Category: Professional Studies

Posted on

Creating and Journalizing Accounting Transactions

Creating and Journalizing Accounting Transactions

Professor Ionie Pierce

Business

Principles of Accounting 1

Activity Description: Provide a brief description of the activity

Create a service company and integrate what you have learned in class:
Create transactions for your company, include different types of transactions
Journalize your transactions
Post the accounts to the ledger
Prepare unadjusted trial balance
Create and journalize adjustments
Prepare adjusted trial balance
Prepare financial statements
Prepare closing entries
Prepare post-closing trial balance.
You will be asked to present your work to the class

Learning Goals: What do you aim to achieve with this activity?

– Develop a clear understanding of the accounting cycle, from initial journal entry to the preparation of financial statements.
– Build skills to prepare accurate and complete financial records, ensuring compliance with accounting principles.
– Understand how accounting entries affect the overall financial health of an organization and the preparation of financial reports.

– Gain the ability to communicate financial data effectively, using proper accounting terminology and methods.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The activity is done towards the end of the semester. Seeing that the goal of the activity is to test students' knowledge of their understanding of what they learn, not much in-class activity is done unless students have questions. Students are expected to devote as much out-of-class time as required to complete the project. After completion, students will do a presentation.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

To effectively perform the activities of journalizing, posting, adjusting entries, and closing entries in accounting, adequate preparation is crucial. The preparation needed for each task are:
1. In preparation for writing journal entries, students must understand the transaction. They must analyze each business transaction thoroughly to determine which accounts are affected and whether they should be debited or credited. And whether the transaction involves an asset, liability, equity, revenue, or expense account, as each has different rules for debiting and crediting.
2. In preparation for journalizing entries, the general ledger must be set up and it must be organized with individual accounts for each asset, liability, equity, revenue, and expense category. The debit and credit amounts for each journal entry, as well as the accounts involved must be double-check, to make sure that everything balances correctly.
3. In preparation for posting entries you have to make sure you know how to transfer amounts from the journal to the ledger while maintaining the correct debit/credit balance. And all journal entries must be posted to the ledger in a timely manner to ensure that the trial balance is accurate and up to date.
4. In preparation for adjusting entries you must look at the current trial balance to identify accounts that may require adjustments for example, accounts like prepaid expenses, unearned revenue, accrued expenses. And make sure you can differentiate between accruals, which are revenues and expenses that have been earned/incurred but not yet recorded and deferrals which are transactions where money was received or paid in advance of actual recognition.
5. In preparation for closing entries, temporary accounts need to be identified, because temporary accounts need to be closed at the end of the accounting period. These typically include revenues, expenses, and drawings/dividends accounts. Revenue accounts such as sales, service revenue, etc., and expense accounts such as salaries, utilities, etc. need to be transferred to an income summary account. And understand how the net income or loss from the income summary will affect the retained earnings account. Then transfer dividends/drawings, if applicable to retained earnings/Owner's Equity. After performing closing entries, you must confirm that the temporary accounts which are revenues, expenses, dividends/drawings have been reduced to zero, and the balances have been transferred to retained earnings/owner's equity.
The activity is high-stakes because it is used as a major component of the final grade, in which students' performance is critically evaluated.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

The VALUE Rubric helps to assess general education outcomes. It is structured to assess student work on a range of criteria using levels of performance. The VALUE Rubric can be adapted to evaluate accounting tasks, especially in areas like critical thinking, problem-solving, and quantitative literacy. The VALUE rubrics in accounting activities include
Criteria for Assessment and Levels of Performance. The criteria for assessment includes Knowledge of Accounting Concepts, Problem Solving, Application of Skills, and Accuracy of Work. The Levels of Performance includes Capstone/Excellent, Milestones /Proficient, Benchmark/Basic and Beginning/Needs Improvement.
I am not aware that the course is part of the college-wide general education assessment initiative.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity works well in my class. Students were able to do the work and present it with knowledge that they have grasp the concepts taught in class. Yes, I will repeat this in my class next semester because it helps to reinforce the concepts taught. I did not encounter any challenge. What students need clarification on, I explained it to them. Students did well, therefore, I would not make any changes. Students were able to prepare their work and present it so they were glad they understand the concepts not only to put it on paper, but also to present it.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Have example of a rubric but do not know how to attach it or create a link.

