Sistema Universitario Ana G. Méndez, Inc. School for Professional … · 2019. 6. 10. ·...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, and Universidad del Turabo

NURS 501

November 11, 2012.

NURS 501

NURS 501 Public Health Policies, Ethics and Systems 2

Prepared: 11/15/2012

Public Health Policies, Ethics and Systems Política

© Sistema Universitario Ana G. Méndez, Inc. 2010

Derechos Reservados

© Ana G. Méndez University System, Inc. 2010

All rights reserved

Non-Education Courses

Prepared based on the course syllabus (2011) of the School of Professional Studies, with

the collaboration of:

Evelinda Camacho, MSN, RN, Module Development Specialist

Pública, Ética y Sistemas


Rita Hernández, RN, Content Evaluator

Fidel Tavara, English Language Specialist

Luis Díaz, Spanish Language Specialist

Joe Hernández, Module Format and Editing

N URS 501 Public Health Policies, Ethics and Systems 3

TABLA DE CONTENIDO/TABLE OF CONTENTS

GUÍA DE ESTUDIO ......................................................................................................................

4

STUDY GUIDE ............................................................................................................................

22

TALLER UNO..............................................................................................................................

39

WORKSHOP TWO ......................................................................................................................

45

TALLER TRES ............................................................................................................................

50

WORKSHOP FOUR ....................................................................................................................

55

TALLER CINCO ..........................................................................................................................

60

WORKSHOP SIX .........................................................................................................................

64

TALLER SIETE .......................................................................................................................... 68

Página/Page



WORKSHOP EIGHT ...................................................................................................................

73

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION ...........................................................................................................................

78

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC .............................

83

APPENDIX C CRITERIOS DE EVALUACIÓN DE LA REFORMA DE SALUD ..................

91

APPENDIX D ORAL GROUP PRESENTATION ......................................................................

93

APPENDIX E CRITERIOS DE EVALUACIÓN DILEMA ÉTICO ...........................................

95

APPENDIX F GROUP PRESENTATION ..................................................................................

97

APÉNDICE G/APPENDIX G LANGUAGE LAB AND E-LAB INFORMATION ..................

99

GUÍA DE ESTUDIO

Codificación: NURS 501

Créditos: Tres

Duración: 45 horas (Ocho semanas)

Prerrequisito: Ninguno Descripción:

Título del Curso: Política Pública, Ética y Sistemas


Explora la naturaleza del sistema de prestación de servicios de salud de E.U. Discusión de

las fuerzas sociales, económicos, culturales y políticas que impactan la prestación de

servicios de salud primarios con énfasis en como la profesión de enfermería se ve

afectada. Discusión y análisis de aspectos profesionales de la enfermería de práctica

avanzada incluyendo la implementación del rol. La política pública y el proceso de

legislación son discutidos a nivel local, nacional y global. El estudiante examina el

desarrollo de políticas de salud y analiza los efectos que estas tienen en la salud de

nuestras comunidades latinas. El curso además provee oportunidad para que el estudiante

diseñe estrategias innovadoras que puedan influenciar la dirección de política pública que

mejoren los servicios de salud locales y avancen la profesión de enfermería del estado de

la Florida. Discusión y análisis de factores que influyen en el estado moral y la ética en

los sistemas de prestación de servicios. Diferentes dilemas son seleccionados y

analizados para justificar decisiones más apropiadas.



Objetivos de Contenido Generales

1. Evaluar la Reforma de Salud en los Estados Unidos y proveer recomendaciones

enfocándose en la comunidad Hispana.

2. Analizar las tendencias en la provisión de los cuidados de salud relacionados a la

enfermería avanzada.

3. Describir y analizar las leyes que regulan la práctica de la enfermería avanzada en

los Estados Unidos.

4. Evaluar el proceso de la política pública en el estado de la Florida.

5. Aplicar la política pública como instrumento para beneficiar la salud de la

comunidad y la profesión de enfermería.

6. Analizar los factores sociales, culturales, políticos, personales y legales que

influencian en el contexto de servicios provistos en el sistema de salud.

7. Reconocer el rol de la ética en el desarrollo de la política y educación de

individuos/ comunidades y de los trabajadores en temas éticos.

8. Explorar las resoluciones propias en las decisiones bioéticas relacionadas al

servicio de cuidados de la salud.

9. Aplicar modelos de procesos de toma de decisiones éticas para apoyar las

decisiones y acciones apropiadas para resolver temas éticos relacionados a la

práctica avanzada de enfermería.

Objetivos de Lenguaje Generales

a. Escuchar: Los estudiantes proveerán retroalimentación constructiva luego de



escuchar una selección de videos relacionados a los conceptos del curso o luego

de escuchar las exposiciones del (a) facilitador (a) sobre un tema en particular.

b. Hablar: Los estudiantes deberán discutir el material correspondiente al curso

mediante participación oral en clase utilizando términos y vocabulario adecuados,

con pronunciación clara y fluidez oral tanto en el idioma inglés como el español.

c. Leer: Los estudiantes obtendrán conocimientos y conceptos relacionados al curso

al buscar, leer y retener información en el lenguaje indicado para ser analizada y

utilizada en la preparación sobre los temas discutidos en cada taller del curso.

d. Escribir: Los estudiantes aplicarán las seis características del proceso de

escritura (ver anejo B) en formato APA (última edición) y sin errores

gramaticales o de sintaxis. También utilizarán una variedad de estrategias para

escribir textos con fluidez en ambos idiomas, en las notas, ensayos y en los

resúmenes que demuestran la comprensión y la síntesis de contenido, de los

procesos, y de las

experiencias de una variedad de medios.

Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me

More,Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)

Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica basado en las necesidades para las destrezas

auditivas, orales, de lectura y escritura en cualquiera de los lenguajes

mencionados. El total de horas de práctica el laboratorio de lenguaje o e-lab

deben de estar integradas en la sección de actividades del módulo.

Descripción del Proceso de Evaluación: Debe de integrar el uso del laboratorio de



lenguaje o laboratorio de lenguaje electrónico en las rúbricas de evaluación. Las rúbricas

del lenguaje para escuchar, hablar, leer, y escribir se integran en el avalúo de los

estudiantes. Ver Apéndice A para las rúbricas a usarse. Para evaluar trabajos escritos en los dos

idiomas, el facilitador deberá usar el “WritingProcess: SixWritingTraitsRubrics” que

aparecen en el Apéndice B. “Portfolio Performance Assessment” tiene que ser uno de los

instrumentos para evaluar el progreso lingüístico y académico de los estudiantes. Debido a la

naturaleza del modelo bilingüe instruccional, el facilitador tiene que documentar que el estudiante

esté progresando hacia la meta de dominar dos idiomas académicamente. El portfolio tiene que

cumplir con los estándares establecidos. El facilitador del curso le proveerá el estudiante el Manual

de Portafolios.

Evaluación:

La nota final de cada estudiante estará basada en la participación de todas las actividades

de aprendizaje, tanto individual como grupal. La nota final de cada estudiante se basará

en la ejecución de las siguientes actividades de acuerdo a su peso relativo:

Escala :( 100 - 90 A 89 - 80 B 79 - 70 C 69 - 60 D 59 - 00 F.)

Ensayo escrito indiv idual sobre la Reforma de Salud 20 %

Análisis del modelo de Consenso y el futuro de la

profesión de Enfermería - grupos

20 %

Ensayo individual sobre dilema ético % 10

Presentación de grupo sobre la Transformación de la

Comunidad

25 %

Exámenes 15 %

Portafolio Digital % 10

Total 100 %



NOTA: Las matrices valorativas que se utilizarán en cada actividad se incluyen como

anejos. Los estudiantes serán evaluados en términos de su dominio del contenido del

curso, además de su dominio de los lenguajes de español e inglés.

Descripción de la evaluación

1. Ensayos: Los ensayos se prepararán de acuerdo con la última edición del formato

APA. Para evaluar los ensayos, el facilitador utilizará la matriz valorativa para

evaluar trabajos escritos que se encuentra bajo el Anejo B y los criterios de

evaluación específico de cada tema.

a. Individual

i. Dilema ético: El estudiante escribirá un ensayo respecto a un

dilema ético asignado por el facilitador para ser entregado en el

taller número dos (inglés). El estudiante explorará el factor de

inconsistencia de enfermería en el tema seleccionado. El

facilitador utilizará los criterios de evaluación indicados en el

Anejo E. El ensayo consistirá de un mínimo de 3-5 páginas (sin

incluir la página de cubierta y de referencias), con un mínimo de

tres referencias profesionales. El estudiante deberá estar preparado

para discutir su ensayo en clases.

ii. Reforma de Salud: El estudiante escribirá un ensayo con

respecto a la Reforma de Salud, sus beneficios y controversias.

Analizará la situación actual de los servicios de salud en el estado

de la Florida. El facilitador utilizará los criterios descritos en el

Anejo C para evaluar el ensayo y la presentación oral. Cada

estudiante preparara


N U RS 501 Public H e a lth Poli c ies, Ethics a nd S y stems 1

0

una presentación oral con respecto a este tema. La presentación

oral de 20 minutos describirá la función del profesional de

Enfermería Avanzada dentro del marco de la reforma y como

afecta su práctica. El ensayo será entregado a través de SafeAssign

en el taller 5 (español).

2. Grupal:

i. Proyecto Transformación de la Comunidad: Los estudiantes

trabajarán en grupos para conducir un proyecto en la comunidad

que será asignado por el facilitador. Llevarán a cabo una

presentación oral en la cual explorarán el efecto de la

Transformación de la Comunidad enfocada en la población hispana

basado en los siguientes criterios:

1. El facilitador asignara a los grupos la población a ser

estudiada en el proyecto de transformación de la comunidad

hispana de acuerdo a los tópicos y objetivos de la coalición

“Healthy People 2020”.

2. Los estudiantes analizarán las diferentes enmiendas en la ley

que afectan los servicios preventivos, los fondos económicos

para promover programas de prevención, y los hallazgos en

la comunidad asignada.

3. Los estudiantes evaluarán la situación actual de la

comunidad, propondrán soluciones que incluyan la

intervención del profesional de Enfermería Avanzado



siguiendo los criterios de evaluación incluidos en el Anejo

D.

4. Buscar en los recursos de Healthy People 2020 para la

implementación de los objetivos de esta organización para

diferentes comunidades con el siguiente modelo MAP- IT:

Movilizar colaboradores:

¿Cuál es la visión de la coalición? ¿Cuáles

son los grupos colaboradores en la

organización y la comunidad asignada?

Evaluar la necesidad de la comunidad:

¿Quién y como está afectado?

¿Cuáles son los recursos disponibles?

¿Cuáles recursos se necesitan?

Planificar

¿Cuál es la meta?

¿Qué necesitamos hacer para alcanzar nuestra

meta? ¿Quién lo va a hacer?

¿Cómo sabremos que alcanzamos la meta?

Implementar

M o v ili z ar E v a lu ar

P l a n i f i c ar I m p l eme n tar

M on i t o r i z ar



¿Estamos siguiendo el plan?

¿Qué podemos mejorar?

Monitorear

¿Estamos evaluando el trabajo?

¿Seguimos el plan establecido?

¿Qué cambios hicimos?

¿Alcanzamos la meta?

5. Los estudiantes tendrán de 20-30 minutos para llevar a cabo

su presentación, en la cual cada miembro del grupo debe

presentar una parte. Los estudiantes presentarán modelos de

programas de prevención y pueden incluir escenarios de

casos dentro de su análisis; además de incluir el rol del

profesional de Enfermería Avanzada en la transformación

de la comunidad y los servicios de salud. El proyecto será

presentado en el taller # 8.

ii. Modelo de Consenso y el Análisis del Futuro de Enfermería: Los

estudiantes presentarán un análisis del futuro de Enfermería y el rol

del modelo de consenso en la práctica del profesional de

Enfermería Avanzada. Incluir los criterios establecidos en el Anejo

F con respecto a Modelo de Consenso en la práctica de la

Enfermería. La presentación oral será de 20-30 minutos de

duración utilizando métodos creativos para presentar los conceptos

a impartir.

3. Asignaciones: Antes de cada taller el/la estudiante deberá completar ciertas tareas

asignadas que le ayudarán a prepararse para las actividades que se realizarán en el

taller, la asignación deberá presentarse en el idioma en el cual se presentará el taller.



