Examples
(WebCT Vista Faculty Training Guide, 2003; Australian Flexible Learning Framework,
2002)
| Criteria | Excellent | Average | Poor | Total Score/Comments |
|---|---|---|---|---|
| Number, regularity and frequency of responses | More than 20 responses. Frequent and even distribution throughout the course Constant engagement with the discussion. Responds promptly to postings; Demonstrates good self-initiative Initiates discussion topics |
Between 10 – 20 responses. Uneven distribution throughout the course Makes some contributions to the online discussion but not always present in an ongoing way |
Under 10 responses. Uneven and infrequent distribution Only participates after prompting by the facilitator |
|
Responsiveness to the discussion/ building of a learning community |
Often presents reflections that become central to the group’s discussion Interacts freely and encourages others Consistently presents creative reflections on topic Aware of needs of community; Frequently prompts further discussion of topic |
Occasionally makes meaningful reflection on group's efforts Limited effort to become involved with group |
Not actively involved in the online discussion. Needs constant encouragement from the facilitator. |
|
| Integration of subject content/readings/links etc | Clear that readings and course materials were accessed and understood. Issues and knowledge gained incorporated well into responses |
Some integration of the content of the readings and other course materials Opinions and ideas are stated clearly with occasional lack of connection to topic |
From the evidence in the postings it was not clear that readings and teaching materials were understood or used in the learner’s own knowledge construction |
|
| Problem solving | The postings indicated a willingness to be involved in online issues and problems. The learner was able to use problem solving strategies to address issues Frequently offers options and solutions to the group for discussion. |
The learner is sometimes able to offer insights into issues Occasionally offers solutions to the group |
The learner seems unable to identify the critical issues No evidence of problem solving strategies Unable to offer solutions to others |
|
| Synthesis and evaluation of own learning | The learner shows excellent reflection on the course content and into their own learning Able to set goals and develop strategies to achieve their learning goals |
Some evidence of reflection on own learning Most posts offer no further insight into the topic |
Makes irrelevant remarks which are unrelated to the topic being discussed No evidence of insight into own learning No strategies to develop learning goals |
|
| Expression/language | The learner used clear and appropriate language for the context. Postings were clear and unambiguous. |
The learner usually expressed themselves clearly At times the language impeded the meaning of their message. |
Poor expression and grammar. Inappropriate language for the context and intended audience.
|
|
Online protocols |
Obviously aware of online protocols and rules and addressed themselves appropriately | Occasionally slipped in observing online protocols | Serious misuse of the medium Failure to meet protocols |
|
| Final result | Competent/Not yet competent Mark |
|||
Adapted from Reference: Australian National Training Authority. (2004). Assessing online: the manual. [Electronic version] Retrieved March 10, 2005, from the Australian Flexible Learning Framework http://www.flexiblelearning.net.au/assessing/downloads/assessingmanual.doc)
The health history interview assignment is an opportunity for you to apply your knowledge of general pathology to a simulated clinical experience. From your acquaintances, you will select a “client” with a common medical condition covered in the PATH 268 course. You will then perform a health history interview, analyze the data to determine the degree of control of the medical condition, classify the client using the ASA classification system, and develop a dental hygiene care plan. You will need to submit a video tape of the interview and a written report with your analysis, classification, and care plan.
l Instructions l Rubric l
Dr. Brenda Scarfe
SIAST Wascana Campus
Box 556 Regina, Sk
S4P 3A3
Submit the analysis report in the Assignment drop box for me to grade. Please include a self assessment of your assignment at the time of submission. Use the evaluation rubric as a guide for this self assessment.
| Marks | Criteria | Student/Facilitator Comments |
|---|---|---|
| /10 | Interview (10 marks)
|
|
| /10 | Report | |
Content (9 marks)
|
||
Structure (1 mark)
|
||
| /20 | Total |
Middle adulthood is one of the longest periods of development spanning approximately 20 years. It is not surprising then that this period is one of constant change and adaptation. During middle adulthood, parents experience dramatic change and turmoil as they watch their children grow into adulthood and leave home. This is often called the empty nest syndrome and has the potential to cause some degree of sadness, stress and even anxiety in middle adulthood as it marks the passage of time.
