VNSG 1222 Vocational Nursing Concepts

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VOCATIONAL NURSING PROGRAM

VNSG 1222

VOCATIONAL NURSING CONCEPTS

SYLLABUS

SPRING 2014

____________________________________ ______________________________

Dr. Lynda Villanueva Dr. Susan McCormick MSN

Senior Vice President, Academic and Student Affairs Division Chair, Health Profession

_______________________________ _______________________________

Janena Norris, RN, BSN Chesney Sisson, RN

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BRAZOSPORT COLLEGE VOCATIONAL NURSING PROGRAM VNSG 1222

VOCATIONAL NURSING CONCEPTS

Course Information

1. Course Name: Vocational Nursing Concepts

2. Course Number: VNSG 1222 Vocational Nursing Concepts. CIP 51.3901 2 lecture, 0 lab, 2 credit) 3. Classroom: HS 109

4. Class Day(s) & Time: Monday-Thursdays 8 am-12 pm Faculty

Chesney Sisson RN

Office Hours: posted Office Phone: 979-230-3472 Course Description and Core Content

VNSG 1222, vocational nursing concepts, is an introduction to the nursing profession and its responsibilities. Includes legal and ethical issues in the nursing practice. Concepts related to the physical, emotional, and psychosocial self-care of the learner/professional.

This introductory course provides basic knowledge, health care delivery systems and an overview of the responsibilities of the vocational nurse. The course will also provide information on the history of nursing, legal/ethical issues, and the importance of cultural and spiritual issues in health care. The Nurse Practice Act and therapeutic communication skills will be introduced

Program Outcomes

Course specific competencies and learning outcomes flow from Program Outcomes. Program outcomes are the Differentiated Essential Competencies (DECs) defined and published by the Texas Board of Nursing. (DEC) are defined in four categories; 1) Member of the Profession, 2) Provider of Patient-Centered Care, 3) Patient Safety Advocate, and 4) Member of the Health Care Team. Integral to program and course outcomes are the QSEN Competencies. The QSEN competencies are integrated with DEC competencies throughout the nursing curriculum; progressing from simple to complex.

Minimum safe entry-level nursing practice is assessed by the NCLEX-PN licensure exam. The National Council of State Boards of Nursing (NCSBN https://www.ncsbn.org) maintains and revises the NCLEX-PN licensure exam. The NCLEX-PN is revised every three years. Exam revisions are based on comprehensive research of new graduate nurse activities. The NCLEX-PN test blueprint contains weighted assessment categories based on graduate nurse activities. Nurse activities describe expectations, duties, and

responsibilities.

Course Learning Outcomes:

Upon completion of the course, student will be able to: I. Member of the Profession:

Outcome A: Demonstrate understanding of the of nurse’s legal scope of practice and how Texas Nursing Practice Act, Texas Board of Nursing Rules, position statements and guidelines, standards of nursing practice, federal, state, or local laws, rules, and regulations and identify how they affect nursing practice.

Learning Outcomes:

1. Locate Texas Nursing Practice Act, Texas Board of Nursing Rules, position statements, and guidelines and federal, state, or local laws, rules, and regulations

2. Describe the purpose of nurse’s legal scope of practice and how Texas Nursing Practice Act, Texas Board of Nursing Rules, position statements, and guidelines and federal, state, or local laws, rules, and regulations affect nursing practice.

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3. Demonstrate understanding of how Texas Nursing Practice Act, Texas Board of Nursing Rules, position statements, and guidelines and federal, state, or local laws, rules, and regulations affect nursing practice.

4. Describe nursing scope of practice in relation to delegated medical acts and facility policies. 5. Describe the basic structure and function of the health care delivery system including institution

philosophy, policies, and procedures, the roles and responsibilities of other health care providers and the line of authority and accountability.

Outcome B: Identify and describe the nurse’s responsibility and accountability for the quality of nursing care provided to patients and their families.

