DNP 837 Content Strategies and Instructional Methods Comparison
DNP 837 Content Strategies and Instructional Methods Comparison
Use the “Content Strategies and Instructional Methods Comparison Matrix” to distinguish 10-15 resources you could use to support your curriculum unit. Your matrix entries should:
- Explain why the resource meets students’ learning needs.
- Describe how the resource is appropriate for the practicum setting.
- Outline an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning.
While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Content Strategies and Instructional Methods Comparison Matrix Content Resource Include an APA reference note. Students’ Learning Needs Explain why the resource meets students’ learning needs. Learning Setting Describe how the resource is appropriate for the practicum setting. © 2017. Grand Canyon University. All Rights Reserved. Instructional Strategy Outline an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning. 2 Course Code DNP-837 Class Code DNP-837-O500 Criteria Content Strategies and Instructional Methods Percentage 100.0% Explanation of Why the Resource Meets Student Learning Needs 25.0% Description of How the Resource Is Appropriate for the Practicum Setting 25.0% Outline of an Instructional Strategy That Corresponds to How the Material Could Be Introduced or Reinforced for Student Learning 30.0% Research 5.0% Presentation 5.0% Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Content Strategies and Instructional Methods Unsatisfactory (0.00%) An explanation of why the resource meets student learning needs is not included. A description of how the resource is appropriate for the practicum setting is not included. An outline of an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning is not included. No outside sources were used to support the assignment. The piece is not neat or organized, and it does not include all required elements. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is employed. Sources are not documented. Total Points 95.0 Less than Satisfactory (74.00%) An explanation of why the resource meets student learning needs is present, but it lacks detail or is incomplete. A description of how the resource is appropriate for the practicum setting is present, but it lacks detail or is incomplete. An outline of an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning is present, but it lacks detail or is incomplete. Few outside sources were used to support the assignment. Limited research is apparent. DNP 837 Content Strategies and Instructional Methods Comparison
The work is not neat and includes minor flaws or omissions of required elements. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. Satisfactory (79.00%) An explanation of why the resource meets student learning needs is present. A description of how the resource is appropriate for the practicum setting is present. An outline of an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning is present. Research is adequate. Sources are standard in relevance, quality of outside sources, or timeliness. The overall appearance is general, and major elements are missing. Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. Good (87.00%) An explanation of why the resource meets student learning needs is clearly provided and well developed. A description of how the resource is appropriate for the practicum setting is clearly provided and well developed. An outline of an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning is clearly provided and well developed. Research is timely and relevant, and addresses all of the issues stated in the assignment criteria. The overall appearance is generally neat, with a few minor flaws or missing elements. Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. Sources are documented, as appropriate to assignment and style, and format is mostly correct. Excellent (100.00%) A comprehensive explanation of why the resource meets student learning needs is thoroughly developed with supporting details. A comprehensive description of how the resource is appropriate for the practicum setting is thoroughly developed with supporting details. A comprehensive outline of an instructional strategy that corresponds to how the material could be introduced or reinforced for student learning is thoroughly developed with supporting details. Research is supportive of the rationale presented. Sources are distinctive and address all of the issues stated in the assignment criteria. The work is well presented and includes all required elements. The overall appearance is neat and professional. The writer is clearly in command of standard, written, academic English. Comments Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned Running head: DESIGNING A CURRICULUM Developing a Curriculum for the Nurse Resident in the Intensive Care Unit Julie Childers Grand Canyon University: DNP 837 May 10, 2020 1 DESIGNING A CURRICULUM 2 Developing a Curriculum for the Nurse Resident in the Intensive Care Unit ICU nurses need to possess advanced skills, theoretical knowledge, capabilities, and competencies to care for patients who are critically ill in the fast-changing and challenging environment of the Intensive Care Unit (ICU).DNP 837 Content Strategies and Instructional Methods Comparison
The nurse resident program is a program that is designed to help bridge the gap for nurses to transition from student to nurse. In developing a curriculum for these residents, it is therefore crucial for educators to assess the needs and gaps among the residents so that they can create an evidence-based practice curriculum that meets individual nurse resident’s needs to achieve similar learning outcomes among all the residents. In curriculum development for ICU nursing resident, to ensure all learning gaps were closed, a needs assessment was conducted to drive the instructional goals and hence the curriculum content. The needs assessment will not only identify the problems and issues of the individual ICU nursing learners but will also drive the creation of instructional goals and generally drive the content of the curriculum. Curriculum Needs Assessment To assess the learning needs of ICU nursing residents who had been exposed to the clinical learning environment were asked to fill an anonymous questionnaire on what they found challenging in the acute care setting. From the analysis of the self-report survey, one significant educational need stood out among half of the nursing residents, the challenge of coordination in an urgency and emergency situations. The residents reported having experienced stressful, challenging, and unpredictable circumstances during clinical learning. The needs assessment helped identify the residents’ abilities and compare them to what is expected of a competent nurse working in that area. In the real world, ICU nursing residents will often work in urgency DESIGNING A CURRICULUM 3 and emergency situations, and it is, therefore, essential to ensure they can work in such environments. To sharpen their coordination in emergencies, this educational need identified among the residents need to be addressed. To prepare the residents to be competent nurses in the area, this educational need must be addressed, and hence, it must be considered in the development of the curriculum DNP 837 Content Strategies and Instructional Methods Comparison