However, in recent times, adult children for a variety of reasons may leave home and return several times before setting up permanent residency outside of the family home.This necessitates adjustment and adaptation for both parents and adult children. In addition to this situation, middle adults are also faced with the responsibility of caring for aging parents which presents new anxiety, stress, and some degree of regret in watching parents age and become dependant. Hence, the term the sandwich generation. Do role obligations exceed resources in middle adulthood?
The following scenario is one such example:
“I
have worked since I was 16 years old, through 2 marriages and 5 pregnancies.
Two of my children are still at home. All of this seems quite easy when compared
to caring for and coping with a frustrated older adult who experiences difficulty
in doing daily tasks of living such as dressing, bathing, and feeding herself.
After working all day, responsible for household duties, and raising my family,
there simply is no time or energy left to care for an elderly parent."
Reflect on this situation and ask yourself the following questions:
In week 12 you will participate in an online debate to discuss some of these issues. The positions are presented below. Each class member has been assigned to one of the position statements. It is your responsibility to meet in discussion or chat rooms with other group members to decide statements that would best support your argument.
Both sides of the debate teams will post their arguments in point form on the discussion board by Monday of week 12 (construct your argument using life experiences and references from your readings or the literature). You will post your argument in the appropriate group thread. Make sure your subject heading starts with Affirmative Position or Negative Position, depending on your assigned position.
After each group member has posted their arguments, you must then attempt to rebut at least one argument that takes an opposite view to yours. Rebut as many times as necessary to answer questions and to maintain your argument strong and clear. The discussion board will close the following Monday (week 13).
During the debate the facilitator will act as the ajudicator for the process and summarize at the end. When necessary, the facilitator will interject to provide additional information or clarification.
The debate positions are as follows:
| Affirmative Position: | Be it resolved that elderly parents have the right to expect care, and children have the responsibility to provide total care for their parents if necessary. |
| Negative Position: | Middle adults have the right to live their own lives and determine the degree of support they are willing to provide for parents. |
Hint: Consider the following in your debate:
This small group (2 students/group) assignment will provide you with the opportunity to apply the nutrition knowledge that you have learned in this course to a “fictitious” client. Each case study provides a brief description of a client along with diet and nutrition information. You will be required to select a case study and identify and discuss the key nutrition problems related to the case, the positive practices that the client is currently employing and recommendations for improvement. You may use your textbook, online course materials (and any other reliable nutrition resources) for researching your case topic.
l Instructions l Evaluation Rubric l Case Studies l
Choose one of the case studies that are provided below. Many of these case studies are also featured in the Introduction section of select Learning Outcomes throughout the course.
Submit your name(s) and case study preference to your facilitator for approval. When selecting a case study, please indicate your 1st, 2nd and 3rd choice. This will help to expedite the selection process and ensure that you get to research a case that is of interest to you. Each group must select a different case. Approval will be granted on a first come, first serve basis. Once your case study has been approved, you are ready to begin the problem-solving process.
Read the case study and identify the key diet and/or nutrition-related problems that are relevant to your client.
Some of the problems in the case study may be obvious and others more obscure. Make sure to look beyond the obvious.
In many cases, you may not have all of the information that you require. In a “real life” situation, you would be able to ask your client questions and clarify your understanding of the problem; in case studies, this is not possible, therefore, you may need to make assumptions. Be sure to clearly state any assumptions you have made.
Include any pertinent background information that may be related to the problem.
When providing feedback to clients it is always important to identify and discuss positive practices as well as problems and areas for improvement. Look for positive practices in the client’s lifestyle, eating habits or food/beverage choices that should be commended.
Identify changes that the client could make in his/her lifestyle, eating habits, and food choices that would help to alleviate the problems that you have identified. Make sure that your recommendations include a specific and detailed plan for action. Also explain the rationale for your recommendations and/or action plan whenever appropriate.
Two copies of your case study must be submitted:
· Post
one copy on the discussion board under the “PBL Case Study Assignment” for
peer review. Please note that you are responsible for moderating the discussion
for your case study and responding to any questions/comments that arise throughout
the duration of the course. The timeliness and quality of your responses
will contribute towards your participation mark for this course.
· Submit one copy in the Assignment Drop Box for your Facilitator to grade.
