The University of Louisiana

At Lafayette

College of Nursing and

Health Sciences

LHC Group · Myers School of Nursing

Nursing [204]
[Teamwork, Collaboration & Patient Centered Care]

Course Packet
[Fall 2024]

Approved BSN Curriculum Committee 2.21.19

Table of Contents
I. Unit Objectives (Course Objective, Unit Objective, Content Outline)...............................................3
Unit I - Principles of Effective Communication...................................................................................3
Unit II – Nursing Process.....................................................................................................................8
Unit III – Patient Centered Care..........................................................................................................9
Unit IV – Teambuilding & Continuity of Care...................................................................................13
Unit V – Principles of Consensus Building & Conflict Resolution.....................................................14
II. Activities...........................................................................................................................................17
ATI Modules......................................................................................................................................17
Other Required Independent Assignments......................................................................................20
III. Course Forms....................................................................................................................................27
Flipped Classroom Instructions and Evaluation Criteria..................................................................27
Capstone Project/Group Presentation Instructions and Evaluation Criteria...................................28

2
I. Unit Objectives (Course Objective, Unit Objective,
Content Outline)
After mastering the content in this unit, the learner should be able to:

Unit I - Principles of Effective Communication

Course Objectives [3,4,7]

Unit Objectives 1.01 Define the use of communication theory and explain the
component systems of communication in nursing practice.
1.02 Identify the verbal and nonverbal style factors and describe the
effects of sociocultural factors that can influence nurse-to-patient
professional communication.
1.03 Identify own communication style and ways to improve it.
1.04 Define and describe the concepts and characteristic of patient-
centered therapeutic communication.
1.05 Apply communication strategies in a patient-centered interview.
1.06 Use active listening skills as opposed to negative listening skills to
guide therapeutic communication.
1.07 Recognize the use of verbal responses and other therapeutic
communication strategies.
1.08 Define culture, related terms, and the concept of intercultural
communication.
1.09 Discuss intercultural communication with diverse populations in
healthcare.
1.10 Identify characteristics of a culturally competent nurse.
1.11 Define and describe the core concepts and characteristics of
patient-centered relationships in healthcare, including the
therapeutic use of self.
1.12 Apply evidence-based concepts to each relationship phase.
1.13 Identify stems of medical terms, selected liquid measurement
conversions, and selected word abbreviations.
Content Unit I - Lesson 1: Functions of Communication in Health Care Systems
Outline/Theory 1. Basic Concepts
a.Communication defined
b. Interpersonal communications
2. Communication Models
b. Linear model
c. Transactional model
d. Systems Theory
3. Communications Style
4. Metacommunication
5. Meaning in Language
a.Denotative
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 b. Connotative
6. Style Factors that Influence Nurse-to-Patient Professional
Communication
a. Verbal style factors
b. Non-verbal style factors
6. Communication Accommodation Theory
a. Convergence
b. Divergence
7. Sociocultural Factors on Communication
a. Age/generational diversity
c.Gender
d. Location
e. Perceptions
8. Interpersonal Competence
a.Social cognitive competency
b. Message competency
11. Style Factors
a. Vocalics
b. Slang and jargon
 Medical Jargon
c. Responsiveness of Participants
 Extravert verses introvert
d. Respect
e. Roles of Participants
f. Context of the Message
e. Involvement in the Relationship
f. Use of Humor

Unit I - Lesson 2: Developing Patient-Centered Communication Skills

1. Professional Communication
2. Characteristics of Patient-Centered Communication
a. Goals
b. Content
 Empathy
 Respect
 Boundaries
3. Therapeutic Communication
a. Verbal Responses in Short Encounters
b. Factors that Influence Communication
b.Self-Awareness
c.Environmental Factors
d. Proxemics
e. Communication as a Shared Partnership
4. Communication: Applications
a. Engaging the Patient
b. Building Rapport
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 c. Developing a Shared Partnership
d. Finding Common Ground
5. Basic Assumptions of Communication theory
a.Active listening
b. Open-ended questions
c.Focus questions
d. Closed-ended questions
e. Clarification
f. Paraphrasing/Restatement
g.Reflection
h. Summarizing
i. Silence
j. Giving feedback
 Timing
 Validation
6. Negative Listening Responses
a.False reassurance
b. Giving advice
c.False inferences
d. Moralizing
e. Value judgements
7. Other Communication Suggestions
a. Avoid Overload
b. Focus
 Presenting reality
 Use of metaphors
c.Use of Humor

Unit I - Lesson 3: Intercultural Communication

1. Basic Concepts
a. Definitions
 Culture
 Diversity
 Cultural Competency
b. Incidence
c. Cultural Variation
d. How Culture is Learned
 Cultural Patterns
 Acculturation
 Assimilation
e. Theoretical Frameworks
 Szalay’s Process Model of Intercultural Communication
 Purnell’s Model of Cultural Competence
 Madeleine Leininger’s Theory of Cultural Nursing Care
f. Cultural Diversity
2. Culture in Healthcare
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 a. Beliefs
b. Genetics Verses Cultural Determinates of Health Status
c. Economics
d. Access
e. Outcomes
f. Health Disparities
 Etiology
 Social Determinants of Health
 Incidence
 Cultural Determinants of Healthcare
g.Ethnicity and Related Concepts
 Ethnicity
 Ethnocentrism
 Cultural Relativism
 World View
 Intercultural Communication in Healthcare
 Language
3. Applications
a. Importance of Culture in Healthcare Communication
b. Care of the Culturally Diverse Patient
 Nursing
c. Framing Patient Teaching with Culturally Diverse Patients
d. Improving Culturally Competent Care
e. National Culturally and Linguistically Appropriate Service
Standards
f. Characteristics of a Culturally Competent Nurse
 Knowledge
 Skills
 Attitude
 Cultural Humility
 Use of Interpreters
 Time Orientation