No entregar éstos en el tiempo establecido conlleva a un descuento de 5 puntos por

cada tardanza en la entrega.



4. Diarios Reflexivos: Los estudiantes escribirán un Diario Reflexivo sobre los

conceptos aprendidos durante cada uno de los talleres.

5. Asignación en Foro de Discusión: Los estudiantes utilizarán el Foro de

Discusión de la plataforma Blackboard para una asignación previa a los talleres

que así lo indiquen, en la cual deberán publicar su opinión y responder a la

opinión de otros estudiantes sobre un tema expuesto por el facilitador. Para

evaluar la escritura de los estudiantes en esta asignación, el facilitador deberá usar

el “Writing Process: Six Writing T raits Rubrics” que aparece en el Apéndice A.

6. E-lab: Los estudiantes obtendrán un valor de cincuenta (50) puntos al demostrar,

mediante documento aprobado por el Centro de Recursos del Aprendizaje o

Representante de Laboratorio de Lenguaje, que ellos han cumplido con las horas

de uso en el laboratorio de lenguaje (inglés y español) por curso. Los estudiantes

deben incluir actividades y pruebas del programa Tell Me More como parte de las

horas requeridas de laboratorio de lenguaje (E-lab – ver Apéndice G).

7. Asistencia y puntualidad: La asistencia es de carácter obligatorio y la

puntualidad es inherente a la ética profesional. El facilitador llevará un registro de

asistencia en cada taller.

8. Participación y contribución en clase: Es responsabilidad del estudiante asistir a

clases preparado para discutir los temas del día (lecturas, preguntas asignadas,

diario actualizado, etc.) y participar activamente haciendo contribuciones

efectivas. El facilitador evaluará el grado de participación de cada estudiante en

cada taller, a fin de verificar si se preparó para la clase y contribuyó al desarrollo

del taller. Los estudiantes se autoevaluarán y evaluarán a sus compañeros a través



de las actividades de avalúo. La participación en clase debe darse utilizando el

idioma del taller correspondiente. El facilitador evaluará la participación y

contribución de cada estudiante al finalizar el taller utilizando el Anejo.. El

facilitador ofrecerá a cada estudiante la retroalimentación correspondiente a su

desempeño en términos de participación y contribución en cada taller.

9. Exámenes: Se ofrecerán dos exámenes teóricos donde se evaluarán los

conocimientos adquiridos. El/La facilitador/a creará el examen en Blackboard y

los estudiantes deberán contestarlo antes del comienzo del cuarto (4) y del octavo

(8) taller.

10. Portafolio del curso: Cada estudiante deberá preparar un portafolio en formato

digital. Previo al comienzo del curso, el/la facilitador/a colocará en Blackboard

una copia de la última edición oficial del manual de portafolio (en inglés,

“Performance Portfolio Assessment Handbook”). Durante el primer taller, el/la

facilitador/a discutirá en detalle el proceso y las expectativas del uso del

portafolio digital para demostrar el progreso académico y lingüístico, de manera

que los estudiantes puedan alcanzar la meta de convertirse en profesionales

bilingües.

Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo

Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al

menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/

La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la

Comisión de Educación Independiente de la Florida.

Libro(s)

Kathryn A. Blair PhD FNP FAANP and Michaelene P. Jansen PhD RN-C GNP-BC NP-

C

Advanced practice nursing, Core concepts for professional role development 5th

http://bibliotecavirtualut.suagm.edu/



http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Kathryn+A.+Blair+PhD++FNP++FAANP&search-alias=books&field-author=Kathryn+A.+Blair+PhD++FNP++FAANP&sort=relevancerank


http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Michaelene+P.+Jansen+PhD++RN-C++GNP-BC++NP-C&search-alias=books&field-author=Michaelene+P.+Jansen+PhD++RN-C++GNP-BC++NP-C&sort=relevancerank










Edition 2015

ISBN-13: 978-0826172518

Carolyn Buppert 2015 Nurse practitioner's business practice and legal guide 5th Edition

ISBN-13: 978-1284050912

Kelly A. Goudreau and Mary C. Smolenski (2014) Health policy and advanced practice

nursing: Impact and implications (1st Ed.)

ISBN: 978-0826169426

Harrington, C., & Estes, C. (2008). Health policy: Crisis and reform in the U.S.

healthcare delivery system. (5th ed). Boston: Jones and Bartlett. ISBN:

0763746576. Precio aproximado: $80.00.

Schneider, MJ (2005). Introduction to Public Health, (2nd ed.). Jones and Bartlett: ISBN-

10: 0763730009

Pérez, MA, and Luquis, R.R. (2008). Cultural Competence in Health Education and

Health Promotion (Public Health/AAHE). Jossey & Bass: ISBN10: 0787986364"

Bibliografía

"Brannigan, M. & Boos, J. (2000). Healthcare ethics in a diverse society. California:

Mayfield. 1st Ed. McGraw-Hill. ISBN: 155934976X

Brent, N. (2001). Nurses and the law. 2nd Ed. WB Saunders. ISBN: 0-7216-9195-1

Cady, R. (2002). The advanced practice nurse's legal handbook. Philadelphia: Lippincott.

ISBN: 0-7817-2337X

Cleary, B. & Rice, R. (2005). Nursing Workforce Development: Strategic State

Initiatives. Springer Publishing Company Inc. ISBN: 0-8261-2645-6 Hall,

J. K. (1996). Nursing ethics and law. Philadelphia: W. B. Saunders.

Hamric, A., Spross, J & Hanson, C. (2004). Advanced nursing practice: An integrative

Approach. 3rd ed. Philadelphia: W. B. Saunders Co. ISBN: 0721603300

http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Carolyn+Buppert&search-alias=books&field-author=Carolyn+Buppert&sort=relevancerank


http://www.amazon.com/s/ref=dp_byline_sr_book_1?ie=UTF8&text=Kelly+A.+Goudreau&search-alias=books&field-author=Kelly+A.+Goudreau&sort=relevancerank


http://www.amazon.com/s/ref=dp_byline_sr_book_2?ie=UTF8&text=Mary+C.+Smolenski&search-alias=books&field-author=Mary+C.+Smolenski&sort=relevancerank




Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado

para promover el desarrollo de cada estudiante como un profesional bilingüe.

Cada taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto

significa que cada taller deberá ser conducido enteramente en el lenguaje

especificado. Los lenguajes serán alternados en cada taller para asegurar que el

curso se ofrezca 50% en inglés y 50% en español. Para mantener un balance, el

módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,

dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas son estrictamente en español y las últimas dos en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en

inglés o en español, según aplique.

2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los

estudiantes sean sumamente organizados, enfocados y que se preparen antes de

cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para

desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje

disponibles dentro y fuera de la institución. El convertirse en un profesional

bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de

diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito

lingüístico y académico.



3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al

taller deberá presentar una excusa razonable al facilitador. El facilitador evaluará

si la ausencia es justificada y decidirá como el estudiante repondrá el trabajo

perdido, de ser necesario. El facilitador puede elegir una de estas dos alternativas:

(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional

además del trabajo que el estudiante tenga que reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha

asignada. El facilitador ajustará la nota de las tareas repuestas.

4. La asistencia y participación en actividades de la clase y en presentaciones orales

es extremadamente importante pues éstas no se pueden reponer. Si el estudiante

provee una excusa válida y verificable, el facilitador determinará una actividad

equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el

mismo contenido y componentes del lenguaje como la presentación oral o

actividad que requiera repuesta.

5. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,

cada miembro de grupo deberá participar y cooperar para lograr un trabajo de

excelencia. Los estudiantes también recibirán una calificación individual.

6. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no

plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las

reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al

autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que



sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será

calificado con cero. El servicio de SafeAssign TM de Blackboard será utilizado

por los facilitadores para verificar la autoría de los trabajos escritos de los

estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su

universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual

del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

Se espera un comportamiento ético en todas las actividades del curso. Esto implica

que TODOS los trabajos tienen que ser originales y que para toda referencia

utilizada deberá indicarse la fuente, bien sea mediante citas o bibliografía utilizando

el estilo APA, versión 6. No se tolerará el plagio y, en caso de que se detecte casos

del mismo, el estudiante se expone a recibir cero en el trabajo y a ser referido al

Comité de Disciplina de la institución. Los estudiantes deben observar aquellas

prácticas dirigidas para evitar incurrir en el plagio de documentos y trabajos pues

va en contra de la ética profesional.

7. Para el facilitador poder hacer cambios a las actividades del módulo o guía de

estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la

primera clase. Es requisito que el facilitador discuta y entregue una copia de los

cambios a los estudiantes al principio del primer taller.

8. El facilitador establecerá los medios para contactar a los estudiantes proveyendo

su correo electrónico de SUAGM, teléfonos, día y horario disponibles.



9. El uso de celulares está prohibido durante las sesiones de clase; de haber una

necesidad, deberá permanecer en vibración o en silencio.

10. La visita de niños y parientes no registrados en el curso no está permitida en el

salón de clases.

11. Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el

módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de búsqueda

y sitios Web que podrá utilizar para la búsqueda de la información deseada. Algunas de

éstos son:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/

• www.flelibrary.org/

• http://www.apastyle.org/

Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:

• http://www.chegg.com/(alquiler)

http://www.google.com/


http://www.ask.com/

http://www.ask.com/

http://www.pregunta.com/


http://www.findarticles.com/


http://www.bibliotecavirtualut.suagm.edu/


http://www.eric.ed.gov/


http://flelibrary.org/


http://www.apastyle.org/


http://www.chegg.com/




• http://www.bookswim.com/ (alquiler)

• http://www.allbookstores.com/ (compra)

• http://www.alibris.com/(compra)

Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de

índole profesional y que contengan las investigaciones más recientes del tópico del

módulo, de ser necesario.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requirieran o deseara llevar a cabo una investigación

o la administración de cuestionarios o entrevistas, éstos deberán referirse a las

normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.

Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este

enlace: http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los

formularios

que necesite. Además de los formularios el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).

http://www.bookswim.com/



http://www.allbookstores.com/


http://www.alibris.com/


http://www.suagm.edu/ac_aa_re_ofi_formularios.asp




De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la

Oficina de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo

es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a

través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el

mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que utilizamos

para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con

las experiencias y fomentar un nuevo entendimiento en los estudiantes. También,

intentamos adaptar nuestras estrategias de enseñanza a las respuestas de nuestros

estudiantes y motivar a los mismos a analizar, interpretar, predecir información y

aplicarla a la vida diaria.



PRINCIPIOS DEL CONSTRUCTIVISMO:

1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe

comenzar con situaciones en las cuales los estudiantes estén buscando activamente

construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes: globales y

específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto

del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios

en contexto y no en hechos aislados.

3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes

utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar dichos

modelos.

4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,

y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra

persona. Como la educación es intrínsecamente interdisciplinaria, la única forma

válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho

proceso, asegurando que el mismo provea a los estudiantes con la información sobre

la calidad de su aprendizaje.

5. La evaluación debe servir como una herramienta de auto-análisis.

6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las

múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.

STUDY GUIDE

Course Title: Public Health Policies, Ethics and Systems



Code: NURS 501

Credits: 3

Time Length: 45 hours (Eight weeks)

Pre-requisite: None

Description:

The nature of the U.S. health care delivery system is explored. The social, economic,

cultural and political forces that impact the delivery of primary health care are discussed

with emphasis on how they influence nursing. Discussion and analysis of professional

aspects of advanced practice nursing including how to implement the role. Public policies

and legislation are discussed at local, national and global levels. The student examines

health care policy development and analyzes the effects of policy on the health status

Hispanic communities. This course provides an opportunity for the student to design

innovative strategies that may influence the direction of public policy to improve the

health care locally and advance the profession of nursing in Florida. This course also

provides for discussion and analysis of factors influencing human essential moral status

and the ethics of the health care systems. Different dilemmas are selected and analyzed to

General Content Objectives:

At the end of the course the student will:

1. Evaluate the Health Care Reform in the U.S. and in the state of Florida, and to

provide recommendations focusing in the Hispanic community.

justify the most appropriate decision - making process.



2. Analyze the tendencies in providing health care delivery services as it relates

to advanced practice nursing.

3. Describe and analyze the laws that regulate the advanced practice nursing in

United States.

