Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Continental USA Branch Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
NURS 405
Nursing Leadership
Liderazgo en Enfermería
© Sistema Universitario Ana G. Méndez, Inc. 2015
Derechos Reservados
© Ana G. Méndez University System, Inc. 2015
All rights reserved
January 2015
NURS 405 NURSING LEADERSHIP 2
Revised January 2015
Prepared based on the course syllabus (Revised 2012) of the School of Health Sciences,
Universidad del Turabo, with the collaboration of:
María E. Rosa, DrPH, PhD, MSN, RN Module Development Specialist
Jose L. Otero, RN, MSN Content Evaluator
Juanita Munera, English Language Specialist
Jeannette Labrador, M.A., Spanish Language Specialist
Frances Rodríguez, Dual Language Specialist
Fanny Sernik, Dual Language Specialist
Minette Elias, MS, Curriculum and Instructional Design
NURS 405 NURSING LEADERSHIP 3
Revised January 2015
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO .................................................................................................................................... 4
STUDY GUIDE .......................................................................................................................................... 16
TALLER UNO 26
WORKSHOP TWO .................................................................................................................................... 36
TALLER TRES 47
WORKSHOP FOUR .................................................................................................................................. 60
TALLER CINCO ........................................................................................................................................ 71
WORKSHOP SIX ....................................................................................................................................... 81
TALLER SIETE ......................................................................................................................................... 93
WORKSHOP EIGHT ............................................................................................................................... 104
APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION .... 121
APPENDIX B PARAGRAPH CONSTRUCTION .................................................................................. 127
APPENDIX C THE WRITING PROCESS SIX-TRAIT ANALYTIC WRITING RUBRIC .................. 129
APÉNDICE D/APPENDIX D INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS Y EL
E-LAB LANGUAGE LAB AND E-LAB INFORMATION ................................................................ 138
APÉNDICE E /APPENDIX E DOCUMENTACIÓN DEL LABORATORIO DE IDIOMAS/E-
LAB……………....................................................................................................................................... 143
APÉNDICE F/ APPENDIX F RÚBRICA DE ENSAYO ........................................................................ 148
APÉNDICE G/ APPENDIX G RÚBRICA DE PARTICIPACIÓN EN CLASE ..................................... 152
APÉNDICE H/ APPENDIX H RÚBRICA DE PRESENTACIÓN ORAL Y AUDIOVISUAL
INDIVIDUAL/GRUPAL .......................................................................................................................... 157
APÉNDICE I/ APPENDIX I AUTORREFLEXIÓN .............................................................................. 162
APÉNDICE J/APPENDIX J RÚBRICA PARA EVALUAR LOS JUEGOS DE ROL ........................... 166
APPENDIX K KWHLAQ CHART .......................................................................................................... 171
APÉNDICE L/ APPENDIX L HESI RN .................................................................................................. 174
APPENDIX M CRITERIA FOR INTERVIEW EVALUATION ........................................................... 175
APPENDIX N CRITERIA FOR WRITTEN ANALYSIS AND EVALUATION OF LEADERSHIP
BOOK ........................................................................................................................................ 176
APPENDIX O CRITERIA FOR ORAL AND WRITTEN CASE STUDY EVALUATION .................. 177
NURS 405 NURSING LEADERSHIP 4
Revised January 2015
GUÍA DE ESTUDIO
Título del Curso: Liderazgo en Enfermería Codificación: NURS 405
Créditos: 3 créditos
Duración: Ocho semanas para un total de 45 horas
Prerrequisito: NURS 403 y NURS 404
Descripción: Este curso se enfoca en los conceptos básicos de liderazgo y manejo/gerencia del
profesional de enfermería dentro del dinámico sistema de salud actual, donde los papeles de
enfermería están evolucionando. Se discute y analiza el impacto de la economía, la información,
la tecnología, y la política sobre el sistema de cuidado de la salud. Los problemas y retos son
vistos como oportunidades para crecimiento y mejoramiento del funcionamiento del equipo de
salud donde el profesional de enfermería juega un papel vital. El estudiante tiene la oportunidad
de analizar críticamente estudios de casos en varios escenarios de salud. Se analiza una variedad
de conceptos y teorías de liderazgo y se aplican a la práctica de enfermería. Se estimula la
participación del profesional de enfermería en organizaciones profesionales de enfermería y de
otras profesiones de la salud a nivel local, nacional e internacional.
Objetivos generales de contenido
Al finalizar el curso, el estudiante será capaz de:
1. Aplicar destrezas de razonamiento crítico y del proceso de enfermería en estudios de
casos seleccionados sobre liderazgo y manejo/gerencia.
2. Discutir la relevancia de las teorías de enfermería en liderazgo y manejo/gerencia.
3. Demostrar destrezas apropiadas en el proceso de solución de problemas y asuntos éticos
relacionados.
4. Demostrar crecimiento en el papel de líder.
5. Describir el sistema de servicios de salud actual y reconocer los retos que presenta para el
liderazgo en enfermería.
NURS 405 NURSING LEADERSHIP 5
Revised January 2015
6. Discutir los factores que influyen en la calidad del cuidado.
7. Utilizar efectivamente destrezas de manejo del estrés en la ejecución de liderazgo en
enfermería.
8. Demostrar destrezas adecuadas en el manejo de tecnología de la información.
9. Evaluar los factores políticos, gubernamentales, financieros y sociales que afectan la
profesión de enfermería.
10. Participar en diferentes organizaciones de enfermería y de otras profesiones de la salud.
11. Aplicar destrezas de comunicación efectivas para el liderazgo en enfermería.
Objetivos generales de lenguaje
Al finalizar el curso, el estudiante será capaz de:
Escuchar: Comprender discursos orales, en inglés/español, y reconocer sus
diversas finalidades y las situaciones de comunicación en que se producen;
compartir, comparar y desarrollar ideas nuevas acerca de liderazgo en enfermería
de manera colaborativa; adquirir aprendizajes significativos, basados en la experiencia
y en temas motivadores; responder a estímulos auditivos tales como vídeos,
presentaciones audiovisuales y actividades interactivas.
Hablar: Expresarse oralmente, en inglés/español, con propiedad y corrección,
de acuerdo con las diversas finalidades y situaciones comunicativas y adoptando un
estilo expresivo propio; analizar, opinar y comunicar oralmente puntos de vista e
ideas; desarrollar habilidades y competencias que lo capaciten para su vida académica,
laboral y cotidiana; utilizar el lenguaje para adquirir conocimientos nuevos
acerca de liderazgo en enfermería y para aprender a utilizar técnicas sencillas de manejo
de la información a través de los medios tradicionales y la tecnología informática.
NURS 405 NURSING LEADERSHIP 6
Revised January 2015
Leer: Investigar, analizar, interpretar, resumir, parafrasear y comprender, en inglés/español,
la información que recopile en los diversos medios de información sobre el tema de liderazgo
en enfermería; desarrollar actitudes críticas ante los mensajes de los medios de
comunicación, valorar la importancia de sus manifestaciones y beneficiarse autónomamente
de la lectura como fuente de información y enriquecimiento cultural.
Escribir: Redactar textos, en inglés/español, desde una postura personal crítica y creativa,
con propiedad y corrección, para establecer una comunicación clara y efectiva; utilizar la
escritura como fuente de información para proveer datos pertinentes relacionados a liderazgo
en enfermería.
Requisitos de APA (6ta edición) para citar los textos que se usarán en el módulo
Utilice el estilo de escritura de la sexta edición de la Asociación Americana de Psicología (APA
por sus siglas en inglés) para reseñar los textos y recursos recomendados:
http://www.apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/
Libros recomendados:
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6ta ed.). Washington, DC: Author.
(ISBN-10: 1433805618; ISBN-13: 978-1433805615)
Texto del Curso:
Yoder – Wise, P.S. (2014). Leading and managing in nursing (6a ed.) St. Louis, MO: Mosby.
(ISBN-13: 978-0323185776)
Otros libros y referencias:
Marquis, B.L. y Huston, C.J. (2014). Leadership roles and management functions in
nursing: Theory and application (8a ed.). Philadelphia, PA: Lippincott, Williams and
Wilkins. (ISBN-13: 978-1451192810)
NURS 405 NURSING LEADERSHIP 7
Revised January 2015
Weiss, S.A. y Tappen, R.M. (2014). Essentials of nursing leadership and management. (6a ed.).
Philadelphia, PA: F.A. Davis Company. (ISBN-13: 978-0-80363663-7)
Libros electrónicos recomendados:
Yoder – Wise, P.S. (2014). Leading and managing in nursing (6a ed.) St. Louis, MO: Mosby.
(ISBN-13: 978-0323185776)
http://evolve.elsevier.com/Yoder-Wise
Whitehead, D.K., Weiss, S.A. y Tappen, R.M. (2010). Essentials of nursing leadership and
management. (5a ed.). DavisPlus. (ISBN-13: 978-0803622081)
Grossman, S.C. y Valiga, T.M. (2013). The new leadership challenge: Creating the future of
nursing. (4a ed.). DavisPlus. (ISBN-13: 978-0803626065)
Recursos electrónicos adicionales – se recomienda que los estudiantes
accedan los siguientes enlaces, pero que no se limiten a ellos.
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Diccionario de la Real Academia Española
http://www.rae.es/
Diccionario panhispánico de dudas de la Real Academia Española
http://rae.es/recursos/diccionarios/dpd
Fundación del Español Urgente
http://www.fundeu.es/
Elsevier
http://evolve.elsevier.com
NURS 405 NURSING LEADERSHIP 8
Revised January 2015
De ser necesario, el facilitador puede cambiar las direcciones electrónicas o añadir enlaces
profesionales que contengan las investigaciones más recientes sobre el tema del módulo.
NOTA: La Universidad Ana G. Méndez (SUAGM) no se responsabiliza por los cambios de
contenido ni formato que se realicen a los enlaces electrónicos que recomienda con fines
educativos; así tampoco controla la caducidad de los mismos. Si por alguna razón, usted
encuentra material cuestionable en los enlaces que el SUAGM recomienda, por favor
comuníquelo inmediatamente al (a la) director(a) académico(a) para iniciar el proceso de
remoción y actualizar el módulo con información confiable.
NURS 405 NURSING LEADERSHIP 9
Revised January 2015
Descripción de la evaluación:
La calificación final está basada en la acumulación de puntos por taller (30 % para idioma y 70
% para conocimientos en la disciplina). Calcule la calificación final basada en los criterios que
aparecen al lado izquierdo de la tabla (la calificación final representa 50% para el idioma
español y 50% para el idioma inglés).
Criterios Talleres Puntos Porcentaje
Presentación de líder como agente de cambio. 7 100 20 %
Trabajos escritos (autorreflexiones, ensayos, párrafos,
análisis de estudios de casos, evaluación e informe del
libro seleccionado y otros)*
1 al 8 100 15 %
Demostraciones y presentaciones orales y audiovisuales
individuales/grupales, entrevista al líder de enfermería y
juegos de rol*
Determinado
por el
facilitador
100 10 %
Portafolio digital
(Ver manual en Blackboard y usar rúbricas disponibles en
el manual y en la sección de apéndices del módulo, según
aplique).
8 100 5 %
Cuatro exámenes parciales (Taller Tres y Taller Cinco en
español y Taller Seis y Taller Ocho en inglés)
3, 5, 6 y 8 100
50 %
Total 500 (puntuación
máxima)
100 %
*Los facilitadores y estudiantes tienen que utilizar las rúbricas provistas en la sección de
apéndices del módulo para la evaluación de actividades y asignaciones de cada taller. El
facilitador proveerá una calificación por taller basado en el requisito del 30 % para
actividades de idioma y el 70 % para actividades de contenido. Las actividades tienen que
ser a nivel universitario en ambos idiomas para apoyar el desarrollo de profesionales
bilingües. La calificación final del curso refleja 50 % para actividades del idioma inglés y
50 % para actividades del idioma español.
NURS 405 NURSING LEADERSHIP 10
Revised January 2015
Escala para la calificación del curso:
A = 100 - 90 B = 89 - 80 C = 79 – 70 D = 69 - 60 F = 59 o menos
MÉTODO DE EVALUACIÓN: El facilitador proporcionará información específica para
realizar las asignaciones durante la primera noche de clase.
*Todos los cursos de especialidad en enfermería se aprueban con nota de A o B. Todo
estudiante que obtenga menos de 80% en el curso deberá repetir el mismo.
Descripción del proceso de evaluación:
1. La calificación final del curso se determinará según el porcentaje que obtenga el
estudiante, al demostrar su nivel de aprendizaje del contenido del curso y al dominar las
destrezas del idioma (inglés y español). La calificación final del alumno reflejará 30 %
por dominio de destrezas de idioma y 70 % por el conocimiento y la aplicación del
contenido del curso.
El dominio del contenido del curso se evalúa a través de exámenes, asignaciones,
proyectos, trabajos escritos, presentaciones orales, ejercicios del Laboratorio de
Idiomas y del E-Lab, etcétera. La calificación deberá reflejar el 50 % de la
evaluación en inglés y el 50 % en español. El facilitador es responsable de
evidenciar que dicho requisito se cumplió.
Los exámenes parciales serán administrados en el idioma del taller.
Además del requisito anterior, debe evidenciarse que el 30 % de la calificación se
basa en el dominio de las destrezas del idioma.
2. Presentación de Líder como agente de cambio:
El estudiante se asignará a un grupo de cuatro. El grupo necesita identificar una situación
que haya sido identificada en el área de práctica clínica, que sienten que necesita ser
cambiada. El instructor del curso debe aprobar el tema seleccionado en el tercer taller.
Utilizando la rúbrica de Presentación de PowerPoint como guía, desarrolle una
NURS 405 NURSING LEADERSHIP 11
Revised January 2015
presentación en inglés que incluya el contenido identificado. El día de la presentación en
el Taller 7, cargue la presentación de PowerPoint y la página de referencias en formato
APA en el área designada por el facilitador en Blackboard. Esta presentación es un
proyecto de grupoo. Todos los miembros del grupo recibirán la misma calificación. Sin
embargo, un estudiante puede ser removido de su equipo si los otros estudiantes en el
grupo acuden al instructor e informan que el alumno no está haciendo su parte justa del
trabajo. Si eso sucede, el instructor notificará al alumno por escrito. El estudiante será
responsable de hacer la tarea individualmente.
3. Portafolio digital:
Cada estudiante deberá preparar un portafolio digital.
El portafolio digital es uno de los instrumentos de evaluación que mide el
rendimiento lingüístico y académico de los alumnos. Por tal razón, es esencial
que el facilitador documente el progreso del estudiante a medida que este vaya
dominando el contenido del curso. Igualmente, evidenciará la evolución de las
competencias lingüísticas en inglés y español.
El alumno es responsable de cumplir con los requisitos establecidos en el Digital
Performance Portfolio Assessment Handbook que se encuentra en Blackboard.
En el Taller Uno, el facilitador discutirá detalladamente los procesos y las
expectativas relacionadas al uso del portafolio digital para demostrar progreso
académico y lingüístico y para alcanzar la meta de convertirse en un profesional
bilingüe exitoso.
El facilitador indicará cuándo se debe completar el formulario de
retroalimentación del estudiante-facilitador.
El portafolio digital final se entregará al facilitador en el último taller.
NURS 405 NURSING LEADERSHIP 12
Revised January 2015
2. Asistencia y participación: Para aprobar la clase, la asistencia a cada taller es
obligatoria; las ausencias afectarán la nota final. Refiérase al Apéndice G para más
información. También se evaluarán los siguientes criterios:
Dominio de los temas que se discutan en clase
Cumplimiento de las tareas asignadas
Demostración de las destrezas adecuadas de comunicación
Participación y cumplimiento del trabajo colaborativo
Puntualidad en la entrega de los proyectos/asignaciones
3. Diario autorreflexivo:
Como actividad de cierre de cada taller o como una actividad realizada durante el
taller, los estudiantes escribirán su diario autorreflexivo, acerca de un tema que se
encuentra en el Apéndice I u otro asunto que determine el facilitador.
Cada diario se evaluará en términos de su realización.
NURS 405 NURSING LEADERSHIP 13
Revised January 2015
Descripción de las normas del curso:
El estudiante cumplirá con los siguientes requisitos del curso:
1. Como requisitos específicos de los cursos del programa de enfermería, el estudiante
deberá prepararse de manera que cumpla con las actividades y lecturas, según se asignen
en cada taller. Se requiere un mínimo de 10 horas semanales de preparación previas a
cada taller. La identificación y atención temprana de las áreas de oportunidad de mejora y
el tiempo de estudio que requiere cada curso son esenciales para el éxito en la carrera de
enfermería.
2. El estudiante debe realizar todas las actividades antes del taller utilizando el contenido, la
terminología y los procesos adecuados relacionados a los temas del taller. Estas
actividades serán evaluadas utilizando la rúbrica correspondiente que mide el dominio del
contenido y la competencia lingüística del estudiante. El estudiante repasará con el
facilitador, durante el Taller Uno, las rúbricas para evaluar la participación en el taller,
trabajos escritos, y presentaciones orales y audiovisuales se encuentran en la sección de
Course Guide en la parte izquierda de su curso (Course Menu) de la plataforma de
Blackboard. Dichas rúbricas se utilizarán para evaluar evaluar el 70 % de contenido de
las actividades realizadas a lo largo del curso y para evaluar el 30 % de la calificación en
las áreas de lenguaje, según estipula nuestro modelo bilingüe.
3. Participará activamente en las actividades de simulación diseñadas para el curso de
manera que desarrolle las destrezas que necesita para desempeñar las funciones y
procesos de enfermería.
4. Colocará semanalmente en el Digital Performance Portfolio, todos los trabajos que
realizó y que el facilitador evaluó, junto a sus respectivas rúbricas bajo la carpeta de la
semana y la actividad que corresponda. Esto incluye, pero no se limita a, los borradores
originales de los trabajos escritos, evidencia de la retroalimentación brindada por la
herramienta NetTutor y los escritos revisados. Recuerde que el Digital Performance
Portfolio forma parte de los criterios de evaluación del curso.
NURS 405 NURSING LEADERSHIP 14
Revised January 2015
5. Tomará una foto capturando la imagen de la pantalla (screenshot) de los resultados
obtenidos en cada una de las pruebas EAQ Mastery Quizzing –las respuestas a las
preguntas del repaso comprensivo de Saunders Comprehensive Review for the NCLEX-
RN Examination (Silvestri, 2014) y las actividades de análisis de estudios de casos
realizados a lo largo del curso. Guardará la imagen en un documento digital destinado
para la clase.
6. Completará y enviará todos los trabajos del curso en la fecha de vencimiento asignada.
Las asignaciones enviadas después de las 24 horas posteriores a la fecha de vencimiento
recibirán una calificación de cero. Se permitirá un examen / prueba de reposición y se
debe programar dentro de las 24 horas.
7. Para aprobar el curso el estudiante debe obtener una califación de A o B en el mismo. De
obtener menos de 80% en la nota final, el estudiante deberá repetir el curso.
8. Todos los cursos de enfermería de pre-requisito deben completarse satisfactoriamente
antes de comenzar el término académico correspondiente a la secuencia del curriculo.
9. Deberá referirse a la Guía del curso para el estudiante que se encuentra en la sección de
Course Menu de Blackboard (al lado izquierdo de la pantalla) bajo el enlace llamado
Course Guide para obtener información adicional sobre las normas y políticas del curso.
La Guía del curso del estudiante se discutirá durante el primer día de clases.
10. El uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad
apremiante, deberá permanecer en vibración o en silencio.
11. No se permite la visita de niños y familiares que no estén registrados en el curso.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM y al curso.
NURS 405 NURSING LEADERSHIP 15
Revised January 2015
Nota: Si por alguna razón el estudiante no puede acceder los enlaces electrónicos que
recomienda el módulo, deberá informarlo al facilitador y buscar otras fuentes de información.
Existen otros motores de búsqueda y sitios web que podrá utilizar para buscar los datos que
necesita. Entre ellos están:
www.google.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para acceder vídeos, puede visitar los siguientes sitios web:
ustream.tv
sedueradio.com
videoblocks.com
youtube.com
vimeo.com
skype.com (por solicitud y coordinación previa)
Para comprar o alquilar libros de texto o referencias nuevas o usadas, puede acceder:
http://www.chegg.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Estas son solo algunas de las muchas compañías donde puede comprar o alquilar libros.
NURS 405 NURSING LEADERSHIP 16
Revised January 2015
STUDY GUIDE
Course Title: Nursing Leadership
Code: NURS 405
Credits: Three
Time Length: Eight weeks, for a total of 45 hours
Prerequisites: NURS 403, NURS 404
Description: The focus of this course is on the basic concepts of effective nursing leadership and
management within the dynamic health care system of today, where nursing roles are evolving.
The impact of economics, information, technology, and politics on the health care system is
discussed and analyzed. Problems and challenges are viewed as opportunities for growth and
improvement for the health care team where nursing plays a key role. The student has the
opportunity to critically analyze leadership case studies in various health care settings. A variety
concepts and theories from research and literature are analyzed and applied to practice.
Participation in local, national, and international nursing and non-nursing organizations is
encouraged.
General Content Objectives
Upon completing this course, the student will be able to:
1. Apply critical reasoning skills and the nursing process in selected case studies on
leadership and management.
2. Discuss the relevance of nursing theories in leadership and management.
3. Demonstrate appropriate skills in the problem solving process and in related ethical
issues.
4. Demonstrate growth in the leadership role.
5. Describe the current health care system and the challenges it presents to nursing
leadership.
6. Discuss factors which influence quality of care.
7. Utilize effective stress management skills in nursing leadership.
8. Demonstrate appropriate skills in information technology management.
9. Evaluate the political, governmental, financial, and social factors which affect the nursing
profession.
NURS 405 NURSING LEADERSHIP 17
Revised January 2015
10. Participate in different nursing and other healthcare profession organizations.
11. Apply effective communication skills to nursing leadership.
General Language Objectives:
Upon completing this course, the student will be able to:
Listen: Understand oral discussions in English/Spanish and recognize their different
purposes and the communication settings in which they are produced; share, compare,
and develop new ideas about nursing leadership in a collaborative manner; acquire
significant knowledge supported by experiences and motivational topics; respond to
auditory stimuli such as videos, audiovisual presentations, and interactive activities.
Speak: Express him/herself in English/Spanish correctly and coherently for a variety of
purposes and in a variety of communication settings, adopting a personal style of
expression; analyze, express opinions, and communicate orally different points of view
and ideas; develop abilities and skills that will prepare him/her for academic and daily
life and the workplace; use language to acquire new knowledge about nursing leadership
and learn to utilize simple techniques of handling information through traditional media
and computer technology.
Read: Investigate, analyze, interpret, summarize, paraphrase, and understand in
English/Spanish information obtained from a variety of media on nursing leadership;
develop critical attitudes towards communication media message reflecting on the
importance of this information; benefit independently from reading as a form of
communication and as a source of cultural enrichment.
Write: Produce written works in English/Spanish expressing a personal critical and
creative point of view, using correct spelling, grammar, and coherence in order to
establish an effective and clear communication; use writing as a means of communication
and to provide information about nursing leadership.
