Utilize the teaching/learning process to develop effective strategies for instructing culturally diverse individuals, families, and groups Develop and implement a teaching plan for an individual client incorporating the client’s cultural background and health care practices. Develop and implement a staff development plan for a nursing unit using learning theories, and the three domains of learning. Evaluate teaching strategies used by others for effectiveness, using various models of evaluation. Teaching Strategies Updated per course reflecting the instructional strategies appropriate to the subject area. Examples: simulation laboratory, clinical experience, discussion, case studies, blended learning, on line assignments, quizdom or other electronic teaching devices, lecture, guest speakers, community projects, class presentations, videos/DVD, kinesthetic learning activities Teaching strategies support defined learning outcomes. Class room discussion regarding major concepts presented in class. Audiovisual/Computer-assisted instruction providing students with individualized learning options. Case studies used for facilitating learning at the analysis and synthesis levels. Fieldwork for staff development teaching plans. Student-peer interactions and student-faculty consultation. Web enhanced modules - A series of web enhanced learning modules have been structured for students to utilize in this course to augment and enhance learning. IV. Evaluation Methods, Grading Formative Assessment of Student Learning: Will not count more than 80% of final grade Examples -- Research, presentations, Case Studies, Specific class projects, Weekly quizzes, homework assignments, (Overwrite by Instructor – Final row should be a summation of assessment activities for the term and the total value of the earned).
Section B: Course Outline objectives reflect the teaching activities that, if engaged in, are intended to lead to specific, measurable student learning outcomes as identified in Section A. Content outline provides the student with a course roadmap. Which topics are intended to be covered each week? Specific course activities outline the teaching strategies used to achieve the course objectives Student assignments identify the learning and assessment requirements that students are to fulfill throughout the duration of the course. Categories include such topics as reading, writing, homework, testing, other assignments, community activities COURSE OUTLINE: NURS 360 Principles of Teaching for Patient Care Week Objectives Content Outline Specific Course Activity Assignments 1 CLO 2,4 CLO 1,6 CLO 1 CLO 1,4,11 CLO 2,10 CLO 5,8,9 CLO 1,11 CLO 1, 2 Overview of Healthcare Education Discuss the evolution of the teaching role of the nurse Discuss national and global trends in health care and how these trends will affect nursing practice. Identify the purposes, goals, and benefits of client and staff/student education Compare the education process to the nursing process. Define the terms education process, teaching, and learning. Identify reasons why client and education is an important duty for professional nurses. Discuss the barriers to teaching and the obstacles to learning. Formulate questions that nurses in the role of educator should ask about the process. Ethical, Legal, and Educational Foundation Identify the six ethical principles. Introduction to course Overview of Education in Health Care. History Trends Role of nurse educator Barriers to learning Ethical, Legal & Economic Foundations in the Educational Process Ethical & Issue principles in health care Legality of patient education Lecture presentation Class Discussion of the educator role of the professional in the changing global health care climate Bastable Chapters 1 & 2 ASSIGNMENT: Due next week Paper discussing the role of the professional nurse as patient educator in the changing healthcare trends, using the class readings & the following sources: Healthy People 2020, Joint Commission Crossing the Quality Chasm-IOM & readings posted See grading rubric in syllabus
CLO1,4 CLO 4,6 CLO 11 CLO 11 CLO 11 CLO 4 CLO 4 CLO 11 CLO 11 Determinants of Learning State the nurse educator’s role in the learning process. Identify the components of what is known as determinants of learning. Describe the involved in the assessment of learning needs. Explain methods that can be used to assess learner needs. Discuss the factors that need to be assessed in each of the four types of readiness to learn. Describe what is meant by learning styles. Discriminate between the major learning style models and instruments identified. Discuss ways to assess learning styles. Identify the evidence that supports assessment of learning needs, readiness to learn, and learning styles. 3 CLO 5 CLO5, 11 CLO 1, 6 CLO 5 Developmental stages of the Learner Identify the physical, cognitive, and psychosocial characteristics of learners that influence learning at various stages of growth and development. Recognize the role of the as educator in assessing stage-specific learner needs according to maturational levels. Determine the role of the family in patient education. Discuss appropriate teaching strategies effective for learners at different developmental stages. Development Stages of the Learner Childhood Adulthood Role of the family Compliance, motivation & health behaviors of the learner Compliance Motivation Selected models & theories Role of education in health promotion Lecture presentation Class & Small Group Discussion Bastable, Chapters 5 & 6 ASSIGNMENT: Describe a patient teaching plan for each of 2 newly diagnosed Type 1 diabetic patients. The first client is a 10 year old girl and the second is a 35 year old male. Discuss your assessment of the learner, learner