Please note that one bonus mark will be provided if you complete a self-assessment
of your assignment at the time of submission. A copy of the rubric for the self-assessment
can be downloaded, completed and uploaded from the Assignment Drop Box.
Read the completed case studies posted on the discussion board by your peers and respond with questions and/or comments. The timeliness and quality of your response will contribute towards your participation mark for this course.
Marks |
Criteria | Comments |
|---|---|---|
/6 |
Content |
|
/2 |
Identifies and discusses key nutrition problems related to case |
|
/2 |
Identifies and discusses positive practices of client’s diet |
|
/2 |
Identifies and discusses recommendations for improvement of client’s diet |
|
/2 |
Creative Problem Solving
|
|
/2 |
Supporting evidence from literature or course resources | |
/10 |
Total | |
|
One mark will be deducted for each calendar day beyond the submission due date. |
l 1 Karen - Fat l 2 Susan - Fat l 3 Tom - Carbohydrates l 4 Carole - Protein l 5 Jane - Vitamins and Minerals l
l 6 Crystal - Healthy Body Weight l 7 Tracy - Pregnancy and Lactation l 8 Mrs. C - Infancy l 9 Keith - Teenager l
 |
Karen is a 20-year old health-conscious individual, in her first year of dental hygiene. She recently learned that a diet high in saturated fat can contribute to high blood cholesterol and that exercise is beneficial for the heart. Karen now takes a 30 minute brisk walk each morning before going to class, and she has started to cut as much fat out of her diet as she can, replacing it mostly with carbohydrates. A typical daily intake for Karen now might begin with a breakfast of a bowl of Fruit Loops with 1 cup of skim milk and ½ c. apple juice. For lunch, she might pack a turkey sandwich on white bread with lettuce, tomato and mustard; a small package of fat-free pretzels; and a handful of low-fat cookies. Dinner could be a large portion of pasta with some olive oil and garlic, and a small iceberg lettuce salad with lemon juice squeezed over. Her snacks are usually baked chips, low-fat cookies, fat-free frozen yogurt, or fat-free pretzels. She drinks diet soft drinks throughout the day as her main beverage. (Wardlaw, 2003, p. 144). |
Susan
is 55-year-old woman who lives a relatively sedentary lifestyle. She is employed
as a full time administrative assistant and spends much of her free time
reading, watching television or visiting with her grandchildren.
Susan has mildly elevated cholesterol levels, but is not on any medication for it. She has a family history of high cholesterol and heart disease. Her mother had a fatal heart attack at age 65.
Her physician has told her to lose weight and reduce her intake of fat and cholesterol. She has not had nutrition counseling and seems to be misinformed about fat sources. She has cut down on red meat because it is her understanding that it is the main source of fat in the diet and eggs because they are “high” in cholesterol. A typical food intake for one day is as follows (Palmer, 2003, p. 80):
 |
Tom is a 24-year old healthy male who consumes a high carbohydrate diet, however, the quality of his food choices are not the greatest. The majority of the carbohydrate in his diet comes from highly refined, low-fibre sources such as white bread, instant rice and noodles, breakfast cereals such as Rice Krispies and Corn Flakes, cookies, cakes, donuts, fruit beverages, soft drinks and sugars/syrups/jams. He has a history of dental caries (cavities) and complains of frequent headaches and feeling tired, weak and dizzy. His eating patterns are often erratic and he often does not eat his first meal until the middle of the day. He has noticed he has been gaining weight lately but has had very little time for physical activity. His mother has recently developed type 2 diabetes, however, Tom does not feel he is at risk. He needs information on how to eat less refined sugar and more complex carbohydrate. He knows this regime is being encouraged but is not sure about all the health reasons. Fibre intake is also important to him, but he is not knowledgeable about the types of food needed or the benefits (Davis & Stegeman, 1998, p. 72). |
Carole is a 21-year old student at SIAST Wascana Campus. She shares an apartment with a roommate close to the campus. She walks (or bikes) to classes every day and is an aerobics instructor in the afternoon. She eats two or three meals a day at the college and snacks between meals. Carole and her roommate both decided to become vegetarians because they recently read a magazine article on the health benefits of a vegetarian diet. Yesterday, her vegetarian diet consisted of a pop tart for breakfast, a tomato-pasta dish (no meat) with a bun and diet soft drink for lunch. In the afternoon, after her aerobics class, she had a few cookies. At dinnertime, she had a vegetarian submarine sandwich with two glasses of fruit punch. In the evening, she had a bowl of popcorn (Wardlaw, 2003, p.188). |
|
As you work through the learning steps in this unit, consider the key nutrition problems related to the case, the positive practices that Carole is currently employing, and recommendations for improvement.