Unit I - Lesson 4: Developing Patient-Centered Therapeutic

Relationships
1. Definitions
a. Therapeutic Relationships
b. Patient-Centered Care (PCC) Relationships
2. Patient-Centered Care Relationships
a. Structure
b. Barriers
c. Self-Disclosure
d. Patient-Centered Vs. Social Relationships
3. Characteristics of PCC Relationships
a. Patient
b. Nursing Support
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 c. Respect
d. Individualized Care
4. Elements of the PCC Relationship Model
a. The Patient-Centered Care Process
 Orientation/Assessment Phase
 Working Phase
 Termination Phase
5. Collaborative Patient-Centered Relationships
a. Theoretical Frameworks
 Hildegard Peplau Interpersonal nursing theory
 Carl Rogers Client-Centered Model
 Abraham Maslow Needs Theory
b. Elements Considered in Caring Relationships
 Self-awareness
 Therapeutic Use of Self
 Authenticity
 Presence
6. Applications
a. Level of Involvement
 Over-involvement
 Disengagement
 Helpful Levels of Involvement
b. Developing a Collaborative Relationship
 Engaging the Patient
 Setting Realistic Goals for Self-Management
 Key Concepts
 Clarifying the Purpose of the Relationship
 Establishing Trust
 Assessing Patients’ Emotional Needs in Communication
 Participant Observation
c. Understanding the Patient’s Perspective
d. Communication Strategies During Phases of the Patient-
Centered Relationship
 Preinteraction Phase Communication
 Orientation/Assessment Phase Communication
 Working (Exploitation/Active Intervention) Phase
Communication
 Termination Phase Communication
e. Adaption for Brief Relationships
Teaching/ [Lecture, Videos, Group Activities, ATI #1, Other Required Independent
Learning Assignments]
Strategies
Required Reading [Boggs, K.U. (2023) LESSON 1: Chapter 1, pp. 1-8, inc. Fig. 1.1, Chapter 13, p. 184
(Metacommunication), Chapter 5, p. 62, Chapter 6, pp. 75-87; LESSON 2:
Chapter 5; LESSON 3: Chapter 7; LESSON 4: Chapter 10]
Evaluation [Quiz 1: All content from Unit 1, Lessons 1-4, Exam 1, Student Presentations – flipped cla
7
 Unit II – Nursing Process
Course Objectives [1,2]

Unit Objectives 2.01 Define the nursing process and its function as a clinical
management tool.
2.02 Analyze each step/phase in the nursing process and its relationship
to professional nursing practice standards in the nurse-patient
relationship.
2.03 Describe how communication is used as a skill to implement the
nursing process.
2.04 Determine the difference between various types of nursing
diagnoses and collaborative problems.
2.05 Determine how nurses make priority decisions based on patient
need.
2.06 Describe the importance of using a standardized language as per
ANA practice standards.
2.07 Apply the steps in the nursing process to simulated activities.
2.08 Define critical thinking and its application to implementing the
nursing process.
2.09 Identify characteristics of critical thinkers and their use in making
clinical judgments.
2.10 Identify ways to promote patient centered care in the nursing
process.
2.11 Describe the impact of evidence-based practice on the nursing
process.
2.12 Identify the purpose for an Electronic Longitudinal Plan of Care.
2.13 Identify prefixes of medical terms, selected weight measurement
conversions, and selected word abbreviations.
Content Unit II - Lesson 5: Steps of the Nursing Process
Outline/Theory 1. The Five Steps (Phases) of the Nursing Process
a. Assessment
b. Diagnosis
c. Planning
d. Implementation
e. Evaluation
2. Standardized Language Using Nursing Taxonomies
a. North American Nursing Diagnosis Association International
(NANDA-I)
b. Nursing Interventions Classification (NIC)
c. Nursing Outcomes Classification (NOC)

Unit II - Lesson 6: Nursing Process as a Tool

1. Critical Thinking (CT)
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 2. Definition
3. CT and the Nursing Process (NP)
4. Characteristics of a Critical Thinker
5. Patient-Centered Care
6. Evidence Based Practice (EBP)
7. Electronic Longitudinal Plan of Care
Teaching/ [Lecture, Videos, Group Activities, ATI #2, Other Required Independent
Learning Assignments]
Strategies
Required Reading [LESSON 5: Boggs, K.U. (2023). Chapter 3, pp. 35-36, Chapter 25, pp. 367-368.
Carpenito, L.J. (2023). Section 1, Chapters 1 & 3, Section 2, Part 4, pp. 865-868,
Section 3, pp. 902-903, Appendix A pp.1077-1083, Nursing Diagnosis Index pp. i-
iv, and Contents, Part 1, pp. xi-xx. Electronic Files to supplement content and e-
document; LESSON 6: Boggs, K.U. (2023). Chapter 1, p. 8 (box), Chapter 3, pp.
30-32, https://qsen.org/competencies/pre-licensure-ksas/, Chapter 4, pp. 43 -
44 & 48 - 49, Chapter 25, pp. 363 - 364]
Evaluation
[Quiz 2: All content from Unit 2 Lessons 5 & 6, Exam 2, Student Presentation - capstone, F

Unit III – Patient Centered Care

Course Objectives [2,3,5,7]

Unit Objectives 3.01 Define family and its components.

3.02 Discuss theoretical frameworks that study family relationships.
3.03 Discuss the use of the nursing process to the care of families in
clinical and community settings.
3.04 Identify bridges and barriers in relation to active involvement of
patients and families in patient care.
3.05 Discuss nursing actions used to build communication bridges and
reduce barriers.
3.06 Explain legal and ethical standards that effect professional
communication and patient centered care.
3.07 Use the critical thinking process to analyze a case study of an
ethical dilemma.
3.08 Discuss communication safety issues in healthcare and innovations
to foster safety.
3.09 Identify standardized communication tools needed to assure safe
patient care.
3.10 Identify prefixes of medical terms, selected weight measurement
conversions, and selected word abbreviations.
Content Unit III - Lesson 7: Communicating with Families
Outline/Theory 1. Definition and Composition of Families
2. Theoretical Frameworks
a. General Systems Theory
 Hans Seyle
 Ludwig von Bertalanffy
9
 b. Murry Bowen’s Systems Theory
c. Calgary Family Assessment
a. Family-Centered Care
b. Orienting the Family
c. Gathering Assessment Data
d. Diagnosis: Problem Identification & Interventive Questioning
e. Planning
f. Implementation
 Meeting the Needs of Families of Critically Ill Patients
 Incorporating Family Strengths
 Giving Commendations
 Informational Support
 Breaking Bad News to Families
g. Evaluation
3. Family-Centered Relationships in the Community
4. Supporting the Caregiver
5. Validating and Normalizing Emotions
6. Pitfalls to Avoid
7. Using Technology to Enhance Family Communication