1. Locate via web and describe Texas Board of Nursing Standards of Practice. National standards of vocational nursing practice and care, National Federation of Licensed Practical Nurses Code of Ethics and advocacy processes.

2. Describe legal parameters of vocational nursing practice and the Texas Nursing Practice Act, including safe harbor.

3. Identify and describe issues affecting the vocational nurse role and the delivery of culturally-sensitive care to patients and their families.

4. Describe of criteria for maintaining continuing competency and professional development. 6. Describe the development and significance of employment setting policies and procedures. 7. Identify and describe professional characteristics and values.

8. Describe and recognize communication techniques to maintain professional boundaries. 9. Describe principles of quality improvement.

Outcome C: Demonstrate understanding of promoting the development and practice of vocational nursing. Learning Outcomes:

1. Describe historical evolution of nursing practice.

2. Describe issues affecting the development and practice of vocational nursing.

3. Describe of the role of vocational nursing organizations, regulatory agencies, and health care organizations.

4. Describe factors affecting the public image of nursing.

5. Describe distinctions between the evolving vocational and professional nursing roles. Outcome D: Describe the nurse’s responsibility for continued competence in nursing practice.

1. Describe Texas Board of Nursing rules for continuing competence. 2. Utilize resources, tools, and processes to assess vocational learning needs.

3. Describe lifelong learning opportunities to facilitate continuing competence (e.g., certifications and educational articulation/ mobility).

4. Describe changing roles and competencies in vocational nursing. II. Provider of Patient-Centered Care:

Outcome A: Describe clinical reasoning process and establishing evidence-based policies as the basis for decision making in nursing practice.

1. Demonstrate understanding of the systematic problem-solving process (nursing process) in the care of patients and their families.

2. Describe how to access and use current literature, available work setting resources, and evidence-based practice to assist in decision making.

3. Identify scientifically valid resources.

Outcome B: Describe the nurse’s role in determining the physical and mental health status, needs and preferences of culturally, ethnically, and socially diverse patients and their families based on interpretation of health-related data.

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1. Describe characteristics, concepts, and processes related to patients, including: ethical reasoning; and major cultural and spiritual belief and practices related to health, illness, birth, death, and dying.

2. Identify cultural differences of patients across the lifespan. 3. Describe approaches that guide nursing practice.

4. Describe family processes that impact health.

5. Demonstrate understanding of clinical technology necessary for delivery of safe patient care and documentation by using correct medical terminology and abbreviations verbally and in writing. 6. Describe political, economic, and societal forces affecting health of individuals.

Outcome C: Identify data that assists in the identification of problems and formulations of goals/outcomes and patient-centered plans of care for patients and their families and the necessity of collaborating with the interdisciplinary health care team.

1. Demonstrate understanding of the process of establishing the nurse-patient/ family relationship including cultural aspects of care.

2. Describe fundamental principles of disease prevention and health promotion/restoration for patients.

3. Identify interventions to support the patients and their families during life stages, including end-of-life care.

a. Describe the stages of death and dying and identify basic interventions to support the patient and family during each stage

4. Demonstrate understanding of steps and procedures in discharge planning process.

Outcome D: Describe components of providing safe, compassionate, basic nursing care to patients with predictable health care needs through a supervised, directed scope of practice.

1. Describe components of compassionate patient-centered care, Standards of Care; Standards of Practice; institutional policies and procedures for delivery of nursing care, professional ethics, as well as professional characteristics and values.

2. Describe characteristics, trends, and issues of health care delivery.

3. Describe scope of responsibilities and accountability for supervision and collaboration. 4. Describe channels of communication for decision making processes within the work setting. Outcome E: Describe the legal, ethical, and regulatory parameters as they pertain to implementation of plan of care.

1. Identify common health practices and behaviors of patients and their families related to their developmental level, gender, culture, belief system and environment.

