Description
The lesson supports content regardingto core health education topic forpatients or community population appropriate to the targeted studentgroup, is aligned with the curriculumstandards, and would be well
The lesson is appealing, and it engages clients’ higher-level thinking. It supports client’s choice and encourages clients’ to take responsibility for their learning.The lesson and resources are complete, deep, and adaptable. It offers extensions for more motivated
learners and/or adaptations for clients with special needs or learning style preferences. It identifies potential challenges inherent to the lesson and suggests alternative instructional strategies
Educational objectives are clear, obtainable, and measurable. Assessment strategies are described and an assessment tool such as a questionnaire or rubric is given.
The lesson’s use of technology helps clients achieve their learning objectives by involving them in more than one of the modes of learning described at left.
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Nursing Department
Teaching and learning in nursing
Health education Lesson Plan Evaluation Rubric
Elements
0 points
1 points
2 points
3points
Health education topic
The lesson provides no
connection to core health
education topic for
patients or community
population
The lesson appears to be
related to core health
education topic for
patients or community
population
The lesson provides
connections to core
health education topic
for patients or
community population.
ClientCenteredness
The lesson is flat and
uninspiring. There is no
evidence of client choice
or flexibility in pace, topic
or end product.
The lesson has some
appeal, but client choice
and flexibility are limited.
May not involve higherlevel thinking.
The lesson supports content regarding
to core health education topic for
patients or community population
appropriate to the targeted student
group, is aligned with curriculum
standards, and would be well
integrated with a unit of study.
The lesson is appealing, and it
engages clients’ higher-level thinking.
It supports client’s choice and
encourages clients’ to take
responsibility for their learning.
Instructional Design/ Usability
The lesson seems
incomplete or sketchy.
The students’ role as a
teacher is often unclear.
Teacher would need to do
significant work to
actually use the lesson.
The lesson is appealing,
and there is evidence of
instructional flexibility
or accommodation of
clients’ interests.
Higher-level thinking is
invited.
The lesson is nearly
The lesson and
complete, but lacks depth. resources are complete
It does not offer strategies and in depth, but lacks
for adaptations to
details in adapting for
students’ role as a teacher clients with special
& not provide details with needs or learning style
clients of special needs or preferences. It does not
learning style preferences. acknowledge potential
challenges in
implementing the
lesson.
The lesson and resources are
complete, deep, and adaptable. It
offers extensions for more motivated
learners and/or adaptations for clients
with special needs or learning style
preferences. It identifies potential
challenges inherent to the lesson and
suggests alternative instructional
strategies.
Nursing Department
Evaluation and objectives
connectedness
There is no evidence of
connection to educational
objectives with
assessment strategies.
There is some mention of
educational objectives,
but inadequate or
incomplete connection to
assessment.
There is some
identification of
educational objectives
and assessment
strategies and tools.
Educational objectives are clear,
obtainable, and
measurable. Assessment strategies are
described and an assessment tool such
as a questionnaire or rubric is given.
Use of Technology: Access to
available real-world situations
(graphics, video, audio); multisensory representations (auditory,
graphic, text); independent
opportunities for skill mastery;
collaborative activities and
communication; access to concepts
through hypertext, interactivity, or
customization features; use of the
tools of scholarship (research,
experimentation, problem solving);
simulated laboratory situations
The lesson’s use of
technology treats clients
as passive recipients of
information, is not welldefined, or is trivial.
The lesson’s use of
technology is focused but
does not involve clients in
any of the ways described
at left.
The lesson’s use of
technology enables
clients to be
meaningfully involved
in one of the modes of
learning described at
left.
The lesson’s use of technology helps
clients achieve their learning
objectives by involving them in more
than one of the modes of learning
described at left.
Column totals
Grand Total/15
Student’s signatures
Supervisor name:
Supervisor signature:
15
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