Unit III - Lesson 8: Bridges and Barriers in Therapeutic Relationships

1. Basic Concepts
a. Respect – Lack of Respect
b. Caring – Lack of Caring
c. Empowerment – Lack of Empowerment
d. Trust – Mistrust
e. Empathy – Lack of Empathy
f. Mutuality
g. Veracity – Barriers to Veracity
h. Patient-Centered Communication
i. Acceptance – Barriers to Acceptance
 Stereotyping, Prejudice, Discrimination
j. Confidence
k. Anxiety
l. Proxemics/Violation of Personal Space
m. Cultural Barriers
n. Gender Differences
o. Organizational System Barriers – Heavy Workload, Production
Expectations, Inconsistent Caregivers
2. Applications
a. Steps in the Caring Process (C.A.R.E)
b. Strategies for Empowerment
c. Application of Empathy to Levels of Nursing Actions
d. Reduction of Barriers
e. Respect for Personal Space

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Unit III - Lesson 9: Ethical and Legal Standards
1. International Code of Ethics
a. Promote Health
b. Prevent Illness
c. Restore Health
d. Alleviate Suffering
2. Nursing’s Core Values
a. Commitment
b. Accountability
c. Respect
d. Integrity
e. Nursing Excellence
f. Generation of Knowledge
3. American Nurses Association – Code of Ethics for Nurses
4. Ethical Directives
5. Protecting the Patient’s Privacy
a. Health Insurance Portability and Accountability Act (HIPAA)
b. The Joint Commission (TJC) Privacy Regulations
c. Ethical Responsibility to Protect Patient Privacy in Clinical
Situations
d. Confidentiality
e. Mandatory Reporting
f. Informed Consent
6. Using Social Media
7. Confidentiality and Privacy related to Electronic Health Records
8. Ethical Responsibility
9. Barriers to Ethical Reasoning
a. Attitudes and Habits
b. Cognitive Dissonance
c. Personal Values vs. Professional Values
10. Values Clarification and the Nursing Process
11. Solving Ethical Dilemmas
12. Applying Critical Thinking
a. Clarify Concepts
b. Identify Own Values
c. Integrate Data and Identify Missing Data
d. Obtain New Data
e. Identify Significant Problems
f. Examine Skeptically
g. Apply Criteria
h. Generate Options & Examine Alternatives
i. Consider Factors & Context Changes
j. Evaluate and Make the Intervention

Unit III - Lesson 10: Hand Off – Communication for a Safe Environment
1. Basic Concepts of Safety
11
 a. Definitions
b. Incidents
c. Goals
d. System Problems
2. General Safety Communication Guidelines for Organizations
3. Standards as Guides for Communication in Clinical Nursing
4. Effective Communication Concepts
5. Difficulties with Communication
6. Professional Standards for Scope of Nursing Practice and Guidelines
for Communication
7. Barriers to Safe, Effective Communication in the Health Care System
8. Individuals and Factors that Result in Errors
9. Innovations that Foster Safety
a. Create a Culture of Safety
b. Communication Problems and Solutions
10. Best Practice:
a. Communicating Clearly for Quality Care
b. Standardization of Communication as an Initiative for Safer Care
11. Applications
a. Safe Care Climate
b. Attitudes
c. Skills Acquisition Through Simulation
12. Introduction to Use of Standardized Communication Tools
a. Checklists
b. Situation, Background, Assessment, Recommendation (SBAR)
Teaching/ [Lecture, Videos, Group Activities, ATI #2, Other Required Independent
Learning Assignments]
Strategies
Required Reading [Boggs, K.U. (2023) LESSON 7: Chapter 12; LESSON 8: Chapter 11; LESSON 9:
Chapter 3, Ch. 3 –pp. 31 & 33, 36-41, Ch.4 , pp. 49-58, Ch. 25, p. 364, Chapter 4,
pgs. 49-58, Chapter. 25, p. 364; LESSON 10: Chapter 2, pgs. 12-21, Chapter 3,
pgs. 28-31. Carpenito, L.J. (2023) Ch 2, pgs. 13-14 , 16-17]
Evaluation
[Quiz 3: All content from Unit 3 Lessons 7-10, Exam 2, Student Presentation- flipped class

Unit IV – Teambuilding & Continuity of Care

Course Objectives [4,5,6,7]

Unit Objectives 4.01 Define professional role relationships in healthcare.

4.02 Distinguish among professional roles of the nurse.
4.03 Discuss professional role relationship behaviors with colleagues.
4.04 Distinguish methods for communicating effectively in organizational
settings.
4.05 Explain how organizational systems can work toward a climate of
mutual respect.

12
 4.06 Identify and demonstrate characteristics of professional behavior
that foster mutual respect and share decision making.
4.07 Describe examples of the impact of team function on safety and
quality of care.
4.08 Discuss communicating for continuity of care within current health
care system.
4.09 Describe applications of relational, informational, and management
continuity of care.
4.10 Identify suffixes of medical terms, selected other measures
(concentration of solutions), and selected word abbreviations.
Content Unit IV - Lesson 11: Teambuilding
Outline/Theory 1. Roles
2. Professionalism and Work Environment
3. Develop Support Systems
4. Organizational Strategies for Conflict Prevention and Resolution
5. Team Training
a. TeamSTEPPS
b. Teamwork and Collaboration – QSEN
c. Nursing Teamwork and Handoff Reports (TeamSTEPPS)
d. Interdisciplinary Rounds and Team Meetings

Unit IV - Lesson 12: Communicating for Continuity of Care (COC)

1. COC within Current Health System
a. Shifting to a Community-based Healthcare Model
b. COC Concepts
c. Theory-based Conceptual Frameworks
d. Discharge & Transition – Promotors & Barriers
2. Relational Continuity
a. Characteristics of Collaboration and Continuity
3. Informational Continuity
a. Transitional Care
b. Discharge Planning
4. Management Continuity
a. Care Coordination and Patient System Navigation
b. Case Management
Teaching/ [Lecture, Videos, Group Activities, ATI #s 3 & 4, Other Required Independent
Learning Assignments]
Strategies
Required Reading [Boggs, K.U. (2023) LESSON 11: Chapter 2, pp. 19, 21-23, Chapter 3, pp. 30-32
(inc. table 3.1), Chapter 22, pp. 313-317, Chapter 23, pp. 333-334, 341-342,
TeamSTEPPS 2.0 Essentials Course PowerPoint at http://teamstepps.ahrq.gov/,
Carpenito, L.J. (2023) Chapter 2, p. 18. LESSON 12: Chapter 24, pp. 345-353]
Evaluation
[Quiz 4: All content from Unit 4 Lessons 11-12, Student Presentation - capstone, Final Exa

