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Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

NURS 500

Theoretical Foundations of Advanced Practice Nursing

Fundamentos Teóricos de Enfermería de Práctica Avanzada

© Sistema Universitario Ana G. Méndez, Inc. 2012

Derechos Reservados

© Ana G. Méndez University System, Inc. 2012

All rights reserved

Updated May 22, 2012

NURS 500 - Theoretical Foundations of Advanced Practice Nursing 2

Prepared based on the course syllabus 2009 of the School of Health Sciences with the

collaboration of:

Rita Hernández, MSN, RN, GN-BC

Evelinda Camacho, MSN, RN

Luis M. Díaz, English Language Specialist

Bárbaro Forteza, Spanish Language Specialist

Joe Hernández, Module Format and Editing


TABLA DE CONTENIDO/TABLE OF CONTENTS

PÁGINA/PAGE

GUÍA DE ESTUDIO ..................................................................................................................... 4

STUDY GUIDE ........................................................................................................................... 16

TALLER UNO ............................................................................................................................ 27

WORKSHOP TWO .................................................................................................................... 33

TALLER TRES ........................................................................................................................... 38

WORKSHOP FOUR .................................................................................................................. 43

TALLER CINCO ........................................................................................................................ 48

WORKSHOP SIX ....................................................................................................................... 53

TALLER SIETE ......................................................................................................................... 58

WORKSHOP EIGHT ................................................................................................................ 63

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ......................................................................................................................... 68

APPENDIX B THE WRITING PROCESS .............................................................................. 73

APPENDIX C: THE E-LAB RESOURCES/RECURSOS DEL LABORATORIO

ELECTRÓNICO ........................................................................................................................ 81

APPENDIX D/ANEJO D: CRITERIOS DE EVALUACIÓN PARA ANÁLISIS DE

CONCEPTO ............................................................................................................................... 84

APPENDIX E/ANEJO E: SEMINAR PARTICIPATION EVALUATION CRITERIA .... 85

APPENDIX F/ANEJO F: MATRIZ VALORATIVA PARA EVALUAR PRESENTACION

INDIVIDUAL/GRUPAL ORAL ............................................................................................... 86

ANEJO G/APPENDIX G: KWL CHART ............................................................................... 87

ANEJO H/APPENDIX H CRITERIOS DE EVALUACIÓN PARA ANÁLISIS DE

CONCEPTO ............................................................................................................................... 88

APPENDIX I/ANEJO I EVALUATION OF A NURSING THEORY .................................. 89


GUÍA DE ESTUDIO

Título del Curso: Fundamentos Teóricos de la Enfermera de Práctica Avanzada

Codificación: NURS 500

Créditos: 3

Duración: 8 Semanas

Prerrequisito: Ninguno

Descripción:

Discusión y análisis de una variedad de teorías de enfermería y de otras ciencias. El conocimiento

científico del cuidado presentado como un concepto central y la esencia de enfermería. Énfasis en

el cuidado clínico y en la investigación enfocada en un acercamiento holístico y comprensivo. La

práctica de enfermería es presentada y visualizada como algo que está directamente relacionado con

el desarrollo y la revisión de teorías de enfermería y donde profesionales de la enfermería de práctica

avanzada pueden hacer grandes contribuciones.

Objetivos Específicos del Curso:

1. Critique y evalúe una variedad de teorías de enfermería y campos relacionados.

2. Describir el rol de la teoría en la clarificación y definición de la exclusividad de enfermería.

3. Discutir la importancia de la teoría para explicar y predecir las experiencias humanas dentro

de la práctica de enfermería avanzada.

4. Examinar la relación entre teoría y práctica.

5. Desarrollar las destrezas para probar la base de conocimiento de la práctica de enfermería.

6. Aplicar el proceso de análisis de conceptos.

7. Identificar los componentes de una teoría.

8. Entender el proceso de desarrollo de teoría, evaluación y utilización.


Objetivos de Lenguaje Generales:

Al finalizar el curso los estudiantes serán capaces de:

a. Escuchar: Entender tanto en Inglés como en Español todos los conceptos básicos

discutidos durante el curso y lo demuestran mediante su interacción con otros.

b. Hablar: Demostrar dominio del material presentado en el curso cuando se comunican

verbalmente utilizando términos y vocabulario adecuados, con pronunciación clara y

fluidez oral tanto en Inglés como en Español.

c. Leer: Explicar teorías y conceptos relacionados con el curso luego de leer artículos y

libros de texto escritos tanto en Inglés como en Español.

d. Escribir: Aplicar las seis características del proceso de escritura al escribir ensayos,

resúmenes y textos en ambos idiomas y sin errores gramaticales o de sintaxis (ver Anejo

B) en formato APA (última edición).

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More, Net

Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben demostrar que

ellos han cumplido con 10 horas de uso en el laboratorio de lenguaje (inglés y español)

por curso. Esto iguala al uso del laboratorio de lenguaje por dos horas semanales para

cada lenguaje por curso. El facilitador podría requerir más horas de práctica basado en las

necesidades para las destrezas auditivas, orales, de lectura y escritura en cualquiera de los

lenguajes mencionados.


Descripción del Proceso de Evaluación:

El facilitador debe de integrar el uso del laboratorio de lenguaje o laboratorio de lenguaje

electrónico en las rúbricas de evaluación. Las rúbricas del lenguaje para escuchar, hablar,

leer, y

escribir se integran en el avalúo de los estudiantes. Ver Apéndice A para las rúbricas a

usarse. Para evaluar trabajos escritos en los dos idiomas, el facilitador deberá usar el “Writing

Process:

Six Writing T raits Rubrics” que aparecen en el Apéndice B. “Portfolio Performance

Assessment” tiene que ser uno de los instrumentos para evaluar el progreso lingüístico y

académico de los estudiantes. Debido a la naturaleza del modelo bilingüe instruccional, el

facilitador tiene que documentar que el estudiante esté progresando hacia la meta de dominar

dos idiomas académicamente. El portfolio tiene que cumplir con los estándares establecidos.

El facilitador del curso le proveerá el estudiante el MANUAL DE PORTAFOLIOS.

Escala:

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Evaluación

La nota final de cada estudiante se basará en la evaluación de las siguientes actividades.

Evaluación de una Teoría de Enfermería

30% Análisis de Concepto 30%

Participación en Seminarios 10%

Proyecto de Práctica de Enfermería Avanzada 30%

Total 100%


Descripción de la evaluación

1. Asistencia: La asistencia a cada uno de los talleres es de carácter obligatoria. El

facilitador llevará un registro de asistencia en cada taller y, al finalizar el curso.

2. Puntualidad: La puntualidad es inherente a la ética profesional por lo tanto el

facilitador llevará un registro para documentar la puntualidad de cada estudiante en

cada taller y, al finalizar el curso.

3. Participación en clase: Es responsabilidad del estudiante participar

constructiva y activamente en cada una de los talleres.

4. E-lab: Los estudiantes obtendrán un valor de cincuenta (50) puntos al demostrar,

mediante documento aprobado por el Centro de Recursos del Aprendizaje o

Representante de Laboratorio de Lenguaje, que ellos han cumplido con las horas de uso

en el laboratorio de lenguaje (inglés y español) por curso. Los estudiantes deben incluir

actividades y pruebas del programa Tell Me More como parte de las horas requeridas

de laboratorio de lenguaje (E-lab).

5. Diarios Reflexivos: Los estudiantes escribirán y entregarán al facilitador al final de

cada taller un diario reflexivo sobre los conceptos aprendidos durante cada uno de los

talleres.

6. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato

digital. Previo al comienzo del curso, el facilitador colocará en Blackboard una copia

de la última edición oficial del manual de portafolio (en inglés, “Performance Portfolio

Assessment Handbook”). Durante el primer taller, el facilitador discutirá en detalle el

proceso y las expectativas del uso del portafolio digital para demostrar el progreso

académico y lingüístico, de manera que los estudiantes puedan alcanzar la meta de

convertirse en profesionales bilingües.


Otros:

http://bibliotecavirtualut.suagm.edu/

www.apa.org

Libros de texto:

Ann B. Hamric, PhD, RN, FAAN, Charlene M. Hanson, EdD, RN, CS, FNP, FAAN, Mary

Fran Tracy, PhD, RN, CCNS, FAAN and Eileen T. O'Grady. (2014) Advanced practice

nursing, 5th Edition

ISBN 978-1-4557-3980-6

Janie B. Butts and Karen L. Rich (2015) Philosophies and Theories for Advanced Nursing

Practice (Butts, Philosophies and Theories for Advanced Nursing Practice) (2nd ed.)

ISBN: 978-1284041347

Robinson, D. & Kish, C. (2001). Core Concepts in Advanced Practice Nursing. Mosby,

Inc.

ISBN: 0323008976

Buppert, C. (2011). Nurse Practitioner’s Business Practice and Legal Guide. (4th ed.).

Sudbury: Jones and Bartlett Learning. 978-0-7637-9974-8 $112.05.

