RUBRIC
Paper Organization and Presentation (10 points)
APA Style: Format guidelines followed; Abstract, References cited appropriately and adequately
Compositional Syntax and Level of Discourse: Ideas presented in an organized, logical, and cohesive manner; Level of discourse exhibits scholarly dialogue; at least 6-7 pages
Target Group Learning Needs Assessment (33 points)
Literature Review: Identifies and discusses physical and mental health problems and risk factors for target group; Includes current CDC epidemiology data; Target group learning needs are prioritized (2-3 pages)
Mental Health Issues: Identifies the most important mental health issues and content for this target population and discusses the information from the interviews.
Staff and Participant Input: Involves learner, members of healthcare, and/ or educational team as sources of information; Input acquired and reported
Resources: Organizational and informational resources available locally, regionally, and nationally for the target group are reportedGrammar, Punctuation, Spelling: Requires minimal to no correction
References: At least 2 scholarly (professional/ academic journal) references cited
Teaching Activity Plan (33 points)
Purpose: Purpose and overall goal of teaching activity clearly stated (1-3 sentences)
Learning Outcomes: Meaningful, clear, and realistic learner-centered outcomes identified for applicable cognitive, affective, and psychomotor domains of learning (3-4 bulleted outcomes)
Content: Teaching content outlined; Not overly broad or too narrow in scope of coverage; Guided by and relevant to the learning outcomes
Plan and Strategies: Describes how teaching plan and strategy is tailored to participants’ physical, cognitive, and psychosocial needs; Correlates with learning outcomes; Setting/ Environment described; Time estimated/ allotted for teaching of outcomes stated; Instructional resources and materials to be used are identified and supported with collaborative input and/ or literature evidence; Anticipated teaching obstacles are addressed and contingency plans formulated; Applies professional and consumer needs input
Teaching Activity Evaluation (24 points)
Evaluation Method and/ or Tool: Designed and administered to evaluate effectiveness of teaching activity; Evaluation strategy is appropriate for learning outcomes; Rationale for chosen method discussed and supported; Example of written tool, if used, is included.
Outcome Evaluation: Using evaluation method chosen, evidence of learning is provided; Each learning outcome is revisited and analyzed as successfully met or not met
Process Evaluation: Utilizing participant feedback, healthcare team feedback, and self-evaluation, presenter(s) discuss(es) what went well and what would have been done differently in the future to improve the teaching activity; Reasons for unmet outcomes stated; Recommendations for future teaching on topic and/or for target group discussed