NURS 405 NURSING LEADERSHIP 18
Revised January 2015
APA Requirements (6th edition) to cite books used in the course:
Use APA style (6th edition) to cite recommended books and resources.
http://www.apastyle.org/
http://owl.english.purdue.edu/owl/resource/560/01/
Recommended Book:
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
(ISBN-10: 1433805618; ISBN-13: 978-1433805615)
Textbook:
Yoder-Wise, P.S. (2014). Leading and managing in nursing (5th ed.). St. Louis., MO:
Mosby. (ISBN: 978-0323185776)
Other Books and References:
Marquis, B.L. & Huston, C.J. (2014). Leadership roles and management functions in
nursing: Theory and application (8th ed.). Philadelphia, PA: Lippincott Williams &
Wilkins. (ISBN-13: 978-1451192810)
Weiss, S.A. & Tappen, R.M. (2014). Essentials of nursing leadership and management
(6th ed.). Philadelphia, PA: F.A. Davis Company. (ISBN-13: 978-0-80363663-7)
Electronic Books:
Yoder-Wise, P.S. (2014). Leading and managing in nursing (6th ed.). St. Louis, MO:
Mosby. (ISBN: 978-0323185776)
http://evolve.elsevier.com/Yoder-Wise
Whitehead, D.K, Weiss, S.A., & Tappen, R.M. (2010). Essentials of nursing leadership
and management (5th ed.). DavisPlus. (ISBN-13: 978-0803622081)
Grossman, S.C. & Valiga, T.M. (2013). The new leadership challenge: Creating the future
NURS 405 NURSING LEADERSHIP 19
Revised January 2015
of nursing (4th ed.). DavisPlus. (ISBN-13: 978-0803626065)
Additional Electronic Resources and Links – students are encouraged to access the following
links, but not limit themselves only to these.
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Elsevier
http://evolve.elsevier.com
If necessary, the facilitator may change the electronic links or add additional professional links
that provide the most recent research on the topics of this course.
NOTE: The Ana G. Méndez University System (SUAGM) is not responsible for changes in
content or format that may occur in the electronic links recommended for educational purposes;
neither is SUAGM responsible for their expiry. If, for any reason, you find questionable or
objectionable material in the links recommended by SUAGM, please contact the academic
director immediately to initiate the removal process and update the module with trustworthy
information.
NURS 405 NURSING LEADERSHIP 20
Revised January 2015
Description of the Evaluation:
The final grade is based on the total points by workshop (30% for languages and 70% for
the content area.) Average the final grade based on the criteria that appears to the left in
the chart (the final grade represents 50% for the Spanish language and 50% for the
English language.)
Criteria Workshops Points Percentage
The Leader Influencing Change
Presentation
1 to 8 100 20%
Written Works (Self-reflections,
Essays, Paragraphs, Case Study
Analyses, Evaluation and Report on
Selected Book, and Others)*
1 to 8 100 15%
Individual/Group Oral Demonstrations
and Audiovisual Presentations,
Interview of Nursing Leader, Role
Plays*
As Determined
by the Facilitator
100 10%
Digital Portfolio
(Students can access the handbook in
Blackboard and use the rubrics
available in the handbook or in the
module appendix section as
applicable.)
8 100 5%
Four Partial Tests
(Workshops Three and Five in Spanish;
Workshops Six and Eight in English)
3, 5, 6, and 8 100
50%
Total 500
(maximum
number of
points)
100%
NURS 405 NURSING LEADERSHIP 21
Revised January 2015
*Facilitators and students are required to use the rubrics provided in the appendix of the
course module for the evaluation of assignments and activities in each workshop. The
facilitator will give a grade for each workshop based on the 30% for language activities and
the 70% for content activities. The activities must be at a college level in both languages to
support the development of bilingual professional. The final average of the class must
reflect 50% for activities in English and 50% for activities in Spanish.
* All nursing specialty courses must be approved with a grade of A or B. If the student
meets to achieve a final grade of at least 80%, he must repeat the course.
Method of evaluation: The facilitator will provide specific information regarding assignments
on the first night of class.
Description of the Evaluation Process:
1. The final grade for the course is determined according to the percentage obtained by the
student for demonstration of learning and achievement of course outcomes and the
learning and mastery of language skills (English and Spanish). The student’s final grade
will reflect 30% for language proficiency and 70% for mastery and application of content
knowledge.
Students’ knowledge of the course content is measured by means of exams,
assignments, projects, written works, oral presentations, Language Lab/E-Lab
exercises, and others. The grade must reflect 50% of the evaluation in English
and 50% in Spanish. It is the facilitator’s responsibility to have evidence that this
requirement was fulfilled.
Quizzes must be administered in the language of the workshop.
In addition to the previous requirement, there must be evidence that 30% of the
grade demonstrates mastery of language skills.
NURS 405 NURSING LEADERSHIP 22
Revised January 2015
2. The Leader Influencing Change Presentation
The student will be assigned to a group of four. The group needs to identify a clinical
practice issue that they feel needs to be changed at a clinical site that was experienced
during clinical practice. The clinical practice issue needs to be approved by the course
instructor by the end of the third week of class. Using the PowerPoint Presentation rubric
as a guide, develop a presentation in English that includes the identified content. On the
day of the presentation in Workshop 7, upload the PowerPoint presentation and a
reference page(s) in APA format to the designated area by the facilitator in Blackboard.
This presentation is a group or team project. All members of the group will receive the
same grade on the paper. However, a student can be removed from his/her team if the
other students in the group come to the instructor and report that a student is not doing
his/her fair share of the work. If that happens, the instructor will notify the student in
writing. The student will then be responsible for doing the assignment on his/her own.
3. Digital Portfolio:
Each student must prepare a digital portfolio.
The digital portfolio is one of the tools used to assess students’ linguistic and
academic progress. For this reason, it is imperative that the facilitator documents
students’ progress as they achieve mastery of the course content, as well as
language proficiency in English and Spanish.
It is the student’s responsibility to make sure that the portfolio complies with the
established standards and requirements found in the Digital Performance
Portfolio Assessment Handbook. Students can access the handbook in
Blackboard.
During Workshop One, the facilitator will discuss in detail the process and
expectations regarding the use of the digital portfolio to demonstrate linguistic
and academic progress in order to achieve the goal of becoming a successful dual
language professional.
The facilitator will indicate when the Student-Facilitator Feedback Form must be
completed.
NURS 405 NURSING LEADERSHIP 23
Revised January 2015
The completed digital portfolio must be submitted to the facilitator in the last
workshop.
4. Attendance and Class Participation: Attendance to every workshop is mandatory to
pass the class, and absences will affect the final grade. Refer to Appendix G for
additional information. The following criteria will also be evaluated:
mastery of the material discussed in class,
completion of assigned work,
demonstration of adequate communication skills,
effective participation in collaborative tasks, and
submission of all work on time.
5. Self-reflection Journal:
As a lesson wrap-up for each workshop or as an activity within the workshop,
students will write a self-reflection on a topic found in Appendix I or on another
topic determined by the facilitator.
Each entry will be evaluated for completion.
Description of Course Policies:
The students will comply with the following specific requirements:
1. The student must be prepared in such a way that it complies with the activities and readings,
as assigned in each workshop. A minimum of 10 hours of preparation is required for each
workshop. The identification and early attention to the challenge areas and the study time
required by each course are essential for success in the nursing career.
2. The student must complete all activities before the workshop applying the content,
terminology, and appropriate processes related to the topics of the workshop. These activities
will be evaluated using a rubric that measures the student’s content mastery and linguistic
proficiency. The student will review with the facilitator, during Workshop One, the rubrics to
evaluate: the participation in the workshop, written works, and oral and audiovisual
presentations. Said rubrics are found in the Course Guide section on the left side of their
course (Course Menu) in the Blackboard platform. These rubrics will be used for the
NURS 405 NURSING LEADERSHIP 24
Revised January 2015
evaluation of the 70% of the content in the activities carried out throughout the course and to
evaluate 30% of the grade in the language areas, as stipulated in our bilingual model.
3. Will actively participate in any and all simulation activities design for the course in order to
develop the necessary skills to perform the process and functions of nursing.
4. Place all the evaluated activities of the course, with their respective rubrics, in the
corresponding folder of the workshops of the Digital Performance Portfolio. This includes,
but not limited to, the original drafts of written works, evidence of the feedback provided by
the NetTutor tool, and the revised versions of said written work. Remember that the Digital
Performance Portfolio is part of the evaluation criteria for the course.
5. Students must take a screenshot of the results obtained in each of the EAQ Mastery Quizzing
tests - (Silvestri, 2014) review questions, and the case study analyses completed through the
course. Each image must be properly saved in a digital document specified for the class.
6. Complete and submit all course work on the assigned due date. Assignments submitted
after 24 hours of the due date will receive a zero grade. Only one reposition for a
quiz/test is allowed and should be scheduled within 24 hours of the missed quiz/test.
7. To pass the course, the student must achieve a grade of A or B in the course. A failing grade
of less than 80% requires that the course be repeated.
8. All nursing course pre-requisites must be approved satisfactorily before the beginning of the
next academic the in the curricular sequence.
9. Refer to the Student’s Course Guide, which can be found under the Course Guide section to
the left side of the Course Menu in Blackboard for additional details regarding course
policies and rules. The Student’s Course Guide will be discussed during Workshop One.
10. The use of cellular phones is prohibited during sessions. If there is an urgent need, it must be
on vibrate or silent mode during the class session.
11. Only persons registered in the course are permitted to enter the classrooms.
12. All students are subject to the behavior policies and norms that govern SUAGM, the course,
and the adult professional.
NURS 405 NURSING LEADERSHIP 25
Revised January 2015
Note: If for any reason the student cannot access the links presented in the module, he/she should
notify the facilitator immediately but not limit him/herself to these. There are many other search
engines and links that can be used to research information. Some examples are:
www.google.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Visit the following websites to access videos:
ustream.tv
sedueradio.com
videoblocks.com
youtube.com
vimeo.com
skype.com (upon request and prior coordination)
Access the following links to buy or rent new or used textbooks or references:
http://www.chegg.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
These are only some of the companies where books may be bought or rented.
If deemed necessary, the facilitator may make changes to the web addresses or links or add
additional challenging, research-based, and professional educational Web resources to reflect
current trends in the course topics.
NURS 405 NURSING LEADERSHIP 26
Revised January 2015
TALLER UNO
Objetivos específicos de contenido
Al terminar este taller, el estudiante será capaz de:
1. Analizar el rol de liderazgo al crear ambientes de trabajo satisfactorios para el
profesional de enfermería.
2. Comparar y contrastar los roles y responsabilidades del líder con los del
manejador/gerente y reflexionar sobre la importancia de la colaboración con otros
profesionales de la salud.
3. Reconocer las organizaciones que representan el movimiento proseguridad del paciente.
4. Apreciar los esfuerzos que promueven entornos seguros para el paciente.
5. Examinar las leyes que regulan la práctica de enfermería y reconocer los diferentes
niveles de práctica de la profesión.
6. Discutir y analizar los aspectos ético-legales más relevantes para el líder de enfermería.
7. Identificar las destrezas necesarias para lograr resultados positivos como líder de
enfermería.
8. Distinguir el enfoque transaccional del trasformativo.
Objetivos específicos de lenguaje:
Al terminar este taller, el estudiante será capaz de:
1. Escuchar: Reconocer los conceptos medulares para lograr resultados positivos que
aseguren seguridad del paciente.
2. Hablar: Expresar ideas, con propiedad y corrección, al comparar y contrastar los roles y
responsabilidades del líder y el manejador/gerente.
3. Leer: Analizar el material asignado, de manera que contribuya pertinentemente a las
actividades de la clase.
4. Escribir: Explicar el significado y la evolución del movimiento proseguridad del
paciente y las aportaciones más significativas de al menos cinco organizaciones líderes
del movimiento proseguridad del paciente.
NURS 405 NURSING LEADERSHIP 27
Revised January 2015
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Diccionario de la Real Academia Española
http://www.rae.es/
Diccionario panhispánico de dudas de la Real Academia Española
http://rae.es/recursos/diccionarios/dpd
Fundación del Español Urgente
http://www.fundeu.es/
Enfermería en la historia: un análisis desde la perspectiva profesional
http://rua.ua.es/dspace/bitstream/10045/5239/1/CC_02_05.pdf
Organizaciones que promueven la seguridad del paciente
www.ihi.org
www.iom.edu
www.qualityforum.org
http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/
OJIN/TableofContents/Vol-16-2011/No3-Sept-2011/Teaching-and-Safety.html
Tipos de liderazgo
http://video.search.yahoo.com/video/play?p=type+of+leadership&vid=0fb9a08cc7e41aaa
58ecbea9f622b547&l=7%3A08&turl=http%3A%2F%2Fts1.mm.bing.net%2Fth%3Fid%
3DVN.608003232951897860%26pid%3D15.1&rurl=http%3A%2F%2Fwww.youtube.co
m%2Fwatch%3Fv%3DkDIrNItEiuc&tit=Leadership+Styles+For+New+Leader+Success
&c=11&sigr=11abesb5p&sigt=118u0qc0e&ct=p&age=0&&tt=b
¿Qué significa ser líder?
http://youtu.be/y7gM4THDiqk
Best Nursing LeadershipVideo
http://youtu.be/F3BNIzluDIU
Enfermería y ética
NURS 405 NURSING LEADERSHIP 28
Revised January 2015
http://www.nursingethics.ca/articles.html
Instrucciones importantes para los estudiantes:
1. Lea cuidadosamente el módulo y sus apéndices, a fin de familiarizarse con el contenido.
Verifique que tenga acceso a las cuentas de SUAGM, incluyendo el E-Lab, correo
electrónico y la plataforma de Blackboard. Si necesita ayuda para manejar las cuentas
mencionadas, comuníquese con el Help Desk.
2. Antes del Taller Uno, el facilitador publicará anuncios sobre fechas importantes y otra
información del curso en Blackboard. Además, compartirá recordatorios sobre las
asignaciones, los proyectos, actividades y la importancia de completar los ejercicios del
Laboratorio de Idiomas/E-Lab durante el curso. Lea esta información con frecuencia a lo
largo del curso.
3. Durante el Taller Uno, el facilitador explicará el Digital Performance Portfolio
Assessment Handbook que se encuentra en Blackboard. Dicho documento contiene
instrucciones detalladas para completar el portafolio digital eficazmente. Familiarícese
con dicho manual.
4. Utilice la herramienta NetTutor para revisar sus trabajos escritos, antes de enviarlos al
facilitador. Dicho recurso revisa los principios de redacción y la gramática de lo que
usted escribe y le ofrece retroalimentación.
5. El facilitador enviará los trabajos escritos a SafeAssignTM para detectar casos de plagio.
Limite el uso de información copiada directamente de la Internet, utilice el estilo APA
mencione las referencias.
6. El estudiante puede enviar una asignación a través de SafeAssignTM, si el facilitador la
configura previamente.
7. Si tiene preguntas sobre las asignaciones, actividades o el contenido, aclárelas con el
facilitador por medio de la herramienta Voice E-mail de Blackboard (herramienta del E-
Lab para enviar mensajes de voz).
8. Es muy importante que entienda la importancia de dominar los temas de aprendizaje. Es
necesario que consulte continuamente diccionarios y otros recursos de apoyo. El
dominio pleno de los conocimientos adquiridos en cada taller es necesario para las clases
subsiguientes. De esta manera, el estudiante seguirá puliendo el proceso de aprendizaje.
Procure prestar atención a las actividades de lenguaje. Recuerde que el 30 % de su
NURS 405 NURSING LEADERSHIP 29
Revised January 2015
calificación semanal y final depende de las competencias lingüísticas que demuestre en
inglés y español (según el idioma del taller) y 70 % de la calificación semanal y final
recae en el dominio del contenido del curso.
Vocabulario clave de la lección:
1. Líder, manejador/gerente y seguidor
2. Inteligencia emocional
3. Contexto social
4. Seguridad del paciente
5. Niveles de práctica de enfermería
6. Teorías de liderazgo
7. Motivación
8. Roles de líder
9. DNV
10. AHRQ
11. IHI
12. IOM
13. Magnet
14. NQF
15. The Joint Commission
16. Aspectos ético-legales
17. Técnicas de liderazgo
a. Enfoque transaccional y enfoque transformativo
18. Conflicto
19. Visión
20. Valores
Lista de recursos suplementarios para el taller:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Herramientas de voz de Blackboard
Collaborate
5. Biblioteca Virtual
6. e-libro
NURS 405 NURSING LEADERSHIP 30
Revised January 2015
7. Programa para crear presentaciones audiovisuales
Asignaciones que realizará antes del taller:
1. Comience el glosario del curso con los conceptos detallados en la sección Vocabulario
clave de la lección; siga las instrucciones del facilitador.
2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para buscar
información acerca del papel de liderazgo y los ambientes de trabajo satisfactorios para
el profesional de enfermería; los roles y responsabilidades del líder y el
manejador/gerente; las leyes que regulan la práctica de enfermería y los diferentes niveles
de práctica de la profesión; los aspectos ético-legales más relevantes para el líder de
enfermería; las destrezas necesarias para lograr resultados positivos, como líder de
enfermería, y el enfoque transaccional y el trasformativo. Prepare un resumen o un
bosquejo y llévelo a clases para contribuir a la discusión del material y aclarar dudas.
3. Lea acerca de los siguientes temas del libro de texto y complete los ejercicios
correspondientes:
a. Leading, Managig, and Following
b. Patient Safety
c. Developing the Role of Leader
d. Developing the Role of Manager Context
e. Leal and Ethical Issues
4. El facilitador creará un foro de discusión oral en la herramienta Voice Board de
Blackboard. En dicho foro, el estudiante elaborará ideas acerca del rol de liderazgo al
crear ambientes de trabajo satisfactorios para el profesional de enfermería; brinde
ejemplos. El resto de la clase reaccionará oralmente al menos a dos comentarios de los
compañeros.
5. Redacte un ensayo informativo (de al menos dos páginas) en el que explique el
significado y la evolución del movimiento proseguridad del paciente. Además,
identifique las aportaciones más importantes de al menos cinco organizaciones líderes del
movimiento proseguridad del paciente e incluya ejemplos de actividades que promuevan
la seguridad del paciente (puede conseguirlos en The Joint Commission). Asegúrese de
redactar según APA, incluya las citas y referencias y envíelo a NetTutor para recibir
NURS 405 NURSING LEADERSHIP 31
Revised January 2015
retroalimentación. El facilitador enviará los trabajos escritos a SafeAssignTM
para
detectar casos de plagio. (Parte de la evaluación)
6. Prepare un organizador gráfico (que determinará el facilitador) en el que compare y
contraste los roles y responsabilidades del líder y el manejador/gerente. Prepárese para
participar en una actividad colaborativa en clase. (Parte de la evaluación)
7. El facilitador creará una página de entradas, bajo la herramienta Journal de Blackboard.
En dicha página, los alumnos enlistarán las destrezas necesarias para lograr resultados
positivos, como líder de enfermería.
a. Cada estudiante contribuirá al menos con dos destrezas y comentará dos entradas
como mínimo.
b. Así contarán con una lista robusta de destrezas que deben considerar al
convertirse en líderes de enfermería.
8. Lea el estudio de caso según la tabla del apéndice L. El facilitador proveerá más detalles
sobre esta asignación.
9. Después de tomar la prueba diagnóstica, vaya a Tell Me More y comience a trabajar los
ejercicios que se han diseñado para desarrollar sus destrezas lingüísticas en español.
10. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el Digital
Performance Portfolio Assessment Handbook que se encuentra en Blackboard.
Componentes de SIOP (Sheltered Instruction Observation Protocol):
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E).
Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades
académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador
debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma
(Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en
inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller,
para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo
provecho académico.
NURS 405 NURSING LEADERSHIP 32
Revised January 2015
A. Preparación de la lección B. Andamiaje (Scaffolding)
__ Adaptación de contenido __ Modelaje
__ Enlaces con el conocimiento previo __ Práctica dirigida
__ Enlaces con el aprendizaje previo __ Práctica independiente
__ Estrategias incorporadas __ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a
los estudiantes.
Nombres de las estrategias:
__ Cognitiva 1)___________________ 2)__________________
__ Metacognitiva 1)___________________ 2)__________________
__ Socioafectiva 1)___________________ 2)__________________
C. Opciones de agrupamiento D. Integración de las artes del lenguaje
__ Grupo completo __ Escuchar
__ Grupos pequeños __ Hablar
__ Trabajo en pares __ Leer
__ Trabajo independiente __ Escribir
El facilitador debe explicar las técnicas de colaboración que utilizará en clase.
E. Aplicación de aprendizaje
__ Dinámica
__ Significativa y relevante
__ Rigurosa
__ Vinculada a los objetivos
__ Promueve la participación
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador realizará las siguientes actividades:
a. Diseñará una actividad, puede ser rompehielos, para captar la participación de
todos los estudiantes.
b. Proveerá a los estudiantes su información de contacto, y se elegirá al
representante estudiantil.
NURS 405 NURSING LEADERSHIP 33
Revised January 2015
c. Determinará las fechas en las que se reunirán en clase: talleres uno y dos; once y
doce; también estipulará la fecha de entrega del informe de progreso y del
informe final. Los alumnos son responsables de cumplir con lo que estipule el
facilitador.
2. El facilitador explicará detenidamente los requisitos del curso, se asegurará de que el
estudiante entienda las expectativas del mismo y sepa cómo se evaluará su desempeño. El
facilitador realizará lo siguiente:
a. Describirá el modelo bilingüe y acelerado, el cual se implementa a lo largo del
currículo, los objetivos del curso, el proceso de evaluación, los apéndices y la
integración de las herramientas del E-Lab. Igualmente explicará el uso del
módulo como herramienta principal del curso, las asignaciones, políticas y otras
normas que regirán el desarrollo de la clase. Además, contestará las preguntas de
los alumnos.
b. Demostrará la utilidad y funcionalidad de las herramientas del Laboratorio de
Idiomas/E-Lab; también explicará cómo las incorporará en clase para el beneficio
de los estudiantes. Además, utilizará las herramientas de Blackboard Collaborate
(Voice Board, Voice E-mail y Voice Podcaster) para establecer las actividades
orales sobre los temas del taller. El facilitador explicará cómo se usan dichas
herramientas. Igualmente, es responsable de crear los foros de discusión y el
resto de las áreas que se requieren en Blackboard. De la misma forma, utilizará
las herramientas del E-Lab para compartir las asignaciones.
c. Aclarará las directrices y dudas sobre el Digital Performance Portfolio
Assessment Handbook que se encuentra en Blackboard. Semanalmente, el
alumno es responsable de completar las tareas pendientes hasta cumplir con todos
los requisitos e instrucciones del manual y del facilitador.
3. El facilitador preparará una actividad constructivista para repasar las asignaciones que los
estudiantes completaron antes del taller y para comprobar que entendieron el material.
4. Reunidos en parejas, los alumnos analizarán los organizadores gráficos, que prepararon
como parte de la asignación, los cuales tratan acerca de la comparación y el contraste los
roles y responsabilidades del líder y el manejador/gerente. Además, reflexionarán sobre
la importancia de colaborar con otros profesionales de la salud. Finalmente, conciliarán
NURS 405 NURSING LEADERSHIP 34
Revised January 2015
los organizadores en uno solo, de manera que presenten sus conclusiones a la clase.
(Parte de la evaluación)
5. Cada estudiante describirá brevemente al menos un aspecto ético-legal de la práctica de
enfermería. Además, resaltará las características del contexto social y la utilidad que tiene
dicho aspecto en la sociedad. El facilitador se asegurará que los aspectos ético-legales no
se repitan entre alumnos. (Parte de la evaluación)
6. Los estudiantes se organizarán en mesa redonda y discutirán junto al facilitador la
variedad de escenarios en los que se ejerce el liderazgo. Además, compartirán ejemplos
de técnicas de liderazgo, en los que se utilicen los siguientes enfoques: el transaccional y
el transformativo.
7. Divididos en subgrupos, y basados en sus resúmenes, los estudiantes crearán una
presentación audiovisual (5-7 plantillas) que trate acerca de una de las leyes que regulan
la práctica de enfermería y su influencia en los niveles de la práctica de la profesión.
a. El facilitador se asegurará de que las leyes no se repitan entre equipos.
b. Esta actividad forma parte de la evaluación.