Butts, J. B. & Rich K.L. (2011). Philosophies and Theories for Advanced

Nursing Practices. Sudbury: Jones and Bartlett Learning. 978-0-7637-

7986-3 $73.06.

Jansen, M. P. & Zwygart-Stauffacher, M. (2010). Advanced Practice Nursing: Core

Concepts for Professional Role Development. (4th ed.). New York: Springer

Publishing Company. 978-082610515-8 $53.61.

Institute of Medicine of the National Academies. (2011). The Future of Nursing: Leading

Change, Advancing Health. Nursing Academic Press: Washington, DC.

ISBN 978-0-309-15823- 7


http://www.apa.org/

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Janie+B.+Butts&search-alias=books&field-author=Janie+B.+Butts&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Karen+L.+Rich&search-alias=books&field-author=Karen+L.+Rich&sort=relevancerank


Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Inmersión Model®” del

Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado en

inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrezca 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Las primeras dos horas son estrictamente en español y las últimas dos en inglés.

Cuando el curso es de ocho semanas, los talleres numero 1, 3, 5, y 7 serán dictados

completamente en español y los talleres 2, 4, 6 y 8 serán dictados completamente en

inglés. Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los estudiantes

sean sumamente organizados, enfocados y que se preparen antes de cada taller de acuerdo

al módulo. El estudiante debe hacer todo esfuerzo para desarrollar las destrezas en los dos

idiomas usando los recursos de lenguaje disponibles dentro y fuera de la institución. El

convertirse en un profesional bilingüe es un proceso complejo y exigente. Cada taller

requiere un promedio de diez (10) horas de preparación y en ocasiones requiere más para

poder tener éxito lingüístico y académico.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la ausencia

es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser necesario.

El facilitador puede elegir una de estas dos alternativas: (a) permitirle al estudiante

reponer el trabajo o (b) asignarle trabajo adicional además del trabajo que el estudiante


tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

4. La asistencia y participación en actividades de la clase y en presentaciones orales es

extremadamente importante pues éstas no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad que requiera repuesta.

5. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia. Los

estudiantes también recibirán una calificación individual.

6. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

requiere que todo trabajo sometido al facilitador cumpla con las reglas para citar

apropiadamente o que esté parafraseado y citado dando crédito al autor. Todo estudiante

debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado, copiado o presente

trazos del trabajo de otro estudiante o autor será calificado con cero. El servicio de

SafeAssign TM

de Blackboard será utilizado por los facilitadores para verificar la autoría

de los trabajos escritos de los estudiantes. Es responsabilidad del estudiante de leer la

política de plagio de su universidad. Si usted es estudiante de UT, deberá leer la Sección

11.1 del Manual del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo

13, secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica que

TODOS los trabajos tienen que ser originales y que para toda referencia utilizada deberá


indicarse la fuente, bien sea mediante citas o bibliografía utilizando el estilo APA, versión

6. No se tolerará el plagio y, en caso de que se detecte casos del mismo, el estudiante se

expone a recibir cero en el trabajo y a ser referido al Comité de Disciplina de la

institución. Los estudiantes deben observar aquellas prácticas dirigidas para evitar

incurrir en el plagio de documentos y trabajos pues va en contra de la ética profesional.

7. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

8. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico de SUAGM, teléfonos, día y horario disponibles.

9. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

10. La visita de niños y parientes no registrados en el curso no está permitida en el salón

de clases.

11. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento

que rigen al SUAGM, al curso y a un adulto profesional.


Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios Web

que podrá utilizar para la búsqueda de la información deseada. Algunos de éstos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

http://www.chegg.com/ (alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/ (compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de índole

profesional y que contengan las investigaciones más recientes del tópico del módulo, de ser

necesario.

http://www.google.com/

http://www.ask.com/

http://www.pregunta.com/

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o deseara llevar a cabo una investigación o la

administración de cuestionarios o entrevistas, éstos deberán referirse a las normas y

procedimientos de la Oficina de Cumplimiento y solicitar su autorización. Para acceder a

los formularios de la Oficina de Cumplimiento pueden visitar este enlace:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que

necesite. Además de los formularios el estudiante/facilitador puede encontrar las

instrucciones para la certificación de investigación en línea.

Estas certificaciones incluyen:

Institutional Review Board (IRB), Health Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo es una

filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de nuestras

experiencias, podemos construir nuestro propio entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos para

darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el proceso de

ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con las

experiencias y fomentar un nuevo entendimiento en los estudiantes. También, intentamos

adaptar nuestras estrategias de enseñanza a las respuestas de nuestros estudiantes y motivar a los

mismos a analizar, interpretar, predecir información y aplicarla a la vida diaria.


PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto del todo.

Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto y no

en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, y no

sólo el de memorizar las respuestas “correctas” y repetir el significado de otra persona.

Como la educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar

el aprendizaje es hacer de la evaluación parte esencial de dicho proceso, asegurando que el

mismo provea a los estudiantes con la información sobre la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples

perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.


STUDY GUIDE

Course Title: Theoretical Foundations of the Advanced Practice Nurse

Code: NURS 500

Credits: 3

Time Length: 8 Weeks

Pre-requisite: None

Description:

Discussion and analysis of a wide range of theories from nursing and other sciences. Scientific

knowledge of care is presented as the central concept and essence of nursing. Emphasis is given

to clinical care and research focused on a comprehensive and holistic approach. The practice of

nursing is viewed as directly related to the development and revision of nursing theory where

advanced practice nurses can make important contributions.

Specific Objectives:

1. Critique and evaluate a variety of theories from nursing and related fields.

2. Describe the role of theory in the clarification and definition of the uniqueness of nursing.

3. Discuss the relevance of theory for explaining and predicting human experience within the advanced

practice nursing framework.

4. Examine the relationship between theory and research.

5. Develop the skills to test advanced practice nursing knowledge base.

6. Apply the process of concept analysis.

7. Identify the components of a theory.

8. Understand the process of theory development, evaluation, and utilization.


Language general objectives:

At the end of the course students will be able of:

1. Listen – understand all the basic concepts discussed during the course in English and in

Spanish, their understanding will be evidenced through application of the concepts.

2. Talk: demonstrate mastery of the material presented in the course when they communicate

verbally using appropriate terms and vocabulary, clear pronunciation and oral fluency both in

English and in Spanish.

3. Read: explain theories and concepts related to the course after reading articles and textbooks

written both in English and Spanish.

4. Write: apply the six characteristics of the writing process to write essays, summaries and texts

in both languages and without errors of grammar or syntax (see annex B) format APA (latest

edition).

E-LLab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice,

Virtual Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the hours of language lab or e-lab usage for each language (English

and Spanish) per course. The facilitator may require a higher number of hours for

language lab practice based on the language needs for listening, speaking, reading,

and writing skills in either or both languages.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to all

evaluation rubrics used in the instructional module. The language rubrics for listening, speaking,


reading, and writing provided in Appendix A are integrated to assess student performance in all

courses. The Writing Process: Six Writing Traits Rubrics provided in Appendix B must be used

to evaluate all writing activities in both languages in all courses. Portfolio Performance

Assessment must be one of the evaluation instruments used in the module and throughout the

content of all workshops and appendices. This instrument must follow established guidelines.

Due to the nature of our dual language instructional model, documentation must be provided on

the growth of students towards mastery of linguistic and academic skills in both languages

(English and Spanish.) The course facilitator will provide the student with the PORTFOLIO

MANUAL.

Scale: General standard scale will be used for grading: A, B, C, D, and F.

Evaluation:

Evaluation of a Nursing Theory 30%

Concept Analysis 30%

Seminar Participation 10%

Advanced Practice Nursing Project 30%

Total 100%

Grading Scale

100-90 A 89-80 B 79-70 C 69-60 D 59-00 F

Description of the evaluation

1. Attendance: Attendance to each of the workshops is compulsory. The facilitator will keep

an attendance record at each workshop and at the end of the course will use appendix C

to grade student attendance.


2. Timeliness: Timeliness is inherent to the professional ethics therefore the facilitator will

document the timeliness of each student in each workshop and at the end of the course

will use appendix C to assess punctuality.

3. Participation in class: Is the responsibility of the student to participate constructively and

actively in each of the workshop.

4. E-Lab: Students will get a value of fifty (50) points to demonstrate, through document

approved by the Center for learning resources or representative of laboratory of language

that they have met the hours of use (English, Spanish) language laboratory. Students

should include activities and the program Tell Me More tests as part of the hours of

laboratory of language (e-lab).

5. Reflective journals: Students will write and deliver to the facilitator at the end of each

workshop, a reflexive journal on the concepts learned during each of the workshops.

6. The course portfolio: Each student must prepare a portfolio in digital format. Prior to the

start of the course, the facilitator will place on Blackboard a copy of the latest official

edition of the handbook for the portfolio (in English, "Performance Portfolio Assessment

Handbook"). During the first workshop the facilitator will discuss, in detail, the process

and expectations for the use of the digital portfolio to show the progress of academic and

linguistic language skills so that students can achieve the goal of becoming bilingual

professionals.


