Beruflich Dokumente
Kultur Dokumente
Community as Partner
Fall 2008 -Winter 2009 Co-Creating Just and Caring Communities
Mission Statement
Our mission is to create a culture of caring that fosters life-long learning and the development of human science-based nursing knowledge, research and practice. We honour and respect the unique lived experience of all people and their inner wisdom with regard to the processes of health, healing and quality of life. The partnerships seek to offer innovative, open, and flexible programs that are responsive to societal needs in diverse communities and to the current and future directions of the nursing profession. June, 2000
Philosophical Beliefs
The philosophy of the Collaborative and Post-RN Bachelor of Science in Nursing programs is broadly based in human science. It draws upon multiple nursing theoretical perspectives that are consistent with the human sciences, such as Newman, Parse, Paterson & Zderad, Rogers, and Watson. Human science focuses on human experiences and the meanings, patterns, and themes that emerge in human living. Our programs are rooted in Nightingale and builds on the Em Bevis and Jean Watsons Caring Curriculum (2000) which sees Nursing as the knowledge and practice of human caring. Caring praxis is seen as practice that is informed by an ethos of caring. This philosophy is lived within all aspects of the curriculum in terms of both process and content. What emerges is a curriculum that embraces individual uniqueness, multiple ways of knowing, creative expressions of nursing scholarship, and global consciousness. This is a distinct departure from conventional nursing curricula where an emphasis is placed, on the bio-medical model, differential power relationships between nurses and patients (nurses as experts, patients as the receivers of the expertise), and objective measurable forms of knowledge as the exclusive source of knowing. The key aspects of the philosophy are the relationship of human beings and their world, health and healing, nursing as a unique body of knowledge, and the teaching-learning process. These aspects of the philosophy will be discussed in the following sections. Human Beings and Their World Nursing as a discipline is concerned with human beings who live as individuals, families, groups, communities, and organizations in diverse, multicultural societies. Our philosophy focuses on the idea that humans live inter-subjectively in relation with others and the world. Humans are meaning-makers and interpreters of their experiences. All humans have the capacity and right to make choices about their ways of living, their ways of learning, and their health. We believe that it is necessary to understand and critique the social, cultural, and political context of individual, group, community, and global health. This stance is needed to challenge systemic values, assumptions, and structures that limit possibilities for human health and healing. Humans live in and with the world, evolving in continuous mutual process. They experience living and create meaning from those experiences in unique ways. The experience of being human is expressed in holistic ways. Health and Healing Health and healing are constantly changing human expressions of ways of being that are lived and defined by those who are experiencing them. From this perspective, health and healing exists within all phases and circumstances of living, including illness and dying. Health and healing are unique expressions of harmony, balance, and wholeness within and between human beings and the world in which they live. This worldview includes respect for our planet which gives forth and sustains all life. The processes of living health and healing are opportunities for transcendence, transformation, and expanding consciousness of human beings and the world. Human health and healing are co-created through intentional caring-healing relationships between nurses and people.
Nursing Nursings mission is the betterment of human and planetary life, both locally and globally, now and for the future. This mission is based on nursing being a unique body of theoretical, philosophical, and personal knowledge that is expressed through ways of being with humans as they journey through processes of living health and healing. The practice of nursing, based on this philosophy and informed by nursing science, is lived in caring relationships with persons, families, and communities. These relationships support and enhance health, healing, and quality of life. Nursing scholarship focuses on inquiry into the human experiences of health and healing, as well as the creative, integrative, and expressive forms of caring-healing enacted in nursing practice. Nursing knowledge and practice inform and shape each other. It is the synergistic effect that enables nurses to understand and significantly contribute to persons experiences of health. Sources of knowing in nursing are unbounded; that is to say that as unitary beings in relation, nurses draw on multiple sources of knowing including rational, empirical, theoretical, philosophical, personal, moral and ethical, intuitive, and transcendent. Caring nurses utilize these multiple sources of knowing to be with, witness, and co-create quality of life with clients, their families, and the community they serve. Nursing is a self-regulated profession. Nurses are responsible and accountable for providing competent and ethical practice to their clients, the public, their colleagues, and themselves. Nurses have a professional responsibility to continuously seek to improve their practice through critical self-reflection, scholarship, research, and innovation. Nurses have a professional and ethical responsibility to influence, advocate for, and support healthy public policy, institutional practices that promote quality of working life, and legislation that contributes to the health of nurses and humankind. Teaching-Learning Nurses value the limitless possibilities of learning. Learning is a life-long, often mysterious, dynamic process of personal and professional growth. It builds on prior experience, stimulates critical reflection, and fosters the (re)formulation