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My Topic is Rapids respone vs. Code Blue: Knowing when to act **files (1)** – ## StaffEducationPresentationRubricSp25.docx **## StaffEducationPresentationRubricSp25.docx** ## **Part 2: STAFF EDUCATION** PRESENTATION ## (35 points) *****The use of Artificial Intelligence to complete this project i…
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My Topic is Rapids respone vs. Code Blue: Knowing when to act
**files (1)**
– ## StaffEducationPresentationRubricSp25.docx
**## StaffEducationPresentationRubricSp25.docx**
## **Part 2: STAFF EDUCATION** PRESENTATION
## (35 points)
*****The use of Artificial Intelligence to complete this project is strictly prohibited.****
**II.**
**PART 2: THE PRESENTATION – you do NOT write a separate paper**
The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.
## Objectives
1. Demonstrate the ability to provide planned education to a group in an engaging manner
2. Provide constructive feedback to peers in a non-threatening manner
3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter
4. Evaluates participants’ learning through effective evaluation of learning objectives
5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning
## A. **Implementation (15 points):**
### 1. Publicize the event (5 points):
a. Develop a method for advertising the in-service. Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service. You may not be required to post the advertisement.
b. Turn in a copy of
**publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.
c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).
d. Provide a sign-in sheet for those in attendance and
**submit it to assignment folder** (just like how you would sign-in at a work in-service).
e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
**submit completed forms from peers to assignment folder.**
2. Develop a professional PowerPoint (
**students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)
**Professional power points should include:**
a. Title/Introductory Slide
b. List of learning objectives
c. Multiple slides on body of presentation
d. Conclusion Slide
e. References Slide
## **B.** **Evaluation (20 points):**
### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**
a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.
b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.
c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.
d. Discuss how your educational presentation supports Spirit of Inquiry (
_the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).
### 2. Self-Evaluation of Presentation (5 points)
### Using the Peer Evaluation Form:
a. Conduct a self-evaluation of your skills as a presenter by completing a
**Peer Evaluation Form** for yourself.
b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
**(must submit copy of all evaluations from peers to assignment folder).**
### 3. Instructor Evaluation (10 points)
### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines. You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.
## Grading Rubric: Staff Education Presentation
| | | | | | |
| — | — | — | — | — | — |
| | **5** | **4** | **3** | **2** | **1** |
| **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
| | **5** | **4** | **3** | **2** | **1** |
| **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
| **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |
**## StaffEducationPresentationRubricSp25.docx**
## **Part 2: STAFF EDUCATION** PRESENTATION
## (35 points)
*****The use of Artificial Intelligence to complete this project is strictly prohibited.****
**II.**
**PART 2: THE PRESENTATION – you do NOT write a separate paper**
The Staff Education plan will be developed and evaluated in the Clinical III course. The plan may be adjusted based on feedback provided by your clinical instructor. You will conduct the in-service during post-clinical conference time. You should present the information at the appropriate level for the intended target audience rather than for your peers. For instance, if the plan was designed for nursing assistants, then present the material as you would for that audience.
## Objectives
1. Demonstrate the ability to provide planned education to a group in an engaging manner
2. Provide constructive feedback to peers in a non-threatening manner
3. Utilize constructive feedback to evaluate performance and determine strengths, weaknesses, and opportunities for improvement as a presenter
4. Evaluates participants’ learning through effective evaluation of learning objectives
5. Based on evaluation of objectives, is able to state how education could have been improved to maximize learning
## A. **Implementation (15 points):**
### 1. Publicize the event (5 points):
a. Develop a method for advertising the in-service. Publicity should be attractive and include topic, intended audience, date, time, objectives, and approximate length of in-service. You may not be required to post the advertisement.
b. Turn in a copy of
**publicity to assignment folder** and describe where you would have posted the announcement to reach your target audience.
c. Make room arrangements for the in-service prior to the event if needed. (This is generally not necessary if conducting the in-service during clinical conference time).
d. Provide a sign-in sheet for those in attendance and
**submit it to assignment folder** (just like how you would sign-in at a work in-service).
e. Distribute presentation evaluation forms (Clinical III content area in D2L) to those in attendance. Collect, review, and
**submit completed forms from peers to assignment folder.**
2. Develop a professional PowerPoint (
**students must use PowerPoint**) and conduct a 15–20-minute in-service to meet the identified learning needs. (10 points)
**Professional power points should include:**
a. Title/Introductory Slide
b. List of learning objectives
c. Multiple slides on body of presentation
d. Conclusion Slide
e. References Slide
## **B.** **Evaluation (20 points):**
### 1. Evaluation of Audience Learning Objectives (5 points) – (i.e. Did your audience learn from what you were teaching?) **Use Staff Education Evaluation Template (upload to D2L after presentation):**
a. Evaluate the learning achieved by your audience by summarizing the results of your evaluation of the objectives. Do this in an objective manner (e.g., 3/10 audience members were able to answer all the questions correctly or 7/9 audience members were able to demonstrate…., etc.). Recall the methods and domains you outlined for evaluation developed in the plan.
b. Analyze the results of your evaluation (be sure to include your average score from your peers) and discuss whether the education provided was effective by determining whether the objectives were met.
c. Discuss what you would change to increase learning if you had the opportunity to do this presentation again.
d. Discuss how your educational presentation supports Spirit of Inquiry (
_the evidence that underlies clinical nursing practice to challenge the status quo, question underlying assumptions, and offer new insights to improve the quality of care for patients, families, and communities_).