Other:


www.apa.org

Text Books:

Ann B. Hamric, PhD, RN, FAAN, Charlene M. Hanson, EdD, RN, CS, FNP, FAAN, Mary Fran

Tracy, PhD, RN, CCNS, FAAN and Eileen T. O'Grady. (2014) Advanced practice nursing, 5th

Edition

ISBN 978-1-4557-3980-6

Janie B. Butts and Karen L. Rich (2015) Philosophies and Theories for Advanced Nursing

Practice (Butts, Philosophies and Theories for Advanced Nursing Practice) (2nd ed.)

ISBN: 978-1284041347

Robinson, D. & Kish, C. (2001). Core Concepts in Advanced Practice Nursing. Mosby, Inc.

ISBN: 0323008976

Buppert, C. (2011). Nurse Practitioner’s Business Practice and Legal Guide. (4th ed.).

Sudbury: Jones and Bartlett Learning. 978-0-7637-9974-8 $112.05.

Butts, J. B. & Rich K.L. (2011). Philosophies and Theories for Advanced Nursing

Practices. Sudbury: Jones and Bartlett Learning. 978-0-7637-7986-3 $73.06.

Jansen, M. P. & Zwygart-Stauffacher, M. (2010). Advanced Practice Nursing: Core

Concepts for Professional Role Development. (4th ed.). New York: Springer Publishing

Company. 978-082610515-8 $53.61.

Institute of Medicine of the National Academies. (2011). The Future of Nursing: Leading

Change, Advancing Health. Nursing Academic Press: Washington, DC. ISBN 978-0-

309-15823-7 $49.95


http://www.apa.org/

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Janie+B.+Butts&search-alias=books&field-author=Janie+B.+Butts&sort=relevancerank

http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Karen+L.+Rich&search-alias=books&field-author=Karen+L.+Rich&sort=relevancerank


Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in either English or Spanish, strictly

using the 50/50 model. This means that each workshop will be conducted entirely in the

language specified for the workshop. The language used in each workshop needs to be

alternated to insure that 50% of the course is conducted in English and 50% in Spanish. To

maintain this balance, the course module will indicate that both languages must be used

during the fifth workshop, dividing the workshop activities between the two languages. The

first two hours will be in Spanish and the last two hours in English. If the course is eight

weeks the 50/50 model does not apply to language courses where the delivery of instruction

must be conducted in the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires that

students prepare in advanced for each workshop according to the course module. Students

must be structured, organized, committed, and focused to ensure linguistic and academic

success. In order to achieve proficiency expectations in English and in Spanish, the student

must strive to take advantage of all language resources in the university and in their

community since becoming a dual language professional is a complex and challenging task.

Each workshop requires an average of ten hours of preparation, but could require more.

3. Attendance to all class sessions is mandatory. A student who is absent to a workshop must

present a reasonable excuse to the facilitator who in turn will evaluate the reason for the

absence. If it is justified, the facilitator will decide how the student will make up the missing

work, if applicable. The facilitator will decide on the following: allow the student to make up

the work, or allow the student to make up the work and assign extra work to compensate for

the missing class time.


Assignments required prior to the workshop must be completed and turned in on the assigned

date. The facilitator may decide to adjust the grade given for late assignments and/or make-

up work.

4. Student attendance and participation in oral presentations and special class activities are

extremely important as it is not possible to assure that they can be made up. If the student

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

include the same content and language components as the oral presentation or special activity

that was missed.

5. In cooperative learning activities, the group will be assessed for their final work as a group.

However, each member will have to collaborate to assure the success of the group. Students

will also receive an individual grade for their work.

6. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted or

paraphrased material must be properly cited, with credit given to its author or publisher. It

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. SafeAssignTM

, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify students’

ownership of written assignments. It is the student’s responsibility to read the university’s

plagiarism policy. If you are a UT student, read Section 11.1 of the Student Manual, and if

you belong to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective

manuals.

Ethical behavior is expected from the students in all course related activities. This means

that ALL papers submitted by the student must be original work, and that all references used


will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,

in case of detecting an incidence, the student will obtain a zero in the assignment or activity

and could be referred to the Discipline Committee.

7. In order for the Facilitator to make changes to activities and the study guide, the Faculty and

Curriculum Director must approve such changes before the first day of class. The Facilitator

must discuss the approved changes with students in the first class workshop. A written copy

of the changes must also be provided to students at the beginning of the first workshop.

8. The facilitator will establish a means of contacting students by providing the SUAGM e-

mail address, phone number, hours to be contacted, and days available.

9. The use of cellular phones is prohibited during sessions; if there is a need to have one, it

must be on vibrate or silent mode during class session.

10. Children or family members that are not registered in the course are not allowed to

the classrooms.

11. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.


Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines and

other links you can use to search for information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


To buy or rent new or used textbooks or references you can visit:

http://www.chegg.com/ (rent)

http://www.bookswim.com/ (rent)

http://www.allbookstores.com/ (buy)

http://www.alibris.com/ (buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in the

course topics.

http://www.google.com/

http://www.ask.com/

http://www.pregunta.com/

http://www.findarticles.com/

http://www.bibliotecavirtualut.suagm.edu/

http://www.eric.ed.gov/

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/


RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs to

administer a questionnaire or an interview individuals, he/she must comply with the norms

and procedures of the Institutional Review Board Office (IRB) and ask for authorization.

To access the forms from the IRB Office or for additional information, visit the following

link: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional

Review Board, Health Information Portability and Accountability Act (HIPAA), and the

Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp


Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting on our

experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense of our

experiences. Learning, therefore, is simply the process of adjusting our mental models to

accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections between their

prior knowledge of facts, and fostering new understanding that is relevant to real live

experiences. We will also attempt to tailor our teaching strategies to student responses and

encourage students to analyze, interpret, and predict information.


CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues around which

students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on primary

concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to perceive

the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not just

memorize the "right" answers and regurgitate someone else's meaning. Since education is

inherently interdisciplinary, the only valuable way to measure learning is to make assessment

part of the learning process, thus ensuring that it provides students with information on the

quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives of the

world.

7. Learning should be internally controlled and mediated by the learner.


Objetivos específicos de contenido:

TALLER UNO

Al finalizar el taller los estudiantes serán capaces de:

1. Describir la historia de la práctica avanzada de la enfermería en los Estados Unidos y el

futuro que se predice para la profesión. .

2. Visualizar la práctica avanzada de enfermería como una ciencia.

3. Evaluar y contrastar los distintos roles de la práctica avanzada de enfermería.

4. Describir detalladamente la relación entre las teorías de enfermería y la práctica

avanzada.

5. Analizar el impacto de las políticas del cuidado de la salud en la práctica avanzada de la

enfermería.

6. Describir y contrastar el vínculo que existe entre la teoría, la investigación, y lo

pragmático.

Objetivos específicos de lenguaje:


1. Escuchar: Analizar en detalle todos los conceptos básicos presentados en clase después

de escuchar discusiones de grupo y presentaciones orales del facilitador y otros

estudiantes en relación a la práctica avanzada de enfermería.

2. Hablar: Utilizar vocabulario relacionado al profesional de la enfermería de práctica

avanzada durante las presentaciones orales y en trabajos escritos. Se espera además que

demuestren clara pronunciación y fluidez oral en español.

3. Leer: Leer información relacionada a las teorías y roles de la práctica avanzada de

enfermería.

4. Escribir: Preparar por escrito una descripción del ejercicio de la teoría, práctica e

investigación que se efectuará durante el seminario.

Enlaces electrónicos:

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu



Imágenes de Enfermería

http://www.youtube.com/watch?v=Jds1AlKzVGg

Historia de enfermería de práctica avanzada

http://www.aahn.org/

http://www.aanp.org

http://www.ana.org

Futuro de la Profesión de Enfermería

http://www.nap.edu/catalog.php?record_id=12956

Tema: Teorías de enfermería

www.aacn.org

www.ancc.org

Asignaciones antes del taller:

1. Identificar, explicar y discutir por escrito los distintos roles del profesional de enfermería

de práctica avanzada. Utilizar estilo APA y no menos de 4 referencias.

2. Realizar una investigación utilizando la Biblioteca Virtual y preparar un analizis de los

diferentes marcos teóricos que definen el proceso de enfermería y su aplicación a los

roles de practica avanzada.

3. Buscar información utilizando la internet sobre pioneros en el campo de la enfermería de

practica avanzada. Preparar un resumen y llevar a clase.

4. El estudiante buscará información sobre políticas de salud con enfoque preventivo y

sobre su impacto en el profesional de la enfermería de práctica avanzada.