Unit V – Principles of Consensus Building & Conflict Resolution

13
Course Objectives [3,5,6,7]

Unit Objectives 5.01 Identify fundamental concepts of conflict in the nurse-patient

relationship.
5.02 Discuss how to assess for the presence of conflict and
techniques/skills for resolution.
5.03 Discuss application of teamwork communication concepts.
5.04 Recognize communication barriers in interprofessional relationships
and how to create a collaborative culture of regard.
5.05 Discuss methods for handling conflict with others in organizational
settings.
5.06 Discuss organizational strategies for conflict prevention and
resolution.
5.07 Identify suffixes of medical terms, selected other measures
(concentration of solutions) selected word abbreviations.
Content Unit V - Lesson 13: Resolving Conflict between Nurse and Patient
Outline/Theory 1. Basic Concepts
a. Definition of Conflict
b. Nature of Conflict
c. Causes of Conflict
d. Workplace Violence
e. Organizational Policies and Practices
f. Staff Management
g. Stages of Anger
h. Goal: Work for Conflict Resolution
i. Understanding Your Own Personal Responses to Conflict
j. Outcomes of Conflict (Positive or Dysfunctional)
k. Nature of Assertive Behavior
l. Safety
2. Applications
a. Preventing Conflict
b. Assessing for Presence of Conflict in Nurse-Patient Relationship
c. Preliminary Techniques for Conflict Resolution
3. Applying the Conflict Resolution Process
a. Prepare for the Encounter
b. Organize Information
c. Proceed With the Intervention
d. Possibilities for Resolution
e. Agree to a Solution
4. Dealing With Violence
a. Recognize Signs of Anger
b. Recap of Conflict Communication Skills
c. Defusing Potential Conflicts When You Are Providing Home
Healthcare
14
Unit V - Lesson 14: Interprofessional Communication
1. Collaborative Practice
a. Definition
b. Communication (Effective Communication)
2. Shared Common Goals
a. Shared Mental Model
b. Value of Shared Mental Model
c. Effective Open Communication
3. Collegiality
a. Collaboration
b. Respect and Trust
4. Teamwork and Communication
5. Barriers to Effective Team Communication
a. Conflict Antecedents
b. Disruptive Behaviors (Bullying Verbal Abuse, Mobbing, and
others)
c. Incidence of Incivility
d. Process
e. Patient Outcomes
f. Nurse Outcomes
g. Organizational Outcomes
6. Creating a Collaborative Culture of Regard to Eliminate Disruptive
Behaviors
a. Collaboration
b. Respect
c. Factors That Affect Nurse Behavior Toward Other Team
Members
d. Constructive Criticism
7. Applications of Conflict Resolution
a. Conflict Resolution Steps (1,2,3)
b. Communicate to Promote Effective Collaboration
 Avoid Barriers to Resolution
 Physician-Nurse Conflict Resolution
c. Strategies to Remove Barriers to Communication with Other
Professionals
 Model Respectful Behaviors
 Mentor New Nurses
 Clarify Communication
 Clarify Roles
 Self-Reflection
 Stress Reduction Measures
 Process for Responding to Putdowns
 Use Open Communication (Criticize Constructively)
 Document and Report Disruptive Behaviors
 Organizational Strategies for Conflict Prevention and
15
 Resolution
Teaching/ [Lecture, Videos, Group Activities, ATI #s 3 & 4, Other Required Independent
Learning Assignments]
Strategies
Required Reading [Boggs, K.U. (2023) LESSON: 13, Chapter 13; LESSON 14: Chapter 23, pp. 328-
341 (except for p. 333 TeamSTEPPS and part of p. 341 Develop a Support
System – all part of Unit 4 Lesson 11), Carpenito, L.J. (2023) Chapter. 2, p. 15]
Evaluation [Quiz 5: All content from Unit 5 Lessons 13-14, Final Exam]

Disclaimer: page numbers listed in required readings are subject to minor variability with hardcopy vs.
e-book.

16
II. Activities

ATI Modules
Assessment Technologies Institute (ATI) Nursing Education: Nurse’s Touch

The following modules are due prior to taking each of the three exams:
ATI #1: prior to taking Exam One
ATI #2: prior to taking Exam Two
ATI #3: prior to taking the Final Exam
ATI #4: prior to taking the Final Exam

ATI #1 Nursing Education: Tutorial: Nurse’s Touch: Professional Communication – Module: Types
of Communication

Introduction
Modes
 Verbal
 Nonverbal
 Written
 Computer-mediated
 Components of Communication
 Communication Process
 Components of Nonverbal Communication
 Effective Written Communication
 Types of Computer-Mediated Communication
 Summary
Recommended time spent:
 Module = 1.5 hrs.
 Case studies = 10 min
 Test = 10 min

Upload a PDF Copy of Results for ATI #1 to MOODLE of Post Test Passing Score (77%) prior to
taking Exam One. If not submitted accordingly, no participation points will be awarded for
completion of this module.

17
ATI #2 Nursing Education: Tutorial: Nurse’s Touch: Nursing Informatics and Technology –
Module: Virtual Social Networks

 Introduction
 Virtual Social Networks
o Social Networking Sites
o Blogs
o Forums
o Avatars
 Information Sharing
o Client Confidentiality
o Personal Electronic Devices
o Personal Information Sharing
 Professional Boundaries/Policies

Recommended time spent:

 Module = 1.5 hrs.
 Case studies = 10 min
 Test = 10 min

Upload a PDF Copy of Results for ATI #2 to MOODLE of Post Test Passing Score (77%) prior to
taking Exam Two. If not submitted accordingly, no participation points will be awarded for
completion of this module.

ATI #3 Nursing Education: Tutorial: Nurses Touch: Becoming a Professional Nurse – Module:
Profession &Professional Identity

 Introduction
 Systematic Body of Knowledge
 ANA Code of Ethics for Nurses
 Boards of Nursing
 Autonomy, Responsibility, and Accountability
 ANA Social Policy Statement
 Professional Identity
 ANA Scope and Standards of Practice
 NAPNES Standards of Practice and Educational Competencies
 Summary

Recommended time spent:

 Module = 1 hr.
 Case studies = 10 min
 Test = 10 min
18
Upload a PDF Copy of Results for ATI #3 to MOODLE of Test Passing Score (77%) from each
module prior to taking the Final Exam. If not submitted accordingly, no participation points will
be awarded for completion of this module.

