Improving my respiratory assessment and diagnosis skills will ensure that I have the knowledge to make the best care decisions for my patients. Increasing my understanding about the disease process and medications will help me communicate with my colleagues and recognize changes in my patients that I may not have recognized without this knowledge. Additionally, increasing my knowledge in this area will better prepare me to be successful on my national certification exam.
Rubics
Certification Review Plan
Certification Review Plan
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeLearning Goals
Potential learning goals are identified from performance on the APEA Pre-Predictor Exam to inform a certification review plan to be completed while enrolled in this course. These objectively written goals answer the question: What do you want to accomplish?
20 pts
Excellent
The assignment contains a minimum of 6 learning goals (4 based on the student’s lowest scored APEA Pre-Predictor knowledge areas, and 2 from the lowest scored testing domain areas). All goals are objectively written and unique to student specific learning needs without being redundant.
18 pts
Very Good
The assignment contains a minimum of 6 learning goals (4 based on the student’s lowest scored APEA Pre-Predictor knowledge areas, and 2 from the lowest scored testing domain areas). Some but not all goals (~25%) are objectively written.
17 pts
Satisfactory
The assignment contains a minimum of 6 learning goals based on the student’s lowest scored APEA Pre-Predictor knowledge areas, and from the lowest scored testing domain areas. ~> 50% goals are not objectively written.
10 pts
Needs Improvement
The assignment contains a minimum of 4 learning goals based on the student’s lowest scored APEA Pre-Predictor knowledge areas, and from the lowest scored testing domain areas. Most goals (~>75%) are not objectively written.
0 pts
Unsatisfactory
The assignment contains less than 4 learning goals based on the student’s lowest scored APEA Pre-Predictor knowledge areas, and from the lowest scored testing domain areas OR Learning goals are poorly written and are not reflective graduate-level work.
20 pts
This criterion is linked to a Learning OutcomeLearning Activities
Varied learning activities are planned for each learning goal identified in the first step of this assignment. These objectively written activities answer the question “How are you going to accomplish your goal?”
25 pts
Excellent
Learning activities support the learning goals. There must be at least 4 separate learning activities clearly identified for each learning goal. Learning activities are unique and specific to each goal and not redundant. Outstanding work on all elements.
23 pts
Very Good
Learning activities support the learning goals. There must be at least 4 separate learning activities clearly identified for each learning goal. Learning activities are unique and specific to each goal and not redundant. Excellent work but missing one sub-element.
21 pts
Satisfactory
Learning activities support the learning goals. There must be at least 4 separate learning activities clearly identified for each learning goal. Learning activities are unique and specific to each goal and not redundant. Missing more than one element. Learning activities may lack focus or clarity at times.
13 pts
Needs Improvement
Learning activities support the learning goals. There must be at least 4 separate learning activities clearly identified for each learning goal. Learning activities are unique and specific to each goal and not redundant. Several elements are either missing or underdeveloped. Learning activities lack focus and/or clarity.
0 pts
Unsatisfactory
Does not provide meaningful learning activities or large areas of required information is missing. OR Learning activities are poorly written and are not reflective of graduate-level writing.
25 pts
This criterion is linked to a Learning OutcomeReflection
A graduate-level reflection will relate strengths and weaknesses and consider both formative and summative evaluative methods. The reflection will answer the question: How will accomplishing your goal improve your certification preparation or make you a better nurse practitioner?
20 pts
Excellent
Reflection identifies how accomplishing the learning goal will improve certification preparation or make the student a better nurse practitioner. Reflection also includes student self-reflection on strengths, and opportunities to overcome any weaknesses (i.e. time, lack of learning space, interruptions, lack of clinical experience with topic). Outstanding work.
18 pts
Very Good
Reflection identifies how accomplishing the learning goal will improve certification preparation or make the student a better nurse practitioner. Reflection also includes student self-reflection on strengths, and opportunities to overcome any weaknesses (i.e. time, lack of learning space, interruptions, lack of clinical experience with topic). Excellent work but missing one sub-element.
17 pts
Satisfactory
Reflection identifies how accomplishing the learning goal will improve certification preparation or make the student a better nurse practitioner. Reflection also includes student self-reflection on strengths, and opportunities to overcome any weaknesses (i.e. time, lack of learning space, interruptions, lack of clinical experience with topic). Missing more than one element. Reflection may lack focus or clarity at times.
10 pts
Needs Improvement
Reflection identifies how accomplishing the learning goal will improve certification preparation or make the student a better nurse practitioner. Reflection also includes student self-reflection on strengths, and opportunities to overcome any weaknesses (i.e. time, lack of learning space, interruptions, lack of clinical experience with topic). Several elements are either missing or underdeveloped. Reflection lacks focus and/or clarity.
0 pts
Unsatisfactory
Does not provide meaningful reflection or large areas of required information is missing. OR Reflections are poorly written and are not reflective of graduate-level writing.
20 pts
This criterion is linked to a Learning OutcomeTimeline
A timeline will be created over 8 weeks to complete the various activities of the plan in a balanced-learning format. This timeline answers the question: When do what to accomplish your goal?
25 pts
Excellent
Timeline clearly identifies when each learning goal and activity will be accomplished. Timeline is present for each learning activity and considers student weekly time needed to accomplish learning activity. All goals must be accomplished within the current class timeframe. Outstanding work on all elements.
23 pts
Very Good
Timelines are present, but information is vague in some areas. Overall, well written and comprehensive. Only minor areas left out.
21 pts
Satisfactory
May be missing one timeline or information is incomplete or unclear as written.
13 pts
Needs Improvement
Missing more than one timeline. Information not complete nor in student’s own words.
0 pts
Unsatisfactory
Large areas missing in information. OR Timelines poorly written and not reflective of graduate level writing.
25 pts
This criterion is linked to a Learning OutcomeAssignment Format
Organization
Assignment is effectively organized and polished. Writing is demonstrative of a clearly organized set of ideas following a logical and consistent pattern and is succinct where appropriate.
Mechanics of Writing
Completes assignment in accordance with the standards of the latest edition of the American Psychological Association (APA) Publication Manual
10 pts
Excellent
Succinct and clear learning goals, learning activities, timeline, and reflection. Contains all elements. Outstanding organization. Study plan is organized and grouped by learning goals in a table that aligns all components of the study plan under each learning goal AND/OR APA format, grammar, spelling, and/or punctuation are accurate, or with zero errors.
9 pts
Very Good
Clear learning goals, learning activities, timeline, and reflection. Contains all elements. AND/OR APA format, grammar, spelling, and/or punctuation are accurate, or with 1-2 errors.
8 pts
Satisfactory
Learning goals, learning activities, timeline, and reflection may be vague and non-specific at times. May be missing one element. AND/OR Two to four errors in APA format, grammar, spelling, and syntax noted.
5 pts
Needs Improvement
Unclear learning goals, learning activities, timeline, and reflection. Missing more than one element. AND/OR > 4 errors in APA format, grammar, spelling, and syntax noted.
0 pts
Unsatisfactory
Not organized. Presentation not consistent with graduate-level writing. AND/OR 5 or more errors in APA format, grammar, spelling, and syntax noted
10 pts
This criterion is linked to a Learning OutcomeLate Penalty Deductions
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.
0 pts
Manual
