Teaching and Learning

Your journal entries represent a reflection of the experiences and observations you have made during your practicum. You must submit a journal entry in the assigned week, even if you are not on-site that week. If you are not on-site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entry and references. This week, you begin to work on your second Practicum Journal entry, which is related to your individualized learning objective for your practicum experience of teaching and learning. To prepare for and develop your journal entry: Take a few minutes to consider the three Individualized Practicum Learning Objectives you established in Week 1, as well as the goal and objectives you identified for your Practicum project. What have you learned about yourself as a scholar-practitioner as you engaged in your Practicum activities? How have your experiences in the Practicum enhanced your skills and expertise? Teaching and Learning Journal Entry Write a 450- to 500-word journal entry (identified as Journal Entry 2) in which you address the following: Based on your Teaching and Learning Individualized Practicum Learning Objective in your practicum experience, what did you observe and perform in your practicum experience where teaching and learning performance is evident? What strategies or approaches did you observe and perform in teaching and learning? Based on the strategies you observed and performed, search the Walden library for evidence-based research that supports these strategies and approaches. Use APA style for your journal entry and references. Also, use your peer-reviewed sources of evidence from your search to support your explanations. By Day 7 Submit your Practicum Journal entry #2. Submission and Grading Information To submit your completed Journal for review and grading, do the following: Click the Week 7 Journal 2 Rubric to review the Grading Criteria for the Assignment. Click the Week 7 Journal 2 link.  Next, click Create Journal 2 Link. In the title box, enter the title of the Journal Entry. Please title it: WK7Journal2+last name+first initial. In the Entry Message box, type your Journal Entry or click Browse My Computer and select the document you saved as “WK7Journal2+last name+first initial.(extension)” and click Open. Click Post Entry. Grading Criteria To access your rubric: Week 7 Journal 2 Rubric Submit Your Journal by Day 7 To submit your Journal: Rubric Detail   Select Grid View or List View to change the rubric’s layout. Name: NURS_6351_WK 7_Journal 2_Rubric Grid View List View   Excellent Good Fair Poor Write a 450- to 500-word journal entry in which you complete the following: Based on your Teaching and Learning Individualized Practicum Learning Objective in your practicum experience, describe what you observe and perform in your practicum experience where teaching and learning performance is evident. 22.5 (22.5%) – 25 (25%) The response accurately and thoroughly describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective. 20 (20%) – 22 (22%) The response accurately describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective. 17.5 (17.5%) – 19.5 (19.5%) The response vaguely describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective. 0 (0%) – 17 (17%) The response vaguely and inaccurately describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective, or the description is missing. Explain the strategies or approaches you are observing and performing in teaching and learning. 27 (27%) – 30 (30%) The response accurately and thoroughly explains the strategies or approaches being observed and performed in teaching and learning. 24 (24%) – 26 (26%) The response accurately explains the strategies or approaches being observed and performed in teaching and learning. 21 (21%) – 23 (23%) The response vaguely explains the strategies or approaches being observed and performed in teaching and learning. 0 (0%) – 20 (20%) The response vaguely and inaccurately explains the strategies or approaches being observed and performed in teaching and learning, or the explanation is missing. Based on a search of the Walden library, identify and explain evidence-based research that supports the strategies and approaches you observed and performed in your practicum experience where teaching and learning performance is evident. 27 (27%) – 30 (30%) The response accurately and thoroughly explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident. At least three peer-reviewed sources of evidence are included. 24 (24%) – 26 (26%) The response accurately explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident. At least three peer-reviewed sources of evidence are included. 21 (21%) – 23 (23%) The response vaguely explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident. At least two peer-reviewed sources of evidence are included. 0 (0%) – 20 (20%) The response vaguely and inaccurately explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident, or the explanation is missing. Fewer than two peer-reviewed sources of evidence are included. Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. 3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment is vague or off topic. 0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) - 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3.5 (3.5%) - 3.5 (3.5%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) - 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. The journal template is used. 5 (5%) - 5 (5%) Uses correct APA format with no errors. The journal template is used. 4 (4%) - 4 (4%) Contains a few (1 or 2) APA format errors. The journal template is used. 3.5 (3.5%) - 3.5 (3.5%) Contains several (3 or 4) APA format errors. The journal template may not be used. 0 (0%) - 3 (3%) Contains many (≥ 5) APA format errors. The journal template may not be used. Total Points: 100 Learning Resources Required Readings (click to expand/reduce) Boswell, C., & Cannon, S. (2016). Overview of evidence-based practice. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 1–29). Jones & Bartlett Learning. Boswell, C., & Cannon, S. (2016). Connections between evidence-based practice and nursing education. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 129–154). Jones & Bartlett Learning. Fitzpatrick, J. J. (2018). Do we always measure what matters in nursing education? Nursing Education Perspectives, 39(6), 334. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NEP.0000000000000423 Fletcher, K. A., Hicks, V. L., Johnson, R. H., Laverentz, D. M., Phillips, C. J., Pierce, L. N. B., Wilhoite, D. L., & Gay, J. E. (2019). A concept analysis of conceptual learning: A guide for educators. Journal of Nursing Education, 58(1), 7–15. Henry, D. (2018). Rediscovering the art of nursing to enhance nursing practice. Nursing Science Quarterly, 31(1), 47–54. Lewallen, L. P. (2019). The state of the science on clinical evaluation in nursing education. Nursing Education Perspectives, 40(1), 4–10. National League for Nursing. (2020). Research priorities in nursing education. http://www.nln.org/professional-development-programs/research/research-priorities-in-nursing-education Pepin, J., Goudreau, J., Lavoie, P., Bélisle, M., Blanchet Garneau, A., Boyer, L., Larue, C., & Lechasseur, K. (2017). A nursing education research framework for transformative learning and interdependence of academia and practice. Nurse Education Today, 52, 50–52. Raymond, C., Profetto-McGrath, J., Myrick, F., & Strean, W. B. (2018). Process matters: Successes and challenges of recruiting and retaining participants for nursing education research. Nurse Educator, 43(2), 92–96. Sperstad, R., Pehler, S. R., Ackerson, S., Brunsell, K., Gyorog, E., & Sisto, H. (2020). Student voices during action research impact outcomes in nursing quality improvement project. Journal of Nursing Education, 59(1), 42–45. Spurlock, D., Jr. (2017a). Beyond p < .05: Toward a Nightingalean perspective on statistical significance for nursing education researchers. Journal of Nursing Education, 56(8), 453–455. Spurlock, D., Jr. (2017b). Measurement matters: Improving measurement practices in nursing education research. Journal of Nursing Education, 56(5), 257–259. Spurlock, D., Jr. (2017c). The purpose and power of reporting effect sizes in nursing education research. Journal of Nursing Education, 56(11), 645–647. Spurlock, D., Jr. (2018). The single-group, pre- and posttest design in nursing education research: It’s time to move on. Journal of Nursing Education, 57(2), 69–71. Spurlock, D. R., Jr. (2018). What’s in a name? Revisiting pilot studies in nursing education research. Journal of Nursing Education, 57(8), 457–459. Stevens, G. A., Hinton, E. G., & Brown, R. E. (2019). Research and instruction services for online advanced practice nursing programs: A survey of North American academic librarians. Journal of the Medical Library Association, 107(4), 508–514. Stephens, T. M., & Gunther, M. E. (2016). Twitter, millennials, and nursing education research. Nursing Education Perspectives, 37(1), 23–27. Taylor, J., & Spurlock, D., Jr. (2018). Statistical power in nursing education research. Journal of Nursing Education, 57(5), 262–264. Welch, S. (2018). Advancing nursing education science through faculty development. Reflections on Nursing Leadership, 44(2), 258–262. Required Media (click to expand/reduce) Walden University. (Producer). (2020). Evidence-based research [Video]. Walden University Blackboard.   Evidence-Based Research Dr. Debbie Sullivan and Dr. Leslie Hussey discuss the available evidence that supports teaching and learning, the lack of evidence, and the importance of creating evidence-based research with a terminal degree (PhD).  (3m). Accessible player  --Downloads-- Download Video w/CC Download Audio Download Transcript Walden University. (Producer). (2020). The role of EBP in teaching and learning [Video]. Walden University Blackboard.   The Role of Evidence-Based Practice (EBP) in Teaching and Learning Dr. Debbie Sullivan and Dr. Leslie Hussey discuss the importance of using an evidence-based practice approach as well as how this can be accomplished. (3m). Accessible player  --Downloads-- Download Video w/CC Download Audio Download Transcript Optional Resources (click to expand/reduce) Archibald, M. M., Caine, V., & Scott, S. D. (2017). Intersections of the arts and nursing knowledge. Nursing Inquiry, 24(2), Article No. 12153.  Bernard, J. S. (2015). The flipped classroom: Fertile ground for nursing education research. International Journal of Nursing Education Scholarship, 12(1), 1–11.  Schmitz, E. L., Gelbcke, F. L., Bruggmann, M. S., & Luz, S. C. (2016). Philosophy and conceptual framework: Collectively structuring nursing care systematization. Revista Gaucha de Enfermagem, 37, 1–9.  Fromer, R. F. (2017). Theory-driven integrative process/outcome evaluation of a concept-based nursing curriculum. Nursing Education Perspectives, 38(5), 267–269.  Goulet, M., Larue, C., & Alderson, M. (2016). Reflective practice: A comparative dimensional analysis of the concept in nursing and education studies. Nursing Forum, 51(2), 139–150.   Hsieh, S.-I., Hsu, L.-L., & Huang, T.-H. (2016). The effect of integrating constructivist and evidence-based practice on baccalaureate nursing student’s cognitive load and learning performance in a research course. Nurse Education Today, 42, 1–8.  Joseph, M. L., Bair, H., Williams, M., Huber, D. L., Moorhead, S., Hanrahan, K., Butcher, H., & Chi, N.-C. (2019). Health care innovations across practice and academia: A theoretical framework. Nursing Outlook, 67(5), 596–604. Mealer, M., Ironside, P., & Spurlock, D. (2017). Accelerating multisite research in nursing education: Navigating institutional review board regulatory issues. Journal of Nursing Education, 56(2), 65–68.  Morton, P. G. (2017). Nursing education research: An editor’s view. Journal of Professional Nursing, 33(5), 311–312.  Pepin, J. I., & Myrick, F. (2019). A conversation on nursing education research with the 2018 Pat Griffin scholar, Dr Linda Ferguson. Quality Advancement in Nursing Education - Avancées En Formation Infirmière, 5(1), 1–13.  Credit Line: Pepin, J. I., & Myrick, F. (2019). A conversation on nursing education research with the 2018 Pat Griffin Scholar, Dr Linda Ferguson / Une conversation sur la recherche en formation infirmière avec la lauréate 2018 du Prix Pat Griffin, Dre Linda Ferguson. Quality Advancement in Nursing Education - Avancées en formation infirmière, 5(1). doi:10.17483/2368-6669.1211  Vierula, J., Stolt, M., Salminen, L., Leino-Kilpi, H., & Tuomi, J. (2016). Nursing education research in Finland—A review of doctoral dissertations. Nurse Education Today, 37, 145–154.  Name: NURS_6351_WK 7_Journal 2_Rubric Week 7 Journal 2