of the meaning of experience through the creativity of imagining. It contributes to self-esteem, self-knowledge and choosing our possibilities. Teachers and learners as colearners become partners in a collaborative learning process. A community of learners brings valuable knowledge and experience that is respected in the learning environment. Adults are capable of and have the right and responsibility to be self-directing learners. Teaching/learning is a dynamic process of discovery through interaction and engagement which occurs in both formal and informal contexts that acknowledge multiple ways of knowing. Authentic caring through transpersonal relationships is vital to teaching/learning. Courageous teachers/learners embody the caring curriculum by supporting, encouraging, and valuing learners by believing in them and being truly present with them, thereby promoting trust, honesty, creativity, innovation, and meaning-making. With this in mind, approaches to teaching/learning include dialogue, modelling, practice, reflective thinking, and experiential group process. Formal learning is based on the principles of cooperative, anticipatoryinnovative learning. These principles are designed to create a learning community that supports the strengths and learning needs of all learners. Teaching and learning processes enhance learners ability to think critically and reflectively while finding pathways to new knowledge, freedom, and connectedness with each other. This may occur from both intended and unintended learning. A shared learning journey enables each person to find his/her own voice, nourish his/her soul, and be committed to life-long learning.
Program Goals
The graduate of the program will: Be accountable to the public and responsible for practicing within the professional and ethical standards of nursing. Seek to understand the health and healing experiences of individuals, families, groups and communities by establishing caring relationships toward enhancing health and quality of life. Incorporate multiple ways of knowing in decision making and problem solving, in partnership with clients. Be able to think critically and reflectively. Be committed to life long learning. Facilitate collaborative relationships in nursing, with the community and the interdisciplinary team. Demonstrate leadership in nursing practice. Advocate and support healthy organizational and public policy that promotes the health of individuals, families, groups and communities. Influence the advancement of the nursing profession through excellence in practice, education and research. Demonstrate global consciousness, both personally and professionally, through actions that support and promote human and planetary health.
Overall, to meet the entry to practice competencies and in this case, those associated with community health nursing associated with Ontarios College of Nurses.
COMMUNITY AS PARTNER
Community Community Development Community Health Nursing/Evolving Nursing Roles Caring Competence/Ethics Health Primary Health Care Health Promotion Health Promotion Approaches Partnership Empowerment Strength Seeking/Capacity Building Prerequisites for/Social Determinants ofHealth Social Justice Advocacy Political Activism Upstream/Midstream/DownstreamThinking
Community as Partner
Introduction
This practicum component of NURS 4120 6.0 builds upon the theoretical component of the course by providing an opportunity for praxis. Students develop knowledge and skills related to community health nursing and caring for a community. Within the context of a caring relationship and with the guidance of the clinical course director (CCD) and preceptor, the student will apply and critically reflect on theories of community health nursing and people-centred health promotion.
Clinical Focus
Community as Partner is a community health promoting nursing course that enables students to understand the process of partnering with communities in order to enable health and empowerment. Students learn to understand how the strategies associated with the Ottawa Charter for Health Promotion (1986), the CHNAC (2003) Standards of Practice for Community Health Nursing and the principles associated with Primary Health Care interface when nurses partner with communities. Community settings and preceptors are requested to ensure students have the opportunity to consult community members regarding their lives, their definition of health and the barriers to health that they experience. In addition, it is important that students are enabled to understand nursings roles in advocacy, capacity building, healthy public policy development, and empowerment based education and community development. York Nursing students are expected to practice according to the Canadian Nurses Association Code of Ethics.
Clinical Hours
The Community as Partner course consists of a community experience, a weekly class and a praxis seminar facilitated by the CCD and the group of students. Students are expected to work with their community and/or on the associated work related to a related health promotion initiative for a minimum of 12 hours per week. Total clinical time is a minimum of 144 hours over one 12 week term. York nursing students will welcome eclectic experiences, and would benefit from multiple views of community health nursing, aggregates and opportunities to partner with communities. Students are expected to be flexible in meeting their clinical hours. In the fall/winter of 2008/09 students will be primarily be placed in settings for two days each week, thus making it much easier to attain their required hours. We rely on the student, the agency and the preceptor to assist the student group to observe, participate and./or initiate other activities in order to meet their 12 hours a week minimal requirements. Only a small amount of time over the semester will be allotted for aggregate research. We consider this research, class prep, and writing praxis notes to be a part of the homework component of this praxis course. The focus is on hours spent with or in partnership with their community aggregate: the more the better. We hope you can help our students achieve this.