2. Describe and utilize methods of therapeutic communication.

3. Describe rights and responsibilities of a patient related to health care and basic advocacy. 4. Describe coping mechanisms for managing stress and identifying resources for crisis

management.

5. Describe the code of vocational nurse ethics and patient’s rights. 6. Describe legal parameters of vocational nursing practice and health care.

7. Describe key federal and state statutes and institutional policies regarding patient confidentiality. Outcome G: Describe the process of implementing teaching plans for patients and their families with common health problems and well-defined health learning needs.

1. Describe lifespan development and common situational variables affecting learning, such as stress, pain, and fear.

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3. Identify resources that support patient health care knowledge, decision making, and self-advocacy.

Outcome H: Describe the nurse’s role in assisting with coordination of human, information, and material resources in providing care for assigned patients and their families.

1. Identify lines of authority and accountability within structured health care settings. 2. Identify VN role in implementing established cost containment measures.

3. Describe process of communication within organizational framework.

4. Describe roles and responsibilities of members of the interdisciplinary health care team. III. Patient Safety Advocate:

Outcome A: Describe the Texas Nursing Practice Act and the Texas Board of Nursing Rules that emphasize safety, as well as all federal, state, and local government and accreditation organization safety requirements and standards.

1. Access http://www.bon.texas.gov and review Texas Nursing Practice Act, Texas Board of Nursing Rules and position statements and guidelines, National Standards of Nursing.

2. Identify federal, state, and local government and accreditation organizations’ safety requirements and standards.

3. Identify principles of quality improvement

Outcome E: Identify mandatory reporting requirements of the Texas Nursing Practice Act. Learning Outcomes:

1. Identify Standards of Practice, Texas board of Nursing rules (including Scope of Practice), Texas board of Nursing position statements and guidelines as well as facility policies.

IV. Member of the Health Care Team:

Outcome A: Identify the role of the nurse in communicating and collaborating with patients, families and interdisciplinary health care team to assist in the planning, delivery, and coordination of patient-centered care to assigned patients.

1. Describe structure and function of the health care delivery system. 2. Describe roles of interdisciplinary health care team members.

3. Identify and utilize methods of effective communication and cooperation. 4. Recognize strategies to deal with situational change.

5. Identify roles of all levels of nursing and other health care professionals.

6. Recognize patient advocacy and consumer rights and responsibilities and legal and ethical processes related to health care.

7. Identify how evidence-based practice contributes to development of health care and quality improvement.

Outcome B: Describe the nurse’s role as an advocate to improve the health care of patients and their families.

1. Identify rights and responsibilities of patients regarding health care, including self-determination and right of refusal.

2. Recognize current legal factors relating to safeguarding patient rights and individual responsibility for quality of nursing care.

3. Demonstrate understanding of role of the nurse as patient advocate, quality improvement process, and peer review committee.

4. Utilize reliable online sites for quality health care data.

5. Recognize the nurse’s responsibility for reporting to licensing and public protective agencies, which may involve mandatory reporting.

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Outcome C: Describe the nurse’s role when participating in identification of patient needs for referral to resources that facilitate continuity of care, and ensure confidentiality

1. Describe different health care work setting and major community resources. 2. Describe role of the case manager.

3. Describe roles of family and significant others in providing support to the patient. 4. Identify functions of members of the interdisciplinary health care team.

5. Identify the legal and ethical parameters that guide Vocational Nursing practice, including issues of confidentiality and HIPAA.

6. Recognize of the importance of recognizing cost of health care services.

7. Identify organizational and local resources for health promotion, maintenance, and restoration. Outcome D: Identify principles involved in communicating and collaborating in a timely manner with members of the interdisciplinary health care team to promote and maintain optimal health status of patients and their families.

1. Recognize principles of communication with patients, their families, and the interdisciplinary health care team.

2. Identify functions of interdisciplinary health care team members.

3. Identify principles of basic time management and prioritization as they relate to human and material resources and the provision of patient care.

