LEARNING CONTRACT

 

NURS 429 LEARNING CONTRACT/OBJECTIVE GUIDELINES

 

The purpose of the learning contract is to allow each student, to develop learning objectives for the semester. The objectives are based on the student’s assessment of their learning needs after completing:  a) an Individual Simulation experience focusing on assessment, communication, critical thinking and judgment during a patient interaction and b) the Kaplan Diagnostic Test results.  All elements explained in the directions and rubric must be addressed.

 

Directions:

 

1. Based on the Individual Simulation experience and the analysis of your Kaplan Diagnostic test, in 1-2 pages reflect on your simulation experience. Address your abilities related to assessment, communication, critical thinking and judgement during the simulation experience, including tasks completed well and opportunities for improvement.

 

2. Summarize the analysis of your Kaplan Diagnostic test using the Kaplan Diagnostic Test Results Analysis document on page 3.

 

3. Based on the Individual Simulation experience and analysis of your Kaplan Diagnostic test, identify no more than five learning objectives for the semester:
4. At least three objectives must be completed during practicum.
5. At least one objectives must be related to Kaplan.
   • All students must complete Objective 1 (pre-filled for all students).
   • If your Kaplan Diagnostic test score is less than 55%, you must include an additional objective related to the Kaplan Diagnostic test.
   • Kaplan objectives must be “met” prior to the end of the semester.
6. Learning objectives must be SMART* (See the guidance on page 5 and PPT in Bb for assistance writing learning objectives).

 

4. Each student must include at least one psychomotor, one affective and one cognitive learning objective. The type of objective must be identified as illustrated in the example (see example).

 

5. List specific activities or tasks that will help you meet the learning objective and how you will measure what you have learned.

 

6. Use the table provided to complete steps 1-4, submit assignment to BB under the Assignments tab > Learning Contract folder using the table provided.

 

7. Upon completion of 180 clinical hours, indicate whether the objective was achieved. If unable to achieve the objective provide an explanation.  Submit the updated document to BB under the Assignments tab.

 

Learning Contract/Objectives Grading Rubric

 

	Criteria	Points Possible	Points Earned
1. Refers to direction # 1	·  In 1-2 pages (5) reflects on the simulation experience addressing abilities related to assessment (5), communication (5), critical thinking and judgement (5) during the simulation experience. Include tasks completed well and opportunities for improvement (5).	25
2. Refers to direction # 2	·  Use the Kaplan Test Analysis document (attached) to analyze your Kaplan Diagnostic test (6).  Summarize the analysis (6).  Discuss your strengths and opportunities for improvement (6). Describe your plan for NCLEX preparation, using Kaplan tools, this semester (7).	25
3. Refers to direction # 3, 4 & 5	·   Five (5) SMART (specific, measurable, achievable, relevant and time bound) learning objectives including type of objective (15). ·   Kaplan objectives must address one or more of the Phase 1 Kaplan activities (5). ·   Learning activities must support attaining the learning objectives and must be measurable (15). ·   Use template provided for writing objectives (5).	40
4. Refers to direction # 6	Indicate whether objective was achieved.  Provide a brief explanation for unmet objectives. Kaplan objectives must be met.	10

 

                                                                                                                                                     

                                                                                                                                                      Total Score= _____/100

 

 

 

 

 

Kaplan Diagnostic Test Results Analysis

 

Use this form to analyze your Kaplan Diagnostic test results.  Scores < 55% require at least two (2) learning objectives related to NCLEX preparation, using Kaplan tools, this semester.

1. Overall Percent Correct: ___82.2%_____ UMSON Goal > 65%
2. Answer Changes: 25

Correct to Incorrect ___1______A (low number is desired)

Incorrect to Correct ___22______B (higher number is desired)

3. Level of Difficulty:

Basic level thinking          

Recalling ____95.7%           Understanding ____  81.0 %

Higher-level thinking

Making Nursing Judgments _79.5%       Setting Priorities _81.5%

4. Nursing Process:

What are your two weakest areas: 1. Planning ; 2.  Implementation

5. Clinical Concept:

What are your two weakest areas: 1. Communication; 2. Meeting client needs: physical

6. Demographic:

Is there a population group where your scores are <50%? List:

 No

 

