge
3. Select the appropriate list of supplies found in an IV start Kit.
A. extension set, tape, and 20-gauge catheter
B. Sterile dressing, tape, tourniquet, gauze pad, extension set, and
C. extension set, chlorhexidine swab, tape, and gauze pad
D. tourniquet, sterile dressing, and extension set
Identify at Least One in Each Area
Pre-Licensure QSEN Competencies
1. Patient-centered care
2. Teamwork and collaboration
3. Evidence-based practice (EBP)
4. Quality Improvement (QI)
1. Nursing process
3. Communication and documentation
4. Teaching/ Learning
1. Varied sources of data
2. Similar options
5. Notes: ______________
It is important to understand the evidence behind the appropriate size selection of IV catheters to decrease the number of IV infiltrations.
When initiating an IV therapy nursing staff must asses the patient appropriately, the intended use of the IV, select the appropriate size of the IV catheter, and document appropriately.
Nursing staff must prioritize care to include assessing the IV site or sites for redness and/or swelling
Actions on Screen
Power Point: Title Screen
Introduction of the Lesson on IV catheter selection and therapy guidelines
Power Point: Question
Why is it important to select the appropriate size IV catheter?
Power Point: Learning Objectives
State learning objectives
Power Point: Different IV Catheter Sizes
Show pictures of the different catheters
Power Point: Starting an IV
Power Point: Documenting
Identify supplies needed to start an IV
What to document after starting an IV
Power Point: Final thoughts on IV catheter selection and IV supplies
Explain the main point of the lesson
Power Point: Points to Remember
Have students to watch the video on starting an IV
Remind students to print certificate of completion and sign up for skill lab checkoff
Evaluate and Revise
If I were to recreate my Screencast, I would:
First, I would make sure that the slides correspond with the lesson as it is discussed. I would include a slide for the 14-gauge catheter, 16- gauge catheter, and the supplies inside the IV start kit. The slide for the IV catheters would include the front of the packaging along with the backside of the packaging. The time of the screencast would not exceed five minutes.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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