Student Responsibilities

Students are expected to attend all scheduled classes, complete all written and reading assignments, to be prepared and participate in classroom, laboratory and clinical activities to meet or exceed set forth by the faculty in the Vocational Nursing Program Student Handbook. Students have the opportunity to evaluate instructor and course at the end of the course.

Teaching Strategies

Teaching strategies used in the course may include demonstrations, simulation, large and small group work and discussion, guest presentations, ATI, internet, documentaries, films, exams, quizzes, models and computer software programs to enhance student learning.

COURSE REQUIREMENTS,EVALUATION METHODS, AND GRADING CRITERIA

COURSE REQUIREMENTS Academic Honesty

Students are expected to demonstrate personal and professional integrity at all times (See Nursing Student Handbook and College Catalogue.)

Attendance

Absences will lower student grade and may result in course failure. No Cell phones or pagers are allowed in the classroom or lab. If a student leaves class before a regular break, the student will accrue lost hours. (See Vocational Student Handbook and Attendance Policy.)

Preparation for Class

Students must complete all written and reading assignments prior to class (See course schedule for topics and resources), be prepared and participate in classroom discussions.

EVALUATION METHODS

Content mastery is assessed through written exams, quizzes, skill competency, presentations, professional papers, normed assessments, critical thinking activities, and application via patient scenarios.

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GRADING CRITERIA Grade Scale

The Brazosport LVN Program uses the following grading scale throughout the program A = 90-100 B= 80-89 C= 75-79 F= 74.9 and below

A minimum grade of 75 is required in this course to progress in the LVN Program Final grades less than 75% are not rounded up (74.9% will not be rounded up to 75%). A grade of C- (74.9%) or less is failing. (74.9%) or less is failing. Students earn grades. Grades are not deserved. Grades are not inflated or curved in the nursing program. Students with grade dependent scholarships are responsible for earning required grades. Faculty members will not inflate or adjust grades, or provide special assignments for students with scholarship or other financial return based on grades. Requesting faculty members to adjust grades is considered unprofessional behavior.

Course Grade

The final grade for this course is derived from the following components:

Exams 60%

Abbreviation/Medical Term Quizzes 20%

Final Exam 20%

Assignments, Class Participation/ATI Pre and Post Tests:

Students must complete all written and reading assignments prior to class (See course schedule for topics and resources), be prepared and participate in classroom discussions. Participation will include but is not limited to all pre and posttests that are included with assigned module, class notes/outlines, comprehension cards and written assignments. All assignments, notes/outlines, pre and posttests must be presented each class day at the beginning of class. Students are still responsible for turning in the assignment regardless whether the grade resulted in a zero. Failure to turn in the assignment will result in course failure.

Arriving to class without complete preparation results in the inability to attend class during topic discussion. Assignments

All written assignments are due the DUE date and time designated by the instructor. No late work is accepted after due date and time. The student is still responsible for turning in the assignment regardless whether the grade resulted in a zero. Failure to turn in the assignment will result in course failure.

Quizzes:

The instructor will provide a handout with a list of abbreviations and terms. Abbreviation/medical terms on the quizzes will be from the handout. Quizzes may or may not be announced prior to administration.

Make-up Course work and Exam Policy

See Student Handbook for program exam policies. Instructors specify additions instructor preferences and classroom management. All make-up examinations must be completed through Learning Services – Testing Services the day the student returns to class/clinical. Students are not allowed to use scheduled class time for make-up exams. It is the responsibility of the student to schedule time with Testing Services and execute the make-up exam. Failure to meet the criteria will result in an exam grade of 0. Assignments and quizzes missed due to absence or tardy cannot be made up. Students cannot leave an exam until completed.

