Assignment Workshop—Portfolio Rubric and Nursing Objectives
I. Assignment Design
Guidelines for a successful assignment:
·
Provide choices that spark the students' interest in and
understanding of the assignment
·
Clarify the purpose or aim of the task
·
Identify the reader(s)-- not necessarily the teacher
·
Set a role for the student to take, vis-à-vis the topic and
the readers
·
Outline the format and genre the student must follow (not
necessarily an essay)
·
Indicate the criteria for doing the task successfully
·
Establish the due date
·
Offer important data or pose a few leading questions and/or
suggestions to help students start
(from Rhetoric for Writing Teachers 3rd Ed., Lindemann, Oxford Press, 212)
A.
Preparation
The windshield survey is a
composite of subjective and objective data that help define a community, its
trends, stability and changes that will affect the health of the population.
Group members will divide the
community into equal areas. Work in pairs for this assignment. Each pair is
responsible for visiting and observing one area, as well as preparing a written
report. If you wish, you may take pictures that are representative of the
community. Keep a copy of your paper to share with the other group members for
the final assignment, which is an analysis and planning paper. In an area is
unfamiliar to you, check with the instructor for more information.
The windshield survey must include
the following areas; however, the scope and breadth of the assessment will be
important in the overall grading of this assignment. Also use this format for
reporting your findings, including all headings. Please submit all information
in a folder.
B. Survey
Boundaries (5 pts.) Identify
the boundaries for the entire community and then specify, by street names, the
section of community you assessed with your partner. Include a map,
highlighting the area that you assessed.
Housing (5 pts.) How old are
the houses and are they of particular style and materials? How well are the
homes maintained? What kinds of multiple family dwellings exist? Are there
vacant houses? Is this an established community or is there a lot of new
construction? Are there for-sale signs? What does the housing indicate about
the income level of the residents?
Signs of decay and/or
pollution (5 pts.) Identify if there are poorly
maintained homes, trash in streets, garbage-filled vacant land, etc. Describe
any evidence of water, air, and/or ground pollution.
Parks, recreational areas (5 pts.) Are there
parks and/or playgrounds? Are they being used? What is their condition? What
recreational areas or facilities were observed?
Transportation (5 pts.) What forms
of transportation do you see people using? Is public transportation available?
How well are streets and highways maintained? Is there traffic congestion?
Health and social service
agencies (5 pts.) What social service agencies,
including health care facilities, are in the area you surveyed? What gaps in
services did you observe?
Economics (5 pts.) List the
location, number, and type of industries you observe. Who are the major
employers?
Protective services (5 pts.) What
evidence do you see of police and fire protection; sanitation services; water
treatment plants?
Religion (5 pts.) List the
number and types of religious facilities.
Schools (5 pts.) List the
location, type (e.g., private, public, vocational education), level (grammar,
junior high, high school, college) and number of schools.
General (5 pts.) Is there
evidence of gangs? Describe.
How do billboards/signs reflect
information about character of the community (e.g., political affiliation,
adult entertainment)? Describe the downtown area. What cultural and ethnic
groups are represented? What is the condition of these areas?
Subjective feeling (5 pts.) How do you
feel, being in the community? Do you feel comfortable? Are people friendly?
Would this area be one in which you would live and/or work? Explain.
Problem identification/
community needs (20 pts.) Based on your observations in the
Windshield Survey, comprehensively identify any presenting problems (including
gaps in service) in the community you surveyed. Be sure to identify problems.
Community Strengths (20 pts.) Did you
observe any community resources that may address identified problems? Develop a
comprehensive list of all community strengths that you observed during your
survey.
·
Student team presents findings in correct format, including
headings, and submits information in a folder (corresponds with Criterion 5,
Portfolio Rubric; Level 4, Objective 4 of SON Level Objectives)
·
Student team provides data that satisfies all areas of
analysis and provides tentative conclusions (corresponds with Criterion 1,
Portfolio Rubric; Level 4, Objective 2 of SON Level Objectives)
· Student team identifies problems & community needs, observing resources that could address them (corresponds with Criteria 2 & 4, Portfolio Rubric; Level 4, Objective 1 of SON Level Objectives)
Level One:
1.
Recognize how basic systems processes are used to enhance
health.
2.
Demonstrate, in a laboratory environment, competency in
skills required for the care of culturally diverse individuals.
3.
Examine components of the professional role of nursing.
4.
Perform selected activities of the professional nurse in a
prescribed manner.
Level Two:
1.
Apply systems process in clinical practice to enhance the
health of culturally diverse individuals, families, and groups in a structured
clinical environment.
2.
Provide nursing care addressing the needs of individuals,
families, and groups in a structured clinical environment.
3.
Perform progressively complex aspects of the professional
role.
4.
Function with guidance in providing the nursing care to
individuals, families, and groups.
Level Three:
1.
Use multiple systems processes of increasing complexity to
enhance the health of culturally diverse individuals, families, groups, and
communities.
2.
Manage nursing care of individuals, families, and groups in
diverse community settings.
3. Integrate multiple aspects of the professional nurse role in managing care. Function independently and collaboratively with clients, peers, and colleagues as a novice professional nurse.
1.
The student’s portfolio demonstrates an ability to gather
appropriate data, analyze a situation, and formulate an appropriate diagnosis /
conclusion.
2.
The student’s portfolio demonstrates an ability to transfer
information or apply principles from one context to another in establishing
therapeutic nursing interventions or in developing implications for
professional nursing.
3.
The student’s portfolio demonstrates an ability to
evaluate the effectiveness of therapeutic nursing interventions, conclusions
drawn from professional resources, or other kinds of decision making.
4.
The student’s portfolio demonstrates an ability to
present or develop logical arguments or cases.
5.
The student’s portfolio meets professional expectations of
readers in the field of nursing in terms of APA documentation, grammar and
spelling, format, and professional vocabulary.
6. The student’s portfolio demonstrates an ability to reflect upon what the student has learned and still needs to learn.
Objective: Provide participants with the opportunity to analyze their
own assignments, break them down into criteria, and see how they correspond
with criteria in the student portfolio rubric and the School of Nursing level
objectives.
In small groups, let’s first break down our assignments into
criteria and identify how those criteria correspond to the ones in the student
portfolio rubric. We’ll then report
back to the whole group. Then let’s sort our assignment criteria and identify
how they might correspond to the School of Nursing level objectives. Again, we’ll report back to the whole group.