4. Evaluate the process of public policy in Florida.

5. Apply public policy as an instrument to benefit the health of the population

and the nursing profession.

6. Analyze social, cultural, political, personal, and legal factors influencing

ethical dilemmas in the context of health care delivery systems.

7. Recognize the role of ethics in the development of policy and educating

individual/communities and staff on ethical issues.

8. Explore one’s own resolutions of bioethical decisions related to health care

delivery.

9. Apply models of ethical decision making process to support the most

appropriate decisions and actions to solve ethical dilemmas related to advance

practice nursing.

General Language Objectives:

a. Listening: Students will provide positive feedback after listening to

selected videos related to the concepts introduced in the course or after the

facilitator discusses a specific topic.

b. Speaking Student will be able to offer oral discussion about the course

material, using excellent vocabulary clear pronunciation and fluent speech

:



in both English and Spanish.

c. Reading: Students will search, read and retain information related to the

subjects discussed on each of the course workshops.

d. Writing: Students will demonstrate proper writing conventions (refer to

Appendix B – Six Traits for Writing), and by applying APA style format

version six (6), without any grammatical or syntax errors in both English

and Spanish. They will write notes, essays, workshop summaries that

demonstrate comprehension, synthesis of content, reflective journals and

experiences from a variety of media.

E-LLab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice,

Virtual Library, & Voice E-mail. See Appendix G)

Language Lab Minimum Requirement: Students must demonstrate that they have

complied with the hours of language lab or e-lab usage for each language (English and

Spanish) per course. The facilitator may require a higher number of hours for language

lab practice based on the language needs for listening, speaking, reading, and writing

skills in either or both languages. The total amount of language lab or e-lab hours is

integrated in the activities for each workshop in the module.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in AppendixAare integrated to assess student

performance in all courses. The Writing Process: Six Writing Traits Rubrics provided in

Appendix B must be used to evaluate all writing activities in both languages in all



courses. Portfolio Performance Assessment must be one of the evaluation instruments



used in the module and throughout the content of all workshops and appendices. This

instrument must follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students towards

mastery of linguistic and academic skills in both languages (English and Spanish.) The

course facilitator will provide the student the PORTFOLIO MANUAL.

Scale: (100-90 A 89-80 B 79-70 C 69-60 D 59-00 F.)

Evaluation:

The final grade is based on participation in all learning activities, both group and

individual. The following is the evaluation weight on the final evaluation.

Written essay on Healthcare Reform - individual 20 %

Consensus Model and the Future of Nursing Analysis -

group

20 %

Written essay on ethical dilemma 10 %

Community Transformation Project presentation 25 %

Partial Tests 15 %

Digital Portfolio % 10

Total 100 %



Evaluation description:

1. Essays: will be prepared according to the latest APA format. To evaluate essays, the

facilitator will use the matrix found in the Appendix B and the specific criteria of each

topic.

a. Individual:

i. Ethical Dilemma: The student will prepare a written essay regarding the

ethical topic assigned by the facilitator to be turn in on workshop 2

(English). The student will explore the inconsistency factor of nursing

within the selected topic. The facilitator will use the evaluation criteria

in the Appendix E. The essay will consist of 3-5 pages length (not

counting the cover and the reference page), with a minimum of three

professional references.

ii. Healthcare Reform: The student will prepare a written essay regarding

the Healthcare Reform, its benefit and its negative aspects. Analyze the

current situation of healthcare services in the state of Florida. The

facilitator will use the criteria included in Appendix C to evaluate the

essay and the oral presentation. Each student will prepare an oral

presentation of 20 minutes length and will analyze the role of the

Advance Practice Nurse. Essay is due on workshop 5 and must be

submitted via SafeAssign prior workshop.

2. Group:

a. Community Transformation: The students will work on team groups to

conduct a project analyzing an assigned community by the facilitator. The group

will develop and conduct an oral presentation to describe the effect of



transformation in that community focusing in the Hispanic community using the

following:

i. The facilitator will assign the topics and objectives established by

Healthy People 2020 to the groups for their assigned community ii.

The students will analyze the laws regulating preventive service and health

promotion. iii. Search resources from Healthy People 2020 to develop

objectives using the format MAP-IT:

Mobilize:

What is the vision of the coalition?

Who are the potential partners (organizations and

businesses) in my community?

Assess:

Who is affected and how?

What resources do we have? What resources

do we need?

Plan

What is our goal?

What do we need to do to reach our goal?

Who will do it?

How will we know when we have reached our goal?

Implement

Are we following our plan?

What can we improve?

M ob ili z e A s s es

P l an I m p l eme n t

T r ac



Track

Are we evaluating our work?

Did we follow the plan?

What did we change?

Did we reach our goal?

iv. The students will follow the criteria included in the Appendix D. The

facilitator will use also the Appendix A & B to evaluate the

presentation.

v. The students will have 20-30 minutes length to conduct their

presentation in which each member of the team should have the

opportunity to participate actively. The students will present

examples of preventive services and may include case scenarios

within their analysis. They will include the role of the Advance

Nursing professional in the community transformation and

healthcare services. This will be done in workshop #8.

b. Consensus Model and the future of Nursing Analysis: The students will

prepare an analysis of the future of Nursing and the role of the Consensus

Model in the Advance Nursing professional. Include criteria in Appendix

F. The group presentation will have 20-30 minutes length. Due on

workshop six.

3. Assignments: Students will complete assignments prior workshop to help

preparing for the activities during the workshop, the assignment should be in the



language of the workshop. If the student does not complete the work in the

established timeframe, 5 points will be taken off from the assignment grade.

4. Reflective diary: Students will write a reflective diary regarding concepts learned

during the workshops.

5. Discussion forum: The students will use the discussion forum in the Blackboard

as an assignment prior workshops, when indicated, to share their opinion and to

respond to the opinion of other students regarding the topic selected by the

facilitator. To evaluate the written content for this assignment, the facilitator will

use the “Writing Process: Six Writing Traits Rubrics” in the Appendix A.

6. E-lab: Students will obtain fifty points (50) when demonstrating, through an

official document o the Learning Resources Center that they have accomplished

the hours of use of language lab (English and Spanish) for this course. Students

will include activities and test of the program Tell Me More as part of the

required hours of the language lab. (E-lab).

7. Attendance and punctuality: The attendance is mandatory and the punctuality is

inherent to the professional ethic. The facilitator will track the attendance on each

workshop.

8. Participation and class contribution: It is the student’s responsibility to come

prepare to class in order to participate in the assigned topics (lectures, assigned

questions, diary, etc.) and to actively participate by making effective contributions

to the class discussion.



9. Written tests: There will be two tests posted in Blackboard to evaluate

knowledge acquired. The facilitator will post the tests in Blackboard and the

student should complete prior assigned workshops.

10. Portfolio: Each student will prepare a digital portfolio. Prior beginning of the

course, the facilitator will post the latest edition of the digital portfolio

(Performance Portfolio Assessment Handbook) on Blackboard. During the first

workshop, the facilitator will discuss the process and expectations of the use of

the digital portfolio.

Requirements for the Use of APA (Version 6) for Citations of Textbooks

For Recommended Texts and Resources, Use APA style version 6. Include at least ONE

e-book from the Virtual Library athttp://bibliotecavirtualut.suagm.edu/

Textbooks must have a publication date of 5 years as required by the Florida

Commission of Independent Learning.

Textbook(s)

Kathryn A. Blair PhD FNP FAANP and Michaelene P. Jansen PhD RN-C GNP-BC NP-

C

Advanced practice nursing, Core concepts for professional role development 5th

Edition 2015

ISBN-13: 978-0826172518

Carolyn Buppert 2015 Nurse practitioner's business practice and legal guide 5th Edition

ISBN-13: 978-1284050912

Kelly A. Goudreau and Mary C. Smolenski (2014) Health policy and advanced practice

nursing: Impact and implications (1st Ed.)

ISBN: 978-0826169426





















Harrington, C., & Estes, C. (2008). Health policy: Crisis and reform in the U.S.

healthcare delivery system. (5th ed). Boston: Jones and Bartlett. ISBN:

0763746576. Precio aproximado: $80.00.

Schneider, MJ (2005). Introduction to Public Health, (2nd ed.). Jones and Bartlett: ISBN-

10: 0763730009

Pérez, MA, and Luquis, R.R. (2008). Cultural Competence in Health Education and

Health Promotion (Public Health/AAHE). Jossey & Bass: ISBN10: 0787986364"



"Brannigan, M. & Boos, J. (2000). Healthcare ethics in a diverse society. California:

Mayfield. 1st Ed. McGraw-Hill. ISBN: 155934976X

Brent, N. (2001). Nurses and the law. 2nd Ed. WB Saunders. ISBN: 0-7216-9195-1

Cady, R. (2002). The advanced practice nurse's legal handbook. Philadelphia:

Lippincott.

ISBN: 0-7817-2337X

Cleary, B. & Rice, R. (2005). Nursing Workforce Development: Strategic State

Initiatives. Springer Publishing Company Inc. ISBN: 0-8261-2645-6

Hall, J. K. (1996). Nursing ethics and law. Philadelphia: W. B. Saunders.

Hamric, A., Spross, J & Hanson, C. (2004). Advanced nursing practice: An integrative

Approach. 3rd ed. Philadelphia: W. B. Saunders Co. ISBN: 0721603300

Bibliografía



Description of Course Policies

1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

Based Dual Language Immersion Model® designed to promote each student’s

development as a Dual Language Professional. Workshops will be facilitated in

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop. The

language used in each workshop needs to be alternated to insure that 50% of the

course is conducted in English and 50% in Spanish. To maintain this balance, the

course module will indicate that both languages must be used during the fifth

workshop, dividing the workshop activities between the two languages. The first two

hours will be in Spanish and the last two hours in English. The 50/50 model does

not apply to language courses where the delivery of instruction must be conducted in

the language taught (Spanish or English only).

2. The course is conducted in an accelerated and dual language format. This requires

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

complex and challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.



3. Attendance to all class sessions is mandatory. A student who is absent to a workshop

must present a reasonable excuse to the facilitator who in turn will evaluate the

reason

for the absence. If it is justified, the facilitator will decide how the student will make

up the missing work, if applicable. The facilitator will decide on the following: allow

the student to make up the work, or allow the student to make up the work and assign

extra work to compensate for the missing class time.

Assignments required prior to the workshop must be completed and turned in on the

assigned date. The facilitator may decide to adjust the grade given for late

assignments and/or make-up work.

4. If a student is absent to more than one workshop, the facilitator will have the

following options:

a. If a student misses two workshops, the facilitator may lower one grade

level based on the student’s existing grade.

b. If the student misses three workshops, the facilitator may lower two

grade levels based on the student’s existing grade.

5. Student attendance and participation in oral presentations and special class activities

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.



6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.

7. It is expected that all written work will be solely that of the student and should not be

plagiarized. That is, the student must be the author of all work submitted. All quoted

or paraphrased material must be properly cited, with credit given to its author or

publisher. It should be noted that plagiarized writings are easily detectable and

students should not risk losing credit for material that is clearly not their own.

SafeAssignTM, a Blackboard plagiarism deterrent service, will be used by the

facilitators to verify students’ ownership of written assignments. It is the

student’s responsibility to read the university’s plagiarism policy. If you are a UT

student, read

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities. This

means that ALL papers submitted by the student must be original work, and that all

references used will be properly cited or mentioned in the bibliography. Plagiarism will

not be tolerated and, in case of detecting an incidence, the student will obtain a zero in

the assignment or activity and could be referred to the Discipline Committee. 8. In order

for the Facilitator to make changes to activities and the study guide, the Faculty and

Curriculum Director must approve such changes before the first day of class. The



Facilitator must discuss the approved changes with students in the first class workshop. A

written copy of the changes must also be provided to students at the beginning of the first

workshop.

9. The facilitator will establish a means of contacting students by providing the

SUAGM e-mail address, phone number, hours to be contacted, and days available.

10. The use of cellular phones is prohibited during sessions; if there is a need to have

one, it must be on vibrate or silent mode during class session.

11. Children or family members that are not registered in the course are not allowed to

the classrooms.

12. All students are subject to the policies regarding behavior at the university

community established by the institution, and in this course.