Exams are graded and evaluated after class and grades conveyed according to written guidelines in the class syllabus. Exam review will be scheduled outside regular class time periods and are optional. Each instructor provides guidelines beyond the handbook for challenging an exam item and grade notification. Do not ask instructors to deviate from written policy and procedure.

Remediation Requirements

Mastering course content is important to safe and effective nursing practice. In order to successfully master content, students will be required to remediate for all grades below 80 using PrepU text resources. Achieving a level of 4.0 will be considered satisfactory for areas. All course remediation must be completed PRIOR TO

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scheduled course final exam. If all course remediation is not complete at time of final exam, student will not be allowed to take final exam and will therefore obtain a score of zero (0) on the final. Please notify the course instructor via email when remediation is complete.

Transitional Education and Supplemental Instruction Resources

Appointments for tutoring must be made with Pat Jeffreys, SI Coordinator/Tutor Training and Nursing Department, at 979-230-3322 or pat.jeffreys@brazosport.edu.

Statement of Equal Opportunity

It is the policy of Brazosport College not to discriminate on the basis of gender, disability, race, creed, color, age, and national origin in its educational and vocational programs, activities, or employment as required by Title IX, Section 504 and Title VI.

ADA Statement

The Vocational Nursing Program complies with college policies regarding rights of individuals with

disabilities. Applicants and students must notify the college of disabilities. The purpose of ADA is to provide a clear and comprehensive national mandate for elimination of discrimination against individuals with disabilities, to provide clear, strong, consistent enforceable standards addressing discrimination, to ensure the Federal government plays a central role in enforcing standards established in this act on behalf of individuals with disabilities. (1991) An individual with a disability is a person who has a physical or mental impairment that substantially limits a “major life activity,” or has a record of such impairment, or is regarded as having such impairment. A qualified individual with a disability is one who meets essential eligibility requirement for the program or activity offered by a public entity with or without reasonable accommodation. (ADA 1630.20) Essential functions are those functions the individual who holds the position must be able to perform

unaided or with the assistance of a reasonable accommodation. (ADA 1630.20). Reasonable accommodation: “Change in the way things are customarily done that will enable an individual with a disability to enjoy equal opportunities.” (ADA 1620.20)

Performance requirements are basic activities a student must be able to complete in a reasonably independent manner. A student who poses a direct threat to health or safety of others or themselves does not meet clinical and skills competencies required by Vocational Nursing Program. A “direct threat” is defined as a significant risk to health or safety of others that cannot be eliminated or reduced to acceptable levels by modification of policies, practices or procedures, by provision of auxiliary aids or services. Determination is made on an individual basis. Nursing students must be fully able to comply with program Critical Core Attributes throughout entire program (See Critical Core Attributes).

HIPAA

Students are accountable and responsible for maintaining strict confidentiality of patient information. Breach in confidentiality results in disciplinary action and possible dismissal from the nursing program. Patient confidentiality includes oral, written and electronic communication. The Health Insurance Portability and Accountability Act (HIPAA), is a Federal law which prohibits unauthorized disclosure of private patient information. HIPAA provides both civil and criminal penalties for violations that range from fines of $250,000 and 10 years in prison.

Students should inform family members of the program’s privacy policy. Student information of any kind is not discussed or released to any family member. Family, friends, children, relatives, or any other non-program related persons are NOT permitted at college, in class, at clinical, or at any other program event, unless specifically invited.

Honor Code

Academic dishonesty is not tolerated in any form. Dishonesty is a serious offense which can result in

automatic failure and program dismissal. Academic dishonesty is defined to include cheating on examinations, removing information about exam content from the classroom, and plagiarism. Plagiarism is further defined as "the act of using source materials of other persons (either published or unpublished) without following accepted crediting procedures. Offending material that may constitute plagiarism includes, but not limited to:

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bibliography cards, formal papers, book reports, written nursing care plans, papers, presentations, and other submissions. The accepted format for crediting and citing sources is APA most current edition.