8. El facilitador escogerá uno de los temas del curso para que los estudiantes contesten las
primeras tres columnas del diagrama que se encuentra en el Apéndice K: KWHLAQ
Chart. Una vez las completen, las discutirán en clase. Es necesario que los alumnos
vayan llenando el resto de las columnas a lo largo del curso, de manera que las discutan
en la última semana.
9. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del
próximo taller.
Evaluación (diferenciada por los niveles del dominio de un segundo idioma):
1. Individual: Descripción de los aspectos ético-legales de la práctica de enfermería y la
utilidad que tienen en la sociedad.
2. Grupal: Organizadores gráficos que comparan y contrastan los roles y responsabilidades
del líder y el manejador/gerente.
3. Escrito: Ensayo informativo sobre la evolución y las organizaciones líderes del
NURS 405 NURSING LEADERSHIP 35
Revised January 2015
movimiento proseguridad del paciente y los ejemplos de actividades que promueven la
seguridad del paciente.
4. Oral/Auditivo: Presentación audiovisual de las leyes que regulan la práctica de
enfermería y su influencia en los niveles de la práctica de la profesión.
Cierre del taller:
1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s) pregunta(s) que
escojan o se les asigne(n) del Apéndice I. El facilitador podrá elegir otro tema que
promueva la autorreflexión individual.
2. Grupal: Basados en el ensayo que redactaron como parte de la asignación, los
estudiantes compartirán oralmente las aportaciones de los organismos que representan el
movimiento de seguridad del paciente. Además, señalarán ejemplos de actividades que
promueven la seguridad del paciente.
NURS 405 NURSING LEADERSHIP 36
Revised January 2015
WORKSHOP TWO
Specific Content Objectives:
Upon completion of this workshop, the student will be able to:
1. Value the concept of power as it relates to leadership and management in nursing.
2. Present your point-of-view on the differences or similarities between leadership and
management.
3. Analyze the decision-making style of a nurse leader/manager.
4. Choose appropriate strategies for exercising power that can influence the politics at a
work place, professional organizations, the legislators, and the development of health
policies.
5. Explore the concepts of professional and legislative politics related to nursing.
6. Identify and compare characteristics that are used to differentiate healthcare
organizations.
7. Recognize economic, social, and demographic forces that drive the development of
healthcare organizations.
8. Explain the implications of healthcare organizational evolution for nursing leadership and
management roles.
9. Analyze the relationships among mission, vision, and philosophy statements and
organizational structures.
10. Evaluate factors that influence the design of an organizational structure.
11. Assess the use of concepts and principles of culture, cultural diversity, and cultural
sensitivity in leading and managing situations.
12. Compare values and beliefs about illnesses that affect management of nursing care
interventions involving patients from specific cultures.
NURS 405 NURSING LEADERSHIP 37
Revised January 2015
Specific Language Objectives:
Upon completion of this workshop, the student will be able to:
1. Listen: Listen to the facilitator’s discussion on the economic, social, and demographic
forces that drive the development of healthcare organizations and take notes.
2. Speak: Conduct an oral presentation on a specific project assigned by the facilitator
related to Leading and Managing in Nursing.
3. Read: Read all the chapters assigned and search for current articles that pertain to the
topics studied in this workshop related to Nursing Leadership.
4. Write: Write a one-page summary for each topic (5) from the assigned chapters that they
read in the book, and other topics that are indicated in this workshop.
Electronic Links
Virtual Library
http://bibliotecavirtualut.suagm.edu/
The Philosophy of Nursing
www.ncbi.nlm.nih.gov/pubmed/10420793
Literature Review
http://www.nursingsociety.org
The Future of Nursing
http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-
Health.aspx
Institute of Medicine
www.iom.edu
RWJF Initiative on the Future of Nursing
www.Thefutureofnursing.org/IOM-Report
Healthy People 2020
www.healthypeople.gov
NURS 405 NURSING LEADERSHIP 38
Revised January 2015
Examples of Philosophy Statement, Values, Mission and Vision
www.heritage-healthcare.com/our-philosophymission-statement.aspx
www.advocatehealth.com/missionvaluesandphilosophy
Mission, Vision, Values, Objectives of an Organization
http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-Advancing-
Health.aspx
Nursing Organizational Structure
http://smallbusiness.chron.com/nursing-organizational-structure-555.html
Policy and Advocacy: American Nurses Association
www.nursingworld.org/.../policy-advocacy
Legislative, Political Action
www.wsna.org/political-action/
NURS 405 NURSING LEADERSHIP 39
Revised January 2015
Academic Core Vocabulary: (Must reflect the objectives and important concepts of the
workshops.)
1. critical thinking
2. decision-making
3. problem solving and decision-making
4. conflict management
5. accreditation
6. healthcare organizations
7. economic, social, and demographic forces
8. organizational evolution
9. organizational structure
10. philosophy statement
11. vision
12. mission
13. culture
14. cultural diversity
15. cultural sensitivity
16. values
17. beliefs
18. management of nursing care interventions
19. power
List of Supplementary Materials for the Workshop:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Blackboard Collaborate tools
5. Virtual Library
6. graphic organizers
7. easel paper or poster board
8. markers
9. textbook
10. rubrics
11. Program to create power point
presentations.
NURS 405 NURSING LEADERSHIP 40
Revised January 2015
Assignments to Be Completed Prior to the Workshop:
1. Follow the facilitator’s instructions to work on your glossary for the vocabulary detailed
in the Academic Core Vocabulary section.
2. Before conducting any research, fill out the first three columns of the KWHLAQ chart
(Appendix K) on the purpose and steps of the nursing process and how it aims to
develop a safe, comprehensive care plan.
3. Go to the Discussion Board in Blackboard and answer the following questions:
a. What is your personal reaction to change?
b. What is the definition of planning change?
Share the answers with at least three of your colleagues.
4. Read about all the following assigned topics that are found in the recommended
textbook: Leading and Managing in Nursing – Pageburst, E-Book on VitalSource, 6th
Edition by Patricia S. Yoder-Wise, RN, EdD, NEA-BC, ANEF, FAAN
Making Decisions and Solving Problems
Healthcare Organizations
Understanding and Designing Organizational Structures
Cultural Diversity in Health Care
Power, Politics, and Influence
5. Complete all the exercises included in these chapters. Visit
http://evolve.elsevier.com/Yoder-Wise to access student resources.
6. Also, come to class prepared to write a one-page summary about each topic assigned in
the book. This will be part of your assessment. Make sure you include information
about the following (unless it has been included in the exercises):
Recognize economic, social, and demographic forces that drive the development of
healthcare organizations.
Explain the implications of healthcare organizational evolution for nursing leadership
and management roles.
Analyze the relationships among mission, vision, and philosophy statements and
organizational structures.
NURS 405 NURSING LEADERSHIP 41
Revised January 2015
Evaluate factors that influence the design of an organizational structure.
Identify and compare characteristics that are used to differentiate healthcare
organizations.
7. Read the case study according to the table found in appendix L. The facilitator will
provide more detail information on this assignment.
8. Use the Virtual Library, Internet, and/or other academic resources, to read a variety of
current articles related to the topics assigned in the textbook.
9. The facilitator will divide the class into two groups and each will be assigned a project.
One group will select, from the readings, an example of a health care organization,
including a governance model, specific strategic plan, philosophy statement, mission,
vision, goals, and objectives.
10. The other group will select a case study from the literature to illustrate the leadership
strategies needed to exercise the power that can influence the politics at a work place,
professional organizations, legislators, and even the development of health policies.
11. Both groups will complete a three-four page written report following the rubric criteria,
and APA guidelines.
12. Each group will prepare an oral presentation with visuals to share with the entire class.
The facilitator will provide the specific instructions.
13. Continue working on the organization and completion of the digital portfolio following
the guidelines stipulated in the Digital Performance Portfolio Assessment Handbook.
14. Go to Tell Me More and continue working on the interactive exercises designed to
develop/improve linguistic skills in English. Submit the document found in Appendix E
indicating the amount of time spent working on the Language Lab/E-Lab activities and
exercises.
15. Students will complete their KWHLAQ chart on the purpose and steps of the nursing
process and how it aims to develop a safe, comprehensive care plan. A whole class
discussion will follow, and students will share how they will apply what they have
learned in their profession. Both the facilitator and students will address questions they
may still have.
NURS 405 NURSING LEADERSHIP 42
Revised January 2015
16. The facilitator will discuss and clarify doubts regarding the assignments due prior to the
next workshop.
NURS 405 NURSING LEADERSHIP 43
Revised January 2015
SIOP Components (Sheltered Instruction Observation Protocol):
The dual language instructional strategies are indicated below each SIOP component (A-E).
These strategies allow the design and delivery of a lesson that addresses the academic and
linguistic needs of second language learners. The facilitator must select the Cognitive Academic
Language Learning Approach (CALLA) strategies that best align to the specific content and
language objectives of the workshop and integrate them in the lesson activities to ensure
maximum learning and academic performance.
A. Lesson Preparation B. Scaffolding
__ Adaptation of Content __ Modeling
__ Links to Background Knowledge __ Guided Practice
__ Links to Past Learning __ Independent Practice
__ Incorporated Strategies __ Comprehensible Input
CALLA Strategies (Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategies that will be used in the lesson and
explain each one to the students.
Names of the Strategies:
__ Cognitive 1)_______________________ 2)_______________________
__ Metacognitive 1)_______________________ 2)_______________________
__ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
__ Whole Group __ Listening
__ Small Group __ Speaking
__ Partners __ Reading
__ Independent Work __ Writing
E. Learning Application
__ Dynamic
__ Meaningful/Relevant
__ Rigorous
__ Linked to Objectives
__ Promotes Engagement
NURS 405 NURSING LEADERSHIP 44
Revised January 2015
Integrated Content and Language Activities to Achieve the Objectives of the Workshop:
1. The facilitator will conduct a review of the topics covered in the previous workshop to
ensure students’ comprehension.
2. The facilitator will prepare a constructivist activity to review the assignments completed
by the students prior to the workshop and to ensure student comprehension. Students will
have the opportunity to clarify doubts.
3. Each student will discuss their point-of-view (written or a visual) on the differences or
similarities between leadership and management.
4. Students will write a one-page summary about each topic from the assigned chapters they
read in the book. They need to include information about the following (unless it was
included in the exercises they completed):
a. Recognize economic, social, and demographic forces that drive the development
of healthcare organizations.
b. Explain the implications of healthcare organizational evolution for nursing
leadership and management roles.
c. Analyze the relationships among mission, vision, and philosophy statements and
organizational structures.
d. Evaluate factors that influence the design of an organizational structure.
e. Identify and compare characteristics that are used to differentiate healthcare
organizations.
5. Each group will conduct an oral presentation of their project-with visuals-to share with
the entire class according to the facilitator’s specific instructions.
6. Students will sit in a roundtable fashion to discuss the use of concepts and principles of
culture, cultural diversity, and cultural sensitivity in leading and managing situations.
7. Students will divide in pairs to compare values and beliefs about illnesses that affect the
management of nursing care interventions involving patients from specific cultures.
8. Each pair of students will write down their concepts on easel paper and briefly discuss
with the whole group a related nursing situation.
NURS 405 NURSING LEADERSHIP 45
Revised January 2015
9. While divided into pairs, each pair of students will take one common leadership style and
conduct a role-playing activity in front of the class. They will then demonstrate two
examples of when the leadership style they selected is effective and two examples of
when it would not be effective.
10. The facilitator and students will provide examples of the difference between a manager
and a leader. What is a good leader or manager? How do we know?
11. Each pair of students will present a description of the following leadership theories or
concepts:
a. Trait Theories
b. Behavioral Theories: Autocratic, Democratic, and Laissez Faire
c. Situational Theory;
d. Transactional Leader;
e. Transformational Leadership
12. Students will complete their KWHLAQ chart on the purpose and steps of the nursing
process and how it aims to develop a safe, comprehensive care plan. A whole class
discussion will follow, and students will share how they will apply what they have
learned in their profession. Both the facilitator and students will address questions they
may still have.
13. The facilitator will discuss and clarify doubts regarding the assignments due prior to the
next workshop.
NURS 405 NURSING LEADERSHIP 46
Revised January 2015
Assessment:
1. Individual: Present your point-of-view (written or a visual) on the differences or
similarities between leadership and management.
2. Group: While divided into pairs, each pair of students will take one common leadership
style and conduct a role-playing activity in front of the class (as described in the
integrated activities section).
3. Written: Students will write a one-page summary about each topic assigned in the book
as part of the Assignments to Be Completed Prior to the Workshop. They must also
include information about the following (unless it was a topic they already covered in the
exercises they completed):
a. Recognize economic, social, and demographic forces that drive the
development of healthcare organizations.
b. Explain the implications of healthcare organizational evolution for nursing
leadership and management roles.
c. Analyze the relationships among mission, vision, and philosophy statements
and organizational structures.
d. Evaluate factors that influence the design of an organizational structure.
e. Identify and compare characteristics that are used to differentiate healthcare
organizations.
4. Oral: Each group will conduct an oral presentation of their project (with visuals) to share
with the entire class according to the facilitator’s specific instructions.
Lesson Wrap-Up:
1. Individual: Each student will share with the rest of the group two lessons learned during
this workshop.
2. Group: Students will divide into groups of four to identify and share at least three
content area topics and/or language related skills that they want to reinforce.
NURS 405 NURSING LEADERSHIP 47
Revised January 2015
TALLER TRES
Objetivos específicos de contenido
Al terminar este taller, el estudiante será capaz de:
1. Reconocer la seguridad y privacidad del paciente como un asunto de ética en enfermería
que forma parte de la tecnología de la información.
2. Analizar los componentes esenciales de la informática: datos, información y
conocimiento.
3. Apreciar el uso del internet como herramienta útil para obtener información sobre el
cuidado de salud.
4. Demostrar con su conducta y expresar verbalmente compromiso con la profesión y la
ética profesional que se requiere para asumir el papel de líder.
5. Identificar y explicar aquellos factores que ejercen influencia en el aumento acelerado de
los costos en los servicios de salud.
6. Demostrar conocimiento sobre los principios básicos a considerar como parte del proceso
presupuestario.
7. Identificar cinco modelos de prestación de servicios de salud y comparar y contrastar las
características de cada uno, incluyendo el papel del líder y del profesional de enfermería
que brinda cuidado al paciente.
8. Reconocer el papel del líder y manejador del cuidado de enfermería en la programación
justa y equitativa del personal, de acuerdo con las necesidades del personal y de los
pacientes.
9. Distinguir los puntos claves a considerar en una entrevista de un candidato a una posición
de enfermería.
10. Demostrar el conocimiento apropiado sobre el proceso de evaluación del desempeño del
personal de enfermería y las destrezas de comunicación efectiva necesarias para ofrecer
recomendaciones al empleado.
NURS 405 NURSING LEADERSHIP 48
Revised January 2015
Objetivos específicos de lenguaje
Al terminar este taller, el estudiante será capaz de:
1. Escuchar: Prestar atención a la presentación que ofrecerá el facilitador sobre la teoría del
rol profesional y su importancia para el profesional de enfermería, particularmente
aquellos en posiciones de liderazgo.
2. Hablar: Participar efectivamente en la discusión sobre los modelos de prestación de
servicios de salud, su relación con el aumento en los costos de los servicios y las
aportaciones del profesional de enfermería.
3. Leer: Examinar e interpretar las lecturas asignadas para este taller y venir preparado para
participar activamente en las discusiones y actividades del taller relacionadas con el
manejo de los recursos.
4. Escribir: Redactar un resumen del análisis de las programaciones utilizando correcta
gramática y sintaxis en español.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Diccionario de la Real Academia Española
http://www.rae.es/
Diccionario panhispánico de dudas de la Real Academia Española
http://rae.es/recursos/diccionarios/dpd
Fundación del Español Urgente
http://www.fundeu.es/
Teoría del rol
www.ehu.es/xabier.zupiria/liburuak/relacion/2.pdf
Redacción de descripción de posiciones de empleo
http://www.rrhh-web.com/analisisdepuesto4.html
www.gestiopolis.com/canales5/rrhh/anapues.htm
NURS 405 NURSING LEADERSHIP 49
Revised January 2015
Proceso de entrevista de un potencial empleado de enfermería
https://www.youtube.com/watch?v=z8B5umOHNnk
https://www.youtube.com/watch?v=R5hfA4EQdFA
www.laboris.net/static/em_reclutar_claves-entrevista.aspx
Dilemas éticos en enfermería
www.ncbi.nlm.nih.gov
www.humanidadesmedicas.sld.cu/index.php/hm
Código de Ética de la Asociación Americana de Enfermería (ANA)
www.nursingworld.org/
www.nursingworld.org>ANAPeriodicals>OJIN>Columns>Ethics
Artículos sobre asuntos éticos y legales en enfermería
http://www.nursingethics.ca/articles.html
Códigos
www.alternativelink.com/ali/abc_codes/
www.loinc.org
Privacidad y seguridad de la información
www.harrishealth.org/es/patients/privacy-and-information-security
www.hhs.gov/ocr/privacy/hipaa/administrative/privacyrule/
www.ifebp.org/elearning
Certezas y encrucijadas del uso de Internet en salud
http://www.scielosp.org/pdf/rcsp/v38s5/sup08512.pdf
http://scielo.sid.cu/scielo.php?script=sci_arttext&pid=S0864-34662012000500008
www.healthfinder.gov
www.hon.ch/
Criterios para evaluar el uso de recursos en internet
http://www.loc.gov/rr/business/beonline/selectbib.html
http://www.educ.ar/recursos/ver?rec_id=93293
El futuro de la profesión
NURS 405 NURSING LEADERSHIP 50
Revised January 2015
http://www.iom.edu/reports/2010/the-future-of-nursing-leading-change-advancing-
health.aspx
Instituto de Medicina
www.iom.edu
RWJF Initiative on the Future of Nursing
http://thefutureofnursing.org/IOM-Report
Gente Saludable 2020
www.healthypeople.gov
Vocabulario clave de la lección:
1. informática
2. datos
3. información
4. conocimiento
5. internet e información de salud
6. costos en servicios de salud
7. proceso presupuestario
8. modelos de prestación de servicios de
salud
9. variables organizativas internas versus
internas
10. programación del personal
11. privacidad
12. seguridad
13. teorías del rol
14. evaluación del desempeño
15. seguimiento del personal
Lista de materiales suplementarios para l taller:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Herramientas de Blackboard
Collaborate
5. Biblioteca Virtual
6. papel de rotafolio
7. marcadores
8. ejemplos de plan de trabajo
9. organizador gráfico
NURS 405 NURSING LEADERSHIP 51
Revised January 2015
NURS 405 NURSING LEADERSHIP 52
Revised January, 2015
Asignaciones que realizará antes del taller:
1. Continúe trabajando en su glosario del curso con los conceptos detallados en la
sección “Vocabulario clave de la lección”; siga las instrucciones del facilitador.
2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para
investigar sobre tecnología en el cuidado de salud, manejo de costos y
presupuestos, estrategias para la prestación de servicios de salud, dotación de
personal y programación, y selección, seguimiento y evaluación del personal
(capítulos asignados en el libro de texto). Prepare un resumen de cada tema, y
llévelo a clase para participar en una actividad.
3. El facilitador creará un foro de discusión oral en la herramienta Voice Board de
Blackboard. En dicho foro, el estudiante discutirá oralmente los criterios para
evaluar recursos en internet. El resto de la clase reaccionará oralmente a los
comentarios de por lo menos tres compañeros.
4. Identifique en la literatura sugerida (o en hospitales locales que así lo permitan)
dos ejemplos de plan de programación de empleados. Evalúe cada plan
analizando los elementos esenciales en una programación de personal de
enfermería de acuerdo con la literatura y la información del libro de texto. Escriba
un ensayo de 3 – 4 páginas que resuma el análisis de las programaciones.
Asegúrese de redactar según APA, incluya las citas y referencias y envíelo a
NetTutor para recibir retroalimentación. El facilitador enviará los trabajos
escritos a SafeAssignTM
para detectar casos de plagio.
5. Prepare un organizador gráfico explicando la teoría del rol; prepárese para
compartir en clase.
6. El facilitador creará un foro de discusión escrito, en la herramienta Discussion
Board. En dicho foro los alumnos contestarán las siguientes preguntas:
a. ¿Qué son variables organizativas internas?
b. ¿Qué son variables organizativas externas?
7. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas
de Tell Me More. Complete y entregue el Apéndice D al facilitador e indique el
tiempo que trabajó en las actividades y ejercicios del Laboratorio de Idiomas/E-
Lab.
NURS 405 NURSING LEADERSHIP 53
Revised January, 2015
8. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en
el Digital Performance Portfolio Assessment Handbook.
9. Acceda a los enlaces electrónicos sugeridos y seleccione por lo menos tres
artículos sobre modelos de prestación de servicios de salud en enfermería. Prepare
tarjetas bibliográficas con la información, y prepárese para compartir con sus
compañeros.
10. Lea el estudio de caso según la tabla del apéndice L. El facilitador proveerá más
detalles sobre esta asignación.
11. Utilice la Biblioteca Virtual y otros recursos académicos para buscar ejemplos del
uso de la informática en enfermería; escoja uno de los ejemplos y prepare un
análisis de los procedimientos de protección de los derechos del paciente en
cuanto a seguridad y privacidad de la información. Comparta su análisis con sus
compañeros vía Blackboard, y lleve una copia a clase para discusión.
12. Complete las tres primeras columnas del gráfico KWHLAQ que aparece en la
sección de apéndices.
13. Prepárese para el primer examen parcial que se ofrecerá en el Taller Tres.
NURS 405 NURSING LEADERSHIP 54
Revised January, 2015
Componentes de SIOP (Sheltered Instruction Observation Protocol):
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-
E). Estas estrategias permiten diseñar e impartir una lección que responda a las
necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo
idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo
de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido
como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos
específicos de contenido y lenguaje del taller, para integrarlas en las actividades de
manera que los alumnos puedan obtener el máximo provecho académico.
NURS 405 NURSING LEADERSHIP 55
Revised January, 2015
A. Preparación de la lección B. Andamiaje (Scaffolding)
__ Adaptación de contenido __ Modelaje
__ Enlaces con el conocimiento previo __ Práctica dirigida
__ Enlaces con el aprendizaje previo __ Práctica independiente
__ Estrategias incorporadas __ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a
los estudiantes.
Nombres de las estrategias:
__ Cognitiva 1)___________________ 2)__________________
__ Metacognitiva 1)___________________ 2)__________________
__ Socioafectiva 1)___________________ 2)__________________
C. Opciones de agrupamiento D. Integración de las artes del lenguaje
__ Grupo completo __ Escuchar
__ Grupos pequeños __ Hablar
__ Trabajo en pares __ Leer
__ Trabajo independiente __ Escribir
E. Aplicación de aprendizaje
__ Dinámica
__ Significativa y relevante
__ Rigurosa
__ Vinculada a los objetivos
__ Promueve la participación
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador repasará los temas que se cubrieron en el taller anterior para
asegurarse de que los alumnos comprendan el material.
2. El facilitador preparará una actividad constructivista para repasar las asignaciones
que los estudiantes completaron antes del taller y comprobará que los alumnos
hayan comprendido el material. Habrá oportunidad para aclarar dudas.
3. El facilitador explicará la teoría del rol profesional y su importancia para el
profesional de enfermería, particularmente aquellos en posiciones de liderazgo.
