Practicum Journal Entry

Practicum Journal Entry #2: Teaching and Learning Photo Credit: Getty Images 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