Don't use plagiarized sources. Get Your Custom Essay on
Teaching and Learning
Just from $13/Page
Order Essay
Customonlineessays
Order NOW For A 10% Discount!
Pages (550 words)
Approximate price: -

Why Choose Us

Top Quality and Well-Researched Papers

We always make sure that writers follow all your instructions precisely. You can choose your academic level: high school, college/university or professional, and we will assign a writer who has a respective degree.

Professional and Experienced Academic Writers

We have a team of professional writers with experience in academic and business writing. Many are native speakers and able to perform any task for which you need help.

Free Unlimited Revisions

If you think we missed something, send your order for a free revision. You have 10 days to submit the order for review after you have received the final document. You can do this yourself after logging into your personal account or by contacting our support.

Prompt Delivery and 100% Money-Back-Guarantee

All papers are always delivered on time. In case we need more time to master your paper, we may contact you regarding the deadline extension. In case you cannot provide us with more time, a 100% refund is guaranteed.

Original & Confidential

We use several writing tools checks to ensure that all documents you receive are free from plagiarism. Our editors carefully review all quotations in the text. We also promise maximum confidentiality in all of our services.

Customer Support 24/7

Our support agents are available 24 hours a day 7 days a week and committed to providing you with the best customer experience. Get in touch whenever you need any assistance.

Try it now!

Calculate the price of your order

We'll send you the first draft for approval by at
Total price:
$0.00

How it works?

Follow these simple steps to get your paper done

Place your order

Fill in the order form and provide all details of your assignment.

Proceed with the payment

Choose the payment system that suits you most.

Receive the final file

Once your paper is ready, we will email it to you.

Services we offer

You do not have to soldier through school on your own! We are what you need.

Essays

Essay Writing

Your high school and campus essays have never been easier to complete. At any time of the day, and any type of paper, look to us for professional help and maintain your grades. we are available 24/7 to solve your essay problems and give you constructive and lasting solutions. School just became easier for you because you discovered us. Forget about the struggles of writing essays and live in the moment as you should.

Research

Dissertation papers

some papers are not just simply papers. they require meticulous research and studies. you might need to go as far as choosing a sample group to perform your research on. we know how hard and time-consuming dissertation papers can be, but here is some good news; we have professionals that thrive in that field. let us work on your reserach, thesis and dissertation papers and ease the stress you would have. you can get the best grades at pocket friendly prices and without all the struggles.

Admissions

Admission and Business Papers

An admissions letter is an essay you will write before you join the institution. If you want someone who will present you as an irresistible candidate, look no further. We will write you the best paper that will get your foot right through the door. Your business proposals will also be handled by the best in the industry. You will be a testament to our services.

Editing

Editing and Proofreading

Our editorial team of professionals will take your papers through multiple checks to ensure that you have no errors, mistakes or cases of plagarism. Your paper will achieve professional status because you chose to trust expert. We also include citations and sources using the correct format as required by your institution. Whether you wat it in APA, MLA, Chicago or Harvard, we have specialised in all writing formats.

Writing

Rewriting services

sometimes, you spend hours and hours working on a paper but its just not giving the content as you had hoped. if this is what you feel, you shouldnt hand in that paper. instead, let us help you rewrite it so that it says what you had originally intended. all you need to do is allow us to read your first draft, collect your main points and ideas and tailor it to make sense and give you what you were hoping for. as you develop your writing skills, don allow your grades to fumble. that is why we are here for you.