scholarly activity elements
scholarly activity elements
This document describes the scholarly activity elements that should be included in a five paragraph summary. You may use this resource to help guide the preparation of the Scholarly Activities assignment, due in Topic 10.
Overview
This section consists of a single paragraph that succinctly describes the scholarly activity that you attended/participated in, the target market for the activity, and the benefit of the activity to you.
Problem
This section consists of either a short narrative or a list of bullet points that concisely identifies the problems the scholarly activity is designed to solve. Educate: What is the current state of the activity topic? Explain why this is a problem, and for whom is it a problem? Inspire: What could a nurse achieve by participating in the scholarly activity? Use declarative sentences with simple words to communicate each point. Less is more.
Solution
This section consists of either a short paragraph or a list of bullet points that concisely describes the solution to a proposed practice problem that the scholarly activity addressed and how it addresses the problem outlined in the previous section.
Opportunity
This section consists of short paragraphs that define the opportunity that the scholarly activity is designed to capture. It is important to cover the objectives and goals that were met. How will attending/participating in this scholarly activity help you grow as a nurse?
Program Competencies Addressed
This section consists of a list of program competencies that were addressed in this scholarly activity. Please use the list from the ISP.
Practice Immersion Clinical Evaluation Tool – Agency/Site
| Agency/Site Criteria | Student Evaluation | Faculty Evaluation | Comments | |||||
| Does Not Meet | Meets | Excels* | Does Not Meet | Meets | Excels* | |||
| 1. Agency/site was able to provide the opportunities for the student to meet practice immersion clinical objectives. | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ | ||
| 2. Agency/site was able to establish a comfortable, yet stimulating, practice environment. | ☐ | ☐ | ☐ | ☐ | ☐ | ☐ |
Criteria:
Does Not Meet: Elements are missing.
Meets: Agency/site meets this criterion.
Excels: Agency/site meets this criterion and further a teaching point opportunity or expanded information, guidance, or other element to further enhance student learning.
Agency/site – strengths:
| Student Evaluation | Faculty Evaluation |
Agency/site – areas of improvement needed:
| Student Evaluation | Faculty Evaluation |
Agency/site – Suggestions to incorporate more responsiveness to student learning needs:
| Student Evaluation | Faculty Evaluation |
Practice Immersion Clinical Evaluation Tool – Mentor
| Clinical Criteria | Student Feedback of Mentor Experience | Comments | ||
| Does Not Meet | Meets | Excels* | ||
| 3. Exemplify professionalism in diverse health care settings. | ☐ | ☐ | ☐ | |
| 4. Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents. | ☐ | ☐ | ☐ | |
| 5. Implement patient care decisions based on evidence-based practice. | ☐ | ☐ | ☐ | |
| 6. Utilize patient care technology and information management systems. | ☐ | ☐ | ☐ | |
| 7. Communicate therapeutically with patients. | ☐ | ☐ | ☐ | |
| 8. Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care. | ☐ | ☐ | ☐ | |
| 9. Understand the human experience across the health-illness continuum. | ☐ | ☐ | ☐ | |
| 10. Provide culturally sensitive care. | ☐ | ☐ | ☐ | |
| 11. Preserve the integrity and human dignity in the care of all patients. | ☐ | ☐ | ☐ |
Criteria:
Does Not Meet: Elements are missing; mentor did not achieve.
Meets: Mentor meets this criterion.
Excels: Mentor meets this criterion and further incorporates a teaching point scenario or expanded information, guidance, or other element to further enhance student learning.
Practice Immersion Clinical Evaluation Tool – Student
| Clinical Criteria | MentorSign Off | Faculty Sign Off | Comments | ||
| Does Not Meet | Meets | Excels* | |||
| 12. Exemplify professionalism in diverse health care settings. | ☐ | ☐ | ☐ | ☐ | |
| 13. Utilize the nursing process to provide safe and effective care for patients across the health-illness continuum: promoting, maintaining, and restoring health; preventing disease; and facilitating a peaceful death as opportunity presents. | ☐ | ☐ | ☐ | ☐ | |
| 14. Implement patient care decisions based on evidence-based practice. | ☐ | ☐ | ☐ | ☐ | |
| 15. Utilize patient care technology and information management systems. | ☐ | ☐ | ☐ | ☐ | |
| 16. Communicate therapeutically with patients. | ☐ | ☐ | ☐ | ☐ | |
| 17. Professionally communicate and collaborate with the interdisciplinary health care teams to provide safe and effective care. | ☐ | ☐ | ☐ | ☐ | |
| 18. Understand the human experience across the health-illness continuum. | ☐ | ☐ | ☐ | ☐ | |
| 19. Provide culturally sensitive care. | ☐ | ☐ | ☐ | ☐ | |
| 20. Preserve the integrity and human dignity in the care of all patients. | ☐ | ☒ | ☐ | ☐ |
Criteria:
Does Not Meet: Elements are missing; student is required to remediate this element to pass the course
Meets: Student meets this criterion.
Excels: Student meets this criterion and further incorporates a teaching point scenario.
© 2015. Grand Canyon University. All Rights Reserved.
© 2015. Grand Canyon University. All Rights Reserved.
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