Practicum Experience Plan (PEP)

Assignment 1: Practicum Experience Plan (PEP)

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For this week, continue to work and finalize your Practicum Experience Plan Assignment for final submission.

Assignment:   

Record the required information in each area of the Practicum Experience Plan, including three objectives you will use to facilitate your learning during the Practicum. 
By Day 7

Submit the Practicum Experience Plan for faculty review and approval. 

When your faculty has approved your plan, forward the signed PEP to your preceptor and retain a copy for your records. 

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “PEP_Assgn+last name+first initial.(extension)” as the name.
Click the PEP Assignment Rubric to review the Grading Criteria for the Assignment.
Click the PEP Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “PEP_Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Week 3 PEP Assignment Rubric

Submit Your Assignment by Day 7

To participate in this Assignment:

Week 3 PEP Assignment

Name: NURS_6341_Week3_Assignment_PEP_Rubric

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Excellent Good Fair Poor
Record the required information in each area of the Practicum Experience Plan (PEP), including three individualized practicum learning objectives you will use to facilitate your learning during the Practicum experience.

· Identify Quarter/Term/Year:

· Identify Student Contact Information, including:

Name, Street Address, City, State, Zip, Home Phone, Work Phone, Cell Phone, Fax, and Email

· Identify Preceptor Contact Information, including:

Name, Organization, Street Address, City, State, Zip, Work Phone, Cell Phone, Fax, and Email.
5 (5%) – 5 (5%)
The response accurately and clearly identifies the Quarter/Term/Year, all Student Contact Information, and all Preceptor Contact Information.

4 (4%) – 4 (4%)
The response identifies the Quarter/Term/Year, and at least 90% of Student Contact Information and Preceptor Contact Information.

3.5 (3.5%) – 3.5 (3.5%)
The response identifies the Quarter/Term/Year, and at least 80% of Student Contact Information and Preceptor Contact Information.

0 (0%) – 3 (3%)
The response inaccurately or incompletely or is missing identification of the Quarter/Term/Year and/or less than 80% of Student Contact Information, and Preceptor Contact Information.

Explain three Individualized Practicum Learning Objectives that are SMART (i.e., Specific, Measurable, Attainable, Results-focused, Time-bound) and reflective of the higher-order domains of Bloom’s taxonomy (i.e., Application level and above) and meet the requirements for this course.

These objectives should be situated specifically to your Practicum experience and address the following categories:

ᵒ Clinical Reasoning

ᵒ Quality in Your Clinical Specialty

ᵒ Interprofessional Collaborative Practice
36 (36%) – 40 (40%)
The response clearly, accurately, and thoroughly explains three Individualized Practicum Learning Objectives that are SMART, meet the requirements for this course, are situated specifically to the Practicum experience, and address the following categories: Clinical Reasoning, Quality in Your Clinical Specialty, and Interprofessional Collaborative Practice.

32 (32%) – 35 (35%)
The response accurately explains three Individualized Practicum Learning Objectives that are SMART, meet the requirements for this course, are situated specifically to the Practicum experience, and address the following categories: Clinical Reasoning, Quality in Your Clinical Specialty, and Interprofessional Collaborative Practice.

28 (28%) – 31 (31%)
The response somewhat vaguely explains three Individualized Practicum Learning Objectives that are SMART, meet the requirements for this course, are situated specifically to the Practicum experience, and address the following categories: Clinical Reasoning, Quality in Your Clinical Specialty, and Interprofessional Collaborative Practice.

0 (0%) – 27 (27%)
The response inaccurately or incompletely explains three Individualized Practicum Learning Objectives that are SMART, meet the requirements for this course, are situated specifically to the Practicum experience, and address the following categories: Clinical Reasoning, Quality in Your Clinical Specialty, and Interprofessional Collaborative Practice.

Each Practicum Learning Objective must describe planned activities, mode of assessment, and course outcome(s) addressed.
23 (23%) – 25 (25%)
For each Learning Objective, the response clearly, accurately, and thoroughly describes planned activities, mode of assessment, and course outcome(s).

