Student Self Evaluation Research Paper

First Year Seminar is a beneficial, getting started-like course provided by West Coast University during the first term of the program. Since the Bachelor of Science in Nursing program is very rigorous this course is helpful in adjusting new students, such as myself, to a very demanding, fast-pace program. This class focuses on topics that help students organize and understand oneself and the mission of WCU mission to achieve the greatest success as a student. In my Signature Assignment term paper I will focus on my experience with FYS and what information I’ve gained to help me understand my learning style, strengths and weaknesses I have as a student, how working collaboratively benefits me and how I will go about achieving success at WCU.

I enjoyed very much this class, especially the clinical. Clinical rotations are a critical key for student nurse practitioner-NP to gain experience. The practicum allowed me to critically reflect upon the way NP carries out his/her duties and responsibilities, which is the cornerstone of the

|Participation |Participate in class discussion and in class quizzes. If a student misses in-class time, |2-25-13 |10 points |

Participation will be based on a random day I choose to take attendance and involvement in class. I may include attitude and personal interest in the course and course materials, and partaking in optional voluntary essay assignments given throughout the semester as part of the participation 5%. It looks like this: 1% attendance and 4% optional essay or voluntary participation during class. Many students opt for the “essay credit” in which case I will expect APA style with appropriate university student quality with proper grammar and spelling. I will also provide a CIVILITY bonus for showing respect in abstaining from inappropriate internet use during lectures.

Class Participation (8 pts. total) Weekly Discussion Questions, including Week 5 Course Summary and Final Peer Review (10 pts. total)

Class participation includes attendance, evidence of preparation for class, participation in class discussions, and timely submission of assignments. Being prepared for class and actively participating in the class will assure that all students will get more out of the class, and assist students to be their best.

Patient J.B. presented the office with chief complaints of coughs and sore throat that lasted about seven days. These symptoms are typically seen in respiratory tract infection or inflammation that is caused by viruses or bacteria. The initial differential diagnoses included Influenza, cough, common cold, community-acquired pneumonia, acute bronchitis, acute pharyngitis, and postnasal drip syndrome based on the chief complaints. The reason that why these differential diagnoses were considered is because they all have coughs as the symptom. Some of these differential diagnoses have both coughs and sore throat. JD, et al. (2017) states that Influenza A or B viruses can cause a dry cough and sore throat. Troullos,

Differentiate the roles and scope of practice for nurses working in advanced clinical, education, administration, informatics, research, and health policy arenas.

This survey consists of 32 questions about campus involvement. My goal was to find out how involved students are around campus. I surveyed 30 students and 100% of them attend Lamar University. This survey was taken by 12 males and 18 females. The age range for this survey was 17 and up. Majority of the data in the survey shows that students are not very involved around campus. My original goal for this survey was to find out how involved students are around campus. I did not achieve the results I wanted or expected. I was very surprised to find out that students are not very involved around Lamar University. For most of the answers, I got the exact opposite of what I expected. It is very surprising that only 50% of students said they sometimes

My reaction to the peer assessments could be described simply as acceptive. Peer assessments is where greens, such as myself, will just take the new information in without putting feelings into it. What I was told was my strengths and weaknesses were not a surprise to me though. I fully understand that I lack participation and I’m not much of an outgoing person, I’ve always be that way in a classroom environment. I’ll sit back and absorb the knowledge of others when I’m sure that my own knowledge on the subject is not greater than others. With that in mind I really didn’t learn anything about myself from my peers. While it is nothing new it is good to be reminded of what my flaws are so I can work in accordance with my own personality to become

Christine was seen for evaluation over the course of 2.5 hours at Gerena and Associates located in Coral Springs, Florida. She presented as a Black female of average height and build, who appeared her stated age of 17. Christine was appropriately dressed and evidenced adequate grooming and hygiene. No gross abnormalities were noted in ambulation, coordination, motor skills, and/or posture.

The first topic that interest me is the theory of cultural care diversity. Today, more than ever, a nurse must learn how to effectively communicate and provide care to patients from many different backgrounds. It is important to realize that every person is an individual in their way of thinking and their expectations of care provided. According to the U.S. Census Bureau (2013), minorities are

Students are graded on the following aspects of participation: active class involvement and discussion, demonstrating an understanding of the course materials, and evidence of having completed the readings and any chapter exercises assigned. Reporting in class on the completion of these is considered class participation. I may ask for volunteers to share their notes from these exercises. Class involvement/participation is graded based on my observation of class participation. The class participation grade is determined by both the quantity of participatory behaviors (i.e. utterances, arm waving, etc.) but also on the quality of the participation; (i.e. having salient contributions, reflecting preparation and knowledge of the material, and raising thought-provoking questions or issues). Please note that grades will be impacted by failing to display professional dispositions (i.e., adherence to professional ethics, respect for diverse views, tolerance of ambiguity, appreciation and openness to cultural difference, and CONFIDENTIALITY). I also expect students to demonstrate respect for the professor and the other students in class by refraining from using electronic devices for any purpose other than notetaking. (i.e.., texting, checking email, Facebook, Instagram, snap chat, etc. or distractions due to laptops), unless prior arrangements have been made with me.

First, you must show up to class. Then you need to ask questions, provide feedback, suggest ideas, help a peer on the computer, etc. Students are expected to actively participate in each class and in Blackboard discussions and assignments. Participation is defined as working actively within the class or your assigned group(s), adding to the discussion of in-class activities, whether role-plays debriefing, case analysis, or learning opportunities in the classroom, and posting responses to and questions for discussion threads assigned in Blackboard. Participation will be included as part of the grade in this course. You will be assessed on your participation in the classroom (beyond simply attended class) and your participation in discussion threads. So, you will have to actively be in class and participating each week to earn your points. Active input from students in regard to their experience and opinions will enrich the class experience. In addition, a student’s interactive involvement in all discussion posts and assigned activities is important for creating a shared learning environment. This includes during class as well as participating in online discussions outside of class.

Pupils who exhibit gifted characteristics along with another disability are referred to as ‘twice-exceptional students’ (Morrison, 2001; Nielsen 2002). This term is used in the article that I have chosen to review, which analyzes the responses and perceptions through interview, of one particular individual (Andrew) who was identified as being gifted and talented (G/T) and who had emotional and behavioral disabilities (EBD). What the researchers aimed to accomplish through this analysis was a clearer understanding of Andrew’s community and school experiences, as they stated that there was a lack of empirical data focusing upon pupils who displayed such behaviors.