Jane
is a 29-year old health conscious individual who wants to make sure that
she receives all of the nutrients she needs for good health. There is a history
of cancer in her family, and she would like to make changes in her diet and
lifestyle that would help reduce her risk. Her usual diet consists of a cup
of tea and ½ bagel with margarine and jam for breakfast; a bowl of
soup and a sandwich (turkey or ham on brown bread) and a glass of water for
lunch; a muffin and coffee in the afternoon and meat, potato/pasta/rice and
a tossed salad with dressing for supper; ¾ c. yogurt for an evening
snack.
She was told by the local health food store that most of the food that is available today in supermarkets is low in nutrients due to soil depletion and processing. She has suffered a number of colds this past winter and is feeling tired. She is considering taking vitamins and minerals to improve her diet, her health and her energy level. The health food store has recommended
As you work through the learning steps in this unit, consider the key nutrition problems related to the case, the positive practices that Jane is currently employing, and recommendations for improvement.
 |
Crystal has a hectic schedule. She works during the day for a “temp” agency, primarily performing clerical duties. Three times a week she attends night classes at the local community college in pursuit of computer certification. She has little time to think about what she eats – convenience rules. She usually grabs a banana on her way out of the door for breakfast; has a muffin with butter and coffee in the mid-morning; grabs a “fast food” meal (MacDonald’s, KFC, Subway or Taco Time) at lunch and supper; and usually nibbles on a bag chips with a Coke in the evenings. Unfortunately, over the past few years, Crystal’s weight has been climbing. Watching television a few nights ago, she saw an infomercial for a product that promises she can eat large portions of tasty foods, but not gain weight. Famous celebrities support the claim that this product allows one to eat at will and not gain weight. She doesn’t have a lot of spare money, but the claim to “take this product and eat whatever you want and lose weight” is tempting (Wardlaw, 2003, p. 340). |
 |
Tracy and her husband of 4 years have decided that they are ready to prepare for Tracy’s first pregnancy. Tracy has been reading everything she can find on pregnancy because she knows that her pre-pregnancy health is important to the success of her pregnancy. She just turned 25. Based on her reading, she knows to avoid alcohol, especially because she could become pregnant and not find out right away. She is not a smoker, doesn’t take medications and limits her coffee intake to 6 cups per day.
|
Tracy is currently at a healthy body weight and eats a well balanced diet. She is very weight conscious and watches her calories very closely. Tracy watches her calories and recently started running 5 days a week in attempt to keep her weight down. She plans to continue throughout her pregnancy and is hoping to limit her weight gain to 10 or 15 pounds. She is still undecided about whether or not to breastfeed her infant.