Note: If for any reason you cannot access the URL’s presented in the module, notify the

facilitator immediately but do not stop your investigation. There are many search engines

and other links you can use to search for information. These are some examples:

• www.google.com

• www.ask.com

• www.pregunta.com

• www.findarticles.com

• www.bibliotecavirtualut.suagm.edu

• www.eric.ed.gov/



http://www.ask.com/

http://www.ask.com/











• www.flelibrary.org/

• http://www.apastyle.org/

To buy or rent new or used textbooks or references you can visit:

• http://www.chegg.com/(rent)

• http://www.bookswim.com/ (rent)

• http://www.allbookstores.com/ (buy)

• http://www.alibris.com/(buy)

The facilitator may make changes or add additional challenging, research-based, and

professional educational Web Resources, if deemed necessary to reflect current trends in

the course topics.

RESEARCH LAW COMPLIANCE REQUIREMENT:

If the facilitator or the student is required, or wants to perform a research, or needs

to administer a questionnaire or an interview individuals, he/she must comply with

the norms and procedures of the Institutional Review Board Office (IRB) and ask

for authorization. To access the forms from the IRB Office or for additional

information, visit the following link:

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.

Furthermore, in this Web site the student/facilitator will find instructions for



















several online certifications related to IRB processes. These certifications include:

IRB Institutional Review Board, Health Information Portability and Accountability

Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).

If you have any questions, please contact the following institutional coordinators:

Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE

Tel. (787) 257-7373 Ext. 3936

Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by reflecting

on our experiences, we construct our own understanding of the world in which we live.

Each of us generates our own “rules” and “mental models,” which we use to make sense

of our experiences. Learning, therefore, is simply the process of adjusting our mental

models to accommodate new experiences.

One of the main goals facilitators have is assisting students in making connections

between their prior knowledge of facts, and fostering new understanding that is relevant



to real live experiences. We will also attempt to tailor our teaching strategies to student

responses and encourage students to analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

1. Learning is a search for meaning. Therefore, learning must start with the issues

around which students are actively trying to construct meaning.

2. Meaning requires understanding “wholes” as well as “parts”. The “parts” must be

understood in the context of “wholes”. Therefore, the learning process focuses on

primary concepts, not isolated facts.

3. In order to teach well, we must understand the mental models that students use to

perceive the world, and the assumptions they make to support those models.

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

education is inherently interdisciplinary, the only valuable way to measure learning is

to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

5. Evaluation should serve as a self-analysis tool.

6. Provide tools and environments that help learners interpret the multiple perspectives

of the world.

7. Learning should be internally controlled and mediated by the learner.



1. Describir la historia de la salud pública

2. Identificar las agencias gubernamentales que afectan, positiva o negativamente, la

salud pública en los Estados Unidos.

3. Evaluar el impacto de la política pública como un instrumento que beneficie la

prestación de servicios de la comunidad hispana en el estado de la Florida.

4. Analizar el rol del profesional de enfermería avanzado (ARNP) en el sistema de

salud pública en general y el enfoque en la salud de la comunidad hispana.

Objetivos específicos de lenguaje:

1. Escuchar: Los estudiantes proveerán retroalimentación luego de escuchar un

video o documental por el facilitador sobre la historia de la salud pública.

2. Hablar: Los estudiantes llevarán a cabo foros de discusión orales en la cual

describirán y analizarán el rol del profesional de enfermería avanzado en los

Estados Unidos y su impacto en la salud de la comunidad hispana.

3. Leer: Los estudiantes leerán en clase la información obtenida sobre la historia de

la salud pública.

4. Escribir: Los estudiantes escribirán un resumen de la historia y evolución de la

salud pública y el rol del profesional de enfermería avanzado.

Enlaces electrónicos:

Biblioteca Virtual


Tema: Historia Salud Pública

TALLER UNO

Objetivos específicos de contenido:





www.nlm.nih.gov/exhibition/phs_history/contents.htm

l http://www.gobiernousa.gov www.apha.org

Tema: Transformación comunidad

http://www.healthypeople.gov/2020/implementing/default.aspx Tema: Leyes y

estándares sobre Salud Pública

http://www.cdc.gov/ncbddd/Spanish/disabilityandhealth/programs.htm

l http://jointcommission.org www.doh.gov.uk/publich.htm Tema: Rol

enfermera (o) avanzada (o) www.acnpweb.org

www.fiercehalthcare.com/story/expanding-reoles-nurse-practitioner

www.etd.Isu.edu/docs/available/etd-07012005-130406/unrestricted/Agosta_dis.pdf

1. Buscar información sobre la historia de la salud pública, leyes y los estándares

que regulan la política de la salud pública. Estar preparado para discutir en clase.

2. Ir a la plataforma de Blackboard y acceder el programa de Tell me More para

tomar ambas pruebas de lenguaje (inglés y español). Imprimir los resultados para

entregar al/a facilitador/a. Cada prueba toma alrededor de 30 minutos a 1 hora,

tiempo que cualifica para las horas requeridas de laboratorio de lenguaje (E-lab).

Entregar en taller # 6.

3. Buscar información sobre la profesión de enfermería avanzada, su rol y el

impacto en la promoción de salud en el estado de la Florida. Preparar un

resumen de los puntos esenciales y venir preparado para discutir en clase. Debe

además de entrar en el foro de discusión proponiendo soluciones a los diferentes

dilemas que pueden encontrarse del profesional de Enfermería Avanzado.

4. Buscar información en la red electrónica sobre las leyes y estándares que afectan

la salud pública y su impacto en la comunidad Hispana.

Asignaciones antes del taller:

http://www.nlm.nih.gov/exhibition/phs_history/contents.html




http://www.gobiernousa.gov/

http://www.gobiernousa.gov/

http://www.apha.org/

http://www.healthypeople.gov/2020/implementing/default.aspx

http://www.healthypeople.gov/2020/implementing/default.aspx

http://www.cdc.gov/ncbddd/Spanish/disabilityandhealth/programs.html




http://www.example.com/

http://www.example.com/

http://www.doh.gov.uk/publich.htm

http://www.acnpweb.org/

http://www.acnpweb.org/

http://www.fiercehalthcare.com/story/expanding-reoles-nurse-practitioner








http://www.etd.isu.edu/docs/available/etd-07012005-130406/unrestricted/Agosta_dis.pdf








5. Entrar a la plataforma del Blackboard para acceder el foro de discusión que el

facilitador desarrollara. Esta actividad tendrá unos 10 puntos para incluir en la

nota de participación.

6. Buscar información de los siguientes conceptos y venir preparado para discutir

en clases:

a) Salud Pública

b) Enfermedad

c) Salud

d) Promoción de salud

e) Prevención de enfermedad

f) Educación en salud

2. Estándares

3. Enfermería avanzada

4. Acreditación

Lista de materiales suplementarios para el taller:

1. PowerPoint

2. Artículos de información

g) Estándares

h) Regulaciones

Vocabulario clave de la lección:

1. Salud Pública



Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la ( ) en todas las estrategias por componente que se usarán en el

taller.



Actividades integradas de contenido y lenguaje para lograr los objetivos del taller

1. Los estudiantes estarán agrupados en pares para llevar a cabo entrevista individual y

luego cada uno introducirá a su compañero(a) al resto del grupo.

2. Las horas de oficina y número para contactar al facilitador serán provisto a los

estudiantes.

3. Los estudiantes seleccionarán al representante estudiantil.

4. El módulo y asignaciones de los talleres serán revisadas en discusión abierta entre los

estudiantes y el facilitador.

5. Los estudiantes observarán un video sobre la historia de la salud pública.

6. Los estudiantes discutirán la información obtenida sobre la historia de la salud

pública en un foro abierto con el facilitador.

7. Los estudiantes divididos en grupos de 2-3 para discutir conceptos de salud pública,

enfermedad, promoción de salud, prevención de enfermedades y educación de salud.

8. Los estudiantes formarán grupos de 3-5 miembros para evaluar el impacto de la

política pública como un instrumento que beneficia la comunidad hispana y la

profesión de enfermería avanzada.

9. El rol de la enfermera (o) avanzada (o) será discutido en forma abierta entre los

estudiantes y el facilitador.

10. En un foro abierto, los estudiantes discutirán el resumen sobre los conceptos

asignados.

11. El facilitador asignará a cada estudiante los tópicos para desarrollar el ensayo del

1. Grupal: El/La facilitador evaluará la participación de los grupos

2. Escrito: El/La facilitador/a utilizará el Anejo B para evaluar los trabajos escritos,

resúmenes o abstractos.

3. Oral/Auditivo: El/La facilitador/a utilizará el Anejo A para evaluar las

presentaciones orales de cada estudiante.

Cierre del taller:

dilema ético.

Evaluación:



1. Individual: Los estudiantes escribirán en un papel tres (3) conceptos que

aprendieron, dos (2) conceptos que desean preguntar y una (1) pregunta que le

quieran hacer al facilitador

2. Grupal: La clase se dividirá en grupos pequeños para hacer un diagrama o dibujo

que resuma los conceptos aprendidos durante el taller. Los dibujos se expondrán

tipo galería en las paredes del salón. Los estudiantes irán pasando por los

diferentes dibujos, haciendo preguntas y sugerencias.



1. Identify the role of ethics in the development of policy and educating

individual/communities and healthcare providers on ethical issues.

2. Analyze the results of policy research relevant to health care delivery.

3. Identify healthcare regulations, laws and standards regarding ethics and

integrated ethics.

4. Describe most common types of ethical issues in the health care systems.

Specific Language Objectives:

1. Listening: Understand the role of ethics in the development of policy and

education of individuals/communities and health care providers on ethical issues

during an open forum in class.

2. Speaking: Participate actively, using the oral academic vocabulary to respond

questions about policy research relevant to health care delivery during group

presentation.

3. Reading: Discuss written articles regarding healthcare regulations, laws, and

standards on ethics and integrated ethics.

4. Writing: Demonstrate a good control of spelling, punctuation, capitalization and

other writing conventions summary of most common types of ethical issues in

the health care systems and communities.

Electronic Links (URLs):

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/ TOPIC: Ethical

Models. http://www.ethics.org/resource/plus-decision-

making-model

http://learn.gwumc.edu/hscidist/LearningObjects/EthicalDecisionMaking/framework_exp

lore.htm

WORKSHOP TWO

Specific Content Objectives:



http://www.ethics.org/resource/plus-decision-making-model








http://learn.gwumc.edu/hscidist/LearningObjects/EthicalDecisionMaking/framework_explore.htm






Topic: Accreditation agencies: http://www.jointcommission.org

http://www.cms.gov

Topic: Ethical, legal and social issues

http://www.ornl.gov/sci/techresources/Human_Genome/elsi/elsi.shtml

Topic: Ethics and communities

http://dms.dartmouth.edu/cfm/resources/ethics/chapter-05.pdf

Topic: Policy research in ethics http://chpre.org

Assignments before the Workshop:

1. Team groups will perform literature review in policy research in ethics relevant to

healthcare and prepare an oral presentation of 20 minutes of length.

2. Each student will prepare an essay on the assigned ethical issue in healthcare.

Essay will follow APA format with 3-5 pages (not including cover page and

reference page). Use at least three professional references. Submit via Safe

Assign prior workshop and be prepared to discuss in class.

3. Students will search case study on a type of ethical issue that commonly affects

the Hispanic community and identify educational strategies that the Advanced

Nursing Practitioner may implement to educate the community. Students will

answer the following question in Blackboard in the discussion panel not later

than day before workshop, and will respond to at least one of their peer’s opinion

to express agreement or disagreement and rationale.

a. Based on ethical background and history, do you think that ethical issues

involving Hispanic community through their history have been resolved?

If yes, elaborate on your answer on what factors contributed to this

achievement. If not, provide argument to demonstrate why and which

factors contributed.

4. Research information regarding accreditation body, law, and standards regulating

ethics in the healthcare systems.

http://www.jointcommission.org/

http://www.jointcommission.org/

http://www.cms.gov/

http://www.cms.gov/







http://chpre.org/

http://chpre.org/



Key Core Vocabulary:

1. Accreditation body



2. Hispanic Community

3. Standards

4. Ethics

5. Factors

6. Conflict

List of Supplementary Materials for the Workshop:

SIOP Components - Place a checkmark (√) on the ( ) for ALL strategies that will be

used in the workshop.