Student Groups
In January 2003 York University launched a new model for community practicum whereby students work in small groups. Students work together to complete one learning plan. The group typically works with one preceptor to implement and enact the learning plan. This model is meant to enable collaborative learning and practice: a model usually found in community health nursing practice.
Tips on helping team develop a Learning Plan: Translate conceptual definitions into concrete learning activities. Have clear descriptions of how to demonstrate accomplishment. Ensure criteria flow from learning outcomes. Ensure standards are clearly stated for each criterion. Use early formative evaluation to demystify standards and expectations. Ensure means of demonstrating achievement are clear.
Portfolio
Each student develops a portfolio throughout the 12 weeks. The portfolio is evaluated by the CCD and is a key part of the evidence that course goals have been met. Each student portfolio is unique and reflects his or her development of professional interests and competencies. A copy of the team learning plan will be included in each individual portfolio.
The portfolio consists of: evaluations praxis notes assignments community report research articles time log learning plan materials developed by student pamphlets/ handouts
Clinical Evaluation
Building on the assumptions of our caring philosophy, the evaluation process is guided by principles of caring for self and for respectful, authentic communication. This means that each partner will have the courage to address performance issues as they arise. In collaboration with your student and CCD, there will be two team clinical evaluations, one at mid-term and one at the end.
A mutually agreeable date for both mid-term and final evaluations needs to be set early in the term. The CCD will arrange a date to meet with you and the student teams to review the evaluation. The evaluations are collaborative processes and allow for each partner to participate equitably. Your primary role in these meetings is to provide feedback (see section on Guidelines for Clinical Evaluation) and provide direction to the students and CCD. Successful completion of the Health and Healing: Community as Partner Course 4120 6.0 requires a passing grade in both the practicum and theoretical components of the course. The final clinical grade (pass/fail), which is assigned by the CCD, will be based upon evidence in the clinical portfolio, including the mid-term and final clinical team evaluations.
Individual/Community Partnership
Community health nurses believe that it is paramount to have the individual/community as an active partner in decisions that affect their health and well-being. Participation is essential throughout all components of the nursing process. In partnership, the community/individual takes an active role in defining their own health needs during assessment, sets their own priorities among health goals, controls the choice and use of various actions to improve their health and lives, and evaluates the efforts made. During assessment and throughout the community health nursing process, students identify the health values of the individual/community, including what health means to that particular individual or community. Inherent in the nursing process is working with individuals and communities to build capacity and to participate in making decisions concerning their health. For community health nurses, participation is the basis of therapeutic, professional, caring relationships that promote empowerment. Community health nurses also make their expertise available as a resource to those with whom they are working. Concurrent with capacity building, community health nurses also have a responsibility to advocate.
Empowerment
Community health nurses recognize that empowerment is an active, involved process where people, groups, and communities move towards increased individual and community control, political efficacy, improved quality of community life, and social justice. Empowerment is a community concept because individual empowerment builds from working with others to effect change and includes the desire to increase freedom of choice for others and society. Empowerment is not something that can be done to or for people, but involves people discovering and using their own strengths. Empowering strategies or build capacity by moving individuals, groups and communities towards the discovery of their strengths and their ability to take action to improve quality of life.
A) HEALTH PROMOTION
Community health nurses focus on health promotion and the health of populations. Health promotion is a mediating strategy between people and their environments a positive, dynamic, empowering, and unifying concept that is based in the socio-environmental approach to health. This broad concept is envisioned as bringing together people who recognize that basic resources and prerequisite conditions for health are critical for achieving health. The populations health is closely linked with the health of its constituent members and is often reflected first in individual and family experiences from birth to death. Healthy communities and systems support increased options for well-being in society. Community health nurses consider socio-political issues that may be underlying individual/community problems.
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culture, individual/community readiness, and social and systemic structure on health promotion. 10. Evaluates and modifies population health promotion programs in partnership with the individual/community and other stakeholders.