 |
Mrs. C is at her 6-month recall and brags about her 6 month old daughter, Jennifer. Jennifer weighed 7 lbs at birth and now weighs 15 lbs. She was bottle-fed from birth. At 3 months, Mrs. C introduced cereals, but Jennifer resisted all attempts to increase her solid food intake. Mrs. C has not tried re-introducing solid foods again, however, she does give Jennifer apple juice in her bottle when she thinks she may be thirsty. Jennifer is allowed to go to sleep with a bottle at bedtime and at the day care centre. Mrs.C also mentions that formula is expensive and that she is anxious to switch Jennifer to milk (Davis & Stegeman, 1998, p. 283). |
 |
Keith is a 16 year old male who has complained to you about pain from dental caries. He is active in athletics at school and has a part-time job. You determine from his dietary history that his appetite is very good and he eats everything and anything in sight except for vegetables. Keith rarely has time to sit down for breakfast and usually grabs something on the go. He eats fast foods several times a week. Snacking, principally soft drinks/juice, crackers, chips, granola bars or cookies, constitutes almost 40% of his total caloric intake. He also sips on a bottle of Gatorade and eats Energy Bars when he is playing sports. |
 |
Frances is a 78-year-old woman who suffers from macular degeneration, osteoporosis and arthritis. Her husband died suddenly 6 months ago, and she has moved from their family house to a small one-bedroom apartment. Her eyesight is getting worse, making it hard to grocery shop or even cook for herself. Her only daughter lives in a distant city and works two jobs, but visits whenever she can. Frances doesn’t have much of an appetite and as a result, often skips meals throughout the week. She has resorted to eating mostly cold foods that are simple to prepare. She is slowly losing weight as a result of her limited food intake. |
Her typical daily diet consists of toast with butter and jam and a cup of tea for breakfast. If she has lunch, she normally eats a ½ c. of cottage cheese, canned fruit, and a glass of water. For dinner she might have soup and crackers. She avoids meat because it is “too difficult to chew”. She complains that “food doesn’t taste good any more” and “everything is so dry”. She often experiences heartburn after eating. Lately, she has also been constipated and takes mineral oil to keep herself regular (Wardlaw, 2003, p. 514).
Purpose
The purpose of completing the helping skills profile is to explore your personal strengths and challenges, strategies, and progress with respect to each of the seven helping skills: warmth, genuineness, respect, concreteness, empathy, self-disclosure and immediacy. For an overview, please refer to Expectations for Use of Helping Skills.
Process
Criteria for Evaluation of Helping Skills Profile:
Employing the NEPS Literal Descriptors for Determination of Grades, the profile will be marked based on the following:
Here is an example to help you get started. The following excerpts from a former NURS 114 student's Helping Skills Profile provides an example that is succinct, yet rich in critical reflection and self-awareness:
This individual assignment will provide you with the opportunity to research and design a fact sheet for one of the common cardiovascular or respiratory conditions covered in Learning Outcome 2. These fact sheets should be designed for use in the dental hygiene clinical setting when medically compromised clients present for care. These fact sheets should include a brief summary of the medical condition, the indicators of disease control, the questions to be asked during the health history interview, and the dental hygiene implications of the condition. Consider using aids such as the indicators of control tool from LO01 LS02, the generic interview question tool from LO01 LS01, and critical analysis tool from LO01 LS05. This assignment will require you to use your research and critical thinking skills.
You are developing this fact sheet for your reference at chairside. This upfront
work will support your client assessment and subsequent dental hygiene care plan.
l Instructions l Rubric l
| Marks | Criteria | Comments |
|---|---|---|
| /13 | Content includes
|
|
| /2 | Structure
|
|
| /15 | Total |
Journal Assignment #2
Select one of the following two options:
Write about your relationship with an older adult friend or an assigned client you have looked after. "WHAT" Discuss your impressions about your initial meeting with an older adult friend or assigned client where you work. "SO WHAT" Reflect back on your interaction:
What was your state of mind at time of the conversation?
What were your feelings toward the individual? What was the nature (topic) of your discussion? Discuss how you established trust with your older adult friend or assigned client. Describe the interpersonal skills you used as you continued this relationship. "NOW WHAT" Reflect on what you learned from this relationship. OR
Mark
Topic and Details
Refer to the Health & Wellness (Learning Outcome 3 LS 2) and the Life Event Bingo (Learning Outcome 6 LS 1) activities "WHAT" Did the results from these activities surprise you? Why or why not? "SO WHAT" Now write about how you handle stress in your life:
Describe 4 indicators of stress, which you exhibit during stressful situations.
List and describe any ego-defence mechanisms that you know you have used. What have you found to be helpful in relieving stress in your life? "NOW WHAT" Discuss 1 new stress management (coping) technique that you like, that you have discovered in Learning Outcome 6. Describe any insights you have gained about your response to stress. Controversial Nutrition Topics Assignment Guidelines
This small group (2 students/group) assignment will provide you with the opportunity to research and evaluate a controversial topic in nutrition. You will use critical thinking and effective writing skills to discuss your chosen topic, and you will critically reflect on health dangers and/or benefits related to it.Instructions
Evaluation RubricInstructions
1. Select a Partner and Topic
Choose a current topic in nutrition to research. You may select a topic from the list below or research another current topic (pending approval from your facilitator) that is of interest to you.