NURS 429 Template for Learning Contract

Learning Objectives: What do you want to learn?	What learning activities and/or tasks will you engage in on this unit to reach your learning Objectives?	How will you measure what you have learned?	Objectives met/unmet Briefly explain unmet objectives.
ALL STUDENTS WILL DEMONSTRATE ATTAINMENT OF OBJECTIVE # 1
1.     The senior practicum student will practice Kaplan NCLEX questions and complete Question Trainer 1 by 60 hours, Question Trainer 2 by 120 hours and Question Trainer 3 by 180 hours.   Cognitive Level	1.     Complete RN Question Trainer Test 1 2.     Complete RN Question Trainer Test 2 3.     Complete RN Question Trainer Test 3	1.     Practicum Faculty will verify progress at 60 and 120 hours. 2.     Practicum Faculty will verify completion at 180-hour.
2.
3.
4.
5.

 

LEarning Objectives

Identifying and analyzing learning objectives is an essential component of professional development, not only as a student but also throughout one’s nursing career. Learning objectives must be behavioral, specific and measurable. A learning objective that states, “Understands cancer drugs” is not measurable and, thus cannot be analyzed or measured. “Understand” is too broad and cannot be discretely measured.  A learning objective that states, “Compares therapeutic regimens for solid tumor cancers” is specific, measurable and can be analyzed. Learning objectives usually begin with an action verb that is specific and measurable. The elements of a behavioral objective can be remembered with the mnemonic “SMART” where S – specific (simple, sensible, significant); M – measurable (meaningful, motivating); A – achievable (agreed, attainable); R – relevant (reasonable, realistic and results-based); T – time bound (time-based, time limited, time/cost limited, timely, time-sensitive), (Mindtools, 2017).

In addition to being SMART, learning objectives are also written for three different areas or domains of learning: cognitive, affective, and psychomotor.  The original theory was developed in the 1950’s by Robert Bloom and associates, and has been further developed for the nursing profession. The following information and tables can help you develop your individual objectives.

 

WRITING COGNITIVE OBJECTIVES

The cognitive domain refers to intellectual activities required in nursing. The following list of verbs in a hierarchy of increasing complexity can assist in the development of cognitive objectives.

 

Knowledge	Comprehension	Application	Analysis	Evaluation	Synthesis
Define	Describe	Apply	Analyze	Appraise	Arrange
List	Discuss	Demonstrate	Appraise	Assess	Assemble
Name	Explain	Dramatize	Calculate	Choose	Collect
Recall	Express	Employ	Categorize	Compare	Compose
Record	Identify	Illustrate	Compare	Estimate	Construct
Relate	Locate	Interpret	Contrast	Evaluate	Create
Repeat	Recognize	Operate	Criticize	Judge	Design
	Report	Schedule	Debate	Measure	Formulate
	Restate	Sketch	Diagram	Rate	Manage
	Review Tell Translate	Use	Question Relate Solve Test	Revise Select Score Value	Organize Plan Prepare Propose Set Up

 

WRITING PSYCHOMOTOR OBJECTIVES

The psychomotor domain includes fine motor skills such as administering medications and applying dressings, manual skills such as suctioning, palpation, and percussion, and gross motor skills such as positioning and transferring.  The following verbs can assist you in writing psychomotor objectives.

 

Imitation	Manipulation	Precision	Articulation	Naturalization
Distinguish Manipulate	Use React	Titrate Assess	Demonstrate Create	Interpret Coordinate

 

WRITING AFFECTIVE OBJECTIVES

The affective domain refers to attitudes, beliefs, values, feelings, and emotions, as organized in a hierarchy of professional development ranging from external to internal locus of control for behaviors demonstrating affective aspects of care. Affective objectives might include phrases such as “assumes responsibility for”, “involves patients in decisions about care”, “demonstrates dedication and motivation”, etc.

 

Mind Tools https://www.mindtools.com/pages/article/smart-goals.htm

What Students Are Saying About Us

.......... Customer ID: 12*** | Rating: ⭐⭐⭐⭐⭐
"Honestly, I was afraid to send my paper to you, but you proved you are a trustworthy service. My essay was done in less than a day, and I received a brilliant piece. I didn’t even believe it was my essay at first 🙂 Great job, thank you!"

.......... Customer ID: 11***| Rating: ⭐⭐⭐⭐⭐
"This company is the best there is. They saved me so many times, I cannot even keep count. Now I recommend it to all my friends, and none of them have complained about it. The writers here are excellent."

"Order a custom Paper on Similar Assignment at essayfount.com! No Plagiarism! Enjoy 20% Discount!"