LANGSTON UNIVERSITY

GUIDELINE CRITERIA FOR LEADERSHIP PROJECT Introduction Needs Assessment Identification of community agency or facility Diagnosis of the community agency or facility needs Plan of Action Theoretical Foundation Explanation (rationales) for theorist chosen Recognition or perception of need for change or enhancement Analysis of forces or barriers regarding change or enhancements Methods for change or enhancements Establishment of short-term and long-term goals Description of influence on community (client, family, community) Identification and description of methods community population (majority) uses to produce change Plan Implementation Description of the leadership change or enhancement projects List of community involvement or resources used Barriers to change or enhancement Outcome criteria Evaluation Format Typed, double-spaced and use of the most current APA format throughout the reference list of cited works, proper grammar usage, and spelling. The student may use an appendix (appendixes) for material which is not appropriate textual matter. This may include agency brochures, pamphlets, examples of flyers and letters. A Bibliography page should be used for reference material reviewed not cited in the text. Use same format for Bibliography as for Reference page. Oral Presentation Use Class Presentation Evaluation Criteria form as evaluation tool of oral presentation. Oral presentation should cover all major topic headings addressed above. 10 pts 5 pts 5 pts 5 pts 35 pts 5 pts 5 pts 5 pts 5 pts 5 pts 5 pts 5 pts 20 pts 5 pts 5 pts 5 pts 5 pts 5 pts 10 pts 5 pts 15 pts

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LANGSTON UNIVERSITY
TEACHING PROJECT GUIDELINES 1. Read: Lewis, Heitkemper & Dirksen: Chapter 4, pp 49-593. 2. Read: Principles of Adult Learning - Malcolm Knowles (may be referenced from Internet). 3. Submit a written description of your project and objectives one week before presentation. Include: a. The teaching need you have identified b. Any needed audio-visual aids 4. Limit presentation to 15 minutes Grading Criteria 1. 2. 3. 4. 5. 6. 7. Submit a copy of learning objectives to faculty one week prior to presentation Visual aid or learning activity is congruent with audience and stated objectives Demonstrates effective and appropriate communication skills with peers, faculty, staff and learners Presentation of objectives submitted Demonstrates professional behaviors throughout experience (punctual, organization of materials, preparation) Written clinical journal reflects attainment of established teaching/ learning objectives, self-evaluation related to teaching experience, personal insights, and overview of teaching experience Submit evaluation of presentation 15 pts 15 pts 15 pts 15 pts 15 pts 15 pts 10 pts

Name: __________________________________________

Total Pts: _________

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LANGSTON UNIVERSITY
Comprehensive FINAL (Conceptual) PAPER

To demonstrate writing skills and mastery of the course content the student will write a concept/analysis paper. Emphasis of the paper will be on a demonstration of new knowledge, learning through documentation and the student's ability to use writing as a process for developing critical thinking. Concepts or issues must pertain to the Leadership/Management course. Grading Criteria I. Introduction (10 points) ________ a. Background information b. Short paragraphs II. Describe concept or issue. (20 points) ________ a. Definition of concept or issue. b. Description of concept/issue with a more thorough background information. III. Literature Review (25 points) ________ a. Research (at least one nursing journal b. Theories c. Journals and books IV. Analysis/Applications (25 points) ________ a. Analysis process b. Implications c. Evaluation V. Summary (10 points) ________ a. Concise explanation of the main and supporting ideas of the paper. V. Composition, spelling, grammar in APA format (10 points) ________ a. Eight to ten pages (excluding title and reference pages) b. Turn in (1) copy of paper and (1) copy of grading criteria. Grade:___________________