1. Easel Pads

2. Sticky sheets

3. Markers



Integrated Activities of Content and Language to achieve Content and Language

Objectives:

1. Class will be divided in groups (no more than 5 students per group) and present

three key ideas they think everyone should have learned on last workshop and to

clarify concerns to that regarding the Advance Nurse Practice role.

2. The students will participate in an open discussion on different types of

accreditation agencies provided by the facilitator.

3. Students will form team groups and select a representative to participate in a

discussion panel. The participants will present an analysis of the policy research



relevant to health care and the role of politics in the making of policy and laws

regulating ethics in the healthcare system. The class will have the opportunity to

ask questions regarding the topic.

4. The students will partner in two to discuss the role of the accreditation body in

the health care system. Groups will share with the class their opinion and

concepts learned.

5. The students will discuss in an open forum the case study of ethical issues in the

Hispanic community.

6. The students will explore and analyze and ethical issues across other types of

communities.

7. The students will write a brief summary during class on the role of nurse

practitioner in addressing ethical issues to influence politics and law makers.

8. Students will meet with their partner to review concepts learned and address any

questions to the facilitator.

9. A closing activity will be coordinated by the facilitator to summarized concepts

learned during the workshop.

Assessment:

1. Individual:

turning it in to

the

Students will assess the course by completing a reflective journal and

facilitator.

2. Group: Students poses answer/question to group about lesson –responses should

come from other students, not the facilitator.

3. Written: The facilitator will use Appendix B to assess essays/written

reports/summaries or abstracts.

4. Oral The facilitator will use Appendix A to assess the specific language

objectives for the workshop .

Lesson Wrap-Up:



1. Individual: Students prepare a “cheat sheet” that would be useful for having

during a quiz over the day’s topic

2. Group: Class will divide in small groups. Each group will create graphic

representations of their learning and post them on the wall. Students can either

share out the posters or students can move from station to station – writing

questions or comments, noting similarities and differences, reflecting on what

they might do differently if they were to repeat the process.



1. Identificar la estructura organizacional de los sistemas servicios de salud.

2. Describir el rol del comité de ética en el sistema de servicios de salud

3. Identificar principales tipos de sistemas de salud en el estado de la Florida.

4. Analizar la posición, a favor o en contra, del impacto del profesional de

Enfermería Avanzado en la promoción de salud en la comunidad.


1. Escuchar: Entender la composición estructural de las agencias de servicios de

salud luego de escuchar a los grupos en sus discusión sobre el análisis de la

organización estructural.

2. Hablar: Participar activamente durante la clase, utilizando términos de

vocabulario adecuados y pronunciando todas las palabras de manera clara,

durante la discusión en clase sobre las diferentes agencias de salud responsables

4. Escribir: Comunicar utilizando el vocabulario correcto y sin errores gramaticales

o de sintaxis al escribir

ética en los

un resumen sobre el propósito y función del comité de

sistemas de servicios de salud y la salud pública.


Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/ Tema: Estructura de los Sistemas de Salud

http://www.commonwealthfund.org/usr_doc/Shih_organizingushltcaredeliverysys_115

5. pdf

Tema:

Sistemas

de Salud

TALLER TRES


de la salud pública.

3. Leer : Obtener entendimiento sobre las diferentes estructuras organizacionales de

las agencias de servicios de salud.



http://www.commonwealthfund.org/usr_doc/Shih_organizingushltcaredeliverysys_1155.pdf







http://www.springerpub.com/samples/9780826120960_chapter.pdf

Tema: Rol del comité de Ética

http://depts.washington.edu/bioethx/topics/ethics.html

http://www.americanbar.org/publications/human_rights_magazine_home/human_rights_

vol38_2011.html

1. Los grupos de trabajo prepararán en forma creativa un diagrama ilustrando la

estructura de los sistemas de servicios en organizaciones de salud y de la

comunidad y venir preparados a presentar en la clase.

2. Cada estudiante buscará información en revistas profesionales y del internet

sobre los elementos de la reforma de salud que afectan, positiva o negativamente,

el rol de los profesionales de Enfermería Avanzado en el estado de la Florida. El

estudiante vendrá preparado a presentar un análisis de la información obtenida.

3. Preparar un mapa conceptual del rol del profesional de Enfermería Avanzado en

la promoción de salud como parte adherente de su práctica profesional. Venir

preparado a hacer presentación oral de su mapa conceptual.

4. Buscar información sobre la composición y función del comité de ética y como

influencian los servicios de salud rendidos. Traer ejemplos de casos éticos.

2. Agencias gubernamentales

3. Reforma

4. Servicios de salud


1. Diagrama

2. Easel pad

Asignaciones antes del taller :

Vocabulario clave de la lección

1. Estructura





http://www.americanbar.org/publications/human_rights_magazine_home/human_rights_vol38_2011.html






Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una

marca de cotejo (√) en la ( ) en todas las estrategias por componente que se usarán en el

taller.

A. Preparación B. Andamiaje

_√ _Adaptación de Contenido

_√ _ Enlaces al Conocimiento Previo

_√

_ √

Modelaje

Práctica Dirigida

_√

_√

Enlaces al Aprendizaje Previo

Estrategias Incorporadas

_√ _ Práctica Independiente

_√_ Instrucción Comprensible

Estrategias de CALLA ( Cognitive Academic Language Learning Approach) √ _ Cognoscitivo

√ _ Meta - cognoscitivo

√ _ Socio/Afectivo

C. Opciones para Agrupamiento D. Integración del Proceso

_ √

_ √

_√

_√

Grupo Completo

Grupos Pequeños

Pares

Trabajo Independiente

_√

_ √

_ √

_√

Escuchar

Hablar

Leer

Escribir

E. Aplicación _ √

_ √

_√

_√

_√

Actividades Dinámicas de Aplicación

Significativas y Relevantes

Rigurosas

Alineadas a los Objetivos

Promueven Participación




1. Los estudiantes discutirán en forma abierta los conceptos aprendidos durante el

taller pasado.

2. Los estudiantes se dividirán en grupos de 3-5 para discutir sobre la información

obtenida relacionada a las agencias del gobierno que regulan la salud pública. Un

representante del grupo presentará un resumen de los hallazgos con la clase. Este

resumen debe incluir un análisis de las funciones y el impacto de las agencias en

la salud pública.

3. Los estudiantes llevarán a cabo la presentación asignada sobre el diagrama

ilustrando el rol del profesional de Enfermería Avanzado en la promoción de

salud como parte adherente de su práctica profesional.

4. Los estudiantes se unirán en pares con el propósito de discutir el ensayo escrito.

Cada uno compartirá tres elementos esenciales de los propósitos y funciones de

un comité de Ética.

5. Los estudiantes observarán un video relacionado a un comité de Ética discutiendo

un tópico relacionado a la salud presentada por el facilitador. Al finalizar el

mismo los estudiantes escribirán en la clase aspectos importantes aprendidos y

evaluarán la efectividad de la comunicación del comité.

6. Se seleccionará de tres a cuatro estudiantes para formar un panel de discusión

relacionado a la información obtenida sobre elementos en la estructura de salud

que afectan la práctica del profesional de Enfermería Avanzado.

7. Los estudiantes discutirán en forma abierta el papel que juega el Enfermero/a

avanzado/a en la estructura funcional de las organizaciones de salud.

8. Los estudiantes formarán un circulo puestos en pie y el facilitador propondrá la

oración: “toma una villa para levantar a un niño”. Cada estudiante reflexionará en

su significado y expondrá su percepción.

9. Los estudiantes escribirán un corto ensayo de tres áreas en que el profesional de

Enfermería Avanzado puede aplicar principios de promoción de salud.

( Contenido y Lenguaje):



10. El facilitador permitirá que los grupos se reúnan para trabajar en el proyecto de la

comunidad.

Evaluación:)

1. Individual: Los estudiantes evaluarán el curso completando un diario reflexivo.

2. Grupal: La clase se dividirá en grupos para evaluar los conceptos aprendidos sobre los

conflictos entre la profesión médica y la salud pública que afectan la comunidad.

3. Escrito: El/La facilitador/a utilizará el anejo B para evaluar ensayos/reportes y

resúmenes escritos.

4. Oral: El/La facilitador/a utilizará el anejo A para evaluar el objetivo del lenguaje del

taller.

Cierre del taller:

1. Individual: Cada estudiante preparará un bosquejo con los conceptos aprendidos.

2. Grupal: Los estudiantes formarán grupos pequeños para desarrollar un diagrama de lo

que ellos considerarían una organización de salud efectiva.



WORKSHOP FOUR


1. Identify needs of the Hispanic Community in the U.S.

2. Describe types of boundaries among different communities

3. Analyze cultural barriers and influences among the Hispanic community

4. Identify governmental and cultural assets in a community.


1. Listening: The student will understand cultural barriers and influences within

the Hispanic community..

2. Speaking: Participate actively, using the oral academic vocabulary to describe

types of boundaries among different cultures.

3. Reading: Discuss written articles regarding government assets and cultural

barriers influencing communities.

4. Writing: Demonstrate good control of spelling, punctuation, capitalization and

other writing conventions summary of the needs of the Hispanic community.

Electronic Links (URLs): (

Biblioteca Virtual




TOPIC: Latin Community

http://search.proquest.com.proxy1.ncu.edu/docview/224046323/13A288B409848EFDB

C

3/1?accountid=28180

http://search.proquest.com.proxy1.ncu.edu/docview/868193686/13A288B409848EFDB

C

3/6?accountid=28180 TOPIC:

Barriers in communities

http://search.proquest.com.proxy1.ncu.edu/docview/220586804/13A288E738411800B0

B

/1?accountid=28180

http://search.proquest.com.proxy1.ncu.edu/docview/750317933/13A2891DF3755BB866

5/3?accountid=28180

http://www.nursingworld.org/scopeandstandardsofpractice


1. Students will answer test posted in Blackboard

2. Students will review literature regarding Hispanic communities.

3. Prepare a 2-pages essay to analyze the needs of the Hispanic communities and

how the role of the Advance Professional Nurse is integrated.

4. Prepare a comparison chart identifying governmental and cultural assets within

the Hispanic community in the state of Florida.

5. Conduct literature review on boundaries among different communities (at least

two). Identify behavioral patterns among Hispanic community. Come prepare to

discuss in class.


1. Boundaries

2. Interventions



http://search.proquest.com.proxy1.ncu.edu/docview/224046323/13A288B409848EFDBC3/1?accountid=28180










http://search.proquest.com.proxy1.ncu.edu/docview/220586804/13A288E738411800B0B/1?accountid=28180





http://search.proquest.com.proxy1.ncu.edu/docview/750317933/13A2891DF3755BB8665/3?accountid=28180









3. Assets

4. Cultural barriers

5. Needs

6. Demographics

7. Patterns


1.

2.

Paper

pads

Markers





E. Application

_√ Hands-on

_√_ Meaningful/Relevant

_√ Rigorous

_√ Link to Objectives

_√_ Promote Engagement

A. Preparation B. Scaffolding

_ √

_ √

_ √

Adaptation of Content

Links to Background Knowledge

Links to Past Learning

_√

_ √

_ √

Modeling

Guided Practice

Independent Practice

_√ _ Strategies Incorporated

CALLA Strategies ( Cognitive Academic Language Learning Approach)

_√ Comprehensible Input

_ √

_ √

_ √

Cognitive

Meta - cognitive

Social/Affective

C. Grouping Options D. Integration of Processes

_ √ Whole Class _√ Listening

_ √

_ √

_ √

Small Groups

Partners

Independent Work

_ √ _ Speaking

_√ _ Reading

_ √ _ Writing



Integrated Activities:

Integrated Activities of Content and Language to achieve Content and

Language

Objectives:

1. Class will group in teams of 4-5 students to prepare a conceptual map of concepts

learned during workshops 1-3. This conceptual map will be presented to the rest

of the class.

2. Each student will present the comparison chart identifying governmental and

cultural assets. Identify the role of the Advance Nursing Professional in the use of

those assets to promote health among the community.

3. The class will be divided in groups of 3-5 students to discuss the essay on the

analysis of needs of the Hispanic community.

4. Each group will select a representative to participate in a discussion panel. The

representative will introduce the analysis to the class and propose strategies to

meet those needs.

