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Community Teaching Plan: Teaching Experience Paper

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

  1. Summary of teaching plan
  2. Epidemiological rationale for topic
  3. Evaluation of teaching experience
  4. Community response to teaching
  5. Areas of strengths and areas of improvement

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.


Course Code Class Code Assignment Title Total Points
NRS-428VN NRS-428VN-O500 Community Teaching Plan: Teaching Experience Paper 100.0
Criteria Percentage Unsatisfactory (0.00%) Less Than Satisfactory (65.00%)
Content 80.0%
Comprehensive Summary of Teaching Plan 15.0% Summary of community teaching plan is omitted. Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear.
Epidemiological Rationale for Topic 15.0% Epidemiological rationale for the topic is omitted. Epidemiological rationale is unclear or incorrect.
Evaluation of Teaching Experience 20.0% Evaluation of teaching experience is omitted or incomplete. Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience.
Community Response to Teaching Provided 15.0% Community response to teaching is omitted. Community response to teaching is partially summarized. More information is needed.
Areas of Strength and Improvement 15.0% Areas of strength and improvement are omitted. Areas of strength and improvement are partially discussed.
Organization, Effectiveness, and Format 20.0%
Thesis Development and Purpose 5.0% Paper lacks any discernible overall purpose or organizing claim. Thesis is insufficiently developed or vague. Purpose is not clear.
Argument Logic and Construction 5.0% Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources. Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.
Mechanics of Writing  (includes spelling, punctuation, grammar, language use) 5.0% Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.
Paper Format  (use of appropriate style for the major and assignment) 2.0% Template is not used appropriately, or documentation format is rarely followed correctly. Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 3.0% Sources are not documented. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
Total Weightage 100%

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