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improvement strategies. 9. Facilitates maintenance of health and the healing process for individuals/families/communities in response to significant health emergencies or other diverse community situations that negatively impact upon health. 10. Evaluates individual/family/community outcomes systematically and continuously in collaboration with the individuals/families, significant others, other health practitioners and community partners.
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determination. Caring involves the development of empowering relationships, which preserve, protect, and enhance human dignity. Community health nurses build caring relationships based on mutual respect and on an understanding of the power inherent in their position and its potential impact on relationships and practice. The community health nurses most unique challenge is building a network of relationships and partnerships with a variety of relevant groups, communities, and organizations. These relationships occur within a complex, changing, undefined and often ambiguous environment that may present conflicting and unpredictable circumstances.
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7. Collaborates with individuals and communities to identify and provide programs and delivery methods that are acceptable to them and responsive to their needs across the life span and in different circumstances. 8. Uses strategies such as home visits, outreach and case finding to ensure access to services and health-supporting conditions for potentially vulnerable populations (e.g. persons who are ill, elderly, young, poor, immigrants, isolated, or have communication barriers). 9. Assesses the impact of the determinants of health on the opportunity for health for individuals/families/communities/populations. 10. Advocates for healthy public policy by participating in legislative and policymaking activities that influence health determinants and access to services. 11. Takes action with and for individuals/communities at the organizational, municipal, provincial/territorial and federal levels to address service gaps and accessibility issues. 12. Monitors and evaluates changes/progress in access to the determinants of health and appropriate community services.
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nursing practice, new and emerging issues, the changing needs of the population, the evolving impact of the determinants of health and emerging research. 16. Acts upon legal obligations to report to appropriate authorities situations of unsafe or unethical care provided by family, friends or other individuals to children or vulnerable adults. 17. Uses available resources to systematically evaluate the availability, acceptability, quality, efficiency and effectiveness of community health nursing practice.
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Teaching-Learning Concepts
We believe that teaching and learning within the caring curriculum should be philosophically congruent. This means that our teaching-learning theories and practices: Appreciate and value the meaning of the experiences as expressed by students and teachers; Understand the wholeness, uniqueness and the dynamic process of learning and personal growth; Express caring and caring-health relationships; Foster critical reflection on the context, content, and processes of learning; Focus on the lived experiences of students, preceptors, and students. Within the School of Nursing, we are in a process of achieving our ultimate vision of a caring curriculum. Almost daily, we encounter systems, procedures, processes, and habitual ways of being that cause us to critique, re-think, and re-create. That being said, we believe that even now, in our relative infancy, we are creating a new culture of learning and that the experiences of learners in our program are indicative of our commitment to the caring philosophy.
Our Interactive Review Process, forums for feedback and success planning.
We approach conventional evaluation as an interactive and collaborative process intended to foster success for each student and student group. Yet, for students whose performance foreshadows a "failing" course grade at the end of the term (or any other time throughout the course), an Interactive Review Process will be initiated and a Success Plan will be developed which clearly outlines expectations and strategies for success. It is important that you know that you can contact the CCD at any time to discuss any concerns about a student. Sometimes a preceptor tries to deal with issues on his/her own, without support. It is important for you, your clients and the student to address concerns and work towards success. Early identification and planning can help to deal with issues quickly and effectively.
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Examples of probing questions for the preceptor to consider when in dialogue with students: What did you learn both in theory and practicum and how will you apply that learning to your practice? Describe a significant situation or event that has occurred. Why was it significant? What significance does this learning have to you as a person, and in your development as a nurse? What did you see, hear, feel? What were your assumptions about an aspect of the situation? Have your assumptions changed? What are your fears? What were some obstacles in this event? Identify some differences in what you learned today from what you learned previously. How will you apply this new knowledge? What implications are there for the client, community, and your profession?
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6. Assigns a pass/fail for the practicum component of the course. 7. In cases where a student is not meeting the minimum expectations of the practicum, the faculty assumes responsibility for taking appropriate action. 8. Facilitates students' synthesis of the caring philosophy into nursing practice. 9. Facilitates preceptor's knowledge and comprehension of the caring philosophy into practice.
