*NUR 634 Module Two Activity Worksheet
Use this template to complete your module activity. When completing this template, replace all
bracketed text with your responses before submitting it for grading. Include a minimum of one scholarly
source for each scenario. You may use the same scholarly source for more than one scenario. You will
need a total of five unique scholarly sources for the entire activity.
There are guiding questions to help you form your responses. Please remember that all rubric criteria
must be addressed.
An example of a scenario and corresponding response is provided.
Example
First-semester nursing students have just finished a four-day lecture series on nutrition and the several
types of inpatient diets that a provider may order. You are the nurse educator chosen to proctor their
unit exam.
During the exam, an English as an Additional Language (EAL) student from the Czech Republic raises
their hand to ask a question. To ensure you don't disrupt the entire class, you quietly walk over to help
resolve their question.
The student is struggling with a multiple-choice test question on the type of foods that are okay for a
patient to eat if the provider ordered a clear liquid diet. The options are a) yogurt, b) mashed potatoes,
c) a popsicle, and d) tomato soup. The student asks you, “What is a popsicle?”
Consider the following questions to guide your response:
How will you respond to the EAL learner?
What evidence-based strategy will you use to individualize the EAL learner's learning
experience?
If applicable, what accommodation or consideration would you apply to this scenario to
promote learner success?
When a student has a question in the middle of an exam, faculty that are proctoring are strictly there
to ensure no cheating and to make sure someone can help in case students have troubleshooting
issues. I would approach this student quietly to see what their question entailed. Once the student
asks me about the definition of a popsicle, I would know right away that I could not give them that
answer because, firstly, it would potentially give away the answer to the question, but also, other
learners would not know what information I was providing, and it could appear as an unfair bias. So,
my answer to the student would be, “Do the best you can with the information you have and meet
me after the test.”
After the test, when the student comes to my office, we would discuss the need for them to speak up
and ask questions during lectures and study, such as when the student does not understand the
meaning of a word. I would also coach them on studying techniques using flashcards while reading
textbooks and writing down unfamiliar words. Sepulveda (2020) explained that coaching helps
students move up a level, expand skills, and promote confidence.
, According to Onovo (2019), EAL students expressed that the strategies that helped them succeed
were the use of medical dictionaries, study groups, demonstrations from instructors, and YouTube
videos. These strategies helped the students solidify the concepts as they faced cultural and language
barriers. As far as special accommodations, students with English as an additional language do not
necessarily meet the Americans with Disabilities Act (ADA) standards. However, a referral is always a
terrific way to demonstrate support for the student.
References
Onovo, G.N. (2019). Fundamentals of nursing practice and the culturally diverse ESL nursing students:
The students’ perspectives for teaching and learning in nursing. Teaching and Learning in
Nursing, 14(2019), 238–245.
Sepulveda, A. (2020). Coaching college students to thrive: Exploring coaching practices in higher
education. University of Northern Colorado.
Scenario One
You are at a clinical facility doing a 12-hour clinical rotation with a group of eight nursing students. These
rotations allow students to be immersed in a clinical setting and understand their day-to-day duties and
responsibilities.
During clinical days, nursing students spend significant time on their feet. Several students approach you
about a fellow student who is pregnant and taking frequent breaks to sit and elevate her feet.
The nursing students want to know why the pregnant student is receiving special treatment through
extra breaks and the chance to sit. They state it is unfair to them and think the pregnant student should
have to drop the course.
In addition to rubric criteria, consider the following questions to guide your response:
How will you respond to the nursing students questioning the treatment of the pregnant
student?
What evidence-based strategy will you use to individualize the learning experience of the
pregnant student?
If applicable, what accommodation or consideration would you apply to this scenario to
promote learner success?
The other nursing students will require compassion and empathy towards their counterpart who is
pregnant in nursing school. It is important that the nursing students know that the clinical instructor
understands their wanting fairness and consistency among the students. All the students are held to
the same expectations for learning the same objectives during their clinical rotations. The students
are all going through the same, tough nursing education and need to have empathy for each other
(Llewellyn & Missbrenner, 2024). However, the pregnant student needs her privacy and needs to feel
supported during this time. For the health and safety of the student, she needs breaks and
modifications when necessary, while still learning the objectives of clinical rotations. Pregnancy is
physiologically challenging for the body. The pregnant student still needs to be included in the
Use this template to complete your module activity. When completing this template, replace all
bracketed text with your responses before submitting it for grading. Include a minimum of one scholarly
source for each scenario. You may use the same scholarly source for more than one scenario. You will
need a total of five unique scholarly sources for the entire activity.