NURS 405 NURSING LEADERSHIP 56
Revised January, 2015
Los estudiantes tendrán la oportunidad de hacer comentarios para enriquecer la
discusión, en especial sobre el rol del líder de asegurar el uso adecuado de los
recursos. También podrán hacer preguntas y aclarar dudas. Utilizaran como
referencia los organizadores gráficos que prepararon para la asignación.
4. Los estudiantes compartirán los ejemplos del uso de informática en enfermería
que encontraron para la asignación. A continuación el facilitador moderará una
discusión grupal en la cual los alumnos mencionarán las estrategias para
proporcionar confidencialidad y seguridad en el uso de la tecnología en la
prestación de cuidados al paciente. También discutirán la efectividad de las
intervenciones para prevenir los riesgos de una brecha digital.
5. Los estudiantes trabajarán en formato de mesa redonda y utilizarán las tarjetas
bibliográficas que prepararon para la asignación para dialogar sobre los diferentes
modelos de prestación de servicios de salud, su relación con el aumento en los
costos en los servicios y las aportaciones del profesional de enfermería.
Prepararán un cartel en papel de rotafolio con una lista de los factores que ejercen
influencia en el aumento acelerado de los costos en los servicios de salud.
6. El facilitador dividirá a los estudiantes en tres grupos y les asignará los siguientes
temas para discusión:
a. Grupo 1: El papel del líder/manejador del cuidado de enfermería en la
programación justa y equitativa del personal de enfermería de acuerdo
con las necesidades del personal y de los pacientes. Los alumnos harán
una presentación, y proveerán ejemplos de programación.
b. Grupo 2: Puntos clave a considerarse en una entrevista a un candidato
para una posición de enfermería. Los participantes prepararán una
dramatización de una entrevista.
c. Grupo 3: Proceso de evaluación del desempeño del personal de
enfermería y las destrezas de comunicación necesarias para lograr un
proceso efectivo. Los alumnos utilizarán un ejemplo de evaluación de
desempeño de un enfermero/a que ofrece cuidado directo al paciente;
presentarán su ejemplo ante la clase, incluyendo la forma de hacer
NURS 405 NURSING LEADERSHIP 57
Revised January, 2015
recomendaciones para el desarrollo y mejoramiento de la persona
evaluada.
7. Los estudiantes completaran las últimas tres columnas del gráfico KWHLAQ y lo
compartían con un compañero, dando y recibiendo retroalimentación.
8. El facilitador ofrecerá el primer examen parcial en el momento que entienda
pertinente dentro del Taller Tres.
9. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del
próximo taller.
NURS 405 NURSING LEADERSHIP 58
Revised January, 2015
Evaluación:
1. Individual: Primer examen parcial.
2. Grupal: Participación activa y efectiva en la discusión y presentación del tema
asignado por el facilitador.
3. Escrita: Ensayo resumiendo el análisis de programaciones de empleados en los
hospitales.
4. Oral/Auditiva: Colaboración y participación en la discusión durante la mesa
redonda.
Cierre del taller:
1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s)
pregunta(s) que escojan o se les asigne(n) del Apéndice I. El facilitador podrá
elegir otro tema que promueva la autorreflexión individual.
2. Grupal: El facilitador guiará al grupo en el ejercicio “vaso medio lleno/medio
vacío”: proyectará un dibujo grande de un vaso con una división en el medio.
Pedirá al grupo que reflexione y discuta sobre las áreas positivas en preparación y
durante el taller y escriban la información en el vaso en la mitad que dice “medio
lleno.” Luego pedirá al grupo que identifique áreas en necesidad de mejoramiento
o expectativas para el taller que no se lograron y las escriban en la parte del vaso
que dice “medio vacío.” El facilitador invitará al grupo a ofrecer ideas para que
cada día el vaso pueda estar “más lleno.”
NURS 405 NURSING LEADERSHIP 59
Revised January, 2015
NURS 405 NURSING LEADERSHIP 60
Revised January, 2015
WORKSHOP FOUR
Specific Content Objectives
Upon completion of this workshop, the student will be able to:
1. Familiarize him/herself with the process of goal-setting and strategic planning.
2. Explain the purposes of a mission statement, philosophy, goals, and objectives
and the relationship among them.
3. Analyze the general characteristics of change in open system organizations.
4. Evaluate the use of select functions, principles, and strategies for initiating and
managing change.
5. Describe the characteristics of effective change agents.
6. Compare and contrast the differences between a group and a team.
7. Demonstrate an effective communication interaction.
8. Develop an example of a team that functions synergistically, including the results
such a team would produce.
9. Assess how the participation of staff nurses in decision-making influences job
satisfaction.
10. Analyze the influence of culture on the selection of a governance model.
11. Evaluate decision-making strategies for their effectiveness within diverse
workplace environments.
12. Apply quality management principles to clinical situations.
Specific Language Objectives
Upon completion of this workshop, the student will be able to:
1. Listen: Demonstrate effective listening skills by paying close attention to
colleagues’ presentations on their selected health care organization, by taking
notes as appropriate, keeping eye contact with the speaker, asking thought-
provoking questions, and offering productive feedback.
2. Speak: Demonstrate effective speaking skills in English in the delivery of the
presentation and explanation of the organizers on a selected health care
NURS 405 NURSING LEADERSHIP 61
Revised January, 2015
organization, including its governance model, specific strategic plan, philosophy
statement, mission, vision, goals, objectives, and any other information
determined by the facilitator.
3. Read: Examine and read in depth the assigned chapters in the book by Yoder-
Wise in order to complete the exercises accurately and efficiently.
4. Write: Write a three-page essay on the use of select functions, principles, and
strategies for initiating and managing change, using APA style and correct
Standard English.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
Center for Theory of Change
www.theoryofchange.org
The Future of Nursing
http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-
Advancing-Health.aspx
http://www.thefutureofnursing.org/recommendations
http://www.thefutureofnursing.org/IOM-Report
Assessment of Rigor in Published Nursing Intervention Studies that Use Observational
Methods
http://www.nova.edu/ssss/QR/QR18/coker67.pdf
Nursing Standards, Acts, Rules, and Regulations
http://www.nursingworld.org/scopeandstandardsofpractice
https://www.ncsbn.org/1455.htm
http://www.ferris.edu/HTMLS/colleges/alliedhe/Nursing/Standards-of-
Professional-Nursing-Practice.htm
Health and Human Services Office of Minority Health
NURS 405 NURSING LEADERSHIP 62
Revised January, 2015
http://minorityhealth.hhs.gov/
Agency for Healthcare Research and Quality
www.ahrq.gov/consumer/
Addressing Cultural Diversity in Health Care
http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPerio
dicals/OJIN/TableofContents/Volume82003/No1Jan2003/AddressingDiversityin
HealthCare.aspx
http://gagalanti.com/
http://www.medscape.com/viewarticle/564667_3
Transcultural Nursing Society (TCNS)
www.tcns.org/
American Academy of Nursing
http://www.aannet.org/
Association for Nursing Professional Development (ANPD)
http://www.anpd.org/
Synergistic Teams
http://www.hr.com/en/app/blog/2011/02/synergistic-teams_gjqkouxq.html
http://www.vocabulary.com/dictionary/synergistic
http://www.ehow.com/info_8366728_synergistic-team-relations.html
NURS 405 NURSING LEADERSHIP 63
Revised January, 2015
Academic Core Vocabulary (Must reflect the objectives and important concepts of
the workshop):
1. goal setting
2. strategic planning
3. mission statement
4. philosophy
5. objectives
6. change
7. effective change agent
8. strategies
9. principles
10. select functions
11. communication interaction
12. open system organization
13. risk management
14. quality management
15. culture
16. group vs. team
17. synergy
18. decision-making
19. job satisfaction
20. governance model
List of Supplementary Materials for the Workshop:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Blackboard Collaborate tools
5. Virtual Library
6. graphic organizers/other visuals
NURS 405 NURSING LEADERSHIP 64
Revised January, 2015
Assignments to Be Completed Prior to the Workshop:
1. Follow the facilitator’s instructions to work on your glossary for the vocabulary
detailed in the Academic Core Vocabulary section.
2. Before conducting any research, fill out the first three columns of the KWHLAQ
chart (Appendix K) on the correlation between the participation of staff nurses in
decision-making and their job satisfaction.
3. Read the chapters on the following topics in the book by Yoder-Wise (2014):
a. Strategic Planning, Goal Setting and Marketing,
b. Leading Change,
c. Building Teams Through Communication and Partnerships,
d. Collective Action, and
e. Managing Quality and Risk.
Complete all the exercises that correspond to these assigned topics in preparation
for active participation in class activities, including the demonstration of effective
communication skills.
4. Using the Virtual Library, Internet, and/or other academic resources, research
information on a selected health care organization, including its governance
model, specific strategic plan, philosophy statement, mission, vision, goals, and
objectives. Prepare an oral presentation using visuals (organizers, drawings,
illustrations, pictures, PowerPoint, etc.) that explain each of these aspects. Be
sure to follow the facilitator’s instructions regarding the length of the
presentation, amount of time allotted, and any other specific guidelines.
5. Research and read academic journals/articles about:
a. the decision-making process,
b. how culture influences the governance model selected by a group,
c. the characteristics of a synergistic team, and
d. an example of a team that functions synergistically, including the results
such a team would produce.
Write a summary on each of these four topics, following APA style.
6. Read the case study according to the table found in appendix L. The facilitator
will provide more detail information on this assignment.
NURS 405 NURSING LEADERSHIP 65
Revised January, 2015
7. Using the Virtual Library, Internet, and/or other academic resources, research
information about the use of select functions, principles, and strategies for
initiating and managing change, and write a three-page essay on these topics. Be
sure to use APA style, include bibliographic citations and references, and submit
to NetTutor for feedback. The facilitator will send written works to
SafeAssignTM
to check for plagiarism.
8. The facilitator will create an oral discussion forum using the Voice Board tool in
Blackboard. Orally discuss the general characteristics of change in open system
organizations, specifically following the facilitator’s guidelines. React to the
comments of at least three colleagues.
9. After researching information on teams and groups, create one or more graphic
organizers (e.g., Venn diagram, double bubble map, etc.) indicating the
similarities and differences between them. Be prepared to share your organizers
in class.
10. The facilitator will create a written forum discussion using the Discussion Board
tool in Blackboard. Respond to the following, and react to the comments of at
least three colleagues:
a. What is the definition of planning change?
b. What is your personal reaction to change?
11. Continue working on the organization and completion of the digital portfolio
following the guidelines stipulated in the Digital Performance Portfolio
Assessment Handbook.
12. Go to Tell Me More and continue working on the interactive exercises designed
to develop/improve linguistic skills in English. Submit the document found in
Appendix E indicating the amount of time spent working on the Language Lab/E-
Lab activities and exercises.
NURS 405 NURSING LEADERSHIP 66
Revised January, 2015
SIOP Components (Sheltered Instruction Observation Protocol):
The dual language instructional strategies are indicated below each SIOP component (A-
E). These strategies allow the design and delivery of a lesson that addresses the academic
and linguistic needs of second language learners. The facilitator must select the
Cognitive Academic Language Learning Approach (CALLA) strategies that best align to
the specific content and language objectives of the workshop and integrate them in the
lesson activities to ensure maximum learning and academic performance.
A. Lesson Preparation B. Scaffolding
__ Adaptation of Content __ Modeling
__ Links to Background Knowledge __ Guided Practice
__ Links to Past Learning __ Independent Practice
__ Incorporated Strategies __ Comprehensible Input
CALLA Strategies (Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategies that will be used in the lesson and
explain each one to the students.
Names of the Strategies:
__ Cognitive 1)_______________________ 2)_______________________
__ Metacognitive 1)_______________________ 2)_______________________
__ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
__ Whole Group __ Listening
__ Small Group __ Speaking
__ Partners __ Reading
__ Independent Work __ Writing
E. Learning Application
__ Dynamic
__ Meaningful/Relevant
__ Rigorous
__ Linked to Objectives
__ Promotes Engagement
NURS 405 NURSING LEADERSHIP 67
Revised January, 2015
Integrated Content and Language Activities to Achieve the Objectives of the
Workshop:
1. The facilitator will conduct a review of the topics covered in the previous
workshop to ensure students’ comprehension.
2. The facilitator will prepare a constructivist activity to review the assignments
completed by the students prior to the workshop and to ensure student
comprehension. Students will have the opportunity to clarify doubts.
3. The facilitator will divide the class into two groups to review the previous week’s
topics. Each student will share the five major lessons he/she learned. Each group
will prepare a written summary which they will share with the class and submit to
the facilitator.
4. Students will work in small groups to share and discuss their answers to the
exercises assigned from the book written by Yoder-Wise. After reaching a
consensus on the answers, participants from each group will share their responses
with the whole class.
5. Each student will be allotted the previously determined amount of time to deliver
the oral presentation on the selected health care organization, including its
governance model, specific strategic plan, philosophy statement, mission, vision,
goals, objectives and any other topic determined by the facilitator, using visuals
(organizers, drawings, illustrations, pictures, PowerPoint, etc.) that explain each
of these aspects. Each student will also describe the main factors of the model
that can influence their decision-making and their quality management efforts.
Feedback and question/answer sessions will follow each presentation.
6. The facilitator will conduct a discussion on different governance models.
Students will contribute information they have learned in their readings and
discuss their perspectives about changing the status quo in nursing.
7. Students will divide the class into four small groups and assign to each group one
of the following topics:
a. the decision-making process,
b. how culture influences the governance model selected by a group,
NURS 405 NURSING LEADERSHIP 68
Revised January, 2015
c. the characteristics of a synergistic team, and
d. an example of a team that functions synergistically, including the results
such a team would produce.
Students will refer to the summaries written prior to the workshop and
collaboratively create one or more graphic organizers that explain their assigned
topic in a comprehensible manner. Each member of the group must participate in
the explanation of the organizers. Feedback and question/answer sessions will
follow each presentation.
8. Students will work in small groups to share their essays on the use of select
functions, principles, and strategies for initiating and managing change. They will
reach a consensus and create a list of the ten most important ideas they learned
from their research. A representative from each group will share the list with the
class.
9. Students will work with a partner to share and compare their graphic organizers
on groups and teams. They will work collaboratively to refine their organizers,
including all the essential information. Each set of partners will then explain their
enhanced organizers to the rest of the class.
10. Students will complete their KWHLAQ charts (Appendix K) on the correlation
between the participation of staff nurses in decision-making and their job
satisfaction. A whole class discussion will follow, and students will share how
they will apply what they have learned in their profession. Both the facilitator
and students will address questions they may still have.
11. The facilitator will create an activity that develops and enhances interpersonal,
collaborative, and team building skills.
12. Students will write a self-reflection on one or more of the questions found in
Appendix I which either they or the facilitator selects.
13. The facilitator will assign students to work in groups on the assigned case study in
Workshop Five. More detailed instructions and guidelines will be provided in the
next workshop.
14. The facilitator will discuss and clarify doubts regarding the assignments due prior
to the next workshop.
NURS 405 NURSING LEADERSHIP 69
Revised January, 2015
15. The facilitator will provide details about the project regarding the selection and
reading of a book on nursing leadership and the preparation of the corresponding
written report. Each student must select their book and have it approved by
the facilitator by the next workshop.
Assessment (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS):
1. Individual: Accurate completion of the graphic organizers comparing and
contrasting teams and groups and of the exercises corresponding to the assigned
reading in Yoder-Wise.
2. Group: Group collaboration and active participation in the preparation of the
graphic organizers on the assigned topic, based on the summaries written prior to
the workshop.
3. Written: Three-page essay on the use of select functions, principles, and
strategies for initiating and managing change, using APA style and correct
Standard English.
4. Oral: Demonstration of effective speaking skills in English in the delivery of the
presentations and explanations of the visuals on the selected health care
organization, including all of the information determined by the facilitator.
Lesson Wrap-Up:
1. Individual: Students will reflect on the topics covered in this workshop and write
a self-reflection on how they can apply what they learned in order to contribute in
a significant manner as a productive change agent and as an effective member of
the health care team.
2. Group: Students will share their self-reflections, giving and receiving feedback in
English.
NURS 405 NURSING LEADERSHIP 70
Revised January, 2015
NURS 405 NURSING LEADERSHIP 71
Revised January, 2015
TALLER CINCO
Objetivos específicos de contenido
Al terminar este taller, el estudiante será capaz de:
1. Asumir responsabilidades al promover efectivamente las relaciones enfermero-
paciente.
2. Reconocer los tipos de conflicto y sus etapas.
3. Identificar y analizar la manera de solucionar conflictos entre enfermeros.
4. Definir cómo las relaciones interpersonales afectan la delegación de tareas.
5. Documentar correctamente los conflictos en el trabajo.
6. Concienciarse sobre la falta de cortesía, el acoso laboral y el rol del líder de
enfermería en la prevención e intervención temprana al manejar conflictos.
7. Crear un plan que fomente un ambiente laboral seguro.
Objetivos específicos de lenguaje:
Al finalizar el taller los estudiantes serán capaces de:
1. Escuchar: Analizar y enfocarse en los mensajes del equipo contrario al debatir
acerca de los temas asignados, de manera que sea capaz de responder pertinente y
oportunamente.
2. Hablar: Expresarse con propiedad y corrección al presentar el estudio de caso y
al explicar el organizador gráfico de la clase.
3. Leer: Asimilar la información relacionada con los temas del taller, de manera que
aplique su conocimiento tanto a las asignaciones como a las actividades
integradas del taller.
4. Escribir: Maximizar sus destrezas de redacción al analizar y discutir los temas de
la clase y al diseñar y escribir presentaciones audiovisuales.
NURS 405 NURSING LEADERSHIP 72
Revised January, 2015
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Diccionario de la Real Academia Española
http://www.rae.es/
Diccionario panhispánico de dudas de la Real Academia Española
http://rae.es/recursos/diccionarios/dpd
Fundación del Español Urgente
http://www.fundeu.es/
Agencia de Investigación y Calidad del Cuidado de la Salud
www.ahrq.gov/consumer/
o Pacientes y clientes
Instituto de Resolución de Conflicto
www.crinfo.org
Instituto para la Resolución de Disputas
www.cpradr.org
Programa de Negociación de la Escuela de Leyes en Universidad de Harvard
www.pon.harvard.edu/main/home/
NURS 405 NURSING LEADERSHIP 73
Revised January, 2015
Vocabulario clave de la lección:
1. Relaciones humanas
2. Efectividad
3. Conflicto
4. Tipos de conflicto
5. Delegar
6. Consumidor
7. Interacción enfermero-paciente
8. Resolución de conflictos
9. Acoso laboral (mobbing)
10. Falta de cortesía (incivility)
11. Entorno laboral
12. Destrezas interpersonales
13. Plan de seguridad
14. Defensa
15. Servicio
16. Educación
17. Liderazgo
Lista de recursos suplementarios para el taller:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Herramientas de voz de Blackboard Collaborate (antes conocido como Wimba
Voice)
5. Biblioteca Virtual
6. e-libro
7. Libro de texto
8. Programa para crear presentaciones audiovisuales
NURS 405 NURSING LEADERSHIP 74
Revised January, 2015
Asignaciones que realizará antes del taller:
1. Continúe trabajando con el glosario del curso y los conceptos detallados en la
sección Vocabulario clave de la lección; siga las instrucciones del facilitador.
2. Utilice la Biblioteca Virtual, el Internet y otros recursos académicos para buscar
información acerca de las responsabilidades que acarrea la promoción efectiva de
las relaciones enfermero-paciente; los tipos de conflicto y sus etapas; la manera
de solucionar conflictos entre miembros del personal de enfermería; las relaciones
interpersonales afectan la delegación de tareas; la documentación correcta de
conflictos en el trabajo; la falta de cortesía; el acoso laboral; el rol del líder de
enfermería en la prevención e intervención temprana al manejar conflictos y la
creación de un plan que fomente un ambiente laboral seguro. Prepare un resumen
o un bosquejo y llévelo a clases para contribuir a la discusión del material y
aclarar dudas.
3. Lea acerca de los siguientes temas del libro de texto y complete los ejercicios
correspondientes:
a. Consumer Relationships
b. Conflict: The Cutting Edge of Change
c. Managing Personal/Personnel Problems
d. Workplace Violence and Incivility
e. Delegation: An Art of Professional Practice Personal
4. El facilitador creará un foro de discusión oral en la herramienta Voice Board de
Blackboard. En dicho foro, el estudiante elaborará ideas acerca la influencia de
las relaciones interpersonales al delegar tareas. El resto de la clase reaccionará
oralmente al menos a dos comentarios de los compañeros.
5. Redacte un ensayo analítico (de al menos dos páginas) sobre las responsabilidades
principales del profesional de enfermería (servicio, defensa, educación,
investigación y liderazgo); incluya la promoción efectiva de las relaciones
enfermero-paciente. Asegúrese de redactar según APA, incluya las citas y
referencias y envíelo a NetTutor para recibir retroalimentación. El facilitador
NURS 405 NURSING LEADERSHIP 75
Revised January, 2015
enviará los trabajos escritos a SafeAssignTM
para detectar casos de plagio. (Parte
de la evaluación)
6. Prepare un organizador gráfico (que determinará el facilitador) en el que detalle
los tipos de conflicto y sus etapas. Prepárese para participar en una actividad
colaborativa en clase. (Parte de la evaluación)
7. El facilitador creará un foro de discusión escrita, en la herramienta Discussion
Board. En dicho foro, los alumnos contestarán las siguientes preguntas:
a. Contribuya por lo menos con dos estrategias que promuevan la
concienciación acerca de la falta de cortesía, el acoso laboral.
b. Exprese qué papel juega el líder de enfermería en la prevención e
intervención temprana del manejo conflictos.
c. Reaccione al menos a dos comentarios de los compañeros de clase.
d. Llegue preparado para debatir al respecto en el salón de clases.
8. Reunidos en los subgrupos que se
asignaron en el Taller Cuatro, los alumnos:
a. Analizarán un estudio de caso que evidencie un conflicto laboral en el cual
el rol del líder de enfermería se destaque al manejarlo.
b. Practicarán estrategias de resolución de conflicto entre miembros del
personal de enfermería.
c. Crearán un plan de seguridad laboral que solucione el problema del caso y
prevenga otros.
d. Evidenciarán cómo se documentan los incidentes de dicha naturaleza.
e. Prepararán un informe escrito y una presentación audiovisual al respecto
(7-10 plantillas).
f. Finalmente presentarán su proyecto en clase y enviarán el escrito y la
presentación al facilitador por Blackboard
g. Esta actividad forma parte de la evaluación.
9. Lea el estudio de caso según la tabla del apéndice L. El facilitador proveerá más
detalles sobre esta asignación.
10. Prepárese para la segunda prueba corta del curso.
NURS 405 NURSING LEADERSHIP 76
Revised January, 2015
11. Luego de tomar la prueba diagnóstica, vaya a Tell Me More y comience a trabajar
los ejercicios que se han diseñado para desarrollar sus destrezas lingüísticas en
español.
12. Empiece a preparar el portafolio digital; siga las instrucciones estipuladas en el
Digital Performance Portfolio Assessment Handbook que se encuentra en
Blackboard.
NURS 405 NURSING LEADERSHIP 77
Revised January, 2015
Componentes de SIOP (Sheltered Instruction Observation Protocol)
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-
E). Estas estrategias permiten diseñar e impartir una lección que responda a las
necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo
idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo
de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido
como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos
específicos de contenido y lenguaje del taller, para integrarlas en las actividades de
manera que los alumnos puedan obtener el máximo provecho académico.
NURS 405 NURSING LEADERSHIP 78
Revised January, 2015
A. Preparación de la lección B. Andamiaje (Scaffolding)
__ Adaptación de contenido __ Modelaje
__ Enlaces con el conocimiento previo __ Práctica dirigida
__ Enlaces con el aprendizaje previo __ Práctica independiente
__ Estrategias incorporadas __ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a
los estudiantes.