5. El estudiante llenará las primeras dos columnas del diagrama KWL (Anejo G).

6. El estudiante realizará sus dos horas de práctica del lenguaje con Tell Me More.

Vocabulario clave de la lección:

1. Teorías

2. Paradigmas

3. Políticas de Salud



http://www.aanp.org/

http://www.ana.org/


http://www.aacn.org/

http://www.ancc.org/


4. Cuidado de la salud

5. Modelos teóricos

6. Pragmatismo

7. Práctica avanzada

8. Práctica basada en evidencia

Lista de materiales suplementarios para el taller:

1. Programa para crear presentaciones como PowerPoint

2. Papel “Easel”

3. Marcadores

4. Gráfico KWL


Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una marca de

cotejo (√) en todas las estrategias por componente que se usarán en el taller.

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

B. Andamiaje _√_ Modelaje

_√ _√

_√

Cognoscitivo Meta-cognoscitivo

Socio/Afectivo

_√

_√

_√

Práctica Dirigida

Práctica Independiente

Instrucción

A. Preparación _√ Comprensible

_√

_√

_√

_√

Adaptación de Contenido

Enlaces al Conocimiento Previo

Enlaces al Aprendizaje Previo

Estrategias Incorporadas

C. Opciones para Agrupamiento D. Integración del Proceso

_√

_√

Grupo Completo

Grupos Pequeños

_√

_√

Escuchar

Hablar

Pares _√ Leer

_√ Trabajo Independiente _√ Escribir.

E. Aplicación _√

_√

_√

_√

_√

Actividades Dinámicas de Aplicación

Significativas y Relevantes

Rigurosas

Alineadas a los Objetivos

Promueven Participación


Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:

1. El facilitador ofrece una bienvenida a los estudiantes y la introducción del curso

durante el seminario. Como parte de este proceso el facilitador comparará la lista de

asistencia oficial con la asistencia presencial. Además le proveerá a los estudiantes su

información de contacto y horas de oficinas.

2. El facilitador y los estudiantes realizarán una actividad rompe hielo.

3. Los estudiantes seleccionarán a su representante estudiantil.

4. Los estudiantes participarán del seminario de orientación donde se discutirán detalles

importantes del curso incluyendo la metodología de facilitación, silabario, objetivos,

requisitos del curso, tareas, y los matrices de valoración. Además se discutirá el

Manual del Estudiante de Enfermería.

5. El facilitador presentará el video Imágenes de la enfermería

http://www.youtube.com/watch?v=Jds1AlKzVGg y los estudiantes analizarán y discutirán

el mismo.

6. Los estudiantes se organizarán en forma de mesa redonda para dialogar sobre la

enfermería como una ciencia y la diferencia entre el rol del profesional de enfermería

general y el de práctica avanzada.

7. Los estudiantes individualmente presentarán oralmente una descripción breve sobre los

distintos roles del profesional de enfermería de práctica avanzada.

8. La clase se dividirá en 2 grupos (Grupo A y Grupo B). El grupo A presentará la

relación entre las teorías de enfermería y la práctica. El grupo B presentará la relación

entre las teorías de enfermería y la investigación. Al final de la actividad, la clase



completa junto al facilitador discutirán la interconexión entre las teorías, la práctica y

la investigación.

9. Los estudiantes realizaran una dramatización relacionada a las políticas de cuidado de

salud y el profesional de enfermería de práctica avanzada.

10. El facilitador explicará el uso de Blackboard, foro de discusión, Wimba, SafeAssign,

etc.

11. El facilitador entregará el manual del Portafolio Digital y aclarará dudas sobre el

mismo.

12. El facilitador explicará los criterios de evaluación para el Análisis de Conceptual y los

criterios de Participación en Seminarios.

Evaluación:

1. Individual: El Anejo B será usado para evaluar las presentaciones orales relacionadas a los roles

del profesional de enfermería.

2. Grupal: El facilitador utilizará el Anejo F para evaluar la participación oral en grupo en

actividad de comparación de teorías, práctica e investigación.

3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre los roles de enfermería.

4. Oral/Auditivo: El Anejo A será utilizado para evaluar la actividad de mesa redonda y el

video.

Cierre del taller:

1. Individual: Los estudiantes completarán el diagrama KWL y lo entregarán al facilitador.

2. Grupal: La clase se dividirá grupos de 4 personas. Utilizando papel “Easel” y

marcadores, cada grupo escribirá lo aprendido durante el seminario. Luego presentarán lo

escrito al resto de la clase.


WORKSHOP TWO

Specific Content Objectives:

At the end of the workshop the students will be able to:

1. Analyze the historical evolution, epistemology, and philosophical beliefs of theories and

science development in nursing.

2. Evaluate the applicability of nursing theories.

3. Compare, contrast, and critique specific theories of nursing.

4. Critique a nursing concept using the process of concept analysis.

5. Evaluate nursing theories’ utilization in the nursing practice, education, and research.

Specific Language Objectives:

1. Listening: Analyze in detail all the basic concepts presented in class after listening to class

discussions and oral presentations of the facilitator and other students.

2. Speaking: Utilize vocabulary related nursing theories and concept analysis for class activities,

using clear pronunciation and demonstrating oral fluency.

3. Reading: Reads recommended articles and book chapters related to the historical evolution,

epistemology, and philosophical beliefs of nursing.

4. Writing: Prepare a PowerPoint presentation about the nursing theories and their development.

Electronic Links (URLs):

Virtual Library


Nursing


http://www.aanp.org

www.ana.org

www.aacn.org

www.nurse.com






http://www.ana.org/


http://www.nurse.com/


Assignments before the Workshop: Before the workshop the students are responsible for:

1. Read The Professional Identity of the Nurse: Concept Analysis and Development. Journal

of Advanced Nursing. Volume 28, Issue October, 1998, pages: 720-727. Prepare a written

description of the article and describe in your own words the relationship between

the concepts of self-esteem, self-image, professionalism, and your role as a nurse. Be

prepared to present it during class. Use APA style.

2. Using the Virtual Library, conduct a research and look for the subjects: Introduction to

Nursing Theories and Development of Nursing Theories. Prepare a 3 slides PowerPoint

presentation to present your findings.

3. Read about concept analysis in nursing and be prepared to discuss in class the role of

concept analysis in the nursing field. In addition, explain in writing how you will integrate

the concept analysis into your practice. Select a concept of your interest for your concept

analysis paper.

4. Read pages 47 to 81 of the research report of the Institute of Medicine of the National

Academies: The Future of Nursing: Leading Change, Advancing Health. Take notes and

be prepared to discuss them in class.

Key Core Vocabulary:

1. Concept Analysis

2. Professional Identity

List of Supplementary Materials for the Workshop:

1. PowerPoint

2. White board

3. Markers


SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be used in

the workshop.

A. Preparation B. Scaffolding

_√

_√

Adaptation of Content

Links to Background Knowledge

_√

_√

Modeling

Guided Practice

_√_ Links to Past Learning Independent Practice

_√ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√ Comprehensible Input

_√

_√

_√

Cognitive

Meta-cognitive

Social/Affective

C. Grouping Options

D. Integration of Processes

_√

_√

_√

_√

Whole Class

Small Groups

Partners

Independent Work

_√

_√

_√

_√

Listening

Speaking

Reading

Writing

E. Application _√

_√

_√

_√

_√

Hands-on

Meaningful/Relevant

Rigorous

Link to Objectives

Promote Engagement


Integrated Activities to achieve Content and Language Objectives:

1. The students will review the concepts learned during the last workshop. The facilitator

will introduce the new concepts and will explain the objectives of this workshop.

2. The class will be divided into three groups. Each group will present an analysis of the

historical evolution and philosophical beliefs of nursing theories and science

development. The will use their imagination and creativity to present their analysis.

3. Each student individually will describe in their own words the relationships between the

concepts of self-esteem, self-image, professionalism, and their role as a nurse.

4. The students and the facilitator will develop a class discussion about the theory and

science development of nursing and its relationship to the concept of professionalism and

the image of nurse practitioners.

5. Meet in groups to discuss the notes taken from the research of the Institute of Medicine

about The Future of Nursing. Share your findings with the rest of the class.

6. Each student individually will present the PowerPoint presentation about the nursing

theories and development.

7. The facilitator will explain the concept analysis paper.

8. The class will be divided into pairs. Each pair will present their opinions about the

concept analysis examples. Then, each pair will share their knowledge about the topic.

Finally, they will discuss the role of concept analysis in the nursing field and its integration

in the practice of nursing.

9. The facilitator will discuss the Concept Analysis Rubric. Each student will share the

concept they chose to develop their paper. This paper represents a major project for this


course. The students will select a concept relevant to nursing practice. They will analyze

the concept by using multiple data sources, case studies, and literature reviews. Use APA

style and the facilitator’s instructions.

Assessment:

1. Individual: The facilitator will use the Appendix H to assess the PowerPoint

presentations.

2. Group: Students will use Peer Evaluation using Appendix B (speaking).

3. Written: The facilitator uses Appendix B to assess written documents.

4. Oral: The facilitator uses Appendix A to assess the specific language objectives for the

workshop.

Lesson Wrap-Up:

1. Individual: Students receive a key core term selected by the facilitator. They will offer

their own definition and will explain its application in the field of advanced practice of

nursing.