There are guiding questions to help you form your responses. Please remember that all rubric criteria
must be addressed.
An example of a scenario and corresponding response is provided.
Example
First-semester nursing students have just finished a four-day lecture series on nutrition and the several
types of inpatient diets that a provider may order. You are the nurse educator chosen to proctor their
unit exam.
During the exam, an English as an Additional Language (EAL) student from the Czech Republic raises
their hand to ask a question. To ensure you don't disrupt the entire class, you quietly walk over to help
resolve their question.
The student is struggling with a multiple-choice test question on the type of foods that are okay for a
patient to eat if the provider ordered a clear liquid diet. The options are a) yogurt, b) mashed potatoes,
c) a popsicle, and d) tomato soup. The student asks you, “What is a popsicle?”
Consider the following questions to guide your response:
How will you respond to the EAL learner?
What evidence-based strategy will you use to individualize the EAL learner's learning
experience?
If applicable, what accommodation or consideration would you apply to this scenario to
promote learner success?
When a student has a question in the middle of an exam, faculty that are proctoring are strictly there
to ensure no cheating and to make sure someone can help in case students have troubleshooting
issues. I would approach this student quietly to see what their question entailed. Once the student
asks me about the definition of a popsicle, I would know right away that I could not give them that
answer because, firstly, it would potentially give away the answer to the question, but also, other
learners would not know what information I was providing, and it could appear as an unfair bias. So,
my answer to the student would be, “Do the best you can with the information you have and meet
me after the test.”
After the test, when the student comes to my office, we would discuss the need for them to speak up
and ask questions during lectures and study, such as when the student does not understand the
meaning of a word. I would also coach them on studying techniques using flashcards while reading
textbooks and writing down unfamiliar words. Sepulveda (2020) explained that coaching helps
students move up a level, expand skills, and promote confidence.
, According to Onovo (2019), EAL students expressed that the strategies that helped them succeed
were the use of medical dictionaries, study groups, demonstrations from instructors, and YouTube
videos. These strategies helped the students solidify the concepts as they faced cultural and language
barriers. As far as special accommodations, students with English as an additional language do not
necessarily meet the Americans with Disabilities Act (ADA) standards. However, a referral is always a
terrific way to demonstrate support for the student.
References
Onovo, G.N. (2019). Fundamentals of nursing practice and the culturally diverse ESL nursing students:
The students’ perspectives for teaching and learning in nursing. Teaching and Learning in
Nursing, 14(2019), 238–245.
Sepulveda, A. (2020). Coaching college students to thrive: Exploring coaching practices in higher
education. University of Northern Colorado.
Scenario One
You are at a clinical facility doing a 12-hour clinical rotation with a group of eight nursing students. These
rotations allow students to be immersed in a clinical setting and understand their day-to-day duties and
responsibilities.
During clinical days, nursing students spend significant time on their feet. Several students approach you
about a fellow student who is pregnant and taking frequent breaks to sit and elevate her feet.
The nursing students want to know why the pregnant student is receiving special treatment through
extra breaks and the chance to sit. They state it is unfair to them and think the pregnant student should
have to drop the course.
In addition to rubric criteria, consider the following questions to guide your response:
How will you respond to the nursing students questioning the treatment of the pregnant
student?
What evidence-based strategy will you use to individualize the learning experience of the
pregnant student?
If applicable, what accommodation or consideration would you apply to this scenario to
promote learner success?
The other nursing students will require compassion and empathy towards their counterpart who is
pregnant in nursing school. It is important that the nursing students know that the clinical instructor
understands their wanting fairness and consistency among the students. All the students are held to
the same expectations for learning the same objectives during their clinical rotations. The students
are all going through the same, tough nursing education and need to have empathy for each other
(Llewellyn & Missbrenner, 2024). However, the pregnant student needs her privacy and needs to feel
supported during this time. For the health and safety of the student, she needs breaks and
modifications when necessary, while still learning the objectives of clinical rotations. Pregnancy is
physiologically challenging for the body. The pregnant student still needs to be included in the