Nombres de las estrategias:
__ Cognitiva 1)___________________ 2)__________________
__ Metacognitiva 1)___________________ 2)__________________
__ Socioafectiva 1)___________________ 2)__________________
C. Opciones de agrupamiento D. Integración de las artes del lenguaje
__ Grupo completo __ Escuchar
__ Grupos pequeños __ Hablar
__ Trabajo en pares __ Leer
__ Trabajo independiente __ Escribir
El facilitador debe explicar las técnicas de colaboración que utilizará en clase.
E. Aplicación de aprendizaje
__ Dinámica
__ Significativa y relevante
__ Rigurosa
__ Vinculada a los objetivos
__ Promueve la participación
Actividades integradas:
1. El facilitador repasará los temas que se cubrieron en el taller anterior para
asegurarse de que los alumnos comprendan el material.
2. El facilitador preparará una actividad constructivista para repasar las asignaciones
que los estudiantes completaron antes del taller y para comprobar que entendieron
el material. Habrá oportunidad para aclarar dudas. Todas las actividades de
lectura y escritura tienen que estar relacionadas con el vocabulario técnico de la
disciplina.
NURS 405 NURSING LEADERSHIP 79
Revised January, 2015
3. Reunidos en parejas, los alumnos analizarán los organizadores gráficos, que
prepararon como parte de la asignación, que detallan los tipos de conflicto y sus
etapas. Finalmente, conciliarán los organizadores en uno solo, de manera que
presenten sus conclusiones a la clase. (Parte de la evaluación)
4. Basados en sus ensayos, los estudiantes se organizarán en mesa redonda para
discutir, junto al facilitador las responsabilidades principales del profesional de
enfermería (servicio, defensa, educación, investigación y liderazgo), incluyendo la
promoción efectiva de las relaciones enfermero-paciente.
5. El facilitador dividirá a la clase en dos equipos que debatirán acerca de:
a. Los tipos de conflicto y sus etapas
b. Las formas de solucionar conflictos
c. Las implicaciones de la falta de cortesía y el acoso laboral
d. El rol del líder de enfermería al prevenir e intervenir en el manejo
conflictos
e. La importancia de promover relaciones efectivas entre enfermeros,
pacientes y consumidores.
f. El compromiso con la profesión
i. Cómo su afiliación a las organizaciones profesionales, y su conexión con
modelos de éxito, se relacionan con su propio plan de desarrollo
profesional y el perfil de la imagen del enfermero.
El facilitador moderará la actividad y sentará las pautas del debate. Además,
evaluará el trabajo en equipo, el dominio de los temas, el manejo del tiempo y las
destrezas de lenguaje. Esta actividad forma parte de la evaluación.
6. Los estudiantes expresarán lo que para ellos significa priorización y delegación de
tareas; compartirán ejemplos.
7. El facilitador impartirá la segunda prueba corta en el momento que considere
oportuno.
8. El facilitador escogerá uno de los temas del curso para que los estudiantes
contesten las primeras tres columnas del diagrama que se encuentra en el
Apéndice K: KWHLAQ Chart. Una vez las completen, las discutirán en clase. Es
NURS 405 NURSING LEADERSHIP 80
Revised January, 2015
necesario que los alumnos vayan llenando el resto de las columnas a lo largo del
curso, de manera que las discutan en la última semana.
9. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del
próximo taller.
Evaluación:
1. Individual: Dominio de los temas y el desempeño en el debate.
2. Grupal: Organizador gráfico y estudio de caso.
3. Escrito: Ensayo analítico sobre las responsabilidades principales del profesional de
enfermería.
4. Oral: Debate sobre los temas asignados; organizador gráfico y estudio de caso.
Cierre del taller:
1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s)
pregunta(s) que escojan o se les asigne(n) del Apéndice I. El facilitador podrá
elegir otro tema que promueva la autorreflexión individual.
2. Grupal: ¿Cómo dice, qué dijo?
a. Cada alumno le preguntará a otro sobre un tema que el primero no
entienda bien. El receptor del mensaje le contestará lo que entiende del
concepto. Si no queda claro o no se ha explicado bien, el facilitador
aclarará la duda.
NURS 405 NURSING LEADERSHIP 81
Revised January, 2015
WORKSHOP SIX
Specific Content Objectives
Upon completion of this workshop, the student will be able to:
1. Analyze specific examples of role transitions (e.g. staff nurse and nurse manager).
2. Describe and discuss the phases of role transition.
3. Analyze the full scope of the manager’s role by outlining Responsibilities,
Opportunities, Lines of Communication, Expectations, and Support (ROLES).
4. Compare strategies that facilitate successful role transition.
5. Define and analyze the process of self-management.
6. Explore one’s own personal and professional stressors.
7. Analyze and provide examples of selected strategies that decrease stress.
8. Describe the manager’s role in helping nursing staff manage stress effectively.
9. Identify challenges one faces in managing time effectively.
10. Identify and demonstrate strategies designed to manage time more effectively.
Specific Language Objectives
Upon completion of this workshop, the student will be able to:
1. Listen: Listen attentively to colleagues’ presentations on their assigned topics in
order to be able to provide effective feedback and ask questions that reflect
critical and analytical thinking.
2. Speak: Actively participate in the small group preparation and delivery of the
presentation and explanation of the PowerPoint and other visuals on the assigned
topics.
3. Read: Examine in depth the assigned readings on role transition, self-
management, and managing your career in the book written by Yoder-Wise, in
order to accurately complete the exercises on these topics.
4. Write: Write a three-page essay about the full scope of the manager’s role,
outlining Responsibilities, Opportunities, Lines of Communication, Expectations,
and Support (ROLES), using APA style and correct Standard English.
NURS 405 NURSING LEADERSHIP 82
Revised January, 2015
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
American Nurses Credentialing Center (ANCC)
http://www.nursecredentialing.org/
The 100 Best Jobs
http://money.usnews.com/careers/best-jobs/rankings/the-100-best-jobs
Career Builder
www.careerbuilder.com
Sigma Theta Tau International (Honor Society of Nursing)
www.nursingsociety.org
National Center for Biotechnology Information (NCBI)
www.ncbi.nlm.nih.gov/
Coping Style and Occupational Well-Being in Hospital Nurses
http://journals.tbzmed.ac.ir/JCS/Manuscript/JCS-2-313.pdf
Sources of Occupational Stress and Coping Strategies
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3203298/
Stress Management for Nurses
http://www.ahna.org/Resources/Stress-Management
http://www.medscape.com/viewarticle/562717
http://www.health.nsw.gov.au/nursing/Documents/stress-mngt.pdf
http://www.nursetogether.com/10-strategies-to-cope-with-stress-in-nursing
Time Management Tips
http://www.nursetogether.com/5-time-management-tips-for-busy-nurses
http://www.nursetogether.com/time-management-skills-for-nurses
NURS 405 NURSING LEADERSHIP 83
Revised January, 2015
http://www.sanfordbrown.edu/student-life/blog/march-2014/5-nursing-time-
management-tips
http://www.sanfordbrown.edu/student-life/blog/march-2014/5-nursing-time-
management-tips
http://www.kent.ac.uk/careers/sk/time.htm
Maslach Burnout Inventory (MBI)
www.mindgarden.com/products/mbi.htm
http://www.statisticssolutions.com/maslach-burnout-inventory-mbi/
https://www.google.com/search?q=maslach+burnout+inventory&biw=1920&bih
=934&tbm=isch&tbo=u&source=univ&sa=X&ei=zLuuVOnvCoKqggSpz4PICA
&sqi=2&ved=0CCkQsAQ&dpr=1
http://scholar.google.com/scholar?q=maslach+social+psychology&hl=en&as_sdt
=0&as_vis=1&oi=scholart&sa=X&ei=abyuVInoDsOnNv22hIAN&ved=0CBsQg
QMwAA
NURS 405 NURSING LEADERSHIP 84
Revised January, 2015
Academic Core Vocabulary (Must reflect the objectives and important concepts of
the workshop):
1. ROLES
2. role development
3. role transition
4. manager’s role
5. phases of transition
6. role negotiation
7. agenda
8. burnout
9. stress management
10. coping
11. employee assistance program
12. General Adaptation Syndrome
(GAS)
13. self-management
14. time-management
List of Supplementary Materials for the Workshop:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Blackboard Collaborate tools
5. Virtual Library
6. graphic organizers/PowerPoint/other visuals
NURS 405 NURSING LEADERSHIP 85
Revised January 2015
Assignments to Be Completed Prior to the Workshop:
1. Follow the facilitator’s instructions to work on your glossary for the vocabulary
detailed in the Academic Core Vocabulary section.
2. Before conducting any research, fill out the first three columns of the KWHLAQ
chart (Appendix K) on the the process of self-management. You will complete
the chart at the conclusion of this workshop.
3. Refer to the book written by Yoder-Wise, and read the chapters on role transition,
self-management, and managing your career.
a. Access the student resources by visiting http://evolve.elsevier.com/Yoder-
Wise, and complete the exercises on the topics assigned in this workshop.
b. Be sure to follow the facilitator’s specific instructions to complete this and
other related assignments effectively and accurately.
4. Using the Virtual Library, Internet, and/or other academic resources, research
information on strategies that facilitate successful role transition and examples of
role transitions as a staff nurse and as a nurse manager. Create an outline
including the most important information on these topics that will be useful for
classroom discussion and group activities.
5. The facilitator will create an oral discussion forum using the Voice Board tool in
Blackboard.
a. Orally discuss some of the challenges nurses face in managing time more
effectively and strategies designed to overcome them.
b. React to the comments of at least three colleagues.
6. Write a three-page essay about the full scope of the manager’s role, outlining
Responsibilities, Opportunities, Lines of Communication, Expectations, and
Support (ROLES).
a. Be sure to use APA style, include bibliographic citations and references,
and submit to NetTutor for feedback.
b. The facilitator will send written works to SafeAssignTM
to check for
plagiarism.
NURS 405 NURSING LEADERSHIP 86
Revised January 2015
7. Prepare a graphic organizer, such as a flow chart, that details the phases of role
transition.
8. The facilitator will create a written forum discussion using the Discussion Board
tool in Blackboard. Respond to the following:
a. What are some personal and professional stressors faced by persons in the
field of nursing?
b. What are some strategies that can be implemented to help decrease stress?
c. What steps can a manager take to help the nursing staff manage stress
more effectively?
d. How will you personally implement some of these stress management
techniques?
React to the comments of at least three colleagues.
9. Use the recommended link and other reliable resources to research information on
the Maslach Burnout Inventory (MBI). Create an illustration, drawing, or graphic
organizer of your choice that explains this concept, including its purpose, results,
and any other information determined by the facilitator.
10. Read the case study according to the table found in appendix L. The facilitator
will provide more detail information on this assignment.
11. Prepare for the partial exam/quiz on the material indicated by the facilitator which
will be administered in Workshop Six.
12. Continue working on the organization and completion of the digital portfolio
following the guidelines stipulated in the Digital Performance Portfolio
Assessment Handbook.
13. Go to Tell Me More and continue working on the interactive exercises designed
to develop/improve linguistic skills in English. Submit the document found in
Appendix E indicating the amount of time spent working on the Language Lab/E-
Lab activities and exercises.
NURS 405 NURSING LEADERSHIP 87
Revised January 2015
SIOP Components (Sheltered Instruction Observation Protocol):
The dual language instructional strategies are indicated below each SIOP component (A-
E). These strategies allow the design and delivery of a lesson that addresses the academic
and linguistic needs of second language learners. The facilitator must select the
Cognitive Academic Language Learning Approach (CALLA) strategies that best align to
the specific content and language objectives of the workshop and integrate them in the
lesson activities to ensure maximum learning and academic performance.
A. Lesson Preparation B. Scaffolding
__ Adaptation of Content __ Modeling
__ Links to Background Knowledge __ Guided Practice
__ Links to Past Learning __ Independent Practice
__ Incorporated Strategies __ Comprehensible Input
CALLA Strategies (Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategies that will be used in the lesson and
explain each one to the students.
Names of the Strategies:
__ Cognitive 1)_______________________ 2)_______________________
__ Metacognitive 1)_______________________ 2)_______________________
__ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
__ Whole Group __ Listening
__ Small Group __ Speaking
__ Partners __ Reading
__ Independent Work __ Writing
E. Learning Application
__ Dynamic
__ Meaningful/Relevant
__ Rigorous
__ Linked to Objectives
__ Promotes Engagement
NURS 405 NURSING LEADERSHIP 88
Revised January 2015
Integrated Content and Language Activities to Achieve the Objectives of the
Workshop:
1. The facilitator will conduct a review of the topics covered in the previous
workshop to ensure students’ comprehension.
2. The facilitator will prepare a constructivist activity to review the assignments
completed by the students prior to the workshop and to ensure student
comprehension. Students will have the opportunity to clarify doubts.
3. Students will work in small groups to share and discuss their answers to the
exercises assigned from the book written by Yoder-Wise. After reaching a
consensus on the answers, a representative from each group will share their
responses with the whole class.
4. The facilitator will conduct a whole class discussion on the phases of role
transition. Students will analyze specific examples of role transitions as a staff
nurse and a nurse manager and strategies that facilitate this transition. They
should refer to the outlines prepared prior to the class to contribute valuable
information to this discussion.
5. The facilitator will divide the class into five groups and assign each group one of
the following topics (ROLES) as related to the manager’s role:
a. Responsibilities
b. Opportunities
c. Lines of Communication
d. Expectations
e. Support
Each group will prepare one or more visuals of their choice (graphic organizers,
illustrations, PowerPoint, etc.) on their assigned topic, and each group member
will participate in the explanation of the visuals to the whole class. Students
should refer to the essays written prior to the workshop to contribute valuable
information to this group activity. Feedback and question/answer sessions will
follow each presentation.
6. The facilitator will divide the class into three new small groups and assign one of
the following topics to each group:
NURS 405 NURSING LEADERSHIP 89
Revised January 2015
a. The Maslach Burnout Inventory (MBI), including its purpose, results, and
any other information determined by the facilitator.
b. The manager’s role in helping nursing staff manage stress more
effectively, including self-management, personal and professional
stressors, and specific tips designed to decrease/manage.
c. The manager’s role in helping nursing staff manage their time more
effectively, including challenges nurses face in managing their time and
strategies designed to overcome them.
Each group will prepare a PowerPoint presentation explaining its assigned topic,
and each group member will participate in the explanation of the PowerPoint to
the whole class. Students should refer to the assignments and activities completed
prior to the workshop to contribute valuable information to this group activity.
Feedback and question/answer sessions will follow each presentation.
7. The facilitator will develop a series of hypothetical scenarios involving stress and
time management. Students will play the role of manager or nurse acting out the
part each plays to effectively overcome the time/stress challenges in each
scenario.
8. Students will work in pairs to share their experiences preparing for this workshop,
including any particular reference (book, article, link, case study, etc.) that was
particularly beneficial for their professional growth. Students will then come
together as a class and identify common topics discussed among themselves.
9. Students will work collaboratively in pairs or in small groups to discuss the
following case study:
Sandra recently began to question her decision to become a nurse and was
considering leaving the profession after only six months of licensure.
Orientation had left her in tears at least once per week, and she began to
question her ability to be a safe and competent nurse. Sandra felt belittled
by her preceptor and unsupported by her co-workers, who all seemed too
busy to help her. She frequently observed her preceptor roll her eyes and
sigh loudly when Sandra asked a question; she observed the same thing
from the preceptors of the other two new graduates. Sandra understood
NURS 405 NURSING LEADERSHIP 90
Revised January 2015
that her preceptor was experiencing conflict in her own life because she
commonly overheard her preceptor on the phone arguing with her
husband.
Students will work collaboratively to answer the following questions, and discuss
the rationale for their responses.
a. What strategies can be implemented to reduce lateral violence in Sandra’s
unit?
b. What can Sandra and the other new graduates do to improve the work
environment?
c. What conflict handling techniques will be of particular importance during
the process?
Partners/small groups will share their responses with the class, and the facilitator
will ask relevant questions to ensure student comprehension.
10. Students will complete their KWHLAQ chart (Appendix K) on the process of
self-management. A whole class discussion will follow, and students will share
how they will apply what they have learned in their profession. Both the
facilitator and students will address questions they may still have.
11. Students will write a self-reflection on one or more of the questions found in
Appendix I which either they or the facilitator selects.
12. The facilitator will administer the partial test/quiz at the time deemed most
appropriate.
13. The facilitator will discuss and clarify doubts regarding the assignments due prior
to the next workshop.
NURS 405 NURSING LEADERSHIP 91
Revised January 2015
Assessment (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS):
1. Individual: Effective and accurate completion of the assigned exercises in the
book by Yoder-Wise and of the partial exam/quiz.
2. Group: Group collaboration and active participation in the discussion of the case
study and the corresponding questions and in the preparation of the visuals on the
assigned ROLE topic.
3. Written: Three-page essay about the full scope of the manager’s role, outlining
Responsibilities, Opportunities, Lines of Communication, Expectations, and
Support (ROLES), using APA style and correct Standard English.
4. Oral: Demonstration of effective speaking skills in English in the oral discussion
forum and in the explanation of the PowerPoint presentations and other visuals on
the assigned topics.
Lesson Wrap-Up:
1. Individual: Students will have one minute to draw/illustrate one of the most
important things they learned from their colleagues’ presentations on the assigned
topics.
2. Group: Students will show their one-minute drawings to the class, and colleagues
will guess what it represents. A whole group discussion will follow.
NURS 405 NURSING LEADERSHIP 92
Revised January 2015
NURS 405 NURSING LEADERSHIP 93
Revised January 2015
TALLER SIETE
Objetivos específicos de contenido
Al terminar este taller, el estudiante será capaz de:
1. Diferenciar entre los varios estilos de una carrera profesional y su influencia en
las opciones del profesional de enfermería en el manejo de su profesión.
2. Reconocer la influencia de la carta de presentación y el currículo de vida/resumé
en el proceso de obtener una entrevista de trabajo.
3. Analizar y practicar los elementos críticos de una entrevista.
4. Identificar y evaluar las diferentes oportunidades disponibles para el profesional
de enfermería en su aprendizaje sobre el manejo de la profesión.
5. Apreciar las expectativas profesionales dentro del sistema de salud actual.
6. Discutir el significado de pertenecer a organizaciones profesionales y reconocer la
importancia de participar activamente.
7. Identificar las mayores organizaciones profesionales de enfermería y otras
profesiones de la salud y evaluar su misión, estructura y aportaciones.
Objetivos específicos de lenguaje
Al terminar este taller, el estudiante será capaz de:
1. Escuchar: Escuchar los conceptos que presentará el facilitador sobre los
diferentes estilos de una carrera profesional y su influencia en las opciones del
profesional de enfermería en el manejo de su profesión.
2. Hablar: Explicar diferentes aspectos a considerarse en el manejo de la
profesión demostrando conocimiento del tema y pensamiento crítico y
analítico.
3. Leer: Explicar e interpretar las lecturas asignadas acerca del proceso de
manejo de la profesión de la enfermería.
4. Escribir: Redactar su carta de presentación y currículo de vida/resumé usando
correctamente las reglas de ortografía, puntuación y sintaxis en español.
NURS 405 NURSING LEADERSHIP 94
Revised January 2015
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Diccionario de la Real Academia Española
http://www.rae.es/
Diccionario panhispánico de dudas de la Real Academia Española
http://rae.es/recursos/diccionarios/dpd
Fundación del Español Urgente
http://www.fundeu.es/
Asociación Nacional de Estudiantes de Enfermería (NSNA)
www.nsna.org
http://www.nsna.org/Press/FactSheetSpanish.aspx
Organizaciones de enfermería
www.nursingsociety.org
http://www.nursingsociety.org/aboutus/mission/Pages/strat_directions_spanish.as
px
Asociación Nacional de Enfermería Gerontológica (NGNA)
www.ngna.org/
Asociación Americana de Colegios de Enfermería (AACN)
www.aacn.nche.edu/
Asociaciones de enfermería locales
www.local.com/
Asociación Nacional de Enfermeras Hispanas (NAHN)
www.nahnnet.org
NURS 405 NURSING LEADERSHIP 95
Revised January 2015
Transcultural Nursing Society
www.tcns.org/
American Academy of Nursing
www.nursingworld.org
National Nursing Staff Development Organization
http://nnsdo.org
International Council of Nurses
www.icn.ch/
Carta de presentación
http://www.modelocurriculum.net/como-escribir-la-carta-de-presentacion.html
https://www.cvexpres.com
http://www.protocolo.org/laboral/entrevista_de_trabajo/como_redactar_de_forma
_apropiada_una_carta_de_presentacion.html
NURS 405 NURSING LEADERSHIP 96
Revised January 2015
Vocabulario clave de la lección:
1. carrera/profesión
2. certificación
3. educación continuada
4. licenciatura
5. asociación profesional
6. resumé
7. currículo de vida
8. carta de presentación
9. entrevista
10. manejo de la profesión
Lista de materiales suplementarios para el taller:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Herramientas de Blackboard Collaborate
5. Biblioteca Virtual
6. marcadores
7. cartulina
8. libro de texto
9. ejemplos de cartas de presentación y hojas (currículos) de vida/resumé
NURS 405 NURSING LEADERSHIP 97
Revised January 2015
Asignaciones que realizará antes del taller:
1. Continúe trabajando en su glosario del curso con los conceptos detallados en la
sección “Vocabulario clave de la lección”; siga las instrucciones del facilitador.
2. Termine de preparar la presentación de Líder como agente de cambio y practique
con su grupo.
3. El facilitador creará un foro de discusión oral en la herramienta Voice Board de
Blackboard. En dicho foro, el estudiante discutirá oralmente sus expectativas
como profesional de enfermería. El resto de la clase reaccionará oralmente a los
comentarios de por lo menos dos compañeros.
4. El facilitador creará un foro de discusión escrito, en la herramienta Discussion
Board. En dicho foro los alumnos contestarán las siguientes preguntas:
a. ¿A cuál organización profesional le gustaría pertenecer?
b. ¿Por qué escogió esa asociación?
c. ¿Qué ventajas profesionales le puede brindar?
5. Lea el estudio de caso según la tabla del apéndice M. El facilitador proveerá más
detalles sobre esta asignación
6. Siga practicando sus destrezas de lenguaje en español utilizando las herramientas
de Tell Me More. Complete y entregue el Apéndice D al facilitador e indique el
tiempo que trabajó en las actividades y ejercicios del Laboratorio de Idiomas/E-
Lab.
7. Continúe trabajando en su portafolio digital; siga las instrucciones estipuladas en
el Digital Performance Portfolio Assessment Handbook.
8. Visite los enlaces sugeridos para este taller y redacte una carta de presentación y
un currículo de vida/resumé en preparación para solicitar una entrevista de trabajo
como líder de enfermería.
9. Siga las instrucciones específicas del facilitador para seleccionar un líder de
enfermería, realizar una entrevista y redactar un informe. Lleve su escrito a clase
para discusión.
10. Complete las tres primeras columnas del gráfico KWHLAQ que s e encuentra en
la sección de apéndices.
NURS 405 NURSING LEADERSHIP 98
Revised January 2015
NURS 405 NURSING LEADERSHIP 99
Revised January 2015
Componentes de SIOP (Sheltered Instruction Observation Protocol):
Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-
E). Estas estrategias permiten diseñar e impartir una lección que responda a las
necesidades académicas y lingüísticas de los estudiantes que aprenden un segundo
idioma. El facilitador debe seleccionar las estrategias de Enfoque Académico Cognitivo
de Aprendizaje de Idioma (Cognitive Academic Language Learning Approach, conocido
como CALLA por sus siglas en inglés), que mejor correspondan a los objetivos
específicos de contenido y lenguaje del taller, para integrarlas en las actividades de
manera que los alumnos puedan obtener el máximo provecho académico.