ATI #4 Nursing Education: Tutorial: Nurses Touch: Professional Communication – Module:

Organizational Communication

 Introduction
 Organizational Structure
 Organizational Relationships
 Collaborative Relationships
 Types of Interpersonal and Interprofessional Communication
 Ineffective Interpersonal and Interprofessional Communication
 Summary

Recommended time spent:

 Module = 1.5 hrs.
 Case studies = 10 min
 Test = 10 min

Upload a PDF Copy of Results for ATI #4 to MOODLE of Test Passing Score (77%) from each
module prior to taking the Final Exam. If not submitted accordingly, no participation points will
be awarded for completion of this module.

19
Other Required Independent Assignments
Medical Terminology
Free Online Medical Terminology Course at Des Moines University:
https://www.dmu.edu/medterms/welcome/

Once there you will begin reading the content directly under the word “Welcome” and navigate through the
course using the “continue” or “previous” buttons at the bottom of the page. There is also a menu of the
sections listed on the right where you can click directly into a particular section. The content will be on your
course exams as follows:

Exam One:
Basics, Odds and Ends, Circulatory System, Nervous System

Exam Two:
Digestive System, Respiratory System, Urinary System

Final Exam:
Male and Female Reproductive systems, Musculoskeletal System, Cancer

There are quizzes embedded within the online course. They are there to help ensure you level of
understanding prior to moving on to a new section. We encourage you to use them.
Equivalencies/Conversion Factors
Metric system: milliliters, liters, micrograms, milligrams, grams, kilograms. This system is used when
precision in medication dosage is needed, i.e. with drugs that are more powerful.

Household system: teaspoons, tablespoons, ounces, pounds, cups, pints, quarts, gallons. This system
can be used when less precision in medication dosage is needed, i.e. when a drug like Maalox is
prescribed, it wouldn’t matter if the tablespoon used measured 12 or 15 milliliters.

Apothecary system: grains. The use of measures in the metric and household systems is more
common. You will rarely fine the apothecary system used anymore, except for in old records.
The apothecary system uses lowercase Roman numerals to denote dose.
Usual numbering system: 1 2 3 4 5 6 7 8 9 10
Lowercase Roman numerals: i ii iii iv v vi vii viii ix x
For example: Ten grains are written as “gr x”.

Exam One: Liquid Measure

20
 5 milliliters 1 teaspoon
15 milliliters 3 teaspoons 1 tablespoon (T)
30 milliliters 1 fluid ounce 1 fl. oz. 2T
240 milliliters 8 fluid ounces 8 fl. oz. 1 cup
480 milliliters 16 fluid ounces 16 fl. oz. 1 pint
1,000 milliliters 2 pints 1 liter 1 quart
4,000 milliliters 4 quarts 1 gallon

Exam Two: Weight Measure

1000 micrograms 1 milligram
1,000 milligrams 1 gram 1,000,000 micrograms
1,000 grams 1 kilogram
1 kilogram 2.2 pounds
1 grain 60 milligrams
15 grains 1 gram
28.35 grams 1 ounce 1 oz.
454 grams 16 oz. 1 pound

Final Exam: Other Measures (concentration of solutions)

1:100 1 part/100 parts 1 percent 1%
1:1,000 1 part/1000 parts 0.1 percent 0.1%
1:10,000 1 part/10,000 parts 0.01 percent 0.01%

If 1 gram and 1 milliliter are each considered “1 part,” then a

solution of 1 gram in 100 milliliters would be a 1% solution; 1
gram in 1000 milliliters is a 0.1% solution, etc.

21
Common issues that cause numbers to be misread – see The Joint Commission list below:
Trailing Zero:
 Avoid zeroes after decimal points - if the decimal is not seen, 10 times the dose might
be given. This can easily happen when the numbers are handwritten.
 Write 50 and NOT 50.0.

Lack of a Leading Zero:

 Always use a zero before the decimal point in case decimal point is not seen. This can
easily happen when the numbers are handwritten.
 Write 0.5 and NOT .5.

22
Word Abbreviations
Abbreviations marked with an asterisk (*) are no longer recommended because they are easily misread
or misinterpreted. See the Joint Commission Official “Do Not Use” List above.
NOTE: Derivations are NOT on the exams. They are provided to enhance your knowledge.
Abbreviation Word/Phrase Derivation *NOT on exams*
Exam One:
aa of each ana
ac before meals ante crinum
ad to, up to ad
ad lib as freely as desired ad libitum
amt amount
Aq water aqua
Aq dest distilled water aqua distilata
*A.S. (left ear), A.D. (right ear), and A.U. (both ears) can be mistaken for each other. Write out “left
ear”, “right ear”, or “both ear”.
twice a day during waking hours. e.g.
bid bis in die
9am & 6 pm
bin twice a night bis in nocte
BM bowel movement
BP blood pressure
BR bed rest
BRP bathroom privileges
BSC bedside commode
c (or c with a line above it) with cum
caps capsule capsula
CBC complete blood count
C/O complains of
comp Compound compositus
DAT diet as tolerated
DC discontinue
*”discharge”, write out the word instead of using D/C or DC. If discharge is abbreviated as “D/C”
and is followed by a list of medications to take at home, it can be mistaken as Discontinue the
following medications.
Dsg dressing
D5W 5% dextrose in water
dil dilute dilue
DX diagnosis
23
EEG electroencephalogram
EKG (ECG) electrocardiogram
elix elixir elixir
ext extract extractum
Exam Two:
fld or fl fluid fluidus
Ft make fiat
g or gm gram gramma
GI gastrointestinal
gr grain granum
gtt drop gutta
H hypodermic
h hour hora
*hs can mean half-strength or hour of sleep. Best to write it out
IM intramuscularly
I&O intake and output
IV intravenously
L left
LMP last menstrual period
M mix misce
m or min minim minimum
mcg microgram
*The Greek letter “c” (mu) is not to be used in cg to mean microgram because when written, it can
be mistaken for mg (milligram), which would be 1000 times the correct dose.
mEq milliequivalent
mg milligram
mist or mixt mixture mixtura
mL milliliter
“MS” and “MSO4” (morphine sulfate) and “MgSO4" (magnesium sulfate) are confused for one
another, so write the names out.
nil (or o with a line above it) none nil
no. (#) number
Noct at night nocte
non repetat do not repeat non repetatur
NPO nothing by mouth nil per os
NS normal saline (0.9% sodium chloride solution)