CLO 1,4 CLO 4,11 CLO 4 CLO 4 CLO 11 CLO 4 CLO 1,4,11 CLO 1,2,4 Compliance, Motivation, and Health Behavior of the Learner Define the terms compliance, adherence, and motivation relevant to behaviors of the learner. Discuss compliance and motivation concepts and theories. Identify incentives and obstacles that affect motivation to learn. State axioms of motivation relevant to learning. Assess levels of learner motivation. Outline strategies that facilitate motivation and improve compliance. Compare and contrast selected health behavior frameworks and influence on learning. Recognize the role of the nurse as educator in health promotion. needs, and teaching strategies for each patient. What resources would you provide for each learner? Use Teaching Plan grading rubric 4 CLO 1,2,5 CLO 2 CLO 1,5,8,9 CLO5,9 CLO 4,11 CLO 1,11 CLO 1,9,4 CLO 9,11 Literacy in the Adult Client Population Define the literacy, illiteracy, health literacy, low literacy, functional illiteracy, reading, readability, comprehension, and numeracy. Identify the magnitude of the literacy problem in the United States. Describe the characteristics of those individuals at risk for having difficulty with reading and comprehension of written and oral language. Discuss common and assumptions about people with illiteracy. Identify clues that are indicators of reading and writing deficiencies. Assess the impact of illiteracy and low literacy on client motivation and compliance with healthcare regimens Recognize the role of the nurse as educator in the assessment of client’s literacy skills. Critically analyze the readability and comprehension levels of printed materials Literacy in the Adult Client Population Incidence of Problem Trends with literacy problems at risk stereotypes and assumptions Illiteracy and effects on motivation & compliance Literacy measurement tools Tools to measure readability of printed education material (PEM) Teaching strategies for the literacy Gender, Socioeconomic & Cultural Attributes of the learner Lecture presentation Class & Small Group Discussion -Multicultural and International perspectives of class student groups Bastable, Ch. 7 & 8 ASSIGNMENT: Client teaching project: Using one of the multicultural assessments models discussed in chapter 8, conduct a cultural assessment of a client. Then plan teaching for a generation English-speaking Chinese family having their first baby, incorporating the client’s cultural background and health care practices.
5 CLO 1,6,9 CLO 1,4,5 CLO 1,4,10 CLO 1,4,8,11 CLO 1,3,7 CLO 1,4 CLO 1,4 CLO1,5,8 CLO 4,11 CLO 4,11 CLO 4 CLO 4 Special Populations Describe how visual and hearing deficits require adaptive intervention. Identify the various teaching strategies that are effective with learning disabilities. Describe the different physical and mental disabilities for appropriate adaptation of the teaching-learning plan. Enhance the teaching-learning process for someone and their families in the process. Describe assistive technology and its application for people with disabilities. Behavioral Objectives Identify the differences between goals and objectives. Recognize opposing viewpoints regarding the use of behavioral objectives in education. Demonstrate the ability to write behavioral objectives accurately and concisely using the four components of condition, performance, criterion, and who will do the performing. Cite the most frequent errors made in writing objectives. Cite the most frequent errors made in writing objectives. Explain the instructional methods appropriate for teaching in the cognitive, affective, and psychomotor domains. Special Populations Types of Disabilities Learning Disabilities Sensory Deficits Learning Disabilities Developmental Disabilities Mental Illness Physical Disabilities Communication Disorders Family Roles Assistive Technology Behavioral Objective Characteristics of goals & objectives Writing behavioral objectives Common mistakes when writing behavioral objectives Taxonomy of objectives to learning domains Learning curves Lecture presentation Class & Small Group Discussion Review of Student Teaching Assignment (wk 4) Bastable, Ch. 9 & 10 ASSIGNMENT: Due Weeks 8 & 9 Design and give a development program at your facility. Determine a topic appropriate to the needs for your audience and your method of teaching.
CLO 11 CLO 11 CLO 4,11 CLO 11 CLO 11 CLO 11 CLO 11 CLO 11 CLO 4,11 CLO 7,11 Discuss the relationships among evaluation, evidence-based practice, and practice-based evidence. Compare and contrast evaluation and assessment. Identify the purposes of evaluation. Distinguish between five types of evaluation: process, content, outcome, impact, and program. Discuss characteristics of various models of evaluation. Describe similarities and differences between evaluation and research. Assess barriers to evaluation. Examine methods for conducting an evaluation. Select appropriate instruments for various types of evaluative data. Identify guidelines for reporting results of evaluation. Describe the strength of the current evidence base for evaluation of patient and nursing education. Determination of the focus of evaluation Evaluation design Conducting the evaluation Analyzing & interpretation of data Reporting of evaluation results 8 CLO10,11 Student staff development presentations 9 CLO10,11 Evaluation of course Student staff development presentations Syllabus last reviewed/revised on: 03/10. Syllabus is subject to change at any time at the instructor’s discretion.