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LANGSTON UNIVERSITY
SENIOR STUDENT REFLECTIVE JOURNAL PURPOSE: The journal empowers the student to direct their own learning experience, and is a communication tool to document learning and academic growth. It allows the student to demonstrate the application and integration of leadership/management principles, theory, and research into their own clinical practice, while they evaluate their performance in the professional nurse's role. Reflective practice is one way of trying to break down what happened and thinking about what role you had, what you did, why you did certain things, and trying to decide was that the right thing to do? The journal permits the faculty to evaluate the progression in student learning and the development of critical-thinking skills. RATIONALE: Writing enhances higher-level conceptual skills through the process of developing understanding (Callister, 1993). The clinical journal is a record written by the student nurse that reflects attitudes, feelings, and an extension of their cognitive learning. It functions as an integrated part of the formative assessment process enabling feedback of information to both the instructor and student. The journal forms the basis for both future clinical practice and identifying new learning objectives. OBJECTIVES The student will: 1. Explore ways in which to learn from what they experience through reflective evaluation. 2. Document the application and integration of leadership/management concepts, theories, and research into own practice. 3. Reflect on own interpersonal skills i.e. communication, decision-making and social action. PROCESS OF REFLECTIVE EVALUATION To evaluate is to place a value on something or to appraise it. Reflective evaluation (selfmonitoring) allows the student to consider their own practice and learning that they have taken part in, and to offer a judgement about its relative usefulness. Reflective is a voluntary and intentional action. A person who does reflecting remains open to the possibility of learning/changing both in terms of beliefs and knowledge. You must step back and evaluate how effective you are in various situations. Analyze what's transpired and to some degree make a value judgement about it. Reflective is staying open and remembering to reflect. It takes practice and discipline. The grade on the journal reflects that the student has demonstrated an active engagement in selfdirected learning. The journal is one source of data used by the clinical instructor in the clinical evaluation. The journal will contain evidence of critical thinking, personal learning, and demonstrate the ability to reflect or evaluate the clinical experience as a senior nursing student.

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LANGSTON UNIVERSITY
Senior Student Reflective Evaluation Journal Grading Criteria Passing Journal Active engagement in self-directed learning. Clear evidence, in writing, of critical thinking, personal learning, and ability to reflect on own clinical experience while utilizing leadership/ management concepts and skills. Journal is turned in on time, with entries for each clinical day. (Improvement in process is demonstrated) Descriptive account using a narrative format of experiences with some reflection. Evidence, in writing, of application of leadership/management concepts, critical thinking and personal learning. Journal is turned in on time, with entries for each clinical day. (Improvement in process is demonstrated) Failing Journal A cursory (hastily and superficially done) writing of clinical experience. The journal is not turned in on time, and there are missing entries. Does not demonstrate application of leadership/ management concepts or skills, critical thinking and/or reflection. A cursory writing that is poorly written. Elements of Reflective or evaluative process *Linking of prior knowledge, feelings or attitudes with new knowledge, feelings or attitudes. *Discovering prior knowledge, feelings or attitudes that are no longer consistent with new knowledge, feelings or attitudes. *Re-assessing prior knowledge, feelings or attitudes and modify to accommodate new knowledge, feelings or attitudes. *Seeking the nature of relationships of prior knowledge, feelings or attitudes with new knowledge, feelings or attitudes. *Arriving at insights *Testing for internal consistency between new appreciations and prior knowledge or beliefs. *Making knowledge one's own. *New knowledge, feelings or attitudes becoming a significant force in own life. *Transformation in perspectives. *Relating the old and the new, making way for the new. (Change in behavior) *Focus on leadership/management concepts.

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LANGSTON UNIVERSITY
How to write the journal: 1. 2. 3. of 4. 5. may Typed, double-spaced, 12 pt. font Entries for each day (at least two pages) should be dated. Refer to Bondy evaluation tool, text and readings when writing evaluation or reflection clinical experience. Faculty will review journal throughout clinical experience. Daily journal entries may or may not be reflective evaluations. Reflective evaluation be completed at the end of the clinical using the experience of one or more clinical days. You must step back and evaluate how effective you are in various situations. 6. A "P" on the journal must be obtained to receive a passing grade on the Bondy clinical evaluation form.

NR 4426 Leadership F13/S14