NURS 405 NURSING LEADERSHIP 100
Revised January 2015
A. Preparación de la lección B. Andamiaje (Scaffolding)
__ Adaptación de contenido __ Modelaje
__ Enlaces con el conocimiento previo __ Práctica dirigida
__ Enlaces con el aprendizaje previo __ Práctica independiente
__ Estrategias incorporadas __ Entrada (input) comprensible
Estrategias de CALLA (Cognitive Academic Language Learning Approach)
El facilitador debe especificar las estrategias que usará en cada lección y explicarlas a
los estudiantes.
Nombres de las estrategias:
__ Cognitiva 1)___________________ 2)__________________
__ Metacognitiva 1)___________________ 2)__________________
__ Socioafectiva 1)___________________ 2)__________________
C. Opciones de agrupamiento D. Integración de las artes del lenguaje
__ Grupo completo __ Escuchar
__ Grupos pequeños __ Hablar
__ Trabajo en pares __ Leer
__ Trabajo independiente __ Escribir
E. Aplicación de aprendizaje
__ Dinámica
__ Significativa y relevante
__ Rigurosa
__ Vinculada a los objetivos
__ Promueve la participación
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
1. El facilitador repasará los temas que se cubrieron en el taller anterior para
asegurarse de que los alumnos comprendan el material.
2. El facilitador preparará una actividad constructivista para repasar las asignaciones
que los estudiantes completaron antes del taller y comprobará que los alumnos
hayan comprendido el material. Habrá oportunidad para aclarar dudas.
3. Los estudiantes harán sus presentaciónes de Líderes como agentes de cambio.
NURS 405 NURSING LEADERSHIP 101
Revised January 2015
4. Los estudiantes compartirán los informes de las entrevistas que realizaron para la
asignación. Cada alumno tendrá la oportunidad de escribir en la pizarra por lo
menos tres lecciones que aprendió durante la entrevista.
5. El facilitador dividirá la clase en tres grupos y les asignará los siguientes temas:
a. Grupo 1: Repasar los elementos esenciales que deben tomarse en
cuenta en preparación para participar en una entrevista de trabajo
(como la persona entrevistada). Discutir la influencia de la carta de
presentación y el currículo de vida/resumé en el proceso de obtener
una entrevista de trabajo. Utilizar ejemplos.
b. Grupo 2: Discutir el significado de pertenecer a organizaciones
profesionales y la importancia de participar activamente. Identificar
por lo menos tres organizaciones profesionales de enfermería y de
otras tres profesiones de la salud y discutir su misión, estructura y
aportaciones.
c. Grupo 3: Discutir diferentes oportunidades disponibles para el
profesional de enfermería tales como cursos de educación continuada
y certificaciones que ayudan en el aprendizaje sobre el manejo de la
profesión y las expectativas profesionales dentro del sistema de salud
actual.
Cada grupo preparará un cartel con sus hallazgos y lo presentarán al resto de la
clase.
6. El facilitador solicitará a los estudiantes seleccionar una certificación o curso de
educación continuada que le interesaría completar como parte de su desarrollo
profesional, una vez que complete el grado de BSN (Bachelor of Science in
Nursing). A continuación, los alumnos compartirán con el grupo el nombre de la
certificación o curso de educación seleccionado y explicarán su propósito.
7. Trabajando con un compañero los estudiantes compartirán los organizadores
gráficos y la carta de presentación y currículo de vida/resumé que prepararon para
la asignación.
8. Los estudiantes completarán las últimas tres columnas del gráfico KWHLAQ y lo
compartirán con el resto de la clase, dando y recibiendo retroalimentación.
NURS 405 NURSING LEADERSHIP 102
Revised January 2015
9. Finalmente, el facilitador mencionará y aclarará las tareas que realizarán antes del
próximo taller.
NURS 405 NURSING LEADERSHIP 103
Revised January 2015
Evaluación:
1. Individual: Informe de la entrevista a un líder de enfermería.
2. Grupal: Colaboración en la discusión de los temas asignados y preparación del
cartel.
3. Escrita: Ensayo sobre los elementos más importantes en el proceso del manejo de
la profesión y la toma de decisiones que aporten positivamente al desarrollo
profesional.
4. Oral/Auditiva: Presentación de los carteles grupales.
Cierre del taller:
1. Individual: Los estudiantes escribirán su autorreflexión basados en la(s)
pregunta(s) que escojan o se les asigne(n) del Apéndice I. El facilitador podrá
elegir otro tema que promueva la autorreflexión individual.
2. Grupal: Cada estudiante le hará una pregunta a un compañero de clase sobre un
tema que no tenga muy claro. Si el compañero no puede contestarla, le preguntará
a otro hasta que logre que alguien se la conteste. Los estudiantes tendrán 15
minutos para esta actividad; al final de esto la clase se reunirá nuevamente y
aquellas preguntas que no hayan podido ser contestadas se las preguntarán al
facilitador.
NURS 405 NURSING LEADERSHIP 104
Revised January 2015
WORKSHOP EIGHT
Specific Content Objectives
Upon completion of this workshop, the student will be able to:
1. Value the importance of thinking about the future while meeting current
expectations.
2. Identify and discuss projections for the future and their significance in the practice
of nursing.
3. Evaluate leadership demands and strengths for the future.
4. Recognize the importance of research utilization in the field of nursing.
5. Compare and contrast research utilization and practice based on evidence.
6. Analyze innovative strategies which a nursing leader can apply within the
organizational context to implement practices based on evidence.
Specific Language Objectives
Upon completion of this workshop, the student will be able to:
1. Listen: Demonstrate effective listening skills during colleagues’ explanations of
the visuals on the qualities/characteristics of an effective nurse leader and the
specific examples of strategies for the application and implementation of each of
these qualities/characteristics, by taking notes as appropriate, keeping eye contact
with the speaker, asking relevant questions, and not interrupting the speaker
needlessly to make a point.
2. Speak: Collaboratively discuss in small groups the summaries of the current
academic articles on nurse leadership based on evidence, demonstrating
engagement and active participation; demonstrate effective speaking skills in
explaining the visuals on the assigned topics.
3. Read: Examine and read in depth the assigned chapters in the book by Yoder-
Wise in order to accurately answer the exercises on these topics.
NURS 405 NURSING LEADERSHIP 105
Revised January 2015
4. Write: Write a three-page essay on the importance of research utilization in the
field of nursing, using APA style and correct Standard English and effectively
complete the report on the selected book on nursing leadership.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
National Association of Hispanic Nurses
www.nahnnet.org
Transcultural Nursing Society
www.tcns.org/
American Academy of Nursing
http://www.aannet.org/
Association for Nursing Professional Development
http://nnsdo.org
International Council of Nurses
www.icn.ch/
Future of Nursing
http://www.iom.edu/Reports/2010/The-Future-of-Nursing-Leading-Change-
Advancing-Health.aspx
http://www.thefutureofnursing.org/recommendations
http://www.thefutureofnursing.org/IOM-Report
Ethics in Nursing/Nursing Research
http://www.aacn.org/wd/practice/content/research/ethics-in-critical-care-nursing-
research.pcms?menu=practice
http://nursing.ucla.edu/body.cfm?id=276
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthic
sforNurses/AboutTheCode.html
NURS 405 NURSING LEADERSHIP 106
Revised January 2015
https://www.google.com/search?q=background+in+ethics+in+nursing+research&
biw=1920&bih=934&tbm=isch&tbo=u&source=univ&sa=X&ei=6ua3VOfpMs3
8gwTek4OwDQ&ved=0CF8QsAQ&dpr=1
Nursing Research
http://www.nursingworld.org/EspeciallyForYou/Nurse-Researchers
http://www.nursingtimes.net/nursing-practice/specialisms/educators/nursing-
research-ethics-consent-and-good-practice/5066949.article
http://www.nursingresearch.co.nz/about/etics.php3?Nurses_Session=4b560a6a19
7c9311d08e6fa34d81a3ca
Honor Society of Nursing
http://www.nursingsociety.org/Pages/default.aspx
Agency for Healthcare Research and Quality
http://www.ahcpr.gov
U.S. National Library of Medicine
www.nlm.nih.gov
Evidence-based Practice
http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/
OJIN/TableofContents/Vol-18-2013/No2-May-2013/Impact-of-Evidence-Based-
Practice.html
https://www.amsn.org/practice-resources/evidence-based-practice
http://www.healthleadersmedia.com/page-1/NRS-245879/EvidenceBased-
Practice-and-Nursing-Research-Avoiding-Confusion
http://www.nursingcenter.com/evidencebasedpracticenetwork
http://www.nursingsociety.org/aboutus/PositionPapers/Pages/EBN_positionpaper.
aspx
Teamwork in Nursing
http://www.nursetogether.com/the-importance-of-teamwork-in-nursing
NURS 405 NURSING LEADERSHIP 107
Revised January 2015
Nursing Leadership
http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNu
rsing/Leadership
http://www.americannursetoday.com/nine-principles-of-successful-nursing-
leadership/
http://www.thefutureofnursing.org/topics/leadership
http://www.aanac.org/information-resources/nursing-leadership
https://www.google.com/search?q=nursing+leadership&biw=1920&bih=934&tb
m=isch&tbo=u&source=univ&sa=X&ei=O-
u3VO3tNsifggSmr4K4DA&ved=0CEIQsAQ&dpr=1
http://nursing.advanceweb.com/Features/Articles/Effective-Nursing-
Leadership.aspx
http://www.jacksonvilleu.com/blog/nursing/how-to-become-a-nurse-
leader/#.VLfsBunwuUk
http://nursinglink.monster.com/benefits/articles/7519-all-nurses-are-leaders
NURS 405 NURSING LEADERSHIP 108
Revised January 2015
Academic Core Vocabulary (Must reflect the objectives and important concepts of
the workshop):
1. research
2. research utilization
3. evidence-based practice
4. dissemination of innovation
5. expected results
6. quality
7. research ethics
8. medical devices
9. human subject
10. clinical researcher
11. International Review Board
12. projections
13. leadership demands
14. shared vision
15. vision
16. leadership opportunities and
strengths
List of Supplementary Materials for the Workshop:
1. Blackboard
2. Tell Me More
3. NetTutor
4. Blackboard Collaborate tools
5. Virtual Library
6. graphic organizers/other visuals
Assignments to Be Completed Prior to the Workshop:
1. Follow the facilitator’s instructions to work on your glossary for the vocabulary detailed in the
Academic Core Vocabulary section.
2. Read the chapters on Translating Research into Practice and Thriving for the Future in the
book by Yoder-Wise and complete the corresponding exercises.
3. Finalize the reading of the book you have been working on and write the corresponding
report, ensuring that you have complied with all of the guidelines, stipulations, and
instructions indicated by the facilitator, including the timely submission of the report.
4. Using the Virtual Library, Internet, and/or other academic resources, research information on
the importance of research utilization in the field of nursing, and write a three-page essay on
this topic. Include all the information indicated by the facilitator. Be sure to use APA style,
include bibliographic citations and references, and submit to NetTutor for feedback. The
facilitator will send written works to SafeAssignTM
to check for plagiarism.
5. The facilitator will create a written forum discussion using the Discussion Board tool in
Blackboard.
a. Explain your perspective on the importance of thinking about the future while meeting
current expectations.
b. The facilitator will provide more details regarding the information you should discuss
in this written forum.
c. React to the comments of at least three colleagues.
7. The facilitator will create an oral discussion forum using the Voice Board tool in Blackboard.
a. Orally discuss three projections for the future and their significance in the practice of
nursing.
b. Respond to the comments of at least three colleagues.
8. Access the recommended links under Nursing Leadership, as well as others of your choice.
Create a list of at least ten qualities/characteristics of an effective nurse leader and of specific
examples of strategies for the application and implementation of each of these
qualities/characteristics.
9. Research information on research utilization in nursing and on practice based on evidence,
and create a Venn diagram, double bubble map, or other organizer of your choice to compare
and contrast them. Include all the information indicated by the facilitator.
NURS 405 NURSING LEADERSHIP 115
Revised January 2015
10. Access the Institute of Medicine (IOM) Report on the Future of Nursing at
http://www.thefutureofnursing.org/IOM-Report, and read information on projections for the
future of health care and what they mean to nursing practice and on nursing leadership
demands and strengths for the future. Take notes which will be helpful for class activity.
11. Research current academic articles on nurse leadership based on evidence. Select three which
you consider to be of great importance and value, and write a summary of each, using APA
style and correct Standard English.
12. Access the links found under the topic Ethics in Nursing/Nursing Research and familiarize
yourself with the nursing code of ethics. Take notes of the most important concepts.
13. Read the case study according to the table found in appendix L. The facilitator will provide
more detail information on this assignment.
14. Prepare for the partial test/quiz which will be administered in Workshop Eight.
15. Finalize the organization and completion of the digital portfolio following the guidelines
stipulated in the Digital Performance Portfolio Assessment Handbook.
16. Go to Tell Me More and complete all the interactive exercises designed to develop/improve
linguistic skills in English and Spanish. Submit the document found in Appendix E indicating
the amount of time spent working on the Language Lab/E-Lab activities and exercises.
NURS 405 NURSING LEADERSHIP 116
Revised January 2015
SIOP Components (Sheltered Instruction Observation Protocol):
The dual language instructional strategies are indicated below each SIOP component (A-E). These
strategies allow the design and delivery of a lesson that addresses the academic and linguistic needs
of second language learners. The facilitator must select the Cognitive Academic Language Learning
Approach (CALLA) strategies that best align to the specific content and language objectives of the
workshop and integrate them in the lesson activities to ensure maximum learning and academic
performance.
A. Lesson Preparation B. Scaffolding
__ Adaptation of Content __ Modeling
__ Links to Background Knowledge __ Guided Practice
__ Links to Past Learning __ Independent Practice
__ Incorporated Strategies __ Comprehensible Input
CALLA Strategies (Cognitive Academic Language Learning Approach)
The facilitator must specify the CALLA learning strategies that will be used in the lesson and
explain each one to the students.
Names of the Strategies:
__ Cognitive 1)_______________________ 2)_______________________
__ Metacognitive 1)_______________________ 2)_______________________
__ Social/Affective 1)_______________________ 2)_______________________
C. Grouping Options D. Integration of Language Domains
__ Whole Group __ Listening
__ Small Group __ Speaking
__ Partners __ Reading
__ Independent Work __ Writing
E. Learning Application
__ Dynamic
__ Meaningful/Relevant
__ Rigorous
__ Linked to Objectives
__ Promotes Engagement
NURS 405 NURSING LEADERSHIP 117
Revised January 2015
Integrated Content and Language Activities to Achieve the Objectives of the Workshop:
1. The facilitator will conduct a review of the topics covered in the previous workshop to ensure
students’ comprehension.
2. The facilitator will prepare a constructivist activity to review the assignments completed by
the students prior to the workshop and to ensure student comprehension. Students will have
the opportunity to clarify doubts.
3. Students will work in small groups to share and discuss their answers to the exercises assigned
from the book written by Yoder-Wise. After reaching a consensus on the answers,
participants from each group will share their responses with the whole class.
4. The facilitator will divide the class into two groups and assign one of the following topics to
each group:
a. projections for the future of health care and what they mean to nursing practice or
b. nursing leadership demands and strengths for the future.
Students will refer to the notes taken prior to the workshop on the IOM Report on the Future
of Nursing to prepare an oral presentation on their assigned topic, using visuals that will make
it innovative, interesting, informative, and comprehensible.
5. Students will work with a partner to discuss their essays on the importance of research
utilization in the field of nursing. Partners will reach a consensus on the five most important
concepts they learned from their research on this topic, and share their thoughts with the class.
6. The facilitator will divide the class into small groups.
a. Students will share their lists of the qualities/characteristics of an effective nurse
leader and the specific examples of strategies for the application and implementation
of each of these qualities/characteristics.
b. Students will reach a consensus on the five most important qualities/characteristics and
strategies and will work collaboratively to create a series of visuals (e.g., graphic
organizers, drawings, illustrations, etc.) that explain these qualities and strategies.
c. Each group member will participate in the explanation of the visuals to the class.
d. Feedback and question/answer sessions will follow each presentation.
7. The facilitator will conduct a class discussion on research utilization in nursing and on
practice based on evidence, their importance, and the challenges and opportunities that
NURS 405 NURSING LEADERSHIP 118
Revised January 2015
research offers the nurse leader. Students will refer to the organizers prepared prior to the
workshop to contribute valuable information to the discussion.
8. Students will work in small groups to share their summaries of the current academic articles
on nurse leadership based on evidence.
a. Students will reach a consensus and select the three summaries which they consider to
be the most relevant.
b. The writer of each summary will share it with the class.
c. Students will provide productive feedback and ask thought-provoking questions.
9. Students will complete the KWHLAQ chart (Appendix K) on the meaning and value of
research utilization. A whole class discussion will follow, and students will share how they
will apply what they have learned in their profession. Both the facilitator and students will
address questions they may still have.
10. Students will write a one-page summary in English explaining how the Language Lab/E-Lab
activities contributed to and benefitted the acquisition and/or improvement of language skills
in both English and Spanish.
11. Students will complete the course evaluation.
12. The facilitator will administer the partial test/quiz at the time deemed most appropriate.
Assessment (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY LEVELS):
1. Individual: Accurate completion of the partial test/quiz.
2. Group: Group collaboration and active participation in the preparation and explanation of the
visuals on the qualities/characteristics of an effective nurse leader and the specific examples
of strategies for the application and implementation of each of these qualities/characteristics.
3. Written: Three-page essay on the importance of research utilization in the field of nursing,
using APA style and correct Standard English; effective completion of the report on the
selected book on nursing leadership.
4. Oral: Demonstration of effective speaking skills in English in the explanation of the visuals
on the qualities/characteristics of an effective nurse leader and the specific examples of
strategies for the application and implementation of each of these and in the oral presentation
on the projections for the future of health care and what they mean to nursing practice or the
nursing leadership demands and strengths for the future.
NURS 405 NURSING LEADERSHIP 119
Revised January 2015
Lesson Wrap-Up:
1. Individual: Students will write an end-of-course reflection addressing the following:
a. Explain your most significant learning from this course.
b. Did that learning fit into your personal learning objectives? Explain.
c. How will you apply this learning in your profession?
d. What is a code of ethics and why is it important?
e. Identify three principles of ethics in nursing and how you will specifically ensure they
are upheld.
2. Group: Students will share their end-of-course reflections, providing feedback and asking
thought-provoking questions. They will also have the opportunity to ask questions for
clarification of ideas and concepts covered during the duration of the course. The entire class
will examine and analyze current issues and future trends in nursing leadership.
NURS 405 NURSING LEADERSHIP 120
Revised January 2015
Apéndices/Appendices
Explanatory Note for Appendices Section:
All the appendices in the module are identified with the words Apéndice and/or Appendix, in both
Spanish and/or English, followed by a letter. Any document that is retrieved/cited will appear only in
the language in which it was originally written.
However, documents and/or rubrics that are the sole property of the Ana G. Méndez University
System will appear in both English and Spanish.
Nota aclaratoria de la sección de apéndices:
Todos los apéndices del módulo están identificados con las palabras <<Apéndice>> o <<Appendix>>
y están acompañados de su correspondiente letra. Todo el material citado, en la sección de apéndices,
aparecerá en el idioma que se escribió originalmente. En cambio, los recursos y rúbricas que
pertenecen al Sistema Universitario Ana G. Méndez, aparecerán en ambos idiomas (inglés y español).
NURS 405 NURSING LEADERSHIP 121
Revised January 2015
Appendix A
National Proficiency Levels for Differentiated Instruction
Retrieved from: WIDA Consortium http://www.wida.us/
NURS 405 NURSING LEADERSHIP 122
Revised January 2015
Appendix A National Proficiency Levels for Differentiated Instruction
“Can Do” Listening Rubric
Instructions to use these rubrics: The facilitator will use these rubrics to diagnose the different levels of
proficiency of the students in the class. Once the facilitator has identified the students by proficiency levels, he/she
can use this information to assign groups and activities utilizing differentiated instruction. These rubrics do not
have an evaluation scale because they are used as an informal diagnostic tool.
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
discussions.
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.
NURS 405 NURSING LEADERSHIP 123
Revised January 2015
NURS 405 NURSING LEADERSHIP 124
Revised January 2015
“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 the 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 order all of the time.
Speaks with native-like pronunciation and intonation.
NURS 405 NURSING LEADERSHIP 125
Revised January 2015
“Can Do” Reading Rubric
National
Proficiency
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-fictional 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, SQ3R, 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.).
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) is 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) – strongly emerging.
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).
NURS 405 NURSING LEADERSHIP 126
Revised January 2015
“Can Do” Writing Rubric
National
Proficiency
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 introduction and drawing a conclusion. Paper simply starts and ends. Lack of transitions make 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, for 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, although there seems to be a guide to a focused topic; however, it may drift at times. There is
an attempt in using 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 signs of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but it shifts to another topic at times. Support of main idea is
lacking. Reader is left 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
properly in order to allow the proper flow of ideas.
Selects and uses vocabulary words that are livelier and more 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 Answered.
Writing has a clear introduction that hooks the reader and a conclusion that leaves a lasting impression. Use of transitions helps the
reader to connect ideas. Reading flows and is 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.
Demonstrates excellent control of spelling, punctuation, capitalization and other writing conventions.
NURS 405 NURSING LEADERSHIP 127
Revised January 2015
Strategic writing skills are fully developed.
Appendix B
Paragraph Construction Rubric
Adapted from:
http://www.sunprairie.k12.wi.ufaculty/nmolsen/Perfect%20Paragraph%20Rubric%20(
mine).pdf
NURS 405 NURSING LEADERSHIP 128
Revised January 2015
Paragraph Construction Rubric
Student’s Name: __________________________________ Date: _______________
Facilitator’s Name: ______________________Course: ________ Assignment: __________ Instructions: This rubric is used to assess paragraph construction. The facilitator will use the results to
provide the participants with the remediation needed according to their evaluation.
*What are transitions, and how are they used in effective writing? Transitions: are phrases or words used to connect one idea to the next; are used by the writer to help the reader progress from one
significant idea to the next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer gives for those ideas. Different transitional words have different
functions. Refer to: (https://www.msu.edu/user/jdowell/135/transw.html).
GRADE BASED ON SCORES:
A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores D: 13 Points (Yellow/Red) F: All Red Scores
Evaluation Areas SCORE: GRADE**:
3 Points Each 2 Points Each 1 Point Each
Topic Sentence Topic sentence is clear as it
relates to the assigned topic,
and it is correctly placed as
the first sentence.
Topic sentence is either
unclear as to the assigned
topic, or it is incorrectly
placed.
There is no evident topic sentence.
It is unrelated to the assigned topic,
and/or it is incorrectly placed.
Explanation of
Topic Sentence
(Supporting
Ideas)
There are three sentences
explaining the topic sentence
related to the assigned topic.
There are only two
sentences explaining the
topic sentence, or the
explanation is too general.
There is only one or no sentence
explaining the topic sentence
related to the assigned topic.
Evidence for
Topic Sentence
(Elaborating
Details)
Evidence for all three
explanation sentences related
to the assigned topic is
provided.
Evidence for two
explanation sentences
related to the assigned
topic is provided, or
evidence is too general.
There is no specificity.
Only one or no evidence sentence
related to the assigned topic is
provided.
Conclusion
Sentence
Conclusion sentence
rephrases the topic sentence
related to the assigned topic,
and it explains its
importance.
Conclusion sentence
rephrases the topic
sentence, but it doesn’t
explain its importance.