24
½ NS half normal saline (0.45% sodium chloride solution)
o pint ocarius
O2 oxygen
OOB out of bed
*OD (right eye or oculus dexter), OS (left eye or oculus sinistra), and OU (each eye oculus uterque)
are often mistaken for each other. Write out “right eye”,” left eye”, and “each eye”.
*od (every day or omni die) is easily misread or misinterpreted. Write out “every day”.
*oh (every hour or omni hora) is easily misread or misinterpreted. Write out “every hour”.
ol oil oleum
om every morning omni mane
*on (every night or omni nocte) is easily misread or misinterpreted. Write out “every night”.
os mouth os
OTC over the counter
oz ounce uncia
Final Exam:
PB piggyback
pc after meals post cibum
per through or by per
Pil pill pilula
PO by mouth per os
Pre-op preoperatively
Prep preparation
PRN when required; as needed pro re nata
Pt patient
Q every
*qd (every day or quaque die) and qod (every other day) are often mistaken for each other. Write
out “daily” and “every other day”.
*qh (every hour or quaque hora) is easily misread or misunderstood. Write out “every hour”.
q2h every 2 hours
q3h every 3 hours
q4h every 4 hours (... and so on for every possible interval)
*qhs (every night at bedtime) can be mistaken for every hour. Write out “every hour at bedtime”.
four times a day during waking hours. quater in die
qid
Ex: 9am - 1pm - 5pm - 9pm
qs sufficient quantity quantum satis
R right

25
Rx take thou recipe
s (or “s” with a line above without sine
it)
S or Sig write (on label) signa
*SC or SQ (subcutaneously) can be mistaken for SL (sublingual) or 5 every. Write out sub-Q, subq, or
subcutaneously.
SL beneath tongue sub linguam
sol solution
SOS if necessary (once) se opus sit
sp spirit spiritus
ss (or ss with a line above it) one half semis
stat immediately statim
Syr syrup syrupus
3 times a day during waking hours, e.g. ter in die
tid
9am-1pm-6pm
Tin three times a night ter in nocte
*TIW (three times a week) is mistaken for times a day or two times a week. Write “3 times weekly”.
TO telephone order
TPR temperature, pulse and respiration
tr or tinct tincture tinctura
*U (“Unit”) can be read as a 0 or a 4, causing a 10-fold or greater overdose (4U seen as 40, 4U seen
as 44). IU (international unit) is misread as IV or as 10, so write out both “unit” and “international
unit”.
ung ointment unguentum
VS vital signs
WNL within normal limits
Wt weight
x times
Vin wine vinum
VO verbal order
> more than
< less than
= equal to
↑ increase or increasing
↓ decrease or decreasing

26
III. Course Forms

Flipped Classroom Instructions and Evaluation Criteria

Instructions
Objective: At the end of this lesson, the learner will have interacted with an assigned topic and
share it with their classmates in place of the instructor presenting the content.
Overview: Teams of 1, 2, or 3 students will receive a topic from the content outline of a particular
class lesson. The lessons will be on either Intercultural Communication or Bridges and Barriers in
Therapeutic Relationships. Although students have access to the instructor-made PowerPoint as a
guide, they may not use it to present from in class.
Teaching/Learning Strategy: PowerPoint slide presentation. Students may also include pertinent
brief media clips/pictures as appropriate to explain their topic.
Timeframe: Each team will have a time limit to present to the class, based on group size and
amount of content per instructor discretion.
Resources: Course textbook, and at least 1 other professional literature from scholarly peer-
reviewed journal articles or professional associations and societies – i.e., education, non-profit
organizations, or government websites. APA style required for formatting PowerPoint slides.

Criteria for Evaluation of Flipped Classroom Presentation

Posting Presenting Content Timeframe Format Total Point
= 2 pts = 2 pts = 2 pts = 2pts = 2 pts = 10 pts
Group posted Individual Group Group Group’s slideshow in Total
PPT: On time, read from provided presented Microsoft PPT. Title Slide Points =
correct notes/slides 100 -77% within ___ includes each member’s ___/10.
portal, < 10% of of assigned min. = 2 name/topic, slides include
labeled time = 2 pts., content = pts., ___ APA style citations,
properly = 2 10-50% of 2pts., 76- min. = 1 pt., reference slide according
pts. Missing 1 time = 1 pt., 50% = 1 > ___ min. = to APA style = 2 pts.,
item = 1 pt. > 50% = 0 pt., < 50% 0 pts. Missing 1-2 items = 1 pt.,
Missing > 1 pts. = 0 pts. Missing > 2 items = 0 pts.
item = 0 pts.

How to Post:
 Due Time: At least 1 hr. before scheduled class-time (or at instructor discretion)
 Portal: Depending on which you are assigned to, either Intercultural Communication or Bridges
and Barriers in Therapeutic Relationships
 Label: Includes Team # and names
Disclaimers:

27
 Artificial Intelligence (AI) Editorial Assistance Disclaimer: Students must place this statement
on a separate slide, labeled “Disclaimer,” before the reference slide.
While preparing this work, the student used __[insert AI tool here]__ for editorial assistance.
The content presented is original, developed by the student, and is not a product of generative
artificial intelligence (AI). After using this service, the student reviewed the assignment for
accuracy to uphold the academic integrity, authenticity, and ethical standards set forth by the
University of Louisiana at Lafayette, College of Nursing and Health Sciences.
If not included, the assignment will be returned for correction and the instructor may deduct up to
5 points at their discretion as a penalty for failure to include the statement.
 Student Absence on Presentation Day: If a student is working in a group and is absent from
“Presenting” they will not receive those 2 points.