Please share a helpful link to a pages or post on the OpenLab

Posted on

Menu Ingredient Pricing & Unit Conversions

Menu Ingredient Pricing & Unit Conversions

Alejandro Cantagallo

Hospitality Management, Professional Studies

Food and Beverage Cost Control

Activity Description: Provide a brief description of the activity

Groups will be responsible for researching and documenting the pricing of all identified ingredients required for the term project menu, categorized by type. They will create a complete and organized list that accurately reflects purchasing specifications and applicable unit conversions.

Learning Goals: What do you aim to achieve with this activity?

Students will work in groups to research and collect pricing information for a set list of ingredients across various categories in the requisition sheet. The data gathered will be used as the standard pricing for the entire class’s term project. Additionally, students will convert the ingredient costs into consistent units of measurement for inclusion in a collective Excel worksheet.
Broadly speaking students will learn about group work, current pricing for food and beverage items and how to calculate costs related to food and beverage operations.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This is assigned on the 5th week of the semester with a week to complete and with half of the subsequent class time to complete the work in class with guidance anc coaching from the instructor.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Students will be divided into groups. Each group will be assigned specific categories from the requisition sheet (e.g., Dairy, Produce, Proteins, Dry Goods).

Each group will designate members to the following roles:
Ingredient Collector: Confers with all students in the class to ensure the requisition sheet includes all ingredients needed for their term project recipes. Ensures no required ingredient is missing from the sheet.
Verifier: Confirms the accuracy of the ingredients listed. Checks the pricing data collected for consistency and reliability.
Scribe: Ensures all collected information, including pricing and unit conversions, is recorded accurately in the shared Excel worksheet.
Review the assigned category in the requisition sheet. Identify all specific ingredients you are responsible for pricing. Research current pricing for each ingredient. Use reliable sources such as: Local grocery stores (in-person or online platforms like Instacart or FreshDirect), Wholesale suppliers (e.g., Restaurant Depot, Sysco, or local distributors), CLT price list
Then document the price per unit (e.g., per pound, gallon, dozen) and ensure consistency across items.
This is a low stakes assignement that is not graded, but required because the resulting price list will be the source of truth for pricing that all students will need in order to complete their term project.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I will use the Quantative Literacy Value Rubric
Interpretation: The ability to explain information presented in mathematical representations.
Calculation: The ability to convert relevant information into various mathematical forms, including standardized costs.
Application and Analysis: The ability to make judgments and draw appropriate conclusions based on quantitative data.
Communication: The ability to express quantitative evidence effectively to support the purpose of the project.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

I decided to keep this assignment ungraded partly because it was my first time running it and partly because we’re still considering whether to integrate it into the department’s standard curriculum. The assignment was introduced in one class session, and in the following session, we spent half the class troubleshooting, refining, and finalizing the pricing together. This structure allowed students to get started independently, recognize potential challenges, and then work collaboratively—both in small groups and as a class—to resolve any issues. This felt like an almost magical moment, because the students took a lead in correcting their own work and encouraging each other to get the work done well.
A key takeaway from this assignment was that it also served as an introduction to using formulas in Excel. Interestingly, a few students realized they actually enjoy working with numbers, which was exciting and reaffirmed the value of incorporating this type of work into the curriculum.
Moving forward, I’d love to deepen the integration of this process into my future classes and, ideally, see it become a standard part of how this course is taught. Beyond the core learning objectives—such as group collaboration and real-world research—the ability to work with Excel is an essential skill that will benefit students in their careers.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Posted on

From Pitch to Proposal

From Pitch to Proposal

Elana Effrat

Hospitality Management, City Tech

Event Management

Activity Description: Provide a brief description of the activity

This is a culminating assignment that tasks students with assuming the role of an event planner and creating a comprehensive client pitch for a hypothetical food and beverage event of their choosing. The project includes both written deliverables (pitch deck, budget, intake sheet, BEO, run of show) and a live oral presentation simulating a professional client pitch.

Learning Goals: What do you aim to achieve with this activity?