There is no conclusion sentence, or
conclusion sentence is unrelated to
the topic.
Fragments and
Run-on Sentences
There are no fragments or
run-on sentences.
There is one fragment or
run-on sentence.
There are two or more fragments
or run-on sentences.
Use of
Transitions*
Transitional words are used
effectively throughout the
written work.
Transitions are used
throughout, but one
transitional word is used
incorrectly. It is missing
one or two transitions.
Transitions are not used, are all
incorrectly used, or five or more
transitions are missing.
Grammar Paragraph has no errors in
punctuation, capitalization
and spelling, use of verb
tenses, word agreement, or in
the use of personal pronouns.
Legible
Paragraph has two errors in
punctuation, capitalization
and spelling, use of verb
tenses, word agreement, or
in the use of personal
pronouns.
Marginally Legible
Paragraph has more than three
errors in punctuation, capitalization
and spelling, use of verb tenses,
word agreement, or use of personal
pronouns that make understanding
difficult.
Not legible
TOTAL POINTS:
NURS 405 NURSING LEADERSHIP 129
Revised January 2015
Appendix C
The Writing Process
Six-Trait Analytic Writing Rubric
Retrieved from:
http://www.azed.gov/standards-development-assessment/six-traits/
NURS 405 NURSING LEADERSHIP 130
Revised January 2015
APPENDIX C
THE WRITING PROCESS
SIX-TRAIT ANALYTIC WRITING RUBRIC
Student’s name: _________________________________ Date: ______________
Facilitator’s name: ______________________________ Course: ____________
Assignment: ____________________________________
Instructions: This rubric will be used to evaluate 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, etc.). Select the
criteria per level (6 = highest, 1 = lowest) that best reflect the student’s writing ability.
Refer to all the Appendix C sheets that describe, in detail, all the writing traits that you are evaluating
in order to properly complete this rubric.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
TOTALS - add all the totals down and
then across to obtain the Grand Total.
Grand Total:
___________
Final Score: ___/36_
Scoring Scale: (36 - 0)
Outstanding: 32-36 points = A
Very Good: 29-31 points = B
Satisfactory: 25-28 points = C
Fair: 22-24 points = D
Poor: 0-21 points = F
NURS 405 NURSING LEADERSHIP 131
Revised January 2015
NURS 405 NURSING LEADERSHIP 132
Revised January 2015
Six-Trait Analytic Writing Rubric
Trait #1: Idea and Content
Criteria per Level
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 stands 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,
and
• 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 stands 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, and
• 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, and
• 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, and
• 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, and
• 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 and
• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an
idea.
NURS 405 NURSING LEADERSHIP 133
Revised January 2015
Trait #2: Organization
Criteria per Level
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), and
• 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), and
• 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, and
• 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, and
• 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, and
• 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,
and
• a lack of organization which ultimately obscures or distorts the main point.
NURS 405 NURSING LEADERSHIP 134
Revised January 2015
Trait #3: Voice
Criteria per Level
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, and
• 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,
and
• 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, and
• 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, and
• 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," and
• 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,” and
• 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.
NURS 405 NURSING LEADERSHIP 135
Revised January 2015
Trait #4: Word Choice
Criteria per Level
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, and
• 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, and
• 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, and
• 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 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, and
• 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, and
• 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, and
• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
NURS 405 NURSING LEADERSHIP 136
Revised January 2015
Trait #5: Sentence Fluency
Criteria per Level
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, and
• 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, and
• 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, and
• 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, and
• 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), and
• 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, and
• sentences that are disjointed, confusing, or rambling.
NURS 405 NURSING LEADERSHIP 137
Revised January 2015
Trait #6: Conventions
Criteria per Level
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, and
• 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, and
• 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 of 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, and
• 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, and • 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, and • 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, and • a need for extensive editing.
NURS 405 NURSING LEADERSHIP 138
Revised January 2015
Apéndice D
Información acerca del Laboratorio de Idiomas y
el E-lab
Appendix D
Language Lab and E-Lab Information
NURS 405 NURSING LEADERSHIP 139
Revised January 2015
Apéndice D
Información acerca del Laboratorio de Idiomas y el E-Lab
El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar sus
habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo largo de su
carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en línea, recursos
de investigación y actividades de escritura guiada, que les permiten a los alumnos mejorar sus
habilidades de comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática
y escritura.
El Laboratorio de Idiomas también ofrece una gran cantidad de páginas web de English for Speakers
of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas) que han
sido seleccionadas cuidadosamente. Así también, cuenta con otras páginas electrónicas en español,
con el fin de satisfacer las necesidades de los estudiantes. Además, el Laboratorio de Idiomas y el E-
Lab cuentan con otras aplicaciones informáticas que fomentan el aprendizaje del idioma y del
contenido académico, tales como Tell Me More, NetTutor y Blackboard Collaborate.
Tell Me More es un sistema eficaz para aprender inglés y español, que les permite a los estudiantes
reforzar sus destrezas y además cumplir con las horas de laboratorio que requieren sus clases. Para
poder usar este programa, los estudiantes necesitan Internet, el navegador Internet Explorer y acceso a
la plataforma Blackboard.
Inicialmente, el sistema evalúa el nivel de conocimiento de los estudiantes y crea un programa de
aprendizaje, adaptado a las especificidades de lenguaje de cada uno, lo que permite medir el progreso
individual. Los alumnos pueden mejorar su pronunciación, gramática y destrezas auditivas, desde el
nivel de principiante hasta el nivel avanzado, con dos perfiles diferentes: lenguaje cotidiano y
lenguaje de negocios.
NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para materias cuánticas
y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en directo, los
estudiantes pueden publicar sus dudas, las cuales se contestarán en un lapso de 72 horas. El sistema
también cuenta con un banco de preguntas y respuestas frecuentes, que está disponible 24 horas al
día, los siete días de la semana. NetTutor puede accederse remotamente, siempre y cuando cuente
con conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:
Inglés (disponible para todos los cursos)
Español (disponible para todos los cursos)
Estadísticas (el estudiante debe estar matriculado en el curso)
Matemáticas (el estudiante debe estar matriculado en el curso)
Contabilidad (el estudiante debe estar matriculado en el curso)
Sistemas de información computarizada (el estudiante debe estar matriculado en el curso).
NURS 405 NURSING LEADERSHIP 140
Revised January 2015
Blackboard Collaborate es una herramienta electrónica que, entre otros aspectos, promueve el uso
de la voz en línea para que los alumnos y el facilitador interactúen y para desarrollar material
didáctico. Los estudiantes usan Blackboard Collaborate para participar en los foros de discusión oral
en línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones. La
aplicación principal de uso de voz se llama Voice Authoring, que cuenta con las siguientes
herramientas:
Voice Board: puede publicar y escuchar mensajes orales en un foro de discusión en línea y
postear comentarios orales y escritos.
Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz y escritos.
Voice Podcaster: facilita la creación y distribución de mensajes orales de los participantes.
NURS 405 NURSING LEADERSHIP 141
Revised January 2015
Appendix D
Language Lab and E-Lab Information
The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in
English and Spanish and to fulfill the content objectives of the course. Both labs count on a wide
variety of visual and auditory on-line exercises, Internet-based research, and guided writing activities
that allow students to improve their listening and reading comprehension skills, pronunciation,
vocabulary building, grammar, and writing.
The Language Lab also offers a package of several carefully selected English for Speakers of Other
Languages (ESOL) websites, as well as other Spanish web pages designed to meet the students’
needs. Additionally, the Language Lab and E-Lab provide other software applications, such as Tell
Me More, NetTutor and Blackboard Collaborate, that promote language and academic content
learning.
Tell Me More is an effective system for English and Spanish learning that allows students to
strengthen their skills and fulfill the language lab hours required in their classes. Students must have
Internet connection, Internet Explorer browser, and access to Blackboard to be able to use this
program.
The system initially assesses students’ knowledge and creates a learning path specifically tailored to
each student’s needs, thus allowing facilitators to measure every student’s progress. Students can
improve their pronunciation, grammar and listening skills, from beginner to advanced levels, with
two different profiles: everyday language and business oriented language.
NetTutor is an online tutoring service which provides live tutoring for numerical and computer
classes (scheduled hours apply). Students can post their questions for classes which do not offer live
tutoring. These will be answered within 72 hours. The system also has a “Frequently Asked
Questions” section available 24/7. NetTutor can be accessed remotely with an Internet connection.
This service offers tutoring for the following subjects:
English (available for all courses),
Spanish (available for all courses),
Statistics (student must be enrolled in the course),
Mathematics (student must be enrolled in the course),
Accounting (student must be enrolled in the course), and
Computer Information Systems (student must be enrolled in the course).
NURS 405 NURSING LEADERSHIP 142
Revised January 2015
Blackboard Collaborate is an electronic tool that, among other aspects, promotes the use of voice
online, allowing students and the facilitator to interact and to develop academic content. Students use
Blackboard Collaborate to participate in oral online discussion forums prepare oral presentations,
send voice e-mails, and complete other assignments. The main voice application is Voice Authoring
which includes the following tools:
Voice Board: allows participants to post and listen to voice messages on discussion boards
and to post oral and written comments.
Voice E-mail: allows participants to send voice and written messages via e-mail.
Voice Podcaster: facilitates the creation and distribution of participants’ voice messages.
NURS 405 NURSING LEADERSHIP 143
Revised January 2015
Apéndice E
Documentación del Laboratorio de Idiomas/E-lab
Appendix E
Language Lab/E-Lab Documentation
NURS 405 NURSING LEADERSHIP 144
Revised January 2015
Apéndice E Documentación del Laboratorio de Idiomas/E-lab
Instrucciones: Cada estudiante llenará los siguientes formularios y los entregará al facilitador
para que los considere como parte de los criterios de evaluación de la clase.
Sistema Universitario Ana G. Méndez
Registro de asistencia del
Laboratorio de Idiomas /E-lab
Nombre del estudiante:_____________________________________________________
Número de estudiante:________________________
Curso: ___________________
Nombre del facilitador: ____________________________________________________
Semestre: ___________________ Periodo lectivo (PT): _____________________
NURS 405 NURSING LEADERSHIP 145
Revised January 2015
Apéndice E Documentación del Laboratorio de Idiomas/E-lab
Instrucciones: Cada estudiante debe llenar este formulario y enviarlo semanalmente al facilitador
como parte de la evaluación de la clase, que está basada en las tareas que asignó el facilitador.
Áreas de
oportunidad
y asignaciones provistas por el
facilitador
Fecha
Recursos
electrónicos que usó
y las tareas que
completó
Laboratorio
Sala de
cómputos
(AGM)
Práctica fuera
del campus (F)
Firma del representante de la
facultad o del laboratorio
Tell Me More
NetTutor
Herramientas
de Blackboard
Collaborate
Investigación
electrónica
(Biblioteca
Virtual)
Actividades de
las páginas
electrónicas en
inglés y español
NURS 405 NURSING LEADERSHIP 146
Revised January 2015
Total de horas: _______
Appendix E Language Lab/E-Lab Documentation
Instructions: Each student will complete the following forms and give them to the facilitator to be
included as part of the assessment criteria for the class.
Ana G. Méndez University System
Language Lab/E-Lab
Attendance Log
Student’s Name: _______________________________________________________
Student’s ID Number: _____________________
Course: ___________________
Facilitator’s Name: _____________________________________________________
Semester: ___________________ PT: _____________________
NURS 405 NURSING LEADERSHIP 147
Revised January 2015
Language Lab/E-Lab Documentation
Instructions: Each student should complete this form and submit it weekly to the facilitator as part of
the class evaluation based on assignments given by the facilitator.
AREAS OF
IMPROVEMENT
AND ASSIGNMENTS PROVIDED BY
FACILITATOR
DATE ELECTRONIC
RESOURCES
USED AND
TASKS
COMPLETED
AGM
CLASSROOM
LAB. (L)
OFF-CAMPUS
PRACTICE (O)
STAFF/FACULTY
SIGNATURE
Tell Me More
NetTutor
Blackboard
Collaborate
Tools
Internet-Based
Research
(Virtual
Library)
English
and/or
Spanish
Websites
Activities
NURS 405 NURSING LEADERSHIP 148
Revised January 2015
Total number of hours: _______
Apéndice F
Rúbrica de ensayo
Appendix F
Essay Rubric
NURS 405 NURSING LEADERSHIP 149
Revised January 2015
NURS 405 NURSING LEADERSHIP 150
Revised January 2015
Apéndice F Rúbrica de ensayo
Nombre del estudiante: ___________________________________________________
Fecha: _____________________________ Tema: _____________________________ Instrucciones: Escriba una “X” en el encasillado que aplica a cada criterio. Para obtener el total, sume los
números correspondientes hacia abajo y luego hacia el lado.
Criterios 5
Excelente
4
Muy bueno
3
Bueno
2
Promedio
1
Deficiente
Contenido
1. Propósito: El propósito o argumento central del
escritor es evidente al lector.
2. Contenido: La presentación de información
relevante y legítima apoya el propósito o
argumento central claramente y demuestra un
análisis profundo de un tema significativo. El
lector adquiere percepciones importantes.
3. Organización: Las ideas están organizadas de
manera lógica para apoyar el propósito o
argumento; fluyen fácilmente entre sí y están
claramente vinculadas. El lector sigue el
razonamiento con facilidad.
4. Cautiva al lector y mantiene su interés a través
del trabajo.
5. Pensamiento crítico: Critica el contexto del
discurso académico en términos de las
suposiciones del estudiante; integra diferentes
maneras epistemológicas y disciplinarias de saber
e incluye evidencia de autorreflexión y
autoevaluación.
6. Formula conclusiones basadas en lo
investigado.
7. Demuestra que entiende las ideas significativas
para alcanzar organizadamente un nivel alto de
comprensión.
Lenguaje
8. Demuestra dominio del idioma del taller,
incluyendo el vocabulario académico, la sintaxis y
el flujo de ideas.
9. Usa correctamente la ortografía, puntuación, y
el estilo APA.
10. Emplea un nivel de formalidad del idioma que
es apropiado para el tipo de documento.
Totales
(70 % para contenido y 30 % para lenguaje)
Total de
puntos
______
Firma del facilitador: ______________________________ Date: ____________________________
Escala evaluativa: (0-50)
Excelente: 45-50 puntos = A
Bueno: 40-44 puntos = B
Satisfactorio: 35-39 puntos = C
Regular: 30-34 puntos = D
Pobre: 0-29 puntos = F
NURS 405 NURSING LEADERSHIP 151
Revised January 2015
Appendix F Essay Rubric
Student’s name: _________________________________________________________
Date: _____________________________ Topic: _____________________________
Instructions: Write an “X” in the box that applies for each criterion. Add the corresponding numbers
down and across to obtain the total.
Criteria 5
Excellent
4
Very Good
3
Good
2
Average
1
Poor
Content
1. Purpose: Writer's central purpose or argument is readily
apparent to the reader.
2. Content: Presentation of relevant and legitimate
information clearly supports a central purpose or argument
and shows a thoughtful, in-depth analysis of a significant
topic. Reader gains important insights.
3. Organization: Ideas are arranged in a logical order to
support the purpose or argument; they flow smoothly from
one to another and are clearly linked to each other. Reader
can easily follow the line of reasoning.
4. Writing is compelling; it hooks the reader and sustains
interest throughout.
5. Critical Thinking: Critiques context of the scholarly
discourse in terms of the student’s assumptions.
Integrates different disciplinary and epistemological ways
of knowing and includes evidence of reflection and self-
assessment.
6. Draws conclusions based on research-based facts.
7. Demonstrates a comprehensive grasp of significant
ideas to reach a higher level of understanding in an
organized manner.
Language
8. Demonstrates a command of the language of the
workshop, including academic vocabulary, syntax and
flow of ideas.
9. Uses spelling, punctuation, and APA style correctly.
10. Uses a level of formality of language that is
appropriate for the nature of the document.
Totals
(70% for content and 30% for language)
Total
Points
_____
Facilitator’s signature: _____________________________________ Date: _________________________
Scoring Scale (0-50)
Outstanding: 45-50 puntos = A
Very Good: 40-44 puntos = B
Satisfactory: 35-39 puntos = C
Fair: 30-34 puntos = D
Poor: 0-29 puntos = F
NURS 405 NURSING LEADERSHIP 152
Revised January 2015
Apéndice G
Rúbrica de participación en clase
Appendix G
Class Participation Rubric
NURS 405 NURSING LEADERSHIP 153
Revised January 2015
Apéndice G Rúbrica de participación en clase
Los estudiantes y los facilitadores deben utilizar esta rúbrica para evaluar la participación en clase.
Nombre del estudiante: ______________________ Fecha: _______________
Tema: ________________________________________ Taller: ______________
Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera
que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a la
máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus
comentarios (opcional).
Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números
correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la
calificación final.
Escala:
5=Puntuación máxima 1=Puntuación mínima
5 4 3 2 1 Comentarios
(opcional)
Criterios de contenido Contenido
1. Participación, recursos y herramientas de la clase y en
línea:
Participa activamente en todas las actividades de la clase,
incluyendo las herramientas de Blackboard Collaborate y los
foros de discusión.
2. Iniciativa y creatividad:
Demuestra iniciativa y creatividad en las actividades de la clase.
3. Discusiones y comentarios (escritos y orales):
Evidencia su interés en las discusiones que se presentan y
expresa comentarios pertinentes, por escrito y oralmente, de
manera oportuna.
4. Publicación de trabajos y retroalimentación:
Publica oportunamente el trabajo asignado, dando tiempo
suficiente para recibir retroalimentación.
5. Información adicional:
Contribuye a la clase con material e información adicional.
6. Atención y empatía:
Demuestra atención y empatía hacia las opiniones y los
argumentos de sus compañeros.
7. Respeto sin prejuicios:
Respeta las preguntas y planteamientos de los compañeros.
NURS 405 NURSING LEADERSHIP 154
Revised January 2015
Escala:
5=Puntuación máxima 1=Puntuación mínima
5 4 3 2 1
Criterios de lenguaje Lenguaje
8. Uso apropiado del español académico y técnico:
Contribuye frecuentemente a las discusiones en clase y emplea
el vocabulario académico y técnico, en español, con propiedad y
corrección.
9. Formulación y contestación de preguntas:
Formula /contesta preguntas pertinentes al tema de la clase y
utiliza el español con propiedad y corrección consistentemente.
10. Expresividad y articulación:
Habla claramente, sin errores gramaticales y pronuncia todos los
términos correcta y precisamente.
Subtotales
(70 % de contenido y 30 % de lenguaje)
Total
Points
______
Criterios de contenido (70 %) Subtotal por criterio
Participación en clase y en línea 7.
Iniciativa y creatividad 8.
Discusiones y comentarios (escritos y orales) 9.
Publicación de trabajos y retroalimentación 10.
Información adicional 11.
Atención y empatía 12.
Respeto sin prejuicios 13.
Criterios de lenguaje (30 %) 14.
Uso apropiado del vocabulario académico y técnico
Formulación y contestación de preguntas
Expresividad y articulación
TOTAL (Sume todos los subtotales para determinar
la puntuación y calificación final.)
Puntuación final: ___/50_
Calificación:_____
Escala evaluativa: (0-50) Excelente: 45-50 puntos = A Bueno: 40-44 puntos = B Satisfactorio: 35-39 puntos = C Regular: 30-34 puntos = D Pobre: 0-29 puntos = F
Firma del facilitador: _______________________ Fecha: ____________________
NURS 405 NURSING LEADERSHIP 155
Revised January 2015
Appendix G Class Participation Rubric
NOTE: Students and facilitators are required to use his rubric to evaluate class participation.
Student’s name: ________________________ Date: _______________________________
Topic__________________________________ Workshop Number: ____________________
Instructions:
1. Please refer to each criterion listed below in order to evaluate class participation.
2. Apply the points that best reflect the student’s participation in class as follows:
(5 = Highest, 1 = Lowest)
3. Place an “X” in the box that applies for each criterion and feel free to write any comments.
4. To obtain the Final Total Score, add the corresponding numbers down and then across.
5. Use the Grading Scale to apply the final grade.
Scale:
5 = Highest 1 = Lowest
5 4 3 2 1 Comments
(Optional)
Content Criteria Content
1. Participation in Class or Online with
Tools/Resources:
Participates actively in all class activities,
including the Blackboard Collaborate
Tools and the Discussion Board.
2. Initiative and Creativity:
Demonstrates initiative and creativity in
class activities.
3. Discussions and Oral/Written
Comments:
Demonstrates interest in class discussion
by posting relevant written and oral
comments in a timely manner.
4. Uploads and Feedback:
Uploads required work in a timely
manner, allowing for sufficient time for
feedback.
5. Additional Information:
Contributes to class with additional
material and information.
6. Attention and Empathy:
Demonstrates attention and empathy
towards classmates’ opinions and
contributions.
7. Respectful and Non-judgmental:
Shows respect towards classmates’
questions and expositions.
NURS 405 NURSING LEADERSHIP 156
Revised January 2015
Scale:
5 = Highest 1 = Lowest
5 4 3 2 1 Comments
(Optional)
Language Criteria Language
8. Proper Use of Academic and Technical
Vocabulary:
Contributes frequently to class discussions in
English using proper and correct academic and
technical vocabulary.
9. Formulating and Responding to Questions:
Formulates and/or responds to questions
pertinent to the class topic correctly, and
consistently in English.
10. Expressiveness/Articulation:
Speaks clearly with no grammatical errors and
pronounces all terms correctly and precisely.
Subtotals
(70% for Content and 30% for Language)
Total de
puntos
________
Content Criteria (70%) Subtotals per Criterion
Participation in Class or Online with Tools/Resources 15.
Initiative and Creativity 16.
Discussions and Oral/Written Comments 17.
Uploads and Feedback 18.
Additional Information 19.
Attention and Empathy 20.
Respectful and Non-judgmental 21.
22. Language Criteria (30%)
Proper Use of Academic and Technical Vocabulary 23.
Formulating and Responding to Questions 24.
Expressiveness/Articulation
TOTAL (Add all the totals to obtain the final score and grade.)
Final Score: ___/50_
Grade = _______
Scoring Scale (0-50)
Outstanding: 45-50 puntos = A
Very Good: 40-44 puntos = B
Satisfactory: 35-39 puntos = C
Fair: 30-34 puntos = D
Poor: 0-29 puntos = F
Facilitator’s signature: _____________________________ Date: _______________
NURS 405 NURSING LEADERSHIP 157
Revised January 2015
Apéndice H
Rúbrica de presentación oral y audiovisual individual/grupal
Appendix H
Individual/Group Oral and Audiovisual Presentation Rubric
NURS 405 NURSING LEADERSHIP 158
Revised January 2015
Apéndice H Rúbrica de presentación oral y audiovisual individual/grupal Deben utilizar esta rúbrica, tanto los estudiantes como los facilitadores.
Nombre del estudiante: _______________________ Fecha: _______________
Tema: ________________________________________ Taller: _______________ Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de manera
que asigne los puntos que mejor reflejen la participación en clase del alumno. Cinco corresponde a la
máxima puntuación, mientras uno refleja la puntuación mínima. También puede escribir sus
comentarios (opcional).
Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los números
correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para determinar la
calificación final.
Escala:
5=Puntuación máxima 1=Puntuación mínima
5 4 3 2 1 Comentarios
(opcional)
Criterios de contenido Contenido
1. Objetivos, ideas y principios:
Introduce el tema efectivamente e identifica los objetivos,
principios y las ideas de la presentación oral/audiovisual.
2. Coherencia y claridad: Organiza la presentación para que sea coherente y fácil de
seguir; proyecta consistentemente los conceptos con un
enfoque claro.
3. Dominio del contenido:
Domina y explica el contenido apropiadamente, sin cometer
errores.