2. Group: Class will be divided into small groups. Each group discusses what impacted

them the most during the workshop.


TALLER TRES



1. Describir el uso y la aplicación de teorías de enfermería en la práctica avanzada.

2. Discutir la importancia de la práctica basada en evidencia.

3. Aplicar teorías durante la práctica.

4. Identificar y explicar los diferentes pasos a tomar en el proceso de analizar un concepto

de una teoría.



1. Escuchar: Escucharán atentamente las discusiones relacionadas a los temas de uso y

aplicación de teorías.

2. Hablar: Presentarán verbalmente las teorías de enfermería de práctica avanzada.

3. Leer: Leerán material relacionado a la aplicación de teorías durante la práctica.

4. Escribir: Prepararán una visión general sobre varios artículos relacionados a la clase.


Biblioteca Virtual






http://www.aanp.org

http://www.ana.org




www.aacn.org

www.ancc.org





http://www.ana.org/






1. Lectura del capítulo 28 del libro de texto.

2. Lectura de páginas 347-387 del libro de texto de Robinson y Kish: Core Concepts in

Advanced Practice Nursing.

3. Acceder el enlace http://currentnursing.com/nursing_theory y leer los siguientes

artículos: Introduction to Nursing Theories y Development of Nursing Theories. Prepare

un escrito una visión general de al menos 3 páginas de los aspectos más importantes de

ambos artículos.

4. Seleccione una teoría y prepare una presentación en PowerPoint de 3 a 5 diapositivas

sobre la misma. Prepárese para discutirla en clase.

5. Realice una búsqueda utilizando la Biblioteca Virtual sobre el futuro uso de la teoría de

enfermería y las prioridades de investigación relacionadas a la práctica avanzada.


1. Práctica basada en evidencia

2. Investigación basada en evidencia


1. PowerPoint

2. Libro de Texto

3. Biblioteca Virtual

http://currentnursing.com/nursing_theory






_√ _√

_√


Socio/Afectivo

_√

_√

_√

Práctica Dirigida


Instrucción


_√

_√

_√

_√






_√

_√

Grupo Completo

Grupos Pequeños

_√

_√

Escuchar

Hablar

Pares _√ Leer


E. Aplicación _√

_√

_√

_√

_√



Rigurosas





1. El facilitador comenzará la clase con un breve repaso de conceptos cubiertos en el taller

anterior.

2. Los estudiantes se reunirán en grupos de cuatro. Cada grupo discutirá lo aprendido de la

lectura del libro de Robinson.

3. Luego de discutir lo aprendido, cada grupo preparará un bosquejo de los temas más

importantes de la lectura. Luego un representante de cada grupo lo discutirá frente a la

clase.

4. Basado en su experiencia de vida profesional, presente una dramatización de un caso de

la vida real (omita información personal) donde usted haya usado o aplicado algunas de

las teorías de enfermería de práctica avanzada. Puede pedir la colaboración de otros

compañeros.

5. El facilitador resaltará los aspectos más importantes de cada dramatización y la

aplicación de las teorías de enfermería de práctica avanzada.

6. Cada estudiante presentará los resultados de su búsqueda sobre los futuros usos de las

teorías de enfermería y las prioridades de investigación.

7. Los estudiantes en pares identificarán y explicarán los diferentes pasos a tomar en el

proceso de analizar un concepto de una teoría.

8. Los estudiantes realizarán sus presentaciones en PowerPoint relacionadas a las teorías.

9. El facilitador abundará en los puntos importantes de cada presentación en colaboración

con el resto de la clase.


Evaluación:

1. Individual: El Anejo B será usado para evaluar las presentaciones.

2. Grupal: El facilitador utilizará el Anejo F para evaluar la participación oral en grupo.

3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre la visión general de la lectura

asignada.

4. Oral/Auditivo: El Anejo A será utilizado para evaluar la presentación en PowerPoint y la

discusión en clase relacionada al tema.

Cierre del taller:

1. Individual: Cada estudiante completará el diario reflexivo sobre los conceptos

aprendidos.

2. Grupal: La clase se dividirá en grupos pequeños para repasar los conceptos aprendidos.


WORKSHOP FOUR


At the end of this workshop the students will be able to:

1.Carefully discuss concepts covered during previous workshops.

2.Describe and recognize the field of nursing as a science.

3.Integrate conceptual models, theories, research, and practice.



1. Listening: Attentively listen to and analyze in detail all the basic concepts presented in class

during discussions and activities.

2. Speaking: Demonstrate clear pronunciation and oral fluency of core concepts while

discussing their articles.

3. Reading: Reads articles, summarize textbook material, and present in class, theories related to

the advance practice nurse.

4. Writing: Apply the six characteristics of the writing process when writing their expository

essay.


Biblioteca Virtual


TOPIC: Culture

http://www.aon.com/attachments/culturally_competent_health_care.pdf

TOPIC: Social disparities

http://www.thecommunityguide.org/social/soc-AJPM-evrev-healthcare-systems.pdf

http://xnet.kp.org/permanentejournal/winter00pj/competent.html









Assignments before the Workshop:

1. Read Chapter 29 of the Robinson Textbook. Prepare an expository essay of at least

three pages related to this reading. Use APA style.

2. Read the following articles and take notes. Be prepared to discuss them in class.

a. Straus, S. E., Graham, I. D., & Mazmanian, P. E. (2006). Knowledge translation:

Resolving the confusion. Journal of Continuing Education in the Health

Professions, 26(1), 3-4. doi:10.1002/chp.45

b. Jillian M. MacGuire. (1990). Putting nursing research findings into practice:

research utilization as an aspect of the management of change. Article first

published online: DOI: 10.1111/j.1365-2648.2006.03674.x

http://www.ncbi.nlm.nih.gov/pubmed/2358579

3. Bring current professional articles or journals related to the material covered in the first

two assignments.

4. Think about the advantages of a nurse practitioner that is linguistically and culturally

competent. Prepare a list of advantages and bring it to class.

5. Continue working with your class portfolio.

6. Go to Blackboard and answer the question(s) posted by the facilitator.


1. Will be provided by the facilitator.


1. Blackboard

2. Markers

3. Easel Paper

4. Professional magazines and journals

http://www.ncbi.nlm.nih.gov/pubmed/2358579



the workshop.


_√

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Links to Past Learning

Strategies Incorporated


_√

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Modeling

Guided Practice

Independent Practice

Comprehensible Input

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Cognitive

Meta-cognitive

Social/Affective

C. Grouping Options D. Integration of Processes

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Whole Class

Small Groups

Partners

Independent Work

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Listening

Speaking

Reading

Writing

E. Application _√

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Hands-on

Meaningful/Relevant

Rigorous

Link to Objectives

Promote Engagement



1. The class will be divided into two groups. Each group will meet to prepare a review

activity that will cover all previous workshops. Students are encouraged to use their

creativity. Use Appendix F.

2. After the review, each group will prepare a concept map and will share it with the rest of

the class.

3. The students will comment on the question(s) posted by the facilitator on Blackboard.

4. Peer-reviewing activity. Students will meet in pairs and will exchange their essays.

Each essay will be read and assessed by the students using the writing rubric on

Appendix B. Each student will have the opportunity to update their essays if needed. If

updates are needed, the essays will be sent via e-mail to the facilitator on the following

day.

5. The class will be divided into two groups to begin debating on the concept of Nursing as

a Science.

6. Students will verbally discuss how they can integrate conceptual models, theories,

research, and practice. Each student is encouraged to offer real life experiences.

7. The facilitator allows the students to share their professional articles, magazines or

journals related to the workshop.

8. The students will complete their reflexive diary.

Assessment:

1. Individual: Students will post their comments on the questions related to the concepts

discussed on the workshop.

2. Group: Students will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B students their essays.

4. Oral: The facilitator will use Appendix A to assess the specific language objectives for the

workshop.


Lesson Wrap-Up:

1. Individual: Students receive an envelope containing a card with a concept or phrase

selected by the facilitator. Students will analyze this concept or phrase and will verbally

discuss it. They should use examples during the discussion.

2. Group: Class will divide into small groups. Each group will discuss what impacted them

the most about this workshop.


TALLER CINCO



1. Describir el uso y la aplicación de teorías de enfermería principales y de modelos

conceptuales.

2. Discutir la importancia de las teorías de enfermería de nivel medio.

3. Identificar y explicar las diferentes teorías relacionadas a las teorías de enfermería de

nivel medio.

4. Realizar una presentación sobre el Análisis de Conceptos.



1. Escuchar: Escucharán atentamente las discusiones relacionadas a las teorías de

enfermería y a los modelos conceptuales.

2. Hablar: Presentarán verbalmente su Análisis de Concepto usando pronunciación correcta

en español.

3. Leer: Leerán artículos relacionados a los modelos de enfermería.

4. Escribir: Escribirán un reporte relacionado a su análisis de concepto sin errores

gramaticales.