The final project is designed to reinforce the core competencies of event planning while building presentation skills, client communication, and real-world professionalism. The students had to wear multiple hats to better understand the perspectives of a business owner, venue, caterer, client, and guest. The goals include:
* Applying cumulative knowledge of venue sourcing, budgeting, vendor coordination and event design.
* Encouraging students to take ownership of their personal event style and brand identity.
* Practicing communication skills that lead to cultivating and maintaining lasting client relationships.
* Simulating professional expectations in the hospitality industry.
* Learning new platforms specific to the event industry (Prismm) and Canva.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The final project is introduced in week three along with the first written deliverable, the client intake sheet. During each 2.5 hour lecture, at least 30 – 45 minutes of in-class time was dedicated to the individual component. This allowed for questions and demonstrations. Other in-class time included:

* The week before the final presentations, the class was dedicated to reviewing the oral communication rubrics and workshopping the final proposals.
* Two classes for final presentations.

Students were expected to spend 8 – 12 hours outside of class finalizing their deck, visuals, and written deliverables.
**I dedicated a great deal of time for review and revisions.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This was an all-semester project with scaffolded assignments throughout. Each assignment had their own set of instructions with markers for each one. The written part of the project was an accumulation of all the components.
* Client Intake Sheet
* Pitch Deck (their event company)/Proposal Deck (the hypothetical event)
* Venue Selection
* Budget
* BEO
* Run of Show

The high-level instructions for the students were as follows:
* Create an event business persona
* Develop a client and event concept
* Complete branded, client-facing materials
* Organize internal documents needed to facilitate an event
* Present a confident, organized oral pitch to the class as if pitching a real client.

This is high-stakes assignment representing 30% of their overall grade; 10% for the written deliverables and 20% for the oral presentation.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Written Work:
I did not use a VALUE rubric as they were graded individually. I provided the students with a checklist of what was expected in this section that included the scaffolded assignments and requested presentation slides.

Oral Presentation:
The VALUE Oral Communication Rubric was used to assess the presentation as a whole. I provided the students with examples of what each portion of the rubric represented in their project:
Central Message- Present a clear and compelling event concept and convince the "client" why they're the right person/company to plan this event.
Delivery Technique- Make regular eye contact, use a confident posture, don't read off the slides, minimize filler words, and speak clearly with energy.
Language- Use clear, professional, and client-appropriate language. (avoid slang, filler phrases, or overused generalities)
Organization- A structured presentation with a client-friendly narrative arc: intro > vision > strategy> visuals > conclusion. Use transitional language between each section to keep the conversation moving.
Supporting Material- Visuals that match the spoken points, quotes from clients, or justification of choices using client needs, budgets, or industry trends.

Peer feedback forms are used to promote active listening and observations during the presentations.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

The students appreciated the real-world application and having the opportunity to flex their creativity. Even those that learned they did not want to become an event planner, walked away with an understanding of the field. They had to use Canva instead of PowerPoint during this course and the students who hadn't used it before, are now confident in the platform.

Challenges:
The students were overwhelmed by the scope of the work.
*Breaking it into scaffolded parts helped, but if they didn't have a concept early on, it was harder to catch up.
*Working with students to utilize Generative AI to aid in organizing their thoughts, event concepts, and business personas.
Bringing students out of their comfort zone when it came to work that wasn't right or wrong.
*Provided a feedback loop with constant revisions. No assignment had a final grade on it until the entire project was submitted.
Design tool support.
*Offering workshops to learn Canva and sharing tutorials.
Presentation anxiety was common.
*Calling on all students to talk during class time and having them present their findings throughout the semester.

What students enjoyed the most:
* Applying everything they learned in a real-world format
* The chance to build a foundation they can use to start a business or work portfolio.
* Seeing their peers' creativity.
* Receiving feedback and the opportunity to make changes on an individual and conceptual level.

What would I change:
There was a great deal of confusion surrounding the pitch to the proposal part of the project. In the future, I suggest putting more emphasis on the proposal and event planning portion. I would also set better guidelines for providing feedback as it became incredibly demanding of my time and energy.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Here is a link to the presentation I created for the workshop before final presentations: It breaks down all the assignments for the class, the rubrics and how they will be applied to their project.
https://www.canva.com/design/DAGmsKmc_wA/ejeWiNLRNPip2WcSnOjuAw/view?utm_content=DAGmsKmc_wA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h512a85553d

