University of Phoenix NSG/531: Stage 2 Worksheet Assignment

This assignment is a completed Stage 2 Worksheet for the NSG/531 course, focusing on program and course development. The worksheet addresses how to determine acceptable evidence of student learning based on the Understanding by Design model. It includes defining the six facets of understanding for three learning objectives, detailing criteria for student mastery, and designing summative assessments, including role-play simulations and presentations. The assignment further outlines formative assessments such as quizzes and prompts. Finally, it provides detailed analytic grading rubrics for each summative assessment, defining dimensions and levels of achievement for each facet of understanding. References are provided to support the design principles and content covered in the worksheet.

NSG/531 v2
Stage 2 Worksheet Student Name: ________________________________________
1. For each learning objective, define what understanding will look like for each of the 6 Facets of Understanding. Refer to Understanding by
Design, pp.
161–167, for further explanation.
6 Facets of Understanding Matrix – Learning Objective 1
Explanation Interpretation Application Perspective Empathy Self-Knowledge
The student should
be able to explain
the importance of
healthcare
management by
showing their
reasoning
The student should
be able to understand
the various models
found in the
healthcare
management and be
able to interpret
statistical data of the
growing need of
healthcare
management
The student should
be able to adopt
some of the concepts
that they have
learned in class
(Minniti, Blue,
Freed, & Ballen,
2016)
The student should
be able to recognize
the impact that
healthcare
management has on
the economy and the
nation
N/A N/A
The worksheet above follows the design principles laid out in the Understanding by Design model from Wiggins, G., & McTighe, J. (2005).
Understanding by Design.

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6 Facets of Understanding Matrix – Learning Objective 2
Explanation Interpretation Application Perspective Empathy Self-Knowledge
The student should
be able to
understand the
importance of heath
management in
improving the well-
being of the society
and be able to teach
this concept to other
members of the
community
The student should
be able to interpret
the implication of
poor health
management in the
society (Phillips,
2018)
The student should
be able to apply the
knowledge learned
in class to identify
possible gaps in the
community
The student should
be able to recognize
the implications and
the importance of
health management
to the well-being of
the community
N/A N/A
6 Facets of Understanding Matrix – Learning Objective 3
Explanation Interpretation Application Perspective Empathy Self-Knowledge
The student should
be able to
understand and learn
various strategies
that can help them
comply to the ethical
policies. They
should be able to
explain these
strategies in their
own words
The student to be
able to make sense
of the various codes
of ethics relevant to
their profession
(Rich, Singleton, &
Wadhwa, 2018).
The student should
be able to understand
the importance of the
ethic compliance and
the repercussion
involved.
N/A N/A N/A
The worksheet above follows the design principles laid out in the Understanding by Design model from Wiggins, G., & McTighe, J. (2005). Understanding by Design.

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2. How can students show that they have achieved the learning objectives? What evidence will show they have mastered the objective? For
each learning objective, define the criteria that will show they have mastered the objective. Incorporate your answers from the 6 Facets of
Understanding.
Learning Objective 1 Learning Objective 2 Learning Objective 3
For this objective, the student will be able to
show that they have mastered the objectives
by being able to explain the importance of
health management , adopting the various
concepts that they have learned and they
should be bale to interpret the various
models found in the society and the role that
health management plays in the model
The student should be able to list some of
the importance of health management to the
well-being of the society. The student should
also be able to list some of the duties of
health management in the society
(Senthilkumar, Rai, Meshram, Gunasekaran,
& Chandrakumarmangalam, 2018).
To show mastery for this objective, the
student should be able to list the role of
ethical policies in their profession. They
should also be able to explain some of the
policies.
3. How will you assess understanding? Will it require multiple activities? Or one activity that is based in authentic performance tasks and can
cover all facets of understanding? Now that you have established the criteria, how can student’s show they have met the criteria? Use the
GRASPS Tasks Design Prompts in Understanding by Design, page 159, for help in framing performance tasks that you can use for
summative assessment. For each learning objective, define performance tasks that provide an authentic assessment of each objective
Learning Objective 1 Learning Objective 2 Learning Objective 3
Students can conduct a role play
simulation to sow the importance of health
management in the society (Amelung, 2019)
Students will be placed in groups and design
a presentation that will explain the
importance of health management to the
well-being of the society (Elwyn,
Greenhalgh, & Macfarlane, 2018).
student will conduct a role play simulation
to explain the impact of lack of ethical
policies to the professional career (Mishra,
2016)
4. List any additional assessments that may be necessary to support progression towards mastery of each objective. These are formative
assessments and can be quizzes, tests, prompts, observations, etc.
Learning Objective 1 Learning Objective 2 Learning Objective 3
The worksheet above follows the design principles laid out in the Understanding by Design model from Wiggins, G., & McTighe, J. (2005). Understanding by Design.

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Quizzes and tests will be used to show
progression toward mastery. The students
will be quizzed on the importance of
healthcare management.
Prompts and observation will be used to
show mastery the students will list some of
the importance of healthcare management to
well-being of a community (Roberts, Fisher,
Trowbridge & Bent, 2016).
Quizzes and tests will be administered to
show the mastery of the objective. The
quizzes will involve the code of ethics
The worksheet above follows the design principles laid out in the Understanding by Design model from Wiggins, G., & McTighe, J. (2005). Understanding by Design.