28
Capstone Project/Group Presentation Instructions and
Evaluation Criteria
Overall Instructions
Objective: At the end of this lesson, the learner will be able to apply collaboration and teamwork in
providing patient centered care in a low fidelity simulated environment.
Overview: Groups of five to six students will receive a patient situation to present to the class near
the end of the semester.
Three to four students will act out the roles of the patient, significant other, nurse and additional
health care provider. There may also be an extra role, such as the patient’s child/children. In addition,
a narrator will provide information on how the nurse communicated in an effective professional
manner in each scene. Larger groups may choose to have 2 narrators.
To be successful, ALL group members must work together cooperatively and collaborate on this
assignment. This means that the whole group should meet together at least three times during the
course of this assignment to work on all parts of this project.
Teaching/Learning Strategy: 1. Role-play activity with written script. 2. PowerPoint presentation.
Capstone Day Responsibilities: Upload a copy of the written script and PowerPoint presentation to
Moodle prior to start of class on capstone day. Submit a hard copy of the Capstone Project Grading
Rubric (located on Moodle) to the course instructor at start of class on capstone day.
Resources: Course textbooks and a minimum of one other professional (literature) resource from a
scholarly peer-reviewed journal article or professional associations and societies-i.e., education, non-
profit organizations, or government websites.
Capstone Day Time frame: 10-15 minutes to present to the class.

29
 Simulation Role-Play & Written Script

Instructions
Each student in the group will have a part in the role-play as noted above in the overall instructions. This
collaborative and teamwork assignment require meeting together to develop, write, and rehearse the script.
Members’ roles: will know their speaking part(s) in the role-play.
Narrator role: the narrator will present to the class what the nurse did in each of the three parts (role-play
scenes) at the end of each scene.

Criteria for Evaluation of Capstone Project

Content Allocation of Points Points
Omission of any line item will result in zero (0) points being awarded to the group for that item.
1. Scene 1: Simulation role play - Developing a Therapeutic Nurse Points
– Patient Collaboration. [15 possible points] Excellent Good Poor Earned
a. Use communication style factors to connect with the patient
and their SO/family. Include various types of verbal and
4 or
nonverbal style factors (refer to Boggs, p. 77, table 6.1) and 2-3 1
more
consider sociocultural factors (i.e., cultural background, age skills skill
skills
cohort, gender, ethnicity, social class, and location) on
communication.
b. Use communication skills such as clarification, restatement,
paraphrasing, reflection, summarization, silence, feedback,
4 or
and validation (refer to Boggs, p. 62, table 5.1) to identify 2-3 1
more
the primary problem skills skill
skills
(communication/relationship/psychosocial problem, NOT a
medical problem) and develop a nursing diagnosis.
c. Demonstrate how the nurse maintains professional
boundaries between nurse, patient and their SO/family and
3 2 1
does not let their own values/beliefs conflict with those of
the patient.
d. Demonstrates positive actions that bridge with the patient 4 or
2-3 1
and their SO/family (respect, caring, empathy, more
actions action
empowerment, trust, mutuality). actions
Narrator Responsibility – Scene One
At the end of scene one, the narrator will give a clear and brief verbal list and explanation of how the nurse
used communication style factors and communication skills to develop a therapeutic nurse-patient
collaboration. This also includes explaining how the nurse maintained professional boundaries, did not let their
values conflict with those of the patient’s and demonstrated positive actions as a bridge. May refer to the PPT
presentation for assistance in putting this explanation together.
Points
2. Scene 2: Healthcare Provider Collaboration. [15 points possible]
Excellent Good Poor Earned
a. Nurse uses SBAR to handoff identified patient situation to
another healthcare professional (nurse, doctor, case 4-5 2-3 1
manager, social worker, etc.)
b. Nurse and other HC professional demonstrate behaviors of
4-5 2-3 1
teamwork and shared decision making.

30
 c. Nurse and other HC professional problem solve to develop
4-5 2-3 1
interventions for the patient.

Narrator Responsibility – Scene Two

At the end of scene two, the narrator will give a clear and brief verbal list and explanation of how the nurse
used SBAR, and how the nurse and other HC professional demonstrated teamwork and shared decision
making. May refer to the PPT presentation for assistance in putting this explanation together.
3. Scene 3: Terminating the Nurse – Patient Relationship Points
(Nurse – Patient Collaboration). [4 possible points] Excellent Good Poor Earned
a. Use communication skills such as clarification, restatement,
paraphrasing, reflection, summarization, feedback, and 4 or
1
validation (refer to Boggs, p. 62, table 5.1) to influence the more 2-3 skills
skill
patient and their SO/family’s learning and understanding of skills
the plan.
Narrator Responsibility – Scene Three
At the end of scene three, the narrator will give a clear and brief verbal list and explanation of the
communication skills the nurse used to influence the patient and SO/family’s learning and understanding of the
plan. May refer to the PPT presentation for assistance in putting this explanation together.

Total /34

PowerPoint Presentation

Instructions
The second part of the assignment is the PowerPoint (PP) presentation that students must submit to the
instructor prior to the capstone day. As noted above, each member of the group is responsible for
completing a specific portion of the PPT presentation.

Criteria for Evaluation of Capstone Project

Content Allocation of Points Points
Omission of any line item will result in zero (0) points being awarded to the group for that item.
1. Title and Introduction. [2 possible points] Points
YES NO
Earned
a. Title PPT Slide - group #, group picture, labeled with student
1 0
names and roles they will play.
b. Introduction PPT Slide - list the assigned patient situation on
1 0
this slide.
2. Scene 1 – Slides: Provide a detailed explanation of the content
of the Therapeutic Nurse – Patient Collaboration from Scene 1:
Simulation Role-Play and what that interaction means. Points
[18 possible points] Excellent Good Poor Earned
a. Identify the following: 4-5 2-3 1
 Specific communication style factors,
 Specific communication skills,
31
  Professional boundary behaviors,
 Positive actions
the nurse used in the role-play with the patient and their
SO/family.
b. Briefly explain WHY the nurse used each of the
communication style factors and skills, professional
boundary behaviors, and positive actions to bridge with the
patient and their SO/family and the benefit of using each
one in the nurse-patient collaboration.
4-5 2-3 1
Briefly explain HOW the nurse maintained professional
boundaries with the patient and their SO/family.

In-text citations of sources are required using APA 7th edition

style.
c. Describe the identified problem (underlying issue) as it
relates to a communication/relationship/psychosocial
problem. (NOT a medical problem.)
It must be in the form of a NURSING DIAGNOSTIC
4-5 2-3 1
STATEMENT. (Refer to Carpenito textbook.)

