NUR-647 Cognitive Developmental Patterns and Individual Learning Styles
As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 students. The students have all completed a learning style inventory in which three of the students are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. NUR-647 Cognitive Developmental Patterns and Individual Learning Styles Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses as you choose.
Compose a 1,000-1,250-word paper which describes your plan to accommodate the learning styles of each student. This plan starts with defining course objectives; use the “A-B-C-D Method of Writing Objectives” resource as a guide. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Make sure to include the following:
- An outline of the course content and agenda that will be covered.
- Descriptions of the learning activities and the rationale for the learning activities selected
- Strategies to assess learning, based on the learner objectives
- Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to the course materials. NUR-647 Cognitive Developmental Patterns and Individual Learning Styles.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.
Refer to “Learning Styles Rubric,” prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Learning Styles Rubric
NUR-647 Cognitive Developmental Patterns and Individual Learning Styles
| Criteria | % Value | No Submission | 1: Unsatisfactory0-75% | 2: Less Than Satisfactory76-80% | 3: Satisfactory81-88% | 4: Good89-92% | 5: Excellent93-100% |
| % Scaling | 0% | 75% | 80% | 88% | 92% | 100% | |
| Content – 75% NUR-647 Cognitive Developmental Patterns and Individual Learning Styles | |||||||
| Designed a 4 hour class that would accommodate the learning style of each of the students | 15% | None | Barely designs a 4 hour class that does not accommodate the learning style of each student. | Minimally designs a 4 hour class that would accommodate the learning style of each student. | Designs a 4 hour class but does not clearly accommodate the learning style of each student. | Clearly designs a 4 hour class but does not clearly accommodate the learning style of each student. | Clearly designs a 4 hour class that would clearly accommodate the learning style of each student. |
| Composed the learner objectives for the course | 15% | None | Incorrectly composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with many errors. | Minimally composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with some errors. | Composes the learner objectives for the class design. Uses Blooms taxonomy and the A, B, C, D format for objectives with few errors. | Clearly composes the learner objectives for the class design. Uses Blooms taxonomy appropriately and the A, B, C, D format for objectives, but not expertly. | Clearly composes the learner objectives for the class design. Expertly uses Blooms taxonomy appropriately and the A, B, C, D format for objectives. |
| Outline the class content and agenda | 10% | None | Barely outlines the class content and agenda – substantially unorganized. | Minimally outlines the class content and agenda – somewhat unorganized. | Outlines the class content and agenda, but neither is clear. | Clearly outlines the class content or agenda, but not both. | Clearly outlines the class content and agenda. |
| Describe the learning activities and the rationale for the learning activities selected for the group of students | 15% | None
NUR-647 Cognitive Developmental Patterns and Individual Learning Styles |
Barely describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. | Minimally describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. | Describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. | Clearly describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. Description is not always comprehensive. | Clearly and comprehensively describes the learning activities and explains the rationale for the learning activities you have selected for your group of students. |
| Describe the strategies to assess learning based on the learner objectives | 15% | None | Barely describes the strategies to assess learning based on the learner objectives. There is no logical connection between the assessment strategies and the learner objectives. | Minimally describes the strategies to assess learning based on the learner objectives. There is little logical connection between the assessment strategies and the learner objectives. | Describes the strategies to assess learning based on the learner objectives. There is a logical connection between the assessment strategies and the learner objectives. | Clearly describes the strategies to assess learning based on the learner objectives. Description is not always comprehensive. There is a logical connection between the assessment strategies and the learner objectives, although the connection is not evident without description. | Clearly and comprehensively describes the strategies to assess learning based on the learner objective. There is a clearly evident logical connection between the assessment strategies and the learner objectives. |
| Scholarly references Utilizes at least 3 scholarly, peer-reviewed resources less than 5 years old other in addition to course materials | 3% | None | Selected literature is irrelevant and insufficient. Does not meet stated criteria. Does not use evidence-based sources when available. Uses only course materials. | Weak selection of sufficient and relevant literature (less than 5 years old) no scholarly, peer-reviewed references used – other than course materials) Uses only course materials. | Fair selection of sufficient and relevant literature (less than 5 years old) at least 1 scholarly, peer-reviewed references used – other than course materials) Does not use evidence-based sources when available. | Partial selection of sufficient and relevant literature (less than 5 years old) at least 2 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available. | Excellent selection of sufficient and relevant literature (less than 5 years old) at least 3 scholarly, peer-reviewed references used – other than course materials) Uses evidence-based sources when available. |
| Length | 2% | None | Unacceptable adherence to assignment length criteria (less than or more than 50 percent of stated criteria). | Poor adherence to assignment length criteria (within 50 percent of stated criteria). | Weak adherence to assignment length criteria (within 25 percent of stated criteria). | Adequate adherence to assignment length criteria (within 10 percent of stated criteria). | Excellent adherence to assignment length criteria (within stated criteria). |
| Organization and Effectiveness – 20% | |||||||
| Thesis Development and Purpose | 8% | None | Paper lacks any discernible overall purpose or organizing claim. | The main thesis claims are insufficiently developed and/or vague; purpose is not clear. | The main thesis claims are apparent and appropriate to purpose. | The main thesis claims are clear and forecast the development of the paper. It is descriptive, reflective of the arguments, and appropriate to the purpose. | The main thesis claims are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear. |
| Paragraph Development and Transitions | 7% | None | Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. | Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. | Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. | A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. | There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless. |
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 5% | None | Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and sentence construction are used. | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and word choice are present. | Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. | Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. | Writer is clearly in command of standard, written, academic English. |
| Format – 5% NUR-647 Cognitive Developmental Patterns and Individual Learning Styles | |||||||
| APA Format | 4% | None | Correct APA format is not evident in the paper. | Correct APA format is infrequently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. | Correct APA format is inconsistently used in the paper: cover page, margins, double-spacing, and all other elements of APA. | Correct APA format is mostly used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. | Correct APA format is consistently used in the paper: cover page, margins, double-spacing, font size, and all other elements of APA. Such as headings and pagination. |
| Research Citations (In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment) | 1% | None | No reference page is included. No citations are used. | Reference page is present. Citations are inconsistently used. | Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present. | Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and GCU style is usually correct. | In-text citations and a reference page are complete. The documentation of cited sources is free of error. |
NUR-647 Cognitive Developmental Patterns and Individual Learning Styles