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Preceptor Support
Always remember that you can contact your CCD at any time to discuss any concerns about a student, seek support and ideas. She/he can link with colleagues to problem-solve or search for new and interesting resources. York University, School of Nursing has a variety of preceptor supports available to you. They can be accessed at any time through our course web site. Below are some examples of how you can become more connected with other preceptors, York University staff, course information, research and more. York On-line Library Presentation requests Course Website
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Practicum Policies
Work/Education Placement Agreement This agreement MUST BE COMPLETED before the beginning of the unpaid placement and signed by: a) the student; b) the work placement employer; and, c) a representative of the university (Clinical Course Director). After all the participants have signed the form, the copies are to be distributed as follows: white copy to the student canary copy to the work placement employer pink copy to the Nursing Practicum Coordination Office (NPCO), room 301E HNES Bldg. Administrative Students must report any injuries promptly, however minor, to: a) The Clinical Course Director by phone or pager; b) The preceptor at the practicum site; c) The Placement Employer; d) The Nursing Practicum Coordination Office, 416-736-2100 x33176, email npco@yorku.ca; and e) York Universitys contact person in the Employee Well-Being Office, Human Resources Donna Ptak and Primrose Lewis, 416-736-5518. A York University, School of Nursing, Incident/Accident Report must be filled out for any incident/accident requiring or resulting in: a) health care by a medical practitioner for which there is a fee for service b) lost time from university beyond the date of accident; and c) exposure to a communicable disease.
Health Requirements
Immunization
All students are required to show proof/evidence of up-to-date immunizations, CPR and valid police checks and have shown this proof to the Nursing Practicum Coordination Office (NPCO). Their CCD will check this passport and will not permit any student to attend clinical without meeting these requirements. Students are advised of these requirements upon arrival to York in year three, and are reminded every six months, plus throughout the semester leading up to this particular learning experience. No signed passport = no admittance to clinical.
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Attendance
The student shall inform the practicum centre's preceptor and Clinical Course director of absenteeism and lateness, at least one hour before Practicum starts. A maximum of 8 clinical hours of sick time will be considered with a valid doctor's note. This note must be shown to the Clinical Course Director soon after return to Practicum and kept in the student's records. Time taken for family bereavement will be from this pool of 8 hours of sick time. The 8 hours of sick time (including bereavement) do not have to be made up, but the student, preceptor, and Clinical Course Director will meet to discuss a plan for meeting the learning goals and course outcomes. Any student's missed hours (e.g. ill dependent, snow day), not considered sick time, will have to be made up by the student at the preceptor's and Practicum Centre's convenience.
Expenses
Students are responsible for all expenses related to Practicum e.g., uniforms, travel costs including transit costs, meals, and accommodation. The students are not allowed to accept financial remuneration by the Practicum Centre or the clients. The Practicum Centre is not responsible for any expenses related to the Practicum Agreement that may be incurred by the university or by a student, including, but not limited to, travel costs.
Documentation
Students must sign client/agency documents legibly indicating full name and York Nursing Student (YNS). All documentation is to be checked by their preceptor.
Transportation
All students are responsible for their own transportation to, at, and from the Practicum Centre. Under no circumstances should students transport clients in their vehicles. York University will not provide insurance coverage for this purpose. Should a student be asked to transport a client(s), please notify the Clinical Course Director or NPCO Manager immediately. In some cases, where there is an Agency policy on transportation, the Agency may permit the preceptor to transport a student. In these cases, the Insurance and Risk Management group recommends that the
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Agency staff carry a minimum of $2,000,000 automobile liability insurance coverage. York University does not accept liability for transportation of students by preceptor. Any student NOT following the above guidelines may be removed from Practicum, with the initiation of an Interactive Review Process.
Strikes
Should a strike or walkout occur at the Practicum site, students must contact the Clinical Course Director or NPCO Manager immediately. A decision must be made about whether the student wishes to remain in the Practicum until the dispute is settled or renegotiate another Practicum. Under no circumstances is a student to cross a picket line or to perform the work of the striking workers.