In-text citations of sources are required using APA 7th edition

style.
d. Clearly identify the values/beliefs of the nurse and patient.
In addition,
 Briefly explain how the nurse’s values/beliefs may
conflict with those of the patient and 3 2 1
 Identify how the nurse prevented their values/ beliefs
from hindering the development of a therapeutic
relationship with the patient.
3. Scene 2 – Slides: Provide a detailed explanation of the
Healthcare Provider Collaboration from Scene 2 simulation - Points
role-play. [15 possible points] Excellent Good Poor Earned
a. Briefly explain how the nurse used SBAR to handoff the
identified patient problem to another healthcare
professional.

This will require a brief description of each step in the SBAR

8-10 4-7 1-3
process (refer to Boggs, p. 20, table 2.2) plus connection with the
information from the simulation role play.

In-text citations of sources are required using APA 7th edition

style.
b. Briefly describe the behaviors the nurse and other HC
professional demonstrated to promote teamwork and
shared decision-making. 4-5 2-3 1
Also, mention how did the nurse and other HC professional
demonstrated problem-solving.
4. Scene 3 – Slides: Provide a detailed explanation of how the Excellent Good Poor Points
nurse professionally terminated the Nurse – Patient Earned

32
 Relationship. [4 possible points]
a. Briefly explain how the nurse used communication skills and
the benefits of each to end the relationship with the patient 2 1 0
and their SO/family.
b. Evaluate the effectiveness of the nurse’s plan. State whether
2 1 0
the plan was successful or not and explain why or why not.

Total /39

Capstone Processes
Instructions
At least one week prior to capstone day, the group leader will submit the role-play script and PowerPoint
presentation to their class instructor [instructor will give a draft submission deadline]. The instructor will make
written suggestions for improvements and return to the group leader so group members can make any
necessary revisions.
The group leader is responsible for making sure each group member has submitted their contributions to the
group leader in a timely fashion [group leader chooses a date] so they can assure all content is in an organized
format for final uploading to Moodle. The group leader will also see that a hardcopy of Capstone Project
Grading Rubric is completed and given to the instructor at the start of class on capstone day.
Each member of the group is responsible for submitting any in-text citations and references they used in
completing their assigned part of the PPT presentation to the group leader in APA 7 th edition style.

Criteria for Evaluation of Capstone Project

Processes Allocation of Points Points
1. Spelling, Grammar, and APA Format in PPT presentation.
This is the responsibility of EACH group member. [5 Excellent Good Poor Points
possible points] (0 Errors) (1-5 Errors) (> 5 Errors) Earned
a. Correct spelling and grammar used in PPT presentation and
script.
2 1 0
One group member will be assigned and responsible for
checking spelling and grammar.
b. APA (7th ed.) for reference slide and in-text citations
appears on slides.

Minimum of one professional source cited other than

course textbooks. (Refer to your APA manual on in-text
3 2 1
citations and reference lists, sections 8, 9, and 10, APA
7th ed.).

One group member will be assigned and responsible for

the reference slide and all in-text citations.
2. PowerPoint, Role-Play Script, and Project Grading Rubric.
[2 possible points] YES NO
a. Upload final Role-Play Script and PowerPoint Presentation 1 0
33
 onto Moodle before class.
Group Leader Responsibility
b. Submit 1 copy of Capstone Project Grading Rubric to
instructor before class (Download from Moodle).

Include group number and member names on top of p. 1 1 0

and bottom of p. 4.
Group Leader Responsibility
3. Project Day. [4 possible points] Yes No
a. Each member of the group participates in presenting the
2 0
project as noted in the overview.
b. Adheres to presentation timeframe (10-15 minutes). 2 0
Total /11

Individual Member Grading

Criteria for Evaluation of Capstone Project
Individual Member Allocation of Points Points
Points
1. Project Day Member Demeanor. [3 possible points]
Excellent Good Poor Earned
a. Member’s dress and behavior was professional for
presentation, regardless of role. (Group members may use
props, etc. for the role-play).
3 2 1
 Dress: Business Casual
 Behavior: How you communicate and interact with
others (reliable, trustworthy, civil, considerate)
2. Simulation Role-Play speaking parts & actions. [5 possible
points]. Excellent Good Poor
a. Member able to recite role-play part.
 Excellent: Minimal to no reliance on cue cards
4-5 2-3 1
 Good: Moderate reliance on cue cards
 Poor: Heavy reliance on cue cards
3. Peer Evaluation. [8 possible Points] YES NO
a. Member completes a peer evaluation of other members of
their group, excluding themselves on Moodle BEFORE their
scheduled class time on the day of their assigned capstone
3 0
project. (Be sure to scroll to the bottom of the electronic
evaluation and click submit, otherwise the instructor will not
receive it.)
Excellent Good Poor
b. Result of member’s peers’ evaluation of their contributions
(4.5-5.0) (3.0- (2.99 or
toward the group project. 4.44) less)
Points allocation based on composite peer evaluation score. 5 3 1

Total /16

34
Total Points Allocation for Capstone Project:
Sections Total Possible Points Points Earned
Simulation Role-Play and Script: 34
PowerPoint Presentation: 39
Capstone Processes: 11
Individual Member Grading: 16

Grand Total 100

Updated: 05.09.2024 KA

Disclaimer:
 Artificial Intelligence (AI) Editorial Assistance Disclaimer: Students must place this statement
on a separate slide, labeled “Disclaimer,” before the reference slide.
While preparing this work, the student used __[insert AI tool here]__ for editorial assistance.
The content presented is original, developed by the student, and is not a product of generative
artificial intelligence (AI). After using this service, the student reviewed the assignment for
accuracy to uphold the academic integrity, authenticity, and ethical standards set forth by the
University of Louisiana at Lafayette, College of Nursing and Health Sciences.

If not included, the assignment will be returned for correction and the instructor may deduct up to 5
points at their discretion as a penalty for failure to include the statement.

Addendum: Capstone Project/Group Presentation Peer Evaluation (Moodle Questionnaire)

Each student will evaluate the other students in their group by choosing the appropriate number on the
continuum for each of the following four items, with “1” meaning minimal participation (F-level work),
and “5” meaning excellent participation (A-level work):

a. Was present for planning and work sessions on this group project.
b. Assumed responsibility for assigned tasks in the project.
c. Communicated effectively with group members to accomplish the task.
d. Was supportive of other group members in their work on this project.

Journal: Group Member Participation Self Report

Each member is encouraged to write a brief paragraph noting their personal contribution to the group
presentation. Although there are no separate points for this journal entry, it gives students the
opportunity to share with their instructor the work they did.

35