5. The student will review the answers to the written test with the facilitator.

6. Students and facilitator will have an open discussion on boundaries among

different communities. The students will reflect on the two communities they

selected to share with the class.

7. The different teamwork will meet to prepare for the Consensus Model and Future

Analysis of Nursing.

8. Present the draft of Portfolio to the facilitator for review.

9. Student will write their reflective journal.

1. Individual: Identify the role of the Nurse Practitioner in health promotion to

meet

the needs of the communities, focusing in the Hispanic community.

Assessment:



2. Group: Students poses questions/answers to other team groups about the

presentation.

3. Written: The facilitator will use Appendix B to assess written summaries.

4. Oral: The facilitator will use Appendix A to assess the specific language

objectives for the workshop.

1. Individual:

communities

Students will prepare a table with boundaries among

different

2. Group: Class will divide in small groups to create a graphic presentation of their

learning and post them on the wall.

Lesson Wrap - Up:



TALLER CINCO


1. Analizar la condición de salud actual en el estado de la Florida

2. Identificar el impacto de la Reforma de Salud en la comunidad Hispana

3. Describir los pros/con de la Reforma de Salud


1. Escuchar: Entender el impacto de la Reforma de Salud en el estado de la Florida

luego de escuchar al facilitador en una charla sobre este tema.

2. Hablar: Participar activamente durante la clase utilizando términos de

vocabulario adecuados y pronunciando todas las palabras de manera clara,

durante la discusión en la clase sobre el punto de vista de la organización de

servicios de salud respecto al impacto de la Reforma de Salud en la comunidad

Hispana.

3. Leer: Obtener información sobre los aspectos positivos y negativos del sistema

de salud actual.

4. Escribir: Comunicar utilizando el vocabulario correcto y sin errores gramaticales

o de sintaxis al escribir un ensayo analizando la propuesta de la Reforma de

Salud.


Biblioteca Virtual


Tema: Reforma de Salud

http://www.ache.org

http://www.youtube.com/watch?v=Z8PSVFeCyTI Tema:

Rol del profesional de Enfermería Avanzada

http://www.phmc.org/site/index.php?option=com_content&view=article&id=491:nurse-

practitioners-and-healthcare-reform-opportunities-and-challenges-

ahead&catid=61:directions-spring-2010&Itemid=1618



http://www.ache.org/

http://www.ache.org/

http://www.youtube.com/watch?v=Z8PSVFeCyTI

http://www.youtube.com/watch?v=Z8PSVFeCyTI

http://www.phmc.org/site/index.php?option=com_content&view=article&id=491%3Anurse-practitioners-and-healthcare-reform-opportunities-and-challenges-ahead&catid=61%3Adirections-spring-2010&Itemid=1618


























http://www.workingnurse.com/articles/what-health-care-reform-means-for-nurses


1. Buscar información sobre el impacto de la reforma en el sistema de salud del

estado de la Florida y venir preparado para discutir en la clase.

2. Buscar información sobre el vocabulario del taller y estar preparado para discutir

en clases.

3. Preparar un ensayo sobre la Reforma de Salud. El estudiante debe seguir los

criterios en el Anejo C. El ensayo debe seguir el formato de APA, de 3-5 páginas

con un mínimo de 3 referencias profesionales.

4. El estudiante preparará una presentación oral sobre la Reforma de Salud. Utilizar

métodos creativos e integrar participación de la clase al permitir tiempo para

preguntas y respuestas. La presentación tendrá una duración de 20 minutos.

5. Preparar una tabla comparativa sobre los pros/con de la Reforma de Salud.

6. Ver el video incluido en las referencias electrónicas y preparar un resumen con

los conceptos más importantes.


1. Reforma

2. Enfoque

3. Grupos de interés

4. Agencias aseguradoras

5. Cubiertas de salud

6. Debilidades

7. Fortalezas

8. Consenso


1. Marcadores de pizarra

2. Proyectores


















Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca

de cotejo (√) en la ( ) en todas las estrategias por componente que se usarán en el taller.


_√ Rigurosas

_√_ Alineadas a los Objetivos

_√_ Promueven Participación


(Contenido y Lenguaje):

A. Preparación B. Andamiaje

_ √ Adaptación de Contenido _√ Modelaje

_ √ _ Enlaces al Conocimiento Previo _ √ _ Práctica Dirigida

_ √ Enlaces al Aprendizaje Previo _√ Práctica Independiente

_ √ _ Estrategias Incorporadas

Estrategias de CALLA ( Cognitive Academic Language Learning Approach)

_ √ _ Instrucción Comprensible

_ √ _ √

_ √

Cognoscitivo Meta - cognoscitivo

Socio/Afectivo

C. Opciones para Agrupamiento D. Integración del Proceso

_ √

_ √

_ √

_ √

Grupo Completo

Grupos Pequeños

Pares

Trabajo Independiente

_√

_ √

_ √

_ √

Escuchar

Hablar

Leer

Escribir

E. Aplicación _ √

_ √

Actividades Dinámicas de Aplicación

Significativas y Relevantes



1. Un repaso de los conceptos del taller anterior será llevado a cabo en discusión abierta

entre los estudiantes y el facilitador.

2. La clase formará grupos de 4-5 estudiantes para compartir ideas y conceptos obtenidos

luego de ver un video sobre la Reforma de Salud.

3. Un representante del grupo presentará esos conceptos a la clase.

4. En grupo de 4-5 personas, los estudiantes compartirán las ideas principales de su

ensayo sobre la Reforma.

5. Cada estudiante llevará a cabo la presentación oral.

6. Los estudiantes llevarán a cabo una discusión en panel abierto con el facilitador sobre

los pros/con de la Reforma.

7. Los estudiantes identificarán verbalmente el impacto de la reforma en el profesional de

enfermería avanzada.

8. Los estudiantes se unirán en pares para compartir el impacto de la reforma en el

sistema de salud en la Florida.

Evaluación:

1. Individual: Los estudiantes evaluarán el curso completando un diario reflexivo.

2. Grupal: La clase se dividirá en grupos para evaluar los conceptos aprendidos sobre la

Reforma de Salud.

3. Escrito: El/La facilitador (a) utilizará el anejo B para evaluar ensayos/reportes y resúmenes

escritos.

4. Oral/Auditivo: El/La facilitador utilizará el anejo A para evaluar el objetivo del lenguaje del

taller.

Cierre del taller:

1. Individual: Cada estudiante preparará un bosquejo de los conceptos aprendidos.

2. Grupal: Los estudiantes formarán grupos para diseñar un diagrama de lo que ellos entienden

es el impacto mayor de los cambios en el sistema de salud para la comunidad Hispana.



WORKSHOP SIX


1. Describe the Consensus Model and its impact in the future of Nursing Practice.

2. Analyze the role of nursing to assure quality of healthcare services.

3. Identify the impact of changes in nursing practice in Healthcare Systems.


1. Listening: Students will understand the impact of nursing practice in the healthcare

system when listening to an open discussion with the facilitator.

2. Speaking: Students will participate actively in class during group sessions for the oral

presentation in Consensus Model and the Future of Nursing.

3. Reading: Discuss written article the healthcare system structure.

4. Writing: Demonstrate good control of spelling and grammar when writing a summary

of concepts learned.

Electronic Links (URLs): Biblioteca

Virtual


TOPIC: Consensus Model

http://www.aacn.nche.edu/education-resources/APRNReport.pdf

http://www.jointcommission.org/assets/1/18/RWJ_Future_of_Nursing.pdf

http://www.aacn.org/wd/practice/content/aprnregulatorymodel.pcms?menu=practice

http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-

Nursing/Nursing%20Scope%20of%20Practice%202010%20Brief.pdf

TOPIC: Healthcare Systems

http://www.ache.org/pubs/chap1-3gapenski5th.pdf

http://www.nap.edu/openbook.php?record_id=12956&page=1

http://www.longwoods.com/content/16258











http://www.iom.edu/~/media/Files/Report%20Files/2010/The-Future-of-Nursing/Nursing%20Scope%20of%20Practice%202010%20Brief.pdf




















1. The groups will complete their presentation on Consensus Model and the future of

Nursing. Will prepare a 30-45 minutes long oral presentation in which all

members will have an active part. Review the criteria established in Appendix F.

2. Search for literature review regarding the changes in nursing practice and its impact

in healthcare systems. Be prepared to discuss in class.

3. Search for articles in professional journals regarding the role of nursing in quality of

care.

4. Search information regarding the Committee on the Robert Wood Johnson

Initiative.

Key Core Vocabulary: 1.

Consensus

2. Nursing practice

3. Quality

4. Healthcare Systems

5. RJW Foundation Initiative

6. Role


1. Markers

2. Projectors

3. Easel pads





E. Application

√_ Hands-on

√_ Meaningful/Relevant

√_ Rigorous

√_ Link to Objectives

√_ Promote Engagement

A. Preparation B. Scaffolding

_ √

_ √

Adaptation of Content

Links to Background Knowledge

√ _ Mod e ling

√ _ Guided Practice

_√ _ Links to Past Learning

_√ _ Strategies Incorporated

CALLA Strategies ( Cognitive Academic Language Learning Approach)

_ √

_ √

Independent Practice

Comprehensible Input

_ √ Cognitive

_√ _ Meta - cognitive

_√ _ Social/Affective

C. Grouping Options D. Integration of Processes

_√ _ Whole Class _√ Listening

_ √

_ √

Small Groups

Partners

_√ _ Speaking

_√ _ Reading

_ √ Independent Work _√ WritingD. Integration




Objectives:

1. Students will identify 2-3 key concepts learned from previous workshop.

2. The students will pare to discuss the finding on articles regarding the role of nurses in

the provision of quality of care.

3. The students will share the information with the class.

4. The facilitator will present a video on the Consensus Model and the future of Nursing.

5. The students will review the role of the Committee on the Robert Wood Johnson

Initiative in the future of nursing.

6. The student will present the oral presentations. Oral presentation length will be of 30-

45 minutes.

7. The students and the facilitator will discuss the changes in nursing practice and how

this affects the Hispanic Community.

Assessment:

1. Individual: Understand the Consensus Model

2. Group: Students will participate in an open forum by formulating questions and answers about

the topic presented.

3. Written: The facilitator will use Appendix B to assess written essays and/or summaries.

4. Oral: The facilitator will use Appendix A to assess the specific language objectives for the

workshop.

Lesson Wrap-Up :

1. Individual: Student will write a reflective diary with aspects learned during the

workshop.

2. Group: Class will group in teams to prepare a graphic presentation of their learning

using an easel pad.

TALLER SIETE




1. Identificar las estrategias de intervención de la comisión de “Healthy People.

2. Describir la infraestructura de los cambios necesarios en establecer comunidades

saludables.

3. Identificar el rol y la influencia del profesional de Enfermería Avanzado en

comunidades saludables.

4. Analizar las enmiendas de leyes que afectan las pólizas de cobertura de salud.


1. Escuchar: Los estudiantes proveerán retroalimentación luego de escuchar en una

discusión de grupo la infraestructura de cambios para una comunidad saludable.

2. Hablar: Los estudiantes llevarán a cabo presentaciones orales respecto al tópico

asignado.

3. Leer: Los estudiantes leerán la información obtenida respecto al efecto de las

enmiendas a las leyes de póliza de cobertura.

4. Escribir: Los estudiantes escribirán un resumen que analice la intervención del

profesional de Enfermería Avanzado edificando comunidades saludables.

Enlaces electrónicos: Biblioteca

Virtual

http://bibliotecavirtualut.suagm.edu/ Tema:

Estrategias de Intervención

http://www.healthypeople.gov/2020/defaults.asp

x http://www.loc.gov/rr/news/extgovd.html

Tema: Comunidades www.cdc.gov/steps

http://ctb.ku.edu/en/tablecontents/chaper2_section14_main.aspx

http://www.odphp.esosphs.dhhs.gov/pubs/healthycommunities/creating/html

http://www.minoritynurse.com/family-support-self-management-type-2-diabetes-among-

hispanics


1. Buscar información en la red de internet y/o magazines profesionales sobre las

estrategias e intervenciones de la comisión de “Healthy People 2020” en el desarrollo de

comunidades saludables. Preparar una presentación oral sobre las estrategias y el

impacto en la comunidad Hispana.



http://www.healthypeople.gov/2020/defaults.aspx




http://www.loc.gov/rr/news/extgovd.html

http://www.loc.gov/rr/news/extgovd.html

http://www.cdc.gov/steps

http://www.cdc.gov/steps





http://www.minoritynurse.com/family-support-self-management-type-2-diabetes-among-hispanics




















2. Preparar un mapa conceptual sobre la infraestructura de los factores necesarios para

edificar comunidades saludables.