REQUIRED TEXTBOOKS AND RESOURCES

Assessment Technologies Institute (2010). Comprehensive and review program (CARP). www.atitesting.com

Assessment Technologies Institute (2010). Skills module series. www.atitesting.com

NCLEX-PN 5000 Powered by PrepU. Software. Philadelphia: Lippincott, Williams & Wilkins.

Timby, B. and Smith, N., (2013). Fundamental nursing skills and concepts. (10th_{ed). Philadelphia: Lippincott,} Williams & Wilkins.

Timby, B. and Smith, N., (2013). PrepU for Timby, fundamental nursing skills and concepts.Software Timby, B. and Smith, N., (2014). Introductory medical-surgical nursing. (11th_{ed). Philadelphia: Lippincott,}

Williams & Wilkins.

Timby, B. and Smith, N., (2013). PrepU for Timby's introductory medical-surgical nursing (10th_ed_)._{Online service.} Philadelphia: Lippincott, Williams & Wilkins

Equipment- Reliable access to computer, high-speed internet and printer. OTHER STUDENT SERVICES INFORMATION

Information about the Library is available at www.brazosport.edu/~lib/Information.htm or by calling 979-230-3310.

Writing Center

Located within the Student Success Center (second floor of the main building above the counseling and registration office) is the Brazosport College Writing Center. The Writing Center provides drop-in tutoring Monday – Thursday 9 am – 8 pm and Friday 9 am – noon. Online tutoring and other times are available by appointment. The Writing Center can assist with brainstorming, organizing and developing paragraphs, understanding professors’ directions, learning about MLA or other styles, learning how to avoid plagiarism, improving mechanics, using Microsoft Word, becoming an even stronger writer, and much, much more. Check out our growing collection on handouts, videos, and other online resources, too.

Math Center

Located within the Student Success Center (second floor of the main building above the counseling and registration office) is the Brazosport College Math Center. The Math Center provides drop-in tutoring Monday – Thursday 9 am – 8 pm and Friday 9 am – noon. The Math Center can assist with transitional math, college algebra, trigonometry, accounting, statistics, calculus, and every other math course offered at the college. Check out our growing collection on handouts, videos, and other online resources, too. The Student Services provides assistance in the following:

Counseling and Advising 979-230-3040

Financial Aid 979-230-3294

Student Activities 979-230-3355

To reach the Information Technology Department for computer, email, or other technical assistance call the Helpdesk at 979-230-3266.

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Changes to the syllabus may be made at any time at the discretion of the faculty. Student will be notified of the change. Student acknowledgement of the change(s) will be obtained in written form and retained in student permanent file.

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(Instructors reserve the right to change the course schedule as needed to meet course objectives)

WEEK 1

Unit 1

Topic

Source

Chapter

Health Care Delivery Systems ATI: CARP Fundamentals for Nursing Chapter 1

Concepts and Trends in Healthcare Timby: Medical-Surgical Nursing Chapter 1

Members of the Interdisciplinary Team ATI: CARP Fundamentals for Nursing Chapter 2

Nursing Foundations Timby: Nursing Skills and Concepts Chapter 1

Settings and Models for nursing Care Timby: Medical-Surgical Nursing Chapter 2

Health and Illness Timby: Nursing Skills and Concepts Chapter 4

Health Promotion and Disease Prevention ATI: CARP Fundamentals for Nursing Chapter 16

Admission Transfer, and Discharge ATI: CARP Fundamentals for Nursing Chapter 9

Admission, Discharge, Transfer, and Referrals Timby: Nursing Skills and Concepts Chapter 11

Young Adult, Middle Adult, Older Adult ATI: CARP Fundamentals for Nursing Chapters 23, 24, 25

Grief, Loss, and Palliative Care ATI: CARP Fundamentals for Nursing Chapter 36

End-of Life Care Timby: Nursing Skills and Concepts Chapter 38

End-of-Life Care Timby: Medical-Surgical Nursing Chapter 10

Read all listed chapters, outline or make note cards and prepare to discuss content Participation in class discussion is required