Here are some examples of the work the students presented. I am extremely proud of what they accomplished!
https://www.canva.com/design/DAGe2-VkHHw/trLgHv-H2caC4KOQDp88-g/edit

https://www.canva.com/design/DAGhu4oKgX8/C-wm1I_C4b_ryqki0Y0crA/view?utm_content=DAGhu4oKgX8&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h651ac170c0

https://www.canva.com/design/DAGgIbm8xTU/VKmBsJqtDy7N7PC2_KoP7Q/view?utm_content=DAGgIbm8xTU&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hab1d01f2d3#13

https://www.canva.com/design/DAGiHEGHVDs/X7qttptr2I1kPSwKBDbKnA/view?utm_content=DAGiHEGHVDs&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hd4f0671ac6

Please share a helpful link to a pages or post on the OpenLab

Posted on

NUR 1130 Clinical Assignment case study

NUR 1130 Clinical Assignment case study

Kalliopi Parginos

Nursing/New York City Tech College

NUR1130

Activity Description: Provide a brief description of the activity

Interactive Case study on Type 1 Diabetes with short answers

Learning Goals: What do you aim to achieve with this activity?

Top 5 Ways Nurses Can Improve Critical Thinking Skills
Case based approach
Practice self-reflection
Developing a questioning mind
Practice self-awareness in the moment
Use a process

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

The Importance of Enhancing Critical Thinking Behavior
Independence of thought
Impartiality
Perspicacity into Personal and Social Factors
Humble Cerebration and Deferral Crisis

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

review the case study
answer the 4 questions
Choose the correct answer for two multiple choice questions

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Grade the questions
Plan to include it future clinical sessions either on the pre or post conference with the students

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

6/6 students completed the questionnaire
The case study will be repeated on the fall semester 2024
Plan to incorporate it different interactive case studies
Students work as a team

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Rubric: Critical Thinking Value Rubric was utilized

Please share a helpful link to a pages or post on the OpenLab

Posted on

NUR1130 Clinical Assignmemt

NUR1130 Clinical Assignmemt

Kalliopi Parginos

NURSING DEPARTMENT/City Tech

Living lab

Activity Description: Provide a brief description of the activity

Clinical assignment for students

Learning Goals: What do you aim to achieve with this activity?

Improve the understanding in Diabetes and the administration off different insulins

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

Close to the end of the semester

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Study of Diabetes pathophysiology
Difference between Type 1 and Type 2
Administration of different insulins

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Case study and Multiple choice questions

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

No challenges were identified

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

N/A

Please share a helpful link to a pages or post on the OpenLab

Posted on

Promoting the SBAR Communication Tool with Nursing Students

Promoting the SBAR Communication Tool with Nursing Students

Konstantina Caris

New York City College of Technology/Nursing

NUR-1110/Caring for Clients with Common Alterations in Functional Needs

Activity Description: Provide a brief description of the activity

Knowing that patient handover is often poorly performed, with critical detail being omitted and irrelevant information included at patient handoff this activity stresses on implementing the use of the ISBAR tool with nursing students during clinicals. SBAR stands for situation (clearly and briefly describe the current patient’s situation), background (provide clear, relevant background information on the patient), assessment (state your professional conclusion, based on the situation and background), and recommendation (telling the person with whom you’re communicating what would you recommend correcting the problem).

This format ensures clinicians communicating significant information in continuity of patient care, preventing errors and harm in hospital settings or community settings. It provides a standardized approach to communication which is a core skill that needs to be taught to nursing students and junior clinicians. It highlights key elements and explores teaching techniques that aim to ensure the framework is rooted in practice effectively resulting in patient’s safety and better patient outcomes.

Learning Goals: What do you aim to achieve with this activity?

The goal of this activity is to develop the student’s critical thinking and communication skills during patient’s handover by following the SBAR format. The need to assess, understand, analyze, prioritize patient health issues, and recommend solutions, is imperative among clinicians in healthcare. Communicating accurate patient information from team to team is an essential component of good patient care, effective management of the patient’s condition, and teamwork. However, critical thinking skills does not happen overnight. Students need to practice this format constantly during clinical rotations to enhance critical thinking and communication skills and at the same time prevent patient errors.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This activity was implemented step by step during clinical rotations the entire semester. For two weeks we devoted 60 minutes learning and understanding the importance of the SBAR tool and how it works.

Next, for four clinical days students practiced the format taking into consideration the information they obtained while caring and assessing assigned patients. Their report emphasized on the patient’s main problem, on communicating appropriate patient’s history, the right examination/observation, and creating a clear recommendation.