3. Buscar artículos sobre los programas existentes para promover estilos de vida

saludables.

4. Entrar en el foro de discusión en el “Blackboard” para contestar la siguiente pregunta y

participar respondiendo a uno de sus compañeros.

a. Esta el rol del profesional de Enfermería Avanzado cambiando desde sus

orígenes? Si es así, que cambios puede identificar?

b. Si no hay cambios, cuan efectivo es el role de este profesional en cambiar

estilos de vida.


1. Pólizas de seguro

2. Edificar

3. Intervenciones

4. Estrategias

5. Salud

6. Estilos de vida


1. Papel de presentación

2. Marcadores


Componentes de SIOP (Sheltered-InstructionObservationProtocol): Coloque una marca

de cotejo (√) en la ( ) en todas las estrategias por componente que se usarán en el taller.


E. Aplicación

_√ _√ _√ _√

_√



Actividades

Dinámicas de

Aplicación

Significativas y

Relevantes

Rigurosas

Alineadas a los Objetivos

Promueven Participación

E. Aplicación

√_ Actividades Dinámicas de Aplicación




(Contenido y Lenguaje):

1. En forma de discusión abierta los estudiantes y el facilitador repasarán conceptos

aprendidos en el taller anterior.

2. Los estudiantes se organizarán en pares compartirán los artículos sobre los programas

de salud, tanto del gobierno como sector privado, que promueven estilos de vida

saludable.

3. Un representante del grupo compartirá con la clase la información compartida con la

clase.

4. Los grupos de estudiantes llevarán a cabo la demostración del rol del profesional de

Enfermería Avanzado en la promoción de vida saludable.

5. Cada estudiante hará una presentación oral sobre las estrategias de intervención de

“Healthy People 2020”.

6. La clase participara activamente al compartir el mapa conceptual.

7. Los estudiantes observarán un video sobre un programa de promoción de salud y

cambios de estilo de vida.

8. Los estudiantes harán un bosquejo del material aprendido desde los talleres cuatro

hasta el taller #6 como repaso para el examen final durante el último taller del curso.

Evaluación:

1. Individual: Los estudiantes prepararán un bosquejo de los conceptos aprendidos en

el taller.

2. Grupal: La clase se dividirá en grupos para evaluar el rol del profesional de

Enfermería Avanzado.

3. Escrito: El/La facilitador (a) utilizará el Anejo B para evaluar

ensayos/reporte/resúmenes escritos.

4. Oral/Auditivo: El/La facilitador (a) utilizará el Anejo A para evaluar el objetivo del

lenguaje del taller.

Cierre del taller:



1. Individual: Cada estudiante escribirá en una tarjeta 4x4 tres conceptos que

aprendieron en el taller, dos conceptos que desean preguntar a los demás y una

pregunta que le quieran hacer al/la facilitador (a).

2. Grupal: La clase se dividirá en grupos pequeños para hacer un diagrama o dibujo

que resuma los conceptos aprendidos durante el taller. Estos dibujos serán

intercambiados con otros grupos para compartir la información.



WORKSHOP EIGHT

English Language Only


1. Identify strategies in Health Promotion, Prevention, and Interventions.

2. Describe key elements in Organizational change

3. Utilize Community Asset Mapping concept


1. Listening: Understand the Community Asset Mapping during a discussion with

the facilitator.

2. Speaking: Participate actively in the presentation of the Community

Transformation project

3. Reading: Interpret information regarding the application of leading change and

advancing healthcare.

4. Writing: Exhibit a good control of spelling punctuation, capitalization and other

writing conventions in an analysis of strategies in Health Promotion, prevention,

and interventions.

Electronic Links (URLs): Biblioteca

Virtual


TOPIC: Health Promotion and Disease prevention

http://www.healthypeople.gov/2020/default.aspx

http://www.ihs.gov/hpdp/ http://www.prevention.va.gov

TOPIC: Asset Mapping

http://www.hud.gov/offices/hsg/mfh/nnw/resourcesforcenters/assetmapping.pdf

http://www.slideshare.net/srengasamy/introduction-to-community-asset-mapping-

presentation

http://ctb.ku.edu/en/tablecontents/sub_section_main_1043.aspx





http://www.ihs.gov/hpdp/

http://www.ihs.gov/hpdp/

http://www.prevention.va.gov/

http://www.prevention.va.gov/



http://www.slideshare.net/srengasamy/introduction-to-community-asset-mapping-presentation
















TOPIC: Leading change

http://www.ncbi.nlm.nih.gov/pubmed/10897456

http://www.slideshare.net/3nursekateers/leading-change-11792260


1. The groups should complete the Community Transformation projects and prepare

to present. Review the criteria for evaluation in Appendix D.

2. Use the links provided for Asset Mapping guide to structure the information in

your groups

3. Search information regarding organizational changes and prepare a summary with

the key elements involved in those changes.

4. Conduct literature review to identify strategies in Health Promotion, Prevention,

and Interventions.

5. Complete portfolio in a DVD disc.

6. Access the final test in Blackboard and provide your answers the day prior

workshop #8.


1. Asset Mapping

2. Organizational changes

3. Health prevention/ promotion

4. Interventions

5. Community

6. Evaluation


1. Markers

2. Sticky pads

3. Easel pads













E. Application

√_ Hands-on

√_ Meaningful/Relevant

√_ Rigorous

√_ Link to Objectives

√_ Promote Engagement




Objectives:

1. The students will actively participate in an open discussion reviewing concepts

learned in the previous workshop.

2. The class will be divided in groups of 3-5 students to identify strategies for

Health Prevention, promotion and interventions in Healthcare Systems.

3. A representative of each group will present to the class the different strategies

and the application to different healthcare settings.

4. The groups will present their Community Transformation projects.

5. Each student will share the information regarding organizational change.

6. The students will participate in an open discussion regarding the role of the

Advance Nurse Practitioner in the future of Nursing and the care of the Hispanic

Community.

7. The answers of the final test will be discussed with students.

8. The students will deliver the portfolio in a DVD disc.

Assessment:

1. Individual: Understand the importance of strategies delineated by healthcare

systems to promote health promotion, disease prevention and interventions in

Public Health in an open discussion.

2. Group: Students will propose questions/answers to the topics learned during the

workshop.

3. Written: The facilitator will use Appendix B to assess written summary.

4. Oral: The facilitator will use Appendix A and D to assess the specific language

objectives for the workshop

Lesson Wrap-Up:

1. Individual: Students will write a reflective journal

2. Group: Class will be divided in groups to create a visual tool that demonstrate

concepts learned.



APÉNDICES / APPENDIXES



APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/

http://www.wida.us/

http://www.wida.us/



“Can Do” Listening Rubric


n

National Proficiency Levels Criteria

Starting • Identifies objects

• Names concrete objects

• Points to picture/object of the word heard

• Follows simple commands

• Repeats words or simple phrases

• Understands simple messages – gestures, pointing

Emerging • Draws a picture

• Requires continuous repetition

• Follows verbal dictations

• Checks-off words that were heard

• Repeats information heard to determine comprehension

• Understands slow speech and multiple repetitions

Developing • Understands more details of spoken language

• Needs limited or no repetition and slow speech

• Understands basic academic vocabulary which is frequently used in class discussio

• Understands class discussions with some difficulty

• Understands most of what was said

Expanding • Needs limited or no repetition at normal speed speech

• Understands academic vocabulary used in class discussions

• Understands class discussions with little difficulty

• Understands nearly everything said

Bridging • Needs no repetition at normal speed speech

• Understands elaborate academic vocabulary used in class discussions

• Understands class discussions with no difficulty

• Demonstrates a native-like English speaker’s understanding of what is said



“Can Do” Speaking Rubric


“Can Do” Reading Rubric

National Proficienc Criteria

Levels

Starting Lacks comprehension of a wide array of written material (not developed)

• Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

• Struggles with use of pre-reading and reading skills (not developed) • Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context (not

developed)

• Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose

deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-

fictiona texts that bridge personal, professional and academic themes, news articles, short stories, short novels,

etc.)

• Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks • Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills (e.g.,

skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

• Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context

(e.g., definition, restatement, examples, surrounding words, etc.) is

• Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

• Interprets basic graphs, charts, tables and forms

• Applies correctly pre-reading and reading skills (as listed above) • Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed above)-

evidence of emerging.

• Understands the relationship between ideas (as listed above)-evidence of emerging. • Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

• Interprets increasingly complex graphs, charts, tables, and forms accurately • Applies pre-reading and reading skills (as listed above) very strongly • Applies strategies to guess meanings of unfamiliar words from context (as listed above) which is clearly

evident

• Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns to

identify literary genres (as listed above)- emerging strongly

• Understands the relationship between ideas (as listed above)-strongly evident. • Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully developed

• Interprets complex graphs, charts, tables, and forms accurately

• Applies pre-reading and reading skills (as listed above)-fully developed


• Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with

accuracy

• Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect) Demonstrates fully developed strategic reading skills (as listed above)


“Can Do” Writing Rubric

National Proficien Levels

Criteria

Starting • Lacks clear writing and focus. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

• Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lacks of transitions make it difficult to understand the paper. • Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand

the writing.

• Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style. • Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing. • Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging • Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

• Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details. • Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing but many words are still

used incorrectly.

• Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style. • Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are si

of improvement.

• Demonstrates emerging strategic writing skills.

Developing • Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is le

with unanswered questions.

• Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they

distract the flow.

• Selects and uses words appropriately; however, they are not higher level and need more vigor. • Formulates well-written sentences; however, style and structure of sentences are repetitious. • Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

• Utilizes strategic writing skills properly (now evident).


Expanding • Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea. Some readers’

questions can be answered, while others are left with doubt.

• Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in

order allow the proper flow of ideas.

• Selects and uses vocabulary words that are much livelier and appropriate. Some common wording can be improved. • Writes with a definite style and sentence structure is “catchy” with few mistakes. • Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

• Applies mature strategic writing skills.

Bridging • Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answe • Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to conne

ideas. Reading flows and not dull.

• Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and

rhythm. • Excellent control of spelling, punctuation capitalization and other writing conventions. • Strategic writing skills are fully developed.

APPENDIX B

THE WRITING PROCESS



6-TRAITS WRITING RUBRIC


Appendix B

Six-Traits of Writing Rubric

Student’s Name: Date:

Facilitator: Assignment:

Course:


Instructions: This rubric will be used to evaluate all written work done by the

student in both English and Spanish. Please refer to the trait that you are evaluating

(i.e., Ideas and Content) and write the score in the appropriate box. Select the

criteria per level (6= highest, 1=lowest) that best reflects the student’s writing

ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that

you are evaluating in order to complete this rubric properly.

Criteria per Level (From

Highest to Lowest)

Writing Traits 6 5 4 3 2 1

Ideas and Content

Organization

Voice

Word Choice

Sentence Fluency

Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Gran

d

Final Score:

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F


Six Traits for Analytic Writing Rubrics

Trait #1: Idea and Content

Criteria per Level Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

http://www.ade.state.az.us/standards/6traits/





6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience

and purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off- topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.

1

The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the

development of an idea. Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/







Trait #2: Organization

Criteria per Level

The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing

is 6 easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or

closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed

The organization enhances the central idea(s) and its development. The order and structure are

strong and move the reader through the text. The writing is characterized by.

5 • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by

• clear sequencing.

• an organization that may be predictable.

4 • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion

that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may

occasionally be unclear.

• a beginning and an ending which, although present, are either undeveloped or too

obvious (e.g.

3 “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating

conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.



The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or

the piece is simply too short to demonstrate organizational skills. The writing is characterized by 2 •

some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by

• a lack of effective sequencing.

1 • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along

too rapidly. • a lack of organization which ultimately obscures or distorts the main point.