Harassment
The ethics governing behaviour in a professional relationship between a student and preceptor should be the same as those in a worker-client relationship. Students are especially vulnerable as they are being evaluated. If a student feels uncomfortable in any way, he/she should consult the preceptor and/or Clinical Course Director immediately. In addition, the CNA code of ethics governing nurseclient/community relationships must be adhered to, whereby the client/communitys dignity is of utmost concern. Dealing with prejudice and discrimination It is important to note that issues relating to oppression and marginalization of minority groups with respect to race, class, colour, gender, culture, age, sexual orientation, language, or disability will not be tolerated by the Department of Nursing. Any such transgressions by the Agency will result in the student being removed from the Practicum. If the Agency reports that the student is engaging in this behaviour, the student will be removed from the Practicum and an Interactive Review Process will be initiated. Students in this course are continuously and reflexively invited to explore their biases
Nursing students may NOT initiate, delegate, or accept delegation of a controlled act. In addition to these guidelines, Clinical Course Directors and students are expected to be familiar with and follow all of the agencys policies and procedures and any additional guidelines established by the individual units of the agency. If a discrepancy should arise between the agencys policies and these guidelines, the Clinical Course Director and student should arrange to meet with the appropriate agency personnel in order to resolve the issue in a manner which will ensure client safety.
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Our only window into their practice is through the feedback of their professional preceptor and their praxis notes. These notes are generally shared with their faculty member. If a student is not providing bi weekly praxis notes, again this student will be removed from the setting. These situations are rare, but we wish to make it clear to settings that we value your agency, the time you are spending with our students, and the importance of students developing caring trusting relationships built on dependability, professional accountability and demonstrated understanding or the course materials. The safety of your clientelle is of the utmost importance to us and if a student is experiencing barriers to meeting the course requirements, we will meet with that student immediately and work out a plan. The CCD will be in constant contact with you, and we hope you feel you can do the same. It is, of course, best that any conversation occur with the student, the preceptor and the CCD. Transparency leads to professional behaviour in workplaces and we wish to foster that while students are learning how to be nurses.
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Appendix A
AGENCY ORIENTATION CHECKLIST
Items Orientation to the Agency Philosophy of the Agency Policies and Procedures Emergency (fire, evacuation) Code Review WHMIS Charting, Documentation Medications/IV Controlled Acts Safety (home visits) Transportation of Students Dress Code, if different from York U policy Other Lines of Communication Hours and Days of Placement Learning Plan discussed with Preceptor Procedure when calling in absent/sick Name of Clinical Course Director given to preceptor
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Appendix B TEAM LEARNING Plan: HH/NURS 4120 York University School of Nursing
Student(s): Resources and Supports Preceptor: Team Learning Goals (Identify in parentheses which of the course goals and CHNAC standard(s) will be met by this learning goal.)
Learning goal #1 (CHNAC standard Course Goal(s)#)
Evaluation Criteria (Learning evidences) How will we know that we have met our goal(s)?
Target Date
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Appendix B(a)
Student(s): Preceptor: Team Learning Goals (Identify in parentheses which of the course goals and CHNAC standards will be met by this learning goal.)
Goal 1. To collaborate with individuals/community and other stakeholders in conducting a holistic assessment of assets and needs of the community. CHNAC standards: 1. Promoting Health A-1, 2, 3, 8 2. Building Capacity 1, 3 3. Building Relationships 2, 3, 5 Course Goal(s) #:
Target Date
1. Use multiple ways of knowing to learn about community strengths/needs: >empirical i.e. >personal: i.e. >aesthetic: i.e. . >sociopolitical: i.e. 2. Identify and consult with key stakeholders: i.e. 3. Ensure no voices are silenced in consultation by:
Readings from course text: Data from agency, other sectors and organizations, and relevant outside literature: Preceptor
Praxis notes and praxis seminar discussions demonstrate theory-guided practice Praxis notes and praxis seminar discussions demonstrate such integration Praxis notes and praxis seminar discussions demonstrate such critical analysis Community assessment/co
Week 3
Weekly
Weeks 5/6
Week 3
CCD
Ongoing
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nsultation report in portfolios and discussed at praxis seminars Confirmation of meeting in portfolio (e.g., flyers, attendance sheets, evaluations, etc.)
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Student Name(s):
CCD:
1 Students have not yet begun to complete this objective 2 Students have begun to complete this objective
Preceptor Name:
Practicum Site:
3 Students are making good progress towards completing this objective 4 Students have completed this objective with success 5 Students have completed this objective with excellent success N/A Students did not have an opportunity to work on this objective
**These columns should be copied from your final learning plan. Learning Objective** #1 Activities to Achieve Goals** Learning Evidences** Rating Comments
#2
#3
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#4
Strengths/Areas of Accomplishment:
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