At midsemester, while each student gave report, the other students listen and observed. At post conference they had the opportunity to critique the report by asking questions, make suggestions, and reflect if the sequence of the SBAR format was followed. For example: “If the student highlighted key elements of effective clinical information”, “Did they give excess information or too little”, “How did they feel being the presenter as opposed to observer”, or “What they would have done differently and why”. This activity took between 30-45 minutes.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

This is an ongoing interactive high stakes assignment where the instructor assigned a patient to the student to assess and care the entire clinical day. During this time the student must think critically when deciding what patient information should be communicated to other healthcare professionals according to their assessment, knowledge, analysis, problem solving, and reflection. Practicing the ISBAR format during nursing clinicals increases their capacity to share key information, be mindful of their role as well as their team members, enhance their confidence on patient assessments, and implement optimal patient interventions.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

High stakes assignment=level of engagement.
Students who observed as well as the instructor had to complete a four-point scale ranging “Not performed the SBAR format competently”, to “Able to perform format under minimal direction”. Student’s performance focused on “What is going on with the patient”, “ What was the patient’s clinical background or context”, “If appropriate assessment/observation was done”, and “ What would they recommend to correct the problem”.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

A continuous effort to stress the importance to communicate key elements of effective clinical handover emphasized during clinicals with nursing students. By following the use of the SBAR format during clinical, prepares them not only for the clinical demands of the job, but also focuses on their critical thinking and communication skills that are so important for improving patient outcomes and recognizing a decline in a patient’s condition. At the same time instructors can explore teaching techniques that aim to ensure the framework is embedded in practice effectively.

Involving students to learn a structured way to communicate relevant patient information to other healthcare professionals was challenging due to overwhelming nursing material they had to cover during their semester. However, at the end of their clinicals they expressed that the SBAR format helped them organize patient information in a structured way saving time. Prioritizing on what information should they handover was also challenging because they had to focus on what is going on currently and taking into consideration patient’s general health status.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

SBAR

Situation-Background-Assessment-Recommendation

Example

Mr. Barnes is a 72 y/o admitted to the oncology unit yesterday for his 5th cycle of in-patient chemotherapy for gastric cancer. He has a fever of 102.5 F. He’s receiving a continuous 48-hour infusion of Oxaliplatin and 5-FU. other than the fever, his vital signs are all normal: BP 124/64, HR 62, RR16, O2 98%. He has no complaint of pain or discomfort, NKA. As the primary nurse you’re concerned about the fever and neutropenia. You would like and order for Tylenol, blood cultures, and a CBC.

Organized structured format for SBAR

Situation-Background-Assessment-Recommendation

S=This is Jane Doe, the primary nurse for Mr. Barnes, on the medical oncology unit. He is febrile, 102.5 F.

B- He was admitted yesterday for his 5th cycle of in-patient chemotherapy for gastric cancer. He’s receiving a continuous 48 hors infusion of Oxaliplatin and 5-FU. He has no known allergies.

A-Other than the fever, his vital signs are all normal: BP 124/64, HR 62, RR 16,02 98%. He has no complaint of pain or discomfort.

R- I am concerned about the fever and neutropenia, I recommend an order for Tylenol, blood cultures, and a CBC. Is there anything ales you would recommend at this time?

Please share a helpful link to a pages or post on the OpenLab

Posted on

Critical thinking

Critical thinking

Wenhsing Yang

City Tech

NUR 2110

Activity Description: Provide a brief description of the activity

Critical thinking through writing assignments-understand the patient care with their needs

Learning Goals: What do you aim to achieve with this activity?

familiar with priority, delegation, quality of care

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

I used half hours in class and lab for students to think about patient care and how to intervene with their needs.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

students need to be familiar with the disease process and its influence to patients quality of life.
some are low-stakes, some are high-stakes, because it was being use in the simulation

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use Gen. rubric.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

i will repeat it but I will use different scenarios because every patients is different

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

The OpenLab at City Tech:A place to learn, work, and share

The OpenLab is an open-source, digital platform designed to support teaching and learning at City Tech (New York City College of Technology), and to promote student and faculty engagement in the intellectual and social life of the college community.

Support

Help | Contact Us | Privacy Policy | Terms of Use | Credits

Accessibility

Our goal is to make the OpenLab accessible for all users.

Learn more about accessibility on the OpenLab

Copyright

Creative Commons

  • - Attribution
  • - NonCommercial
  • - ShareAlike
Creative Commons

top