Biblioteca Virtual






http://www.aanp.org

http://www.ana.org





http://www.ana.org/





www.aacn.org

www.ancc.org


1. Lectura del capítulos 30-31 del libro de texto de Robinson.

2. Lectura de los siguientes artículos:

a. Nursing models: extant or extinct? Alison J. Tierney BSc PhD RGN FRCN

Article first published online: 25 DEC 2001DOI: 10.1046/j.1365-

2648.1998.00766.x

b. Comparison of two theorists on care: Orem and Leininger by Janet N.

Rosenbaum RN MSN Associate Professor and Director Article first published

online: 22 DEC 2006 DOI: 10.1111/j.1365-2648.1986.tb01268.x

3. Preparar la presentación en PowerPoint sobre su Análisis de Concepto. El Anejo H será

usado para evaluar la presentación.

4. Prepare un ensayo comparando a los teóricos Orem y Leininger comparando y

contrastando a ambos teóricos. Este ensayo debe tener un mínimo de tres páginas. Utilice

estilo APA.

5. Utilice la Biblioteca Virtual para buscar información sobre las teorías de enfermería de

nivel medio. Prepare un bosquejo y llévelo a clase para discusión.


1. Teorías de enfermería de nivel medio.

2. Teorías de Orem

3. Teorías de Leininger


1. PowerPoint

2. Libro de Texto










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Socio/Afectivo

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Práctica Dirigida


Instrucción


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Grupo Completo

Grupos Pequeños

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Escuchar

Hablar

Pares _√ Leer


E. Aplicación _√

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Rigurosas






anterior.

2. Los estudiantes se reunirán en grupos de cuatro. Cada grupo discutirá lo aprendido de la

lectura del libro de Robinson.

3. Luego de discutir lo aprendido, cada grupo preparará un bosquejo de los temas más

importantes de la lectura. Luego un representante de cada grupo lo discutirá frente a la

clase.

4. Cada grupo preparará un Diagrama Venn comparando y contrastando las teorías de Orem

y Leininger.

5. Cada estudiante presentará los resultados de su búsqueda sobre los futuros usos de las

teorías de enfermería de nivel medio y discutirá su bosquejo.

6. Cada estudiante discutirá su ensayo preparado como asignación.

7. Los estudiantes realizarán sus presentaciones sobre su Análisis de Concepto. El

facilitador utilizará el Anejo H para evaluar las mismas.

8. El facilitador abundará en los puntos importantes de cada presentación en colaboración

con el resto de la clase.

Evaluación:

1. Individual: El Anejo B será usado para evaluar las presentaciones.


3. Escrito: El Anejo B será usado para evaluar el trabajo escrito sobre la visión general de la lectura

asignada.

4. Oral/Auditivo: El Anejo H será utilizado para evaluar la presentación en PowerPoint.


Cierre del taller:


aprendidos durante el taller.

2. Grupal: La clase se dividirá en grupos pequeños para comentar sobre las presentaciones

realizadas durante el taller. Estos discutirán que se puede mejorar en las mismas.


WORKSHOP SIX



1. Compare and contrast information regarding the concept analysis process.

2. Carefully analyze a theory and select different concepts from it for discussion.

3. Present their concept analyses during class.



1. Listening: Attentively listen to and analyze in detail all the basic concepts presented in class

regarding concept analysis and theories.


discussing researched articles.

3. Reading: Read articles, summarize textbook material related to nursing theory and its

concepts.

4. Writing: Write an essay about the concept analysis process and its advantages.


Biblioteca Virtual


TOPIC: Culture





Concept Analysis

http://www.memphis.edu/nursing/pdfs/speros-healthliteracyarticlejan_3448.pdf

http://www.eis.mdx.ac.uk/staffpages/rvb/teaching/BIS4410/hand07.pdf













1. Read the following article:

a. Stewart, M. J., R.N., M.N., Ph.D. & Tilden, V. P. R.N., D.N.Sc., F.A.A.N.

(1995). The contributions of nursing science to social support.

http://dx.doi.org/10.1016/0020-7489(95)00014-9. Take notes and be ready to

discuss in class.

b. Brown, J. (2000). The potential contributions of critical social theory to nursing

science. Can J Nurs Res. 2000 Sep;32(2):35-55. Take notes and be ready to

discuss in class.

c. Compare both articles. What they have in common? How different are they?

Prepare a two pages essay comparing these articles.

2. Bring current professional articles or journals related to the material covered in the first

assignment.

3. Find articles and/or textbooks related to the concept analysis process and read them. Take

notes of all the steps required to perform a concept analysis.

4. Select a nursing theory and one of its concepts. Prepare a concept analysis according to

your notes. Bring it to class for discussion.

5. Prepare a PowerPoint presentation or a poster to discuss your concept analysis during

class. The facilitator and your classmates will use Appendix H to evaluate your

presentation.

6. Continue working with your class portfolio.


1. Will be provided by the facilitator.


1. Blackboard

2. Markers

3. Easel Paper

4. Professional magazines, articles, and journals

http://dx.doi.org/10.1016/0020-7489(95)00014-9


SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be used

in the workshop.


_√

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_√

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Modeling

Guided Practice



_√ _√

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Cognitive

Meta-cognitive

Social/Affective


_√

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Whole Class

Small Groups

Partners

Independent Work

_√

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_√

_√

Listening

Speaking

Reading

Writing

E. Application _√

_√

_√

_√

_√

Hands-on

Meaningful/Relevant

Rigorous

Link to Objectives

Promote Engagement



1. The class will start with a short review. Each student will verbally discuss a

concept covered during previous workshops.

2. Peer-reviewing activity. Students will meet in pairs and will exchange their

essays. Each essay will be read and assessed by the students using the writing

rubric on Appendix B. The results of this assessment will be given to the

facilitator.

3. The facilitator will explain the concept analysis process and will offer an example

of the selection of a theory and a concept.

4. Students will take notes and will meet in pairs to discuss and compare them. Each

group will compare and contrast their concept analyses. One member of the group

will share with the rest of the class.

5. Students will have a few minutes to make updates to their presentations or posters.

6. Each student will verbally discuss their presentations or posters. The facilitator and

other classmates will use Appendix H to assess this activity.

7. A session of questions and answers will follow each presentation.

8. The facilitator allows the students to share their professional articles,

magazines or journals.

Assessment:

1. Individual: The facilitator will use Appendix H to evaluate the student’s presentations.

2. Group: Students will use Appendix B to assess the essay.


4. Oral: The facilitator will use Appendix A to assess the oral pronunciation skills.


Lesson Wrap-Up:

1. Individual: Each student will go to the board and write a concept or phrase learned

during class. A classmate will explain its meaning. They should use examples during the

discussion.

2. Group: The facilitator will verbally tell a story using the main concepts related

to the workshop. Each student will add a sentence to the story.



TALLER SIETE


1. Realizar la evaluación de una teoría relacionada al profesional de enfermería de práctica

avanzada.

2. Identificar el proceso de como convertir una teoría a práctica en la vida real.

3. Podrán explicar el concepto de pragmatismo.

4. Debatirán sobre cómo la enfermería de práctica avanzada aporta a que las explicaciones

teóricas y filosóficas del proceso de enfermería se conviertan en práctica basada en

evidencia a través de la investigación y de ejecutorias específicas y operacionales.



1. Escuchar: Escucharán atentamente las discusiones relacionadas a las teorías de

enfermería y al pragmatismo.

2. Hablar: Debatirán sobre cómo la enfermería de práctica avanzada aporta a que las

explicaciones teóricas y filosóficas se conviertan en práctica basada en evidencia.

3. Leer: Leerán artículos relacionados a los modelos de enfermería.

4. Escribir: Escribirán un ensayo analítico sobre la importancia de aplicar una teoría a la

práctica en la vida real.


Biblioteca Virtual






http://www.aanp.org

http://www.ana.org





http://www.ana.org/





www.aacn.org

www.ancc.org


1. Lectura del capítulo 9 del libro de Robinson (págs. 119-140).

2. Lectura del siguiente artículo:

a. Buppert. Nurse Practitioners Business Practice and Legal Guide (págs. 408-413 y

475-476).

3. Prepare un bosquejo de los temas importantes en el capítulo 9 y en el artículo de Nurse

Practitioners Business Practice and Legal Guide.

4. Preparar una evaluación de la teoría que seleccionaron en los talleres anteriores para el

ejercicio de análisis de concepto. Debe entregar un análisis escrito de 4 a 5 páginas. Debe

utilizar la matriz valorativa (rúbrica) que se encuentra en el Anejo I como guía.

5. Utilice la Biblioteca Virtual para buscar información adicional sobre las teorías de

enfermería. Prepare un bosquejo y llévelo a clase para discusión.

6. Continúe trabajando su portafolio electrónico.


1. Teorías de enfermería.

2. Lobbying


1. PowerPoint

2. Libro de Texto

3. Artículo Nurse Practitioners Business Practice and Legal Guide










_√ _√

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Socio/Afectivo

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Práctica Dirigida


Instrucción


_√

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_√

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Grupo Completo

Grupos Pequeños

_√

_√

Escuchar

Hablar

Pares _√ Leer


E. Aplicación _√

_√

_√

_√

_√



Rigurosas






anterior.