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

Trait #3: Voice

Criteria per Level

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply

committedengaging, or to sincere. The writing is characterizedthe topic, and there is an exceptional by sense of

“writing to be read.” The writing is expressive,

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,

while an expository piece may require extensive use of outside resources and a more academic

6 voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater

distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively. The reader may discern the writer behind the words and feel a

sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense. The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to theis

characterized topic, and there by is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The

writing

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice while an expository piece may require extensive use of outside resources and a more academic






N URS 501 Public Health Policies, Ethics and Systems

100

5 voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater

distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message

most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense. A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be

read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by

• a questionable or inconsistent level of closeness to or distance from the audience. 4 • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an

appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in

places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately

casual or personal, or inappropriately formal and stiff. The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice

is either inappropriately personal or inappropriately impersonal. The writing is characterized by 3 • a limited sense of

audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later

and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable

voice. The writing is characterized by

2 • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless.

1 • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing

does not involve or engage the reader. Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/

Trait #4: Word Choice

Criteria per Level

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have







101

been carefully chosen and thoughtfully placed for impact. The writing is characterized by 6 •

accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully

chosen and thoughtfully placed for impact. The writing is characterized by 5 • accurate, specific

words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used

Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not 4 particularly effective.

• attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally

avoids clichés. Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of

“generic” paper filled with familiar words and phrases. The writing is characterized by

• words that work, but that rarely capture the reader’s interest.

3 • expression that seems mundane and general; slang, if used, does not seem purposeful and is not

effective.

• attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear,

technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by

2 • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from

the message.



102

• images that are fuzzy or absent altogether. The writing shows an extremely limited vocabulary or is so filled with misuses of words that the

meaning is obscured. Only the most general kind of message is communicated because of vague

1 or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.

Source: Arizona Department of Education. AIMS Six Traits Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/







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Trait #5: Sentence Fluency

Criteria per Level

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The

writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.

6 • extensive variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing

relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing into the next.

5 • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by

• a natural sound; the reader can move easily through the piece, although it may lack a certain

rhythm and grace.

4 • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat

from overall impact. • strong control over simple sentence structures, but variable control over more complex

sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may

at times sound stilted or unnatural. The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by

• some passages that invite fluid oral reading; however, others do not.

• some variety in sentences structure, length, and beginnings, although the writer falls into 3 repetitive sentence patterns.


• good control over simple sentence structures, but little control over more complex sentences;

fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to

slow down or reread. The writing is characterized by

2 • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or

very awkward. The writing is characterized by

1 • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.


Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.







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3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.



Appendix C

Criterios de Evaluación de la Reforma de Salud

Criterios *4 3 2 1 0 Comments






I. Introducción Descripción de tema/asunto seleccionado con relación a

la situación actual en los servicios de salud.

Discusión de la metodología de trabajo para desarrollar el

tema.

II. Marco conceptual de la evaluación Utiliza literatura para apoyar el enfoque seleccionado para

la evaluación.

Provee el marco conceptual.

III. Hallazgos principales del análisis e interpretación de datos recopilados por el grupo

¿Cuál es la situación actual? ¿Cuáles son las

principales características del Sistema de Salud del

estado de la Florida y/o de E.U.

¿Qué problemas existen, según la percepción de los

diversos grupos de interés?

¿Existen estudios previos con información contundente e

irrefutable? ¿Cuáles son sus principales hallazgos y

conclusiones?

¿Existen diferencias significativas entre los diferentes

enfoques de las aseguradoras participantes? ¿Varía

notablemente las normas y procedimientos y los

indicadores de desempeño de los enfoques vigentes?

¿Qué diferencias existen en las cubiertas y costos de los

planes de seguro de salud gubernamental y privado?

¿Qué opciones existen para las personas no aseguradas

que no cualifican para el Plan de Salud del Gobierno y no

pueden pagar un Plan privado?

¿Cuál es la satisfacción de los diversos proveedores y

consumidores, con el sistema actual?

¿Cuán efectivas han sido las soluciones probadas en el

pasado?

¿Cuáles son las principales debilidades del sistema

actual?

¿Cuáles son las principales fortalezas que queremos

mantener?

¿Cómo compara la situación del sistema de salud del

estado de la Florida y/o la nación con el de otros países?



Criterios *4 3 2 1 O N/A Comentarios

¿Qué conclusiones podemos llegar sobre los efectos del

Sistema de Salud actual? ¿Qué resultados en la salud de

la población y del desempeño del sistema de salud

permiten concluir sobre la necesidad de cambio?

¿Existe consenso en las principales áreas a mejorar? ¿Se

podría lograr consenso y compromiso con las

recomendaciones del grupo?

IV. Determinación de oportunidades, retos, fortalezas y debilidades, a la luz del análisis situacional estratégico efectuado

Describe la oportunidad de aportación.

Identifica los retos.

Describe las fortalezas y debilidades

Provee recomendaciones especificas sobre el rol y

aportación que puede hacer el profesional de

Enfermería de Practica Avanzada.

V. Incluye propuestas de cambio, conclusiones y recomendaciones del grupo ¿Cómo se puede mejorar la situación existente? ¿Cómo

mejorar la eficiencia y efectividad del Sistema de Salud

actual?

¿Cuáles serían los objetivos que queremos alcanzar?

¿Qué características del Sistema actual contribuyen al

logro de los objetivos propuestos? ¿Cuáles enfoques,

programas o proyectos se pueden continuar, cuáles se

pueden expandir o cuáles se pueden eliminar?

¿Qué ajustes se requiere hacer en el diseño del Sistema

para alcanzar los objetivos propuestos?

¿Qué principios claves de la regionalización se pueden

incorporar al nuevo diseño?

VI. Estilo Utiliza las guías establecidas por APA para presentar el

trabajo.

Puntuación Total Posible: Puntuación Total Obtenido: Porcentaje Obtenido:

Nombre del Estudiante: # de Estudiante:_

Firma del Profesor:

Fecha:



* Escala: 4 = Excelente - cumple criterio totalmente 3 = Satisfactorio - cumple criterio con pocas limitaciones 2 = Regular – cumple criterio parcialmente 1 = Deficiente - carece de la mayoría de los elementos del criterio

0 = Ausente - no cumple el criterio

Appendix D

Oral Group Presentation

109


*Point Scale: 4 = Excellent – fulfills criterion totally 3 = Satisfactory – fulfills criterion with few limitations 2 = Fair – fulfills criterion partially

N U RS 501 Public H e a lth Poli c ies, Ethics a nd S y stems



1 = Deficient – lacks most of the elements of the criterion

0 = Absent – does not fulfill the criterion

Appendix E

111


Criterios de Evaluación Dilema Ético

NURS 501 Public Health Policies, Ethics and Systems



Puntuación Total Posible: Puntuación Total Obtenido: Porcentaje Obtenido:

Nombre del Estudiante:_ # de Estudiante:_

Firma del Profesor: Fecha:

* Escala: 4 = Excelente - cumple criterio totalmente 3 = Satisfactorio - cumple criterio con pocas limitaciones 2 = Regular – cumple criterio parcialmente 1 = Deficiente - carece de la mayoría de los elementos del criterio 0 = Ausente - no cumple el criterio

98

Appendix F

Group Presentation

8 . Ofrece conclusiones y

recomendaciones individuales

especificas para lidiar con el

dilema bioético discutido.

III. Estilo . Utiliza las guías 9 establecidas

por el manual de APA para

presentar el trabajo escrito.

NURS 501 Public Health Policies, Ethics and Systems


4. Presentation is summarized to emphasize

important content

5.Articulates clearly

6.Maintains eye contact with audience

7.Invites audience to participate through

activities or questions

8.Effectively answers questions

9. Uses audio/visual aides or handouts to

enhance the presentation.

10.Individual participation reflects group

involvement in preparation for presentation

11.Participates without monopolizing the

presentation and, at the same time, is

prepared to support others if necessary

12.Demonstrates respect for others opinions

and input

*Point Scale: 4 = Excellent – fulfills criterion totally 3 = Satisfactory – fulfills criterion with few limitations 2 = Fair – fulfills criterion partially 1 = Deficient – lacks most of the elements of the criterion 0 = Absent – does not fulfill the criterion

Total Possible Score: Total Score Obtained: Percentage Obtained:

Student Signature: Student ID:

Evaluator’s Signature: Date:


N U RS 501 Public H e a lth Poli c ies, Ethics a nd S y stems

APÉNDICE G/APPENDIX G

INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION

RS 501 Public

Información acerca del laboratorio de idiomas y el E-Lab

El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a

desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de

aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de


N U H e a lth Poli c ies, Ethics a nd S y stems 100

ejercicios visuales y auditivos en línea, recursos de investigación y actividades de

escritura guiada, que les permiten a los estudiantes mejorar sus habilidades de

comprensión auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y

escritura.

El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de

otros idiomas) seleccionadas cuidadosamente, así como otras páginas web en español

con el fin de satisfacer las necesidades de los estudiantes. En adición, el laboratorio de

idiomas y el E-Lab cuentan con otros programas informáticos para el aprendizaje del

idioma y del contenido académico, tales como Tell Me More, Rosetta Stone (versión en

inglés y en español), Ellis Business, Ellis Master Pronunciation, Math Media Algebra,

Math Media Basic Series, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de

laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes

necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma

Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,

gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece

tutoría en vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en

un lapso de 72 horas. El sistema también cuenta con un banco de preguntas y respuestas

frecuentes disponible las 24 horas del día, los 7 días de la semana. NetTutor se puede

acceder remotamente siempre que exista conexión a Internet. Este servicio ofrece

tutorías en las siguientes materias:

• Inglés (disponible para todos los cursos)

• Español (disponible para todos los cursos)

• Estadística (el estudiante debe estar matriculado en el curso)

• Matemáticas (el estudiante debe estar matriculado en el curso)

• Contabilidad (el estudiante debe estar matriculado en el curso)

• Sistemas de información computarizada (el estudiante debe estar matriculado en

el curso).



Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los

foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y

cumplir con otras asignaciones. El programa cuenta con 5 funciones:

• Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

• Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro

de discusión en línea.

• Voice Presentation: permite presentar contenido de páginas web con mensajes de

voz.

• Voice E-mail: permite enviar correos electrónicos con mensajes de voz.

• Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.



Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic

skills in English and Spanish and to fulfill the content objectives of the course. Both labs

count with a wide variety of visual and auditory on-line exercises, Internet-based

research, and guided writing activities, that allow students to improve their skills in

listening and reading comprehension, pronunciation, vocabulary building, grammar, and

writing.

The Language Lab also includes a package of 140 carefully selected English for

Speakers of Other Languages (ESOL) Web sites, as well as other Spanish Web pages to

meet the students’ needs. Additionally, the Language Lab and E-Lab have other software

to boost language and academic content learning such as Tell Me More, Rosetta Stone

(English and Spanish versions), Ellis Business, Ellis Master Pronunciation, Math Media

Algebra, Math Media Basic Series, NetTutor, and Wimba Voice.

Tell Me More is an effective system for English and Spanish learning that allows

students to strengthen their skills and fulfill the language lab hours required in each

class. Students must have Internet connection, Internet Explorer browser, and access to

Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path

specifically tailored to each student’s needs, thus allowing facilitators to measure every

student’s progress. Students will be able to improve pronunciation, grammar and

listening skills from beginner to advanced levels with two different profiles: everyday

language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and

computer classes (scheduled hours apply). For those classes which do not have live

tutoring, students can post questions and they will be answered within 72 hours. The

system also has a “Frequently Asked Questions” section available 24/7. NetTutor can be

accessed remotely with an Internet connection. This service offers tutoring for the

following subjects:



• English (available for all courses)

• Spanish (available for all courses)

• Statistics (student must be enrolled in the course)

• Mathematics (student must be enrolled in the course)

• Accounting (student must be enrolled in the course)

• Computer Information Systems (student must be enrolled in the course)

Wimba Voice is an electronic tool that promotes the use of voice online during the

development of the academic content, and allows students/facilitator interaction.

Students will use Wimba Voice to create voice posts for discussion boards, prepare voice

presentations, send voice e-mails, and for other assignments. The Wimba Voice program

has 5 functions:

• Voice Authoring: allows recording and listening to voice content on a webpage.

• Voice Discussion Board: allows posting and listening to voice messages within

discussion boards.

• Voice Presentation: allows presenting web content alongside voice messages.

• Voice E-mail: allows sending voice messages via e-mail.

• Voice Podcaster: allows creating and distributing voice messages to participants.

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