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Assigmnent details
We have learned throughout this course that communication is critical to all that we do on a day to day basis, professionally and personally.
For your final journal assignment, please discuss your opinions about how communication was enhanced or discouraged in your practicum experiences. Give an example with either a formal or informal stakeholder where your communication process was positive and productive. What did you learn in that experience? Would you do anything differently?
Please remember to include your final hours in this journal.
Please use the template for week 8
I have completed my 40 hours on week 7 and i have learned a lot during my clinical at the hospice
The class details
General Expectations of Students
This course consists of a 3-credit lecture component and a 1-credit practicum component. According to COSC information, a student is expected to spend about 17-20 hours per week on an accelerated 8-week, 3-credit course. Students are expected to read all required readings, participate in discussion activities, and complete all assignments in a timely fashion. Additionally, the NUR 320 student is expected to spend approximately 40 hours, (an average of 5 hours a week for 8 weeks) in a practicum experience designed to meet the course learning outcomes.Students are expected to spend time every week engaged in practicum activities. Students are required to track activities and time spent at the practicum site using a weekly log provided to the instructor.
Please refer to COSC information on course-level characteristics for 300-level courses:
Cognitive Domain:
Development of specialized terms, concepts, techniques and approaches pertaining to a narrowly defined topic within the discipline; curriculum designed for a subset of majors with shared interests and goals;
Inclusion of assessment/evaluation tools such as writing assignments, assigned projects and performances, etc. that require use of library and other outside sources of information to create convergent or divergent products involving minimal direction by the instructor and minimal reliance on material presented directly during the course;
Application of basic techniques and approaches not for their own sake, but as part of more integrated, primarily convergent learning goals (e.g., painting to a certain style, creating a certain compound in the laboratory, programming a computer for a certain task, etc.);
Integration across multiple topics such that students come to recognize deeper, predictable patterns within the terms, concepts, techniques and approaches of a discipline;
Development of ability to independently recognize relative values of different approaches within the discipline and to recognize potential biases, viewpoints, and/or intentions within the scholarship underlying the discipline.
Student Behavioral/Affective Domain:
Willingness to create products with minimal input or direction from the instructor that may be based upon material not directly presented in the course and perhaps in the context of collaborative effort with student colleagues;
Independent recognition of, and willingness to commit to, time required for completion of disparate, occasionally divergent tasks (e.g., short-term vs. long-term writing assignments, stages of an on-going project, etc.);
Recognition of one’s own factual and/or conceptual knowledge of a discipline and where it could be strengthened relative to the state of development of that discipline;
Ability to recognize appropriateness of seeking assistance and input at a variety of levels (e.g., self-directed study and review vs. assistance from the instructor vs. collaborative input from student colleagues, etc.)
Assumed/Expected Student Preparation:
In-depth familiarity with basic terms, concepts, techniques and approaches of the discipline;
Facility with independent use of sources of information pertinent to the discipline (e.g., library collections, online databases, primary scholarship, faculty recommendations, etc.);
Ability to independently develop written and oral papers and presentations in the style of the discipline;
Ability to recognize which elements or factors are important in shaping cause-and-effect relationships within the discipline.General Expectations of Students
This course consists of a 3-credit lecture component and a 1-credit practicum component. According to COSC information, a student is expected to spend about 17-20 hours per week on an accelerated 8-week, 3-credit course. Students are expected to read all required readings, participate in discussion activities, and complete all assignments in a timely fashion. Additionally, the NUR 320 student is expected to spend approximately 40 hours, (an average of 5 hours a week for 8 weeks) in a practicum experience designed to meet the course learning outcomes.Students are expected to spend time every week engaged in practicum activities. Students are required to track activities and time spent at the practicum site using a weekly log provided to the instructor.
Please refer to COSC information on course-level characteristics for 300-level courses:
Cognitive Domain:
Development of specialized terms, concepts, techniques and approaches pertaining to a narrowly defined topic within the discipline; curriculum designed for a subset of majors with shared interests and goals;
Inclusion of assessment/evaluation tools such as writing assignments, assigned projects and performances, etc. that require use of library and other outside sources of information to create convergent or divergent products involving minimal direction by the instructor and minimal reliance on material presented directly during the course;
Application of basic techniques and approaches not for their own sake, but as part of more integrated, primarily convergent learning goals (e.g., painting to a certain style, creating a certain compound in the laboratory, programming a computer for a certain task, etc.);
Integration across multiple topics such that students come to recognize deeper, predictable patterns within the terms, concepts, techniques and approaches of a discipline;
Development of ability to independently recognize relative values of different approaches within the discipline and to recognize potential biases, viewpoints, and/or intentions within the scholarship underlying the discipline.
Student Behavioral/Affective Domain:
Willingness to create products with minimal input or direction from the instructor that may be based upon material not directly presented in the course and perhaps in the context of collaborative effort with student colleagues;
Independent recognition of, and willingness to commit to, time required for completion of disparate, occasionally divergent tasks (e.g., short-term vs. long-term writing assignments, stages of an on-going project, etc.);
Recognition of one’s own factual and/or conceptual knowledge of a discipline and where it could be strengthened relative to the state of development of that discipline;
Ability to recognize appropriateness of seeking assistance and input at a variety of levels (e.g., self-directed study and review vs. assistance from the instructor vs. collaborative input from student colleagues, etc.)
Assumed/Expected Student Preparation:
In-depth familiarity with basic terms, concepts, techniques and approaches of the discipline;
Facility with independent use of sources of information pertinent to the discipline (e.g., library collections, online databases, primary scholarship, faculty recommendations, etc.);
Ability to independently develop written and oral papers and presentations in the style of the discipline;
Ability to recognize which elements or factors are important in shaping cause-and-effect relationships within the discipline.
Too Tired? Too Anxious? Need More Time? We’ve got your back.