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Analytic Grading Rubric
5. Create the grading rubric for each of the summative assessments you identified for each learning objective. Begin by defining the
dimensions that comprise the facets that you are using to assess understanding. For each dimension, describe what each level of
achievement will look like. The first row provides an example for a dimension of a rubric assessing oral presentations.
Learning Objective 1 Grading Rubric
Dimension
1
Below Expectations
2
Needs Improvement
3
Satisfactory
4
Exceeds
Expectations
Comments
Example:
Organization
No apparent
organization.
Evidence is not used
to support assertions.
There is some
organization, but the
speaker occasionally
goes off topic.
Evidence to support
conclusions is weak.
The presentation has
a focus and provides
some reasonable
evidence to support
conclusions.
The presentation is
Carefully organized
and provides
convincing evidence
to support
conclusions.
1. explanation Explanation is absent
or irrelevant
Explanation is
present but
supporting
conclusions are weak
Explanation is
present and
supporting
conclusions are
relevant
Explanation is
present and
supporting
conclusions are very
strong
2. interpret Interpretation is
irrelevant
Interpretation is
relevant, although the
student goes off topic
occasionally
Interpretation is
relevant and the
student remains on
topic
Interpretation is
relevant, student
stays on topic and
student is able to
give examples
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3.application Application is
irrelevant
Application is
relevant but no
examples are given
Application is
relevant and
examples are weak
Application is
relevant and
examples are strong
4. Perspective Student is unable to
give a perspective
Student is able to
give a perspective
but is weak
Student gives
perspective that is
relevant
Student gives
perspective that is
relevant and gives
supporting
conclusion
5. empathy N/A N/A N/A N/A
6.selfknwoldeg N/A N/A N/A N/A
Learning Objective 2 Grading Rubric
Dimension
1
Below Expectations
2
Needs Improvement
3
Satisfactory
4
Exceeds
Expectations
Comments
Copyright 2019 by University of Phoenix. All rights reserved.

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1. explanation Explanation is
irrelevant
Explanation is
relevant but has wea
supporting
conclusions
Explanations is good,
and has strong
supporting
conclusions
Explanation is good,
has strong supporting
conclusion and has
examples
2. interpretation Interpretation is
absent
Interpretation is
present but is
irrelevant
Interpretation is
present and is relevant
Interpretation is
present relevant, and
student has provided
examples
3. application Application is
irrelevant
Application is
relevant but is weak
Application is
relevant and is strong
Application is
relevant, detailed and
strong.
4. perspective Student does not have
a clear perspective
Student has clear
perspective but
supporting
conclusions are weak
Perspective is present
and supporting
conclusions are strong
Perspective is
present, supporting
conclusions are
relevant, strong and
example shave been
given
5.empathy N/A N/A N/A N/A
Copyright 2019 by University of Phoenix. All rights reserved.

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6. self-knowledge N/A N/A N/A N/A
Learning Objective 3 Grading Rubric
Copyright 2019 by University of Phoenix. All rights reserved.
Dimension
1
Below Expectations
2
Needs Improvement
3
Satisfactory
4
Exceeds
Expectations
Comments
1. explanation Explanation is
irrelevant
Explanation is
relevant but has wea
supporting
conclusions
Explanations is good,
and has strong
supporting
conclusions
Explanation is good,
has strong supporting
conclusion and has
examples
2. interpretation Interpretation is
irrelevant
Interpretation is
relevant, although the
student goes off topic
occasionally
Interpretation is
relevant and the
student remains on
topic
Interpretation is
relevant, student stays
on topic and student
is able to give
examples
3.application Application is
irrelevant
Application is
relevant but is weak
Application is
relevant and is strong
Application is
relevant, detailed and
strong.

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4. perspective N/A N/A N/A N/A
5. empathy N/A N/A N/A N/A
6.self-knowledge N/A N/A N/A N/A
Copyright 2019 by University of Phoenix. All rights reserved.

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References
Amelung, V. E. (2019). Healthcare management. Springer.
Elwyn, G., Greenhalgh, T., & Macfarlane, F. (2018). Groups: a guide to small group work in healthcare, management, education and
research. CRC Press.
Minniti, M. J., Blue, T. R., Freed, D., & Ballen, S. (2016). Patient-interactive healthcare management, a model for achieving patient
experience excellence. In Healthcare Information Management Systems (pp. 257-281). Springer, Cham.
Mishra, V. (2016). U.S. Patent Application No. 14/882,699.
Phillips, A. (2018). Healthcare management dictionary. CRC Press.
Rich, C. R., Singleton, J. K., & Wadhwa, S. S. (2018). Sustainability for healthcare management: a leadership imperative. Routledge.
Roberts, J. P., Fisher, T. R., Trowbridge, M. J., & Bent, C. (2016, March). A design thinking framework for healthcare management and
innovation. In Healthcare (Vol. 4, No. 1, pp. 11-14). Elsevier.\
Senthilkumar, S. A., Rai, B. K., Meshram, A. A., Gunasekaran, A., & Chandrakumarmangalam, S. (2018). Big data in healthcare
management: a review of literature. American Journal of Theoretical and Applied Business, 4(2), 57-69.
Copyright 2019 by University of Phoenix. All rights reserved.