4. Vínculo con el material de la clase:
Basa las ideas y argumentos en el material y los recursos de la
clase.
5. Captación de la audiencia:
Captura la atención y el interés de la audiencia y promueve su
participación, si aplica.
6. Alto nivel de comprensión:
Evidencia un alto y claro nivel de comprensión de las ideas
significativas.
7. Tipografía y diseño gráfico: La tipografía y el diseño gráfico cumplen eficazmente con su
propósito y son apropiados para la audiencia.
NURS 405 NURSING LEADERSHIP 159
Revised January 2015
Escala:
5=Puntuación máxima 1=Puntuación mínima
5 4 3 2 1
Criterios de lenguaje Lenguaje
8. Destrezas lingüísticas: Domina las destrezas lingüísticas en el en español, por escrito
y orales, incluyendo la sintaxis y el flujo de ideas.
9. Vocabulario académico: Aplica el vocabulario académico eficaz y correctamente.
10. Propiedad y corrección: Emplea la gramática correctamente; el texto no tiene errores.
Subtotales
(70 % de contenido y 30 % de lenguaje)
Total
de
puntos
______
Criterios de contenido (70 %)
Subtotal por criterio
Objetivos, ideas y principios
Coherencia y claridad
Dominio del contenido
Vínculo con material de la clase
Captación de la audiencia
Alto nivel de comprensión
Tipografía y diseño gráfico
Criterios de lenguaje (30 %)
Destrezas lingüísticas
Vocabulario académico
Propiedad y corrección
TOTAL (Sume todos los subtotales para determinar
la puntuación y calificación final.)
Puntuación final: ___/50_
Calificación:_____
Escala evaluativa: (0-50) Excelente: 45-50 puntos = A Bueno: 40-44 puntos = B Satisfactorio: 35-39 puntos = C Regular: 30-34 puntos = D Pobre: 0-29 puntos = F
Firma del facilitador: _______________________ Fecha: ____________________
NURS 405 NURSING LEADERSHIP 160
Revised January 2015
Appendix H Individual/Group Oral and Audiovisual Presentation Rubric
NOTE: Students and facilitators are required to use this rubric to evaluate oral and
audiovisual presentations.
Student’s Name: ______________________________Date: _______________________
Topic: ______________________________________ Workshop Number_____________
Instructions: 1. Please refer to each criterion listed below in order to evaluate individual/group oral/audiovisual
presentations.
2. Apply the points that best reflect the student’s presentations as follows: (5 = Highest, 1 =
Lowest).
3. Place an “X” in the box that applies for each criterion and feel free to write any comments.
4. To obtain the Final Total Score, add the corresponding numbers down and then across.
5. Use the Grading Scale to apply the final grade.
Scale:
5 = Highest 1 = Lowest
5 4 3 2 1 Comments
(Optional)
Content Criteria Content
a. 1. Objectives, Ideas, and Principles: Presents an effective introduction to the theme
identifying the objectives, ideas, and principles that
are included in the oral/audiovisual presentation.
2. Coherence and Clarity:
Presentation is organized and coherent and can be
easily followed; presentation projects the concepts in
a comprehensible manner and reflects a clear and
consistent focus.
3. Content Mastery:
Demonstrates mastery of the theme or subject of
discussion and properly explains the content without
incurring in errors.
4. Resources Support Presentation:
Ideas and arguments of the oral/audiovisual
presentation are well-supported by the resources
presented or discussed in class.
5. Captivated Audience:
Captures the attention and interest of the audience and
promotes their participation, if applicable.
6. High Level of Comprehension: Demonstrates a clear understanding of significant
ideas and projects at a high level of comprehension.
7. Text Format and Visual Design: Text and visual design effectively fulfill their purpose
and are appropriate for the audience.
NURS 405 NURSING LEADERSHIP 161
Revised January 2015
Scale:
5 = Highest 1 = Lowest
5 4 3 2 1 Comments
(Optional)
Language Criteria Language
8. Oral and Written Proficiency: Demonstrates excellent oral and written
linguistic skills in English, including syntax
and flow of ideas.
9. Academic/Technical Vocabulary:
Applies academic/technical vocabulary
effectively and correctly to convey the
message.
10. Conventions: Uses proper and correct grammar; text is
free of errors.
Subtotals
(70% for Content and 30% for Language)
Total
Points
_____
Content Criteria (70%) Subtotals per Criterion
Objectives, Ideas, and Principles 25.
Coherence and Clarity 26.
Content Mastery 27.
Resources Support Presentation 28.
Captivated Audience 29.
High Level of Comprehension 30.
Text Format and Visual Design 31.
Language Criteria (30%) 32.
Oral and Written Proficiency 33.
Academic Vocabulary 34.
Conventions
TOTAL (Add all the subtotals to obtain the final
score and grade.)
Final Score: ___/50_
Grade =
Scoring Scale (0-50)
Outstanding: 45-50 puntos = A
Very Good: 40-44 puntos = B
Satisfactory: 35-39 puntos = C
Fair: 30-34 puntos = D
Poor: 0-29 puntos = F
Facilitator’s signature: _____________________________ Date: __________________
NURS 405 NURSING LEADERSHIP 162
Revised January 2015
Apéndice I
Autorreflexión
Appendix I
Self-Reflection
NURS 405 NURSING LEADERSHIP 163
Revised January 2015
Apéndice I Autorreflexión
Nombre del estudiante ______________________ Fecha _____________________
Instrucciones: Complete la(s) pregunta(s) que determine el facilitador usando palabras,
oraciones, dibujos o historias. El facilitador puede elegir otros temas para que complete la
autorreflexión. Sea honesto y apunte ideas que sean importantes y valiosas para usted. Para
evaluar cada autorreflexión, se utilizará el Apéndice C. En las siguientes páginas, encontrará
una explicación de lo que es un diario reflexivo, sus beneficios, el formato, y algunas
preguntas adicionales. Léalo cuidadosamente antes de comenzar a escribir sus
autorreflexiones.
1. ¿Qué conocimiento previo traje a la clase esta semana?
2. ¿Cuáles eran mis expectativas para esta semana? ¿Las cumplí?
3. ¿Cuál fue mi mayor logro esta semana, cómo lo aplicaré a mi vida personal o trabajo?
4. ¿Cuál fue mi mayor reto esta semana, qué pasos tomé o tomaré para superarlo?
5. ¿Cuál es la prioridad #1 que deseo realizar antes del próximo taller, cómo lo lograré?
6. ¿Cuáles fueron algunos conceptos, factores e ideas que yo descubrí/aprendí esta
semana? Recuerde que tal vez esté familiarizado con el concepto; trate de escribir
algo nuevo sobre el mismo.
7. ¿En qué área específica necesito ayuda, qué puedo hacer para ayudarme a mí mismo?
8. ¿Alcancé mis metas esta semana? Si es así, ¿qué hice específicamente para
ayudarme? Si no, ¿qué puedo hacer para mejorar este aspecto, qué haré de manera
diferente la próxima vez?
9. ¿Qué hice específicamente para contribuir al aprendizaje de mis compañeros esta
semana? ¿Qué aprendí de ellos?
10. ¿Sobre qué quiero aprender más y por qué?
11. ¿Cómo crecí, mejoré y me desarrollé esta semana? Sea específico; explique cómo
aplicará esto a su vida personal o profesional.
NURS 405 NURSING LEADERSHIP 164
Revised January 2015
Appendix I Self-Reflection
Directions: Complete the question/questions below determined by the facilitator using words,
sentences, pictures, or stories. The facilitator may specify other topics. Be honest and record
ideas that are important and meaningful to you. Self-reflections will be evaluated using
Appendix C: The Writing Process Six-Trait Analytic Writing Rubric. On the next page, you
will find an explanation of what a reflective journal is, its benefits, format, and some
additional questions. Read this carefully before working on your reflective journal.
1. What prior knowledge did I bring to the class this week?
2. What were my expectations for this week? Were they fulfilled?
3. What was my greatest accomplishment this week, and how will I apply it in my
personal life or place of work?
4. What was my greatest challenge this week, and what steps did I take or will take to
overcome it?
5. What is the #1 priority that I need to accomplish before the next workshop, and how
will I achieve it?
6. What were some important concepts, factors and ideas that I discovered/learned this
week? Remember that you may have already heard or known about the concept
before; if so, try to write something new about it.
7. In what specific area do I still need help, and what can I do to help myself?
8. Did I reach my goals for this week? If so, what did I specifically do to help myself?
If not, what can I do to improve, and what will I do differently next time?
9. What did I do specifically to contribute to my peers’ learning this week? What did I
learn from them?
10. What do I want to learn more about and why?
11. How did I grow, improve, and develop myself this week? Be specific. Explain how
you will apply this to your personal or work life.
NURS 405 NURSING LEADERSHIP 165
Revised January 2015
What Is a Reflective Journal?
A reflective journal is a steadily growing document where learners record their reflections
and thoughts on what they are learning required for their degree area and application to real-
life job situations.
Benefits
By keeping a record of their teaching and learning experiences, students are able to push
themselves forward on their professional development journey. There's an old saying that
states, "You don't know what you know until you've written it down." Several research
studies have found this to be true. By writing what you've learned, you can track the
progress you've made, and you can also begin to notice the gaps in your knowledge and skills
as a dual language professional.
Format
You may write your journal in a free flowing essay form or respond to the following
entries (questions) that may apply for a particular workshop session:
Two main ideas/concepts I found particularly useful in this week’s workshop are …
Some personal beliefs about teaching and learning that have changed as a result of
this workshop are …
One concept I learned in this workshop which I may be able to apply in the future is
...
Some issues that greatly interested me and that I would like to study in greater detail
are ...
I am still unsure about ...
Some topics which, in my opinion, should have been covered but were not covered
are …
Some learning strategies that I have used in the past and were reinforced by this
workshop are …
Some particularly interesting facts I learned in this session are ...
Note: Use the Six-Trait Analytic Writing Rubric found in Appendix C for evaluation
purposes.
Vijay Gambhir July 8, 2010
Adapted from: Learning Journals http://www.audiencedialogue.net/journal.html
NURS 405 NURSING LEADERSHIP 166
Revised January 2015
Apéndice J
Rúbrica de los juegos de rol
Appendix J
Role-playing Rubric
NURS 405 NURSING LEADERSHIP 167
Revised January 2015
Apéndice J Rúbrica de los juegos de rol Tanto estudiantes como facilitadores deben utilizar esta rúbrica para evaluar los juegos de rol.
Nombre del estudiante: _______________________ Fecha: _______________
Tema: ________________________________________ Taller: _______________
Instrucciones: Por favor refiérase a los criterios que evalúa y déjese llevar por la escala, de
manera que asigne los puntos que mejor reflejen la presentación de juegos de rol. Cinco
corresponde a la máxima puntuación, mientras uno refleja la puntuación mínima. También
puede escribir sus comentarios (opcional).
Escriba una “X” en el encasillado que aplique a cada criterio. Para obtener el total, sume los
números correspondientes hacia abajo y luego hacia el lado. Utilice la escala evaluativa para
determinar la calificación final.
Escala:
5=Puntuación máxima 1=Puntuación mínima
5 4 3 2 1 Comentarios
(Opcional)
Criterios de contenido Contenido
1. Objetivos y conceptos:
Introduce los objetivos efectivamente y proyecta los
conceptos de manera comprensible, a través de la
presentación, el modelaje o juegos de rol.
2. Captación de audiencia: Captura y mantiene la atención e interés del aprendiz del
lenguaje inglés (ELL) al introducir la lección y a lo largo
de la demostración.
3. Coherencia y claridad:
Presenta la lección organizada, lógica y coherentemente
de manera que el ELL puede entenderla con facilidad.
4. Dominio del material y desempeño:
Domina el material y evidencia que comprende el
contenido sin cometer errores; se presenta relajado, bien
preparado, seguro de sí mismo y no consulta sus apuntes.
5. Interacción y evidencia de actividades educativas: Los ELL son el centro de la lección; la interacción entre
los alumnos, y entre los estudiantes y el maestro, es
significativa y eficaz durante toda la demostración; las
actividades comunicativas que se evidencian en la lección
son auténticas, pertinentes y eficaces.
6. Estrategias, procesos, proyección y técnicas: Implementa estrategias y procesos significativos de
asesoramiento, que son apropiados para el grado y la
edad, y están basados en las tareas; demuestra
eficazmente la proyección personal, postura corporal y las
técnicas de manejo de la clase que mantienen a los
estudiantes concentrados en sus tareas todo el tiempo, si
aplica.
7. Medios audiovisuales y tecnológicos: Utiliza los medios audiovisuales y tecnológicos correcta y
eficazmente durante la demostración.
NURS 405 NURSING LEADERSHIP 168
Revised January 2015
Escala:
5=Puntuación máxima 1=Puntuación mínima
5 4 3 2 1 Comentarios
(Opcional)
Criterios de lenguaje Lenguaje
8. Destrezas lingüísticas: Demuestra habilidades lingüísticas, en español,
incluyendo el vocabulario, la sintaxis y el flujo de ideas;
aplica el vocabulario académico eficaz y correctamente.
9. Manejo de la voz:
Pronuncia y entona apropiadamente y proyecta su voz de
manera eficaz y clara.
10. Propiedad y corrección: Usa la gramática con propiedad y corrección.
Subtotales
(70 % de contenido y 30 % de lenguaje)
Total de
puntos
_______
Criterios de contenido (70 %)
Subtotal por
criterio
Objetivos y conceptos
Captación de audiencia
Coherencia y claridad
Dominio del material y desempeño
Interacción y evidencia de actividades educativas
Estrategias, procesos, proyección y técnicas
Medios audiovisuales y tecnológicos
Criterios de lenguaje (30 %)
Destrezas lingüísticas
Manejo de la voz
Propiedad y corrección
TOTAL (Sume todos los subtotales para determinar
la puntuación y calificación final.)
Puntuación final:
___/50_
Calificación:_____
Escala evaluativa: (0-50)
Excelente: 45-50 puntos = A
Bueno: 40-44 puntos = B
Satisfactorio: 35-39 puntos = C
Regular: 30-34 puntos = D
Pobre: 0-29 puntos = F
Firma del facilitador: _______________________ Fecha: ____________________
NURS 405 NURSING LEADERSHIP 169
Revised January 2015
Appendix J Role-playing Rubric
NOTE: Students and facilitators are required to use this rubric.
Student/Group’s Name: ______________________________ Date: __________________
Topic: _________________________________ Workshop number: ____________
Instructions:
1. Please refer to each criterion listed below when evaluating the student.
2. Apply the points that best reflect the student’s presentation/role playing as follows:
(5 = Highest, 1 = Lowest) 3. Place an “X” in the box that applies for each criterion and feel free to write any comments.
4. To obtain the Final Total Score, add the corresponding numbers down and then across.
5. Use the Grading Scale to apply the final grade.
Scale:
5 = Highest 1 = Lowest
5 4 3 2 1 Comments
(Optional)
Content Criteria Content
1. Objectives and Concepts:
Introduces the objectives effectively through a presentation,
modeling, or role playing that clearly demonstrates the
concepts in a comprehensible manner.
2. Captivated Audience: Captures the attention and interest of the English Language
Learner (ELL) at the introduction of the lesson and maintains it
throughout the duration of the lesson.
3. Coherence and Clarity: Presents the lesson in an organized, logical, and coherent
manner that can be easily understood by the ELL.
4. Mastery of Content and Performance: Demonstrates mastery of the theme or subject of discussion by
effectively demonstrating knowledge of content without
incurring in errors; appears relaxed, well-prepared, self-
confident, and does not refer to notes.
5. Interaction and Evidence of Educational Activities: ELLs are the center of the lesson; interaction among the students
and between students is meaningful and effective at all times
during the lesson; communicative activities demonstrated in the
lesson are authentic, relevant, and effective.
6. Strategies, Procedures, Projection, and Techniques: Implements meaningful, grade and age-appropriate strategies
and task-based assessment procedures; demonstrates effective
personal projection, corporal posture, and effective classroom
presentation/management techniques that keep the students on
task at all times, if applicable.
7. Audiovisual Aids and Technology: Uses audiovisual aids and technology properly and effectively during the demonstration.
NURS 405 NURSING LEADERSHIP 170
Revised January 2015
Scale:
5 = Highest 1 = Lowest
5 4 3 2 1 Comments
(Optional)
Language Criteria Language
8. Linguistic Skills: Demonstrates linguistic skills in the language of the workshop,
including vocabulary, syntax, and flow of ideas. Applies
academic vocabulary effectively to convey the message.
9. Voice:
Uses correct pronunciation and intonation and projects his/her
voice clearly and precisely.
10. Conventions:
Uses proper and correct grammar.
Subtotals
(70% for Content and 30% for Language)
Total
Points
Content Criteria (70%) Subtotals per Criterion
Objectives and Concepts 35.
Captivated Audience 36.
Coherence and Clarity 37.
Mastery of Content and Performance 38.
Interaction and Evidence of Educational Activities 39.
Strategies, Procedures, Projection, and Techniques 40.
Audiovisual Aids and Technology 41.
Language Criteria (30%)
42.
Linguistic Skills 43.
Voice 44.
Conventions
TOTAL (Add all the totals to obtain the final score and grade.)
Final Score: ___/50_
Grade =________
Scoring Scale (0-50)
Outstanding: 45-50 puntos = A
Very Good: 40-44 puntos = B
Satisfactory: 35-39 puntos = C
Fair: 30-34 puntos = D
Poor: 0-29 puntos = F
NURS 405 NURSING LEADERSHIP 171
Revised January 2015
Facilitator’s signature: _____________________________ Date: ___________________
Appendix K
KWHLAQ CHART
NURS 405 NURSING LEADERSHIP 172
Revised January 2015
NURS 405 NURSING LEADERSHIP 173
Revised January 2015
KWHLAQ Chart-21st. Century Style
Q
This upgrade group instruction activity developed by Donna Ogle (1986) Re. Upgrade your KWL Chart to the 21st Century
(2011, July 21) was retrieved from http://langwitches.org/blog/2011/07/21/upgrade-your-kwl-chart-to-the-21st-century/
A
L
H
W
K
What do I
know?
What do
I want to
know?
How do I
find out? What
have I
learned?
What
action
will I
take?
What new
Questions
do I have?
NURS 405 NURSING LEADERSHIP 174
Revised January 2015
Apéndice L - Appendix L
Proposal for the Integration of the HESI RN Specialty and Exit Exam in the Nursing
Courses (Recommended for first Cohort Only) Workshop
One:
Comprehensive
V1
Comprehensive
V2
Case Studies Adapting Quizzing
1 Management of a
Medical Unit
To be assigned weekly by
the instructor, according to
workshop content.
Recommendation of 15-20
questions per quiz.
Select questions from both
categories:
Basic of Nursing
Practice
Psychological
Aspects of Care
2 Management of a
Surgical Unit
3 Management of an
Oncology Unit
4 Pharmacology Management of a
Pediatric Unit
5 Management of a Skilled
Care Unit
6 The Emergent Care
Clinic
7 Live Review Course Natural Disaster in a
Small Community
Bioterrorism
8 Pharmacology
NURS 405 NURSING LEADERSHIP 175
Revised January 2015
Appendix M
UNIVERSIDAD DEL TURABO
SCHOOL OF HEALTH SCIENCES
UNDERGRADUATE NURSING PROGRAM
Criteria for Interview Evaluation
NURS 405 Nursing Leadership
Criteria *4 3 2 1 0
N/A Comments
I. Introduction
A. Includes name and credentials of the
person selected.
B. Provides the reasons for selecting this
person.
II. Content of the Interview
A. Includes background information, as
determined by the facilitator.
B. Describes leadership experiences.
C. Explains the lessons learned.
III. Analysis and Presentation
A. Provides an effective description of the
observed leadership strengths.
B. Discusses at least three areas identified
during the interview which are an
inspiration for future leaders.
C. Uses APA guidelines.
Total Possible Score: ________ Total Score Obtained: ________ Percentage Obtained: _________
Student’s Signature: _______________________________ Student ID: ___________________________
Evaluator’s Signature: ____________________________ Date: _____________
*Point Scale:
4 = Excellent: totally fulfills all criteria
3 = Satisfactory: fulfills criteria with few limitations
2 = Fair: partially fulfills criteria
1 = Deficient: lacks most of the elements of the criteria
0 = Absent: does not fulfill the criteria
NURS 405 NURSING LEADERSHIP 176
Revised January 2015
Appendix N
UNIVERSIDAD DEL TURABO
SCHOOL OF HEALTH SCIENCES
UNDERGRADUATE NURSING PROGRAM
Criteria for Written Analysis and Evaluation of Leadership Book
NURS 405 Nursing Leadership
Title of Book:
Criteria *4 3 2 1 0
N/A Comments
I. Introduction
A. Explains rationale for selection of this book.
B. Includes biography of authors or authors.
II. Summary of the Content
A. Describes how the book is divided.
B. Effectively discusses and organizes the
information presented.
C. Discusses the main ideas and concepts presented in
the book.
D. Presents the conclusions presented by the author or
authors.
III. Analysis
A. Explains and analyzes the relevance of the ideas
presented in the book.
B. Describes the lessons learned from the book.
C. Explains the application of the ideas as a leader.
IV. Style
A. Complies with APA style criteria.
B. Submits one written copy of the analysis to
professor.
C. Provides copy of PowerPoint presentation to each
classmate.
Total Possible Score: ________ Total Score Obtained: ________ Percentage Obtained: _________
Student’s Signature: __________________________ Student ID: ___________________________
Evaluator’s Signature: ____________________________ Date: _____________
*Point Scale:
4 = Excellent: totally fulfills all criteria
3 = Satisfactory: fulfills criteria with few limitations
2 = Fair: partially fulfills criteria
1 = Deficient: lacks most of the elements of the criteria
0 = Absent: does not fulfill the criteria
NURS 405 NURSING LEADERSHIP 177
Revised January 2015
Appendix O
UNIVERSIDAD DEL TURABO
SCHOOL OF HEALTH SCIENCES
UNDERGRADUATE NURSING PROGRAM
Criteria for Oral and Written Case Study Evaluation
NURS 405 Nursing Leadership Criteria *4 3 2 1 0
N/A Comments
I. Content
A. Presents the leadership situation to be analyzed.
B. Applies knowledge about relevant leadership
theories in analyzing the case.
C. Identifies the defining characteristics of management
assessment while evaluating the case.
D. Determines at least two appropriate and culturally
competent actions taken as nursing leader.
E. Identifies at least two culturally competent and
contextually relevant leadership interventions.
F. Discusses an evidence-based article to justify the
leadership activities corresponding to the selected
actions.
G. Identifies and discusses evaluation indicators.
H. Summarizes own process of leadership self-
assessment, as it relates to the case presented.
II. Organization and Presentation
A. Organizes the presentation clearly and logically.
B. Communicates ideas clearly.
C. Encourages group participation.
D. Exhibits creativity in the presentation of the case.
III. Individual Work
A. Assumes responsibility for the work assigned.
B. Collaboratively shares ideas with other members of
the group.
C. Exhibits development or enhancement of
management and leadership skills.
IV. Written Report
A. Provides a written report of above content, using
APA format correctly.
B. Includes a list of references, using APA format.
Total Possible Score: ________ Total Score Obtained: ________ Percentage Obtained: _________
Student’s Signature: ___________________________ Student ID: ___________________________
Evaluator’s Signature: ____________________________ Date: _____________
*Point Scale:
4 = Excellent: totally fulfills all criteria
3 = Satisfactory: fulfills criteria with few limitations
2 = Fair: partially fulfills criteria
1 = Deficient: lacks most of the elements of the criteria
0 = Absent: does not fulfill the criteria