20 (20%) – 22 (22%)
For each Learning Objective, the response accurately describes planned activities, mode of assessment, and course outcome(s).

19 (19%) – 21 (21%)
For each Learning Objective, the response somewhat vaguely describes planned activities, mode of assessment, and course outcome(s).

0 (0%) – 18 (18%)
For each Learning Objective, the response has a vague, inaccurate, and/or incomplete or missing description of planned activities, mode of assessment, and course outcome(s).

Describe your Practicum timeline/schedule, including:

ᵒ Number of weekly hours projected to work on your Practucum

ᵒ Number of weekly hours for Professional Development

ᵒ Number of weekly hours for Practicum Project. Per the Practicum guidelines, you may use no more than 1/3 of your hours for your Practicum Project.
9 (9%) – 10 (10%)
The response includes a clear, accurate, and thorough description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practucum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed 1/3 of your total Practicum hours.

8 (8%) – 8 (8%)
The response includes an accurate description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practucum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed 1/3 of your total Practicum hours.

7 (7%) – 7 (7%)
The response includes a somewhat vague description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practucum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed 1/3 of your total Practicum hours.

0 (0%) – 6 (6%)
The response includes a vague, incomplete, and/or inaccurate or missing description of the Practicum timeline/schedule, including number of weekly hours projected to work on the Practucum, number of weekly hours for Professional Development, and number of weekly hours for Practicum Project that does not exceed 1/3 of your total Practicum hours.

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 are provided that delineate all required criteria.
9 (9%) – 10 (10%)
Paragraphs/sentences follow writing standards for structure, flow, continuity, and clarity.

8 (8%) – 8 (8%)
Paragraphs and sentences follow writing standards for structure, flow, continuity, and clarity 80% of the time.

7 (7%) – 7 (7%)
Paragraphs and sentences follow writing standards for structure flow, continuity, and clarity 60%–79% of the time.

0 (0%) – 6 (6%)
Paragraphs and sentences follow writing standards for structure, flow, continuity, and clarity < 60% of the time. 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 (1–2) grammar, spelling, and punctuation errors 3.5 (3.5%) - 3.5 (3.5%) Contains several (3–4) 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 assignment contains parenthetical/in-text citations, and at least three evidenced-based references are listed. 5 (5%) - 5 (5%) Contains parenthetical/in-text citations and at least three evidence-based references are listed 4 (4%) - 4 (4%) Contains parenthetical/in-text citations and at least two evidence-based references are listed 3.5 (3.5%) - 3.5 (3.5%) Contains parenthetical/in-text citations and at least one evidence-based reference is listed 0 (0%) - 3 (3%) Contains one or no parenthetical/in-text citations and no evidence-based references are listed Total Points: 100 Name: NURS_6341_Week3_Assignment_PEP_Rubric Learning Resources Required Readings (click to expand/reduce) Bullard, E. (2019). Clinical judgement (medical profession). Salem Press Encyclopedia of Health. Kavanagh, J. M., & Szweda, C. (2017). A crisis in competency: The strategic and ethical imperative to assessing new graduate nurses’ clinical reasoning. Nursing Education Perspectives, 38(2), 57–62. Lee, J., Lee, Y., Bae, J., & Seo, M. (2016). Registered nurses clinical skills and reasoning process: A think-aloud study. Nurse Education Today, 46, 75-80 Raterink, G. (2016). Reflective journaling for critical thinking development in advanced practice registered nurse students. Journal of Nursing Education, 55(2), 101–104. https://doi.org/10.3928/01484834-20160114-08 Vallente, R. U. (2018). Clinical reasoning. Salem Press Encyclopedia of Health. Victor-Chmil, J. (2013). Critical thinking versus clinical reasoning versus clinical judgment: Differential diagnosis. Nurse Educator, 38(1), 34–36. Required Media (click to expand/reduce) Discussion: Clinical