EXAM I

Abbreviation and medical terminology quizzes 1-3

Unit 2

Topic

Source

Chapter

Self-concept and Sexuality ATI: CARP Fundamentals for Nursing Chapter 34

Cultural and Spiritual Nursing Care ATI: CARP Fundamentals for Nursing Chapter 35

Culture and Ethnicity Timby: Nursing Skills and Concepts Chapter 6

Cultural Care Considerations Timby: Medical-Surgical Nursing Chapter 8

Coping ATI: CARP Fundamentals for Nursing Chapter 33

Homeostasis, Adaptation and Stress Timby: Nursing Skills and Concepts Chapter 8

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Unit 2 continued

Topic

Source

Chapter

The Nurse-Client Relationship Timby: Nursing Skills and Concepts Chapter 7

Nurse-Client Relationship Timby: Medical-Surgical Nursing Chapter 7

Therapeutic Communication ATI: CARP Fundamentals for Nursing Chapter 32

Client Education ATI: CARP Fundamentals for Nursing Chapter 17

Client Teaching Timby: Nursing Skills and Concepts Chapter 8

EXAM II

Abbreviation and medical terminology quizzes 4-6

Unit 3

Topic

Source

Chapter

Legal Responsibilities ATI: CARP Fundamentals for Nursing Chapter 4

Law and Ethics Timby: Nursing Skills and Concepts Chapter 3

Legal and Ethical Issues Timby: Medical-Surgical Nursing Chapter 5

Delegation and Supervision ATI: CARP Fundamentals for Nursing Chapter 6

Prioritization ATI: CARP Fundamentals for Nursing Chapter 1; pg 6-9

HIPAA ATI Skills Module HIPAA

WEEK 3: EXAM III

Abbreviation and medical terminology quiz 7

FINAL EXAM

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Syllabus Receipt Acknowledgement Vocational Nursing Concepts VNSG 1222

I received and read the syllabus, course requirements, required text, equipment, and materials for VNSG 1222 Vocational Nursing Concepts.

My questions have been answered and clarified. I will seek clarification if needed. I understand there are no verbal contracts. Instructors may change the syllabus as needed to meet course and program outcomes. I am accountable and responsible for all syllabus information.

Student print name / date

Student sign name / date

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VOCATIONAL NURSING PROGRAM DIDACTIC COURSE EVALUATION

VNSG 1222 Vocational Nursing Concepts Faculty Name: Date:

Student feedback is critical to maintaining or improving quality courses. Take a moment to complete this form. Completion of this questionnaire is voluntary.

Course Offering

Please Circle the Appropriate Box

Below Average Exceeded Expectation Expectation

1. Matched Description in Course Syllabus 1 2 3 4 5

2. Textbook/Materials/Handouts 1 2 3 4 5

If you rank any of the above “below average” please provide additional comments:

The length of this course was: Just Right Too Short Too Long

Explain:

What learning Strategies/Activities used for this course did you find most valuable?

What learning Strategies/Activities used for this course did you find least valuable?

Are there other Strategies/Activities that you recommend using, please list?

The Instructor

1. Knowledge of Subject Matter 1 2 3 4 5

2. Organized and Prepared 1 2 3 4 5

3. Encouraged Active Learning 1 2 3 4 5

4. Clarified Misinformation if Topic/Discussion Was Not Clear 1 2 3 4 5

5. Accessible 1 2 3 4 5

If you rank any of the above “below average” please provide additional comments: Environment

1. Environment Conducive to Learning (Temp, Restroom availability) 1 2 3 4 5

If you rank any of the above “below average” please provide additional comments: The Student

Response:

1. On Average, Hours Per Week Spent Preparing for Class Discussion

2. Did You Seek Assistance From Instructor When Needed Yes No Not Applicable