- Low Carbohydrate Diets – Are they safe? Do they work?
- Alternative Sweeteners (Aspartame) – Are they safe?
- Ergogenic Aids (Athletes) – Do they work? Are they safe?
- Trans Fatty Acids – What are they? What are the dangers?
- Salmon – What are the benefits versus the risks?
- Phytochemicals and Functional Foods – What are they? What do they promise/deliver?
- Organic Foods – What are they? Are they better?
- Genetically Modified Foods – What are they? Are they safe?
- Herbal Supplements – What are they? Are they effective? Are they safe?
- Childhood Obesity – The problem? The solution?
- Antioxidants – What are they? What do they do? Supplements vs. Food?
- Vegetarians vs. Meat Eaters – Whose diet is best?
- Glycemic Index – What is it? Is it useful?
- Soy Products – What are they? Benefits? Risks?
2. Obtain Facilitator Approval
- Please submit your name(s) and topic to your facilitator for approval as soon as possible. When selecting a topic, please indicate your 1st, 2nd and 3rd choice. This will help to expedite the selection process and ensure that you get to research a topic that is of interest to you. Each group must research a different topic. Topics will be approved on a first come, first serve basis according to your stated topic preferences.
3. Write Paper Draft Using the Following Guidelines:
Your draft and final paper should consist of the following sections:
- Title page and names of authors (i.e., you and your partner)
- Introduction of your topic
- Discussion
- Conclusion/Recommendations
- References - You are expected to use at least 6 references for your paper. The majority of references used should be reliable sources of nutrition information. This may include nutrition textbooks (including the NUTR160 course text), reliable nutrition and/or media Web sites, journal articles, newpaper/magazine articles, etc.
Your draft should be 1-2 pages in length. Your final paper should be 4-6 pages in length, not including the cover page or reference pages.
Follow APA format (Fifth Edition)
4. Submit Draft to Facilitator
- Place your draft into the Assignment Drop Box to get feedback from your facilitator. Revise your draft accordingly.
Submit Final Paper
Two complete copies of the paper must be submitted:
- Post one copy on the discussion board under Controversial Nutrition Topics Assignment for peer review. Please note that you are responsible for moderating the discussion for your topic and responding to any questions/comments that arise throughout the duration of the course. The timeliness and quality of your responses will contribute to your participation mark.
- Submit one copy in the Assignment Drop Box for your facilitator to grade. Please note that one bonus mark will be provided if you complete a self-assessment of your assignment at the time of submission. A copy of the rubric for the self-assessment can be downloaded, completed and uploaded from the Assignment Drop Box.
6. Complete a Peer Review
- Read the completed assignments that have been posted on the discussion board by your peers and respond with questions and/or comments. The timeliness and quality of your responses will contribute to your participation mark.
Controversial Nutrition Topics Assignment Rubric
One mark will be deducted for each calendar day beyond the submission due date.
Paper Marking Criteria Marks Content Introduction
- introduces topic well, inviting
Discussion
- all relevant ideas explored
- logical progression of ideas
- accurately establish a sound basis for all statements
- provides sound critical comment with supporting and refuting evidence from literature
Conclusion/Recommendations
- contains no new ideas
- consistent with your discussion
- recommendations reflect on literature review
Construction Length
- 4–6 pages, not including the cover page or reference pages
Title
- consistent with purpose and content of paper
Academic Integrity (Refer to policy on academic integrity)
- consistently cites authors for ideas presented in paper
APA
- follows APA (fifth edition) format
Mechanics
- writing is clear and concise
- paraphrasing of ideas from literature
- logical organization (introduction, discussion and conclusion) and connections between ideas and concepts (sentences, paragraphs, sections)
- supportive evidence is “context appropriate" (i.e., Canadian sources preferred. If not Canadian, comment on applicability to Canadians.)
- spelling and punctuation
- proper grammar
- avoids gender specific language (i.e., his/her/he/she)
References
- uses a minimum of 6 references
- uses a variety of appropriate resources (professional journals, Web sites, textbooks, etc.)
- quality of review/critique of literature
Total