2. Los estudiantes se reunirán en pares. Cada grupo discutirá el bosquejo preparado sobre la

lectura del libro de Robinson. Luego un representante de cada grupo lo discutirá frente a

la clase. Este representante resaltará la importancia del tema para el profesional de

enfermería de práctica avanzada.

3. Los estudiantes discutirán lo aprendido del articulo de Nurse Practitioners Business

Practice and Legal Guide. Prepararan una lista en la pizarra sobre los temas importantes

y su relación con el profesional de enfermería de práctica avanzada.

4. El facilitador mostrará una presentación o discutirá el proceso de comenzar bien

conceptual y terminar actividades de enfermería pragmáticas que sean totalmente

medibles. Mostrará ejemplos concretos de cómo se convierte una teoría en práctica

basada en evidencia a través de la investigación y de ejecutorias específicas y

operacionales.

5. La clase se dividirá en grupos pequeños y compartirán la evaluación de su teoría.

6. Cada grupo compartirá con el resto de la clase los ejemplos concretos de cómo se

convierte una teoría en actividades de enfermería pragmáticas que son totalmente

medibles.

7. La clase se dividirá en dos grupos para debatir sobre cómo la enfermería de práctica

avanzada aporta a que las explicaciones teóricas y filosóficas se conviertan en práctica

basada en evidencia.

8. El facilitador abundará en los puntos importantes del debate y aportará su conocimiento y

ejemplos relacionados al tema.


9. El facilitador dividirá la clase en tres grupos (Grupo 1, Grupo 2 y Grupo 3) para la

actividad de comparación que se realizará el próximo taller. Ver sección de asignación

del próximo taller para mas detalles sobre esta actividad.

Evaluación:

1. Individual: El Anejo A será usado para evaluar las discusiones orales.


3. Escrito: El Anejo I será usado para evaluar el trabajo escrito.

4. Oral/Auditivo: El Anejo H será utilizado para evaluar participación en el debate.

Cierre del taller:


aprendidos durante el taller.

2. Grupal: La clase se dividirá en grupos pequeños para comentar sobre los ejemplos

discutidos en clase.


WORKSHOP EIGHT



1. Compare and contrast the actual status of the advanced nurse practitioner in the state versus

other states and Latin America.

2. Carefully review the several roles of the advanced nurse practitioner and the local

regulations of the profession.

3. Review the history of the advanced nurse practitioner professional in the state and in the

United States.



1. Listening: Attentively listen to and analyze in detail the actual status of the advanced nurse

practitioner professional.


discussing researched articles.

3. Reading: Read articles, summarize textbook material related to the workshop.

4. Writing: Write a 3 pages critical essay analyzing what you have learned in this class.


Biblioteca Virtual


TOPIC: Culture





Concept Analysis














1. Research activity:

a. Group 1 will perform a detailed research about the advanced nurse practitioner

professional in the state and will compare and contrast it with other nursing

professionals such as the Midwife, Nurse Practitioner and the Clinical Nurse

Specialist, amongst others. In addition, perform a research about all the

regulations related to this professional in the state.

b. Group 2 will perform a detailed research related to prescriptive privileges, related

regulations and how it has evolved in the state in comparison with other states.

c. Group 3 will perform a detailed research about Jobs that the advanced nurse

practitioner can perform in the state. They will offer concrete examples of clinics

and programs.

2. Each group will prepare a detailed PowerPoint presentation related to the topic.

3. Complete your digital portfolio and bring it to class.

4. Find information about the advanced nurse practitioner professional in your state and

compare it with another state. Prepare a Venn Diagram to compare and contrast both of

them. Bring it to class for discussion.

5. Prepare a 3 pages critical essay analyzing what you have learned in this class.


1. State regulations

2. Midwife

3. Nurse Practitioner

4. Clinical Nurse Specialist



1. Blackboard

2. Markers and Easel Paper

3. PowerPoint

4. Professional magazines, articles, and journals


the workshop.


_√

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_√

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Modeling

Guided Practice



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Cognitive

Meta-cognitive

Social/Affective


_√ _√

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_√

Whole Class

Small Groups

Partners

Independent Work

_√ _√

_√

_√

Listening

Speaking

Reading

Writing

E. Application _√

_√

_√

_√

_√

Hands-on

Meaningful/Relevant

Rigorous

Link to Objectives

Promote Engagement



1. The class will start with a short review. Each student will verbally discuss a concept

covered during previous workshops.

2. Students will discuss their critical essays.

3. Students will meet for a few minutes with their groups to prepare for the presentation.

The facilitator and other classmates will use Appendix H to assess this activity.

4. A session of questions and answers will follow each presentation.

5. The facilitator allows the students to share their professional articles, magazines or

journals.

6. Students will discuss their findings related to the history of the advanced nursing

professional in the state and the comparison with other states.

7. Students will exchange their Venn Diagrams and will discuss them.

8. Students will verbally review what they learned when preparing their concept analyses

and evaluations of their nursing theories.

9. Students will discuss their future as advanced nurse practitioners.

Assessment:

1. Individual: The facilitator will use Appendix H to evaluate the student’s presentations.

2. Group: The facilitator will use Appendix A to assess oral pronunciation.


4. Oral: The facilitator will use Appendix A to assess the listening skills.

Lesson Wrap-Up:

1. Individual: Each student will go to the board and write a concept or phrase learned during

class. A classmate will explain its meaning. They should use examples during the discussion.

2. Group: The class will be divided into two groups. Each group will discuss their future as

an advanced nurse practitioner.


APÉNDICES / APPENDIXES


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


“Can Do” Listening Rubric

n

National Proficiency Levels Criteria

Starting Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class discussio

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to thinking of th

correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


“Can Do” Reading Rubric

National Proficienc

Levels

Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose deficiencies,

resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-fictiona

texts that bridge personal, professional and academic themes, news articles, short stories, short novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context (e.g.,

definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging...

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)

Demonstrates fully developed strategic reading skills (as listed above)


“Can Do” Writing Rubric

National Proficien

Levels Criteria

Starting Lacks clear writing and focus... Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions makes it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are si

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is le

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order

allow the proper flow of ideas.

Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be improved.

Writes with a definite style and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answe

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to conne ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC


Appendix B

Six-Traits of Writing Rubric

Student’s Name: Date:

Facilitator: Course: Assignment:

Instructions: This rubric will be used to evaluate all written work done by the student in

both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and

Content) and write the score in the appropriate box. Select the criteria per level (6=

highest, 1=lowest) that best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you

are evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

Ideas and Content

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Gran

d

Total:

Final Score:

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose.

• clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off- topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text.

• extensive repetition of detail.

1 The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.

Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

http://www.ade.state.az.us/standards/6traits/






Criteria per Level

Trait #2: Organization

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.





Criteria per Level

Trait #3: Voice

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.





Criteria per Level

Trait #4: Word Choice

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.





Criteria per Level

Trait #5: Sentence Fluency

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.





Criteria per Level

Trait #6: Conventions

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.





APPENDIX C

The E-Lab Resources/Recursos del Laboratorio Electrónico


Información acerca del Laboratorio de Idiomas y

Laboratorio Electrónico

El Laboratorio de Idiomas está diseñado para ayudar a los estudiantes a desarrollar sus

habilidades lingüísticas en inglés y en español. El laboratorio de idiomas cuenta con una amplia

variedad de ejercicios visuales y auditivos en línea que le permiten al estudiante mejorar sus

habilidades en comprensión oral, pronunciación, desarrollo de vocabulario, gramática,

comprensión de lectura, y escritura.

El laboratorio de idiomas también ofrece recursos de 140 direcciones electrónicas de “English

for Speakers of Other Languages” (ESOL), (inglés para hablantes de otros idiomas) para

satisfacer las necesidades de los estudiantes. Además el laboratorio de idiomas tiene otros

programas computarizados para el aprendizaje del idioma tales como “Tell Me More”, “Rosetta

Stone”(versión en inglés y en español), “Ellis Business”, “Ellis Master Pronunciation”, “Math

Media Algebra”, “Spanish Web sites”, “Internet-Based Research”, y “Guided Writing

Activities”.

Tell Me More es un sistema eficaz para el aprendizaje de los idiomas inglés y español que le

permite fortalecer sus habilidades y además cumplir con las horas de laboratorio requeridas en

sus clases. Para maximizar su progreso, el sistema inicialmente evaluará su conocimiento y

creará un programa de aprendizaje adaptado a sus necesidades de idioma.

Usted podrá mejorar su pronunciación, gramática y habilidad de escuchar desde un nivel de

principiante hasta un nivel avanzado profesional con dos diferentes perfiles, idioma de cada día,

e idioma orientado a los negocios. Lo único que Usted necesita es tener acceso a Blackboard, a

la internet y tener un navegador de Internet Explorer.

