The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate of evaluation. Moderate Advanced Superior Limited Knowledge Knowledge and Knowledge and Knowledge and and Proficiency Proficiency Proficiency Proficiency 1 2 3 4 NUR 112 Fundamental Concepts of Nursing, Module A 15% 77% 8% – NUR 112 Fundamental Concepts of Nursing, Module B 25% 75% – NUR 112 Fundamental Concepts of Nursing, Module C 100% – NUR 113 Nursing Concepts I 67% 33% – NUR 114 Nursing Concepts II 100% – NUR 115 Evidence Based Clinical Reasoning 100% – NUR 209 Concepts for Healthcare Transition Students, Module A 100% – NUR 209 Concepts for Healthcare Transition Students, Module B 100% – NUR 209 Concepts for Healthcare Transition Students, Module C 100% – NUR 211 Advanced Nursing Concepts 100% – NUR 221 Advanced Evidence Based Clinical Reasoning 10% 90% – Indicator Key Terms Description Recognize basic information about the subject including terms and nomenclature. Limited Demonstrate ability to recall information such as facts, terminology or rules related to information previously 1 Knowledge and taught. Proficiency Performs simple parts of the competency. Student requires close supervision when performing the competency. Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Moderate Demonstrate understanding of multiple and principles and their relationships, and differentiate between 2 Knowledge and elements of information. Students state ideal sequence for performing task. Proficiency Performs most parts of the competency with instructor assistance as appropriate. Examines conditions, findings, or other relevant data to select an appropriate response. Advanced The ability to determine why and when a particular response is appropriate and predict anticipated outcomes. 3 Knowledge and Students demonstrate ability to seek additional information and incorporate new findings into the conclusion Proficiency and justify their answers. Performs all parts of the competency without instructor assistance. Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Superior Requires students to formulate connections between relevant ideas and observations. 4 Knowledge and Students apply judgments to the value of alternatives and select the most appropriate response. Proficiency Can instruct others how to do the competency. Performs competency quickly and accurately. Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Affective Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of A Objective character and conscience. Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.
The table below identifies the percentage of cognitive objectives for each module. Instructors should develop sufficient numbers of test items at the appropriate of evaluation. Limited Knowledge and Proficiency Moderate Knowledge and Proficiency Advanced Knowledge and Proficiency Superior Knowledge and Proficiency 1 2 3 4 NUR 112 – Fundamental Concepts of Nursing, Module A 15% 77% 8% NUR 112 – Fundamental Concepts of Nursing, Module B 25% 75% NUR 112 – Fundamental Concepts of Nursing, Module C 100% NUR 113 – Nursing Concepts I 67% 33% NUR 114 – Nursing Concepts II 100% NUR 115 – Evidence Based Clinical Reasoning 100% NUR 209 – Concepts for Healthcare Transition Students, Module A 100% NUR 209 – Concepts for Healthcare Transition Students, Module B 100% NUR 209 – Concepts for Healthcare Transition Students, Module C 100% NUR 211 – Advanced Nursing Concepts 100% NUR 221 – Advanced Evidence Based Clinical Reasoning 10% 90% Indicator Key Terms Description 1 Limited Knowledge and Proficiency Recognize basic information about the subject including terms and nomenclature. Demonstrate ability to recall information such as facts, terminology or rules related to information previously taught. Performs simple parts of the competency. Student requires close supervision when performing the competency. 2 Moderate Knowledge and Proficiency Distinguish relationships between general principles and facts. Adopts prescribed methodologies and concepts. Demonstrate understanding of multiple and principles and their relationships, and differentiate between elements of information. Students state ideal sequence for performing task. Performs most parts of the competency with instructor assistance as appropriate. 3 Advanced Knowledge and Proficiency Examines conditions, findings, or other relevant data to select an appropriate response. The ability to determine why and when a particular response is appropriate and predict anticipated outcomes. Students demonstrate ability to seek additional information and incorporate new findings into the conclusion and justify their answers. Performs all parts of the competency without instructor assistance. 4 Superior Knowledge and Proficiency Assessing conditions, findings, data, and relevant theory to formulate appropriate responses and develop procedures for situation resolution. Involves higher levels of cognitive reasoning. Requires students to formulate connections between relevant ideas and observations. Students apply judgments to the value of alternatives and select the most appropriate response. Can instruct others how to do the competency. Performs competency quickly and accurately. A Affective Objective Describes learning objectives that emphasize a feeling tone, an emotion, or a degree of acceptance or rejection. Objectives vary from simple attention to selected phenomena to complex but internally consistent qualities of character and conscience. Expressed as interests, attitudes, appreciations, values, and emotional sets or biases.
Nursing-2016-ACCS-Nursing-Program-Guide-Revised-11_19_16-1.docx