### 2. Self-Evaluation of Presentation (5 points)
### Using the Peer Evaluation Form:
a. Conduct a self-evaluation of your skills as a presenter by completing a
**Peer Evaluation Form** for yourself.
b. Review data from the evaluations submitted by those in attendance and submit a summary of your strengths, weaknesses, and opportunities for improvement based on the feedback provided by your peers
**(must submit copy of all evaluations from peers to assignment folder).**
### 3. Instructor Evaluation (10 points)
### Your clinical instructor will submit an evaluation of your presentation according to the presentation evaluation guidelines. You will be graded on your skill as a presenter, your ability to achieve the identified learning objectives, your summary and analysis of evaluation methods, your summary of the learner feedback, and the accuracy of your own self-evaluation.
## Grading Rubric: Staff Education Presentation
| | | | | | |
| — | — | — | — | — | — |
| | **5** | **4** | **3** | **2** | **1** |
| **Preparation (5 points)** | Publicity is attractive and includes topic, intended audience, date, time, objectives, and approximate length of in-service. Makes room arrangements and provides sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes topic, intended audience, date, time, objectives, and approximate length of in-service (may exclude one of these). Provides hastily-prepared sign in sheet for participants. Provides Peer Evaluation forms to participants. | Publicity includes only 4 of the following: topic, intended audience, date, time, approximate length, or objectives of in-service. No visuals to draw attention. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity includes less than 4 of the following: topic, intended audience, date, time, approximate length, or objectives. Is not attractive. Does not arrange meeting location or does not provide sign-up sheet or Peer Evaluation forms to participants. | Publicity not provided. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Implementation (10 points)** | Delivers content effectively by following education plan. Utilizes an attractively prepared Ppt presentation or another visual aid to maintain attention. Achieves an average of 3.5 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Delivery of content follows education plan. Has prepared a method for delivery but could be improved. Achieves an average of 3 or more on evaluation of delivery criteria: maintains eye contact with the audience, uses equipment effectively, captures attention of audience, manages personal nervousness, quality audio-visuals, preparation of presentation evident, minimum reliance on notes, productively utilizes the full assigned time (15-20 min), distinct introduction and conclusion present, speaks extemporaneously, and adapts to audience feedback during presentation. | Does not follow education plan. Is not well prepared- does not provide handouts OR prepare PowerPoint slides. Seems disorganized. Average on evaluation of delivery criteria (listed at left) is below 3. | Does have an education plan for topic presented. Is unprepared- does not provide handouts and has not prepared a method for effective delivery of content. Is disorganized. Average on evaluation of delivery criteria (listed at left) is 1-2. | Is not prepared to present on designated day. |
| | **5** | **4** | **3** | **2** | **1** |
| **Evaluation of Learning Objectives (5 points)** | Utilizes planned evaluation methods to assess achievement of learning objectives. Evaluates effectiveness of education by stating whether objectives were or were not met and supports with statistical evidence. Uses information to identify where content or method of education could be improved. | Evaluates achievement of at least one learning objective. Partially evaluates others, but methods are not in alignment with domain of objective. Evaluates effectiveness of education by stating whether objectives were or were not met but does not fully support with statistical evidence. | Partially evaluates achievement of learning objectives, but methods are not in alignment with domain of objective. Briefly states whether objectives were or were not met but does not support with evidence because methods were not quantifiable. | Does not effectively evaluate learning objectives. Unable to evaluate effectiveness of education. | Has no plan for evaluating objectives. Does not attempt to evaluate objectives. |
| **Self-Evaluation (5 points)** | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Provides a thorough discussion of strengths, weaknesses, and areas for improvement of the presentation based on audience evaluation forms; supports evaluation with survey results. Provides accurate self-evaluation. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Self-evaluation does not include accurate summary of audience feedback from evaluation forms or accurate summary of strengths, weaknesses, or areas for improvement. Evaluates plan instead of learning objectives. | Does not complete self-evaluation. |
| | **10-9** | **8-7** | **6-5** | **4-3** | **2-1** |
| **Instructor Evaluation (10 points)** | Provides engaging, stimulating education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with planned objectives. Evaluation methods are appropriate for objectives. Averages 3.5 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience. Methods of presentation are consistent with most, not all, objectives. Evaluates objectives appropriately. Averages a 3 on evaluation form. | Provides education in a manner appropriate to topic and intended target audience, but nerves are distracting or reads from ppt with little audience interaction. Methods of presentation are consistent with some objectives. Evaluates some, not all, objectives appropriately. Averages a 2.5 on evaluation form. | Provides education in a disorganized, poorly planned manner. Information is not presented at the appropriate level for target audience. Methods of presentation are not consistent with domain of objective. Averages 2 on evaluation form. | Presentation was not well-planned. Unable to convey information in a manner that stimulates learning. Averages less than 2 on evaluation form. |