Net Tutor es un servicio de tutorías en línea. Cuenta con asesorías en persona para materias

cuánticas y sistemas de computación (tiene horarios fijos). De no contar con un tutor en persona,

el sistema le permite dejar sus dudas las que serán contestadas en un lapso de 72 horas.

Para su conveniencia existe un banco de preguntas y respuestas disponibles las 24 horas del día,

los 7 días de la semana. Este servicio está disponible donde quiera que Usted tenga acceso a la

internet.

Este servicio ofrece tutorías en las siguientes asignaturas:

- Inglés (disponible para todos los cursos)

- Español (disponible para todos los cursos)

- Estadística (el estudiante debe estar matriculado en esta clase)

- Matemáticas (el estudiante debe estar matriculado en esta clase)

- Contabilidad (el estudiante debe estar matriculado en esta clase)

- Sistemas de información computarizada (el estudiante debe estar matriculado en esta

clase).

- Wimba Voice es una herramienta electrónica que promueve el uso de la voz dentro del

desarrollo de las asignaturas, permitiendo crear interacciones entre los estudiantes y el

facilitador. Los estudiantes usarán Wimba Voice para hacer tareas previstas por su


facilitador, tales como participar en foros de discusión verbal, preparación de

presentaciones orales, y enviar mensajes al facilitador y/o a sus compañeros de clase.

- El programa Wimba Voice cuenta con 5 funciones:

- Voice Authoring: permite grabar y escuchar un mensaje de voz en un sitio de la internet.

- Voice Discussion Board: permite crear y escuchar mensajes orales dentro de un foro de

discusión.

- Voice Presentation: permite presentar contenido de la internet al mismo tiempo que

mensajes orales.

- Voice E-mail: permite enviar mensajes orales a través del correo electrónico.

- Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.


Appendix D/Anejo D

UNIVERSIDAD DEL TURABO

ESCUELA DE CIENCIAS DE LA SALUD

PROGRAMA GRADUADO DE CIENCIAS EN ENFERMERIA CENTROS DE LOS ESTADOS UNIDOS

Criterios de Evaluación para Análisis de Concepto

NURS 500 Fundamentos Teóricos de Enfermería de Práctica Avanzada

Elementos para evaluar *4 3 2 1 0 N/A

Comentarios

I- Titulo e Introducción Presenta breve resumen

II- Presenta el concepto que va a analizar Determina el propósito del análisis

Identifica todos los usos del concepto

A. Presenta todas las posibles definiciones

B. Usa todas las disciplinas posibles Determina los atributos del concepto

Construye un caso modelo Construye un caso similar Construye un caso contrario Identifica los antecedentes y las

consecuencias

Indica los métodos empíricos que pueden ser usados para medir el concepto

III- Formato Utiliza las guías APA

Incluye la lista de referencias utilizando APA

Total Posible: Total Obtenido: Porciento Obtenido:

Firma del Estudiante: Núm. Estudiante:

Firma del Profesor: Fecha:_

*Escala: 4 = Excelente – cumple totalmente con el criterio 3 = Satisfactorio – cumple con el criterio, pero con ciertas limitaciones 2 = Regular – cumple parcialmente 1 = Deficiente – le falta la mayor parte de los elementos 0 = Ausente – no cumple con el criterio


Appendix E/Anejo E


SCHOOL OF HEALTH SCIENCES

NURSING GRADUATE PROGRAM

Seminar Participation Evaluation Criteria

NURS 500 Theoretical Foundations of Advanced Practice Nursing

Criteria *4 3 2 1 0

N/A

Comments

Attends all seminar meetings as scheduled

Participates actively in all seminar group discussions:

Discussion of Article

Advanced Practice Nursing Puerto Rico Project

Concept Analysis Exercise

Evidence-Based Practice Exercise

Evaluation of a Nursing Theory Exercise

Putting in all Together Exercise

Provides oral presentations following guidelines

Total Possible Score: Total Score Obtained: Percentage Obtained:

Student Name: Student ID:

Evaluator’s Name: Date:

*Point Scale: 4 = Excellent – fulfills criterion totally 3 = Satisfactory – fulfills criterion with few limitations 2 = Fair – fulfills criterion partially 1 = Deficient – lacks most of the elements of the criterion 0 = Absent – does not fulfill the criterion


Appendix F/Anejo F

MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL

ORAL

Nombre del Estudiante: Fecha:

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción efectiva del tema

identificando el propósito, objetivo e ideas

principales que se incluyen en la presentación.

10

La presentación es organizada y coherente y

puede seguirse con facilidad. 10

El presentador demuestra dominio del tema o

materia de la presentación al explicar con

propiedad el contenido y no incurrir en errores.

10

Las ideas y argumentos de la presentación están

bien fundamentados en los recursos presentados,

consultados o discutidos en clase.

10

Capta la atención e interés de la audiencia y/o

promueve su participación, según aplique.

10

Proyección efectiva, postura corporal adecuada,

de la audiencia, y del tiempo asignado.

10

Usa varias estrategias para hablar o definir

conceptos, interpretaciones, aplicaciones y

evaluación de procesos o experiencias en el

contenido del curso.

10

Lenguaje

Pronunciación de las palabras es clara y de

manera correcta para que se entienda el lenguaje

utilizado.

10

Uso correcto de la gramática y conjugación de

verbos en el idioma asignado.

10

Uso correcto del vocabulario para expresar el

mensaje adecuadamente.

10

Total de Puntos 100 (70% de

contenido y 30%

Lenguaje)

Puntuación del

Estudiante:

Firma del Estudiante: Firma del Facilitador:


Anejo G/Appendix G

KWL Chart

K

What I KNOW

W

What I WANT to Know

L

What I LEARNED


Anejo H/Appendix H


ESCUELA DE CIENCIAS DE LA SALUD

PROGRAMA GRADUADO DE CIENCIAS EN ENFERMERIA Centros de la Florida

Criterios de Evaluación para Análisis de Concepto NURS 500 Fundamentos Teóricos de Enfermería de Práctica Avanzada

Elementos para evaluar *4 3 2 1 0

N/A

Comentarios

I- Titulo e Introducción Presenta breve resumen

II- Presenta el concepto que va a analizar

Determina el propósito del análisis

Identifica todos los usos del concepto

A. Presenta todas las posibles definiciones

B. Usa todas las disciplinas posibles

Determina los atributos del concepto

Construye un caso modelo Construye un caso similar Construye un caso contrario

Identifica los antecedentes y las consecuencias

Indica los métodos empíricos que pueden ser usados para medir el concepto

III- Formato Utiliza las guías APA

Incluye la lista de referencias utilizando APA

Total Posible: Total Obtenido: Porciento Obtenido:

Firma del Estudiante: Núm. Estudiante:

Firma del Profesor: Fecha:

*Escala: 4 = Excelente – cumple totalmente con el criterio 3 = Satisfactorio – cumple con el criterio, pero con ciertas limitaciones 2 = Regular – cumple parcialmente 1 = Deficiente – le falta la mayor parte de los elementos 0 = Ausente – no cumple con el criterio


APPENDIX I/ANEJO I


SCHOOL OF HEALTH SCIENCES

NURSING GRADUATE PROGRAM, FLORIDA CAMPUSES

Evaluation of a Nursing Theory

Evaluation Criteria

NURS 500 Theoretical Foundations of Advanced Practice Nursing

Criteria *4 3 2 1 0

N/A Comments

I- Structure Elements Presents the historical evolution of the theory

Discusses the philosophical assumptions and how explicitly they are stated

Discusses the principles, concepts, and propositions of the theory and how explicitly they are stated

Explains how “person” or “human” is defined in the theory

Explains how health is defined in the theory

Describes how the theory explicates the relationship between person or human and health?

II- Process Elements Correspondence Describes how the theory fits with the established general knowledge about person and health

Describes how the theory interrelates concepts at the same level of discourse to describe, explain, or predict regarding person and health

Identifies with what paradigmatic perspective the theory corresponds

Describes how the theory corresponds with the philosophical assumptions


Criteria *4 3 2 1 0

N/A Comments

Discusses how the principles, concepts, and propositions are described parsimoniously in abstract terms

Discusses the clarity in the meaning of principles, concepts, and propositions

Coherence Discusses how the principles of the theory relate to other theories

Identifies if there is a logical flow from philosophical assumptions to propositions

Describes if the theory is structured in a symmetrically aesthetic way

Pragmatics Discusses how the theory can be moved down the ladder of abstraction for use in theory and practice

Identifies how the theory generates research questions for investigation

Describes the guidelines for practice offered by the theory

Discusses evidence of support for the theory in research and practice

Describes the contribution of the theory to nursing science

III- Format Utilizes APA format

Includes the list of references utilizing APA

Total Possible Score: Total Score Obtained: Percentage Obtained:

Student Signature: Student ID:

Evaluator’s Signature: Date:

*Point Scale: 4 = Excellent – fulfills criterion totally 3 = Satisfactory – fulfills criterion with few limitations 2 = Fair – fulfills criterion partially 1 = Deficient – lacks most of the elements of the criterion 0 = Absent – does not fulfill the criterion

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