NR535 Theoretical Foundations & Instructional Strategies for the Nurse Educator
Week 2 Assignment
Personal Philosophy of Teaching and Learning
Purpose
The purpose of this assignment is to provide an opportunity for learners to: (a) articulate a personal philosophy of teaching and learning, and (b) present the content in a formal and professional manner using power-point with voice over. Engaging in self-reflection is useful to facilitate awareness and professional growth. MSN-prepared nurse educators benefit from introspection to clarify the philosophical perspectives that serve as underpinnings for teaching and learning practices. Completion of this assignment is to gain insights regarding the philosophical foundation that will guide your future practice as a nurse educator.
Course Outcomes
CO1: Incorporate education theories and models in developing the master's-prepared nurse educator role essential to performing as educators and advocates of holistic, safe, and quality care. (PO 1)
CO3: Examine unique learning styles and needs of culturally diverse learners to foster acquisition of knowledge and skill. (POs 1 and 3)
REQUIREMENTS
Develop a personal philosophy of teaching and learning that will guide your career as a nurse educator. Using a voice-over PowerPoint, (directions located in Resource Tab), audiotape your philosophy of teaching and learning. The presentation should be communicated as a formal depiction of your philosophy to course faculty. The quality of your communication and slide formatting should represent professional standards. The recording should range from 5–10 minutes and must include the following content.
Process
1. Develop your philosophy of teaching and learning based on the requirements noted in the assignment criteria table below.
2. Follow the instructions in the course on how to develop a voice-over PowerPoint.
3. Audiotape your presentation and submit it in the Week 2 assignment submission box.
4. You will be graded on both the content of the presentation and the professional quality of the presentation.
Category Points % Description
Introduction 5 5% This section of the assignment presents an introduction to your presentation by including:
• Introduction of speaker
• Identification of desired setting for future practice as a nurse educator (either an academic setting orprofessional development within healthcare)
• Description of responsibilities consistent with the nurse educator’s role in your selected practice setting
Overview of philosophy 15 15% This section of the assignment presents a discussion of your personal philosophy of nursing education, by including:
• Core beliefs regarding the purpose of nursing education
• Core beliefs regarding the role of the nurse educator
• Core beliefs regarding learner characteristics
• Core beliefs regarding the variables that influence the teaching and learning process
Application of Education Theory 15 15% This section of the assignment presents a discussion of an educational theory (no nursing theories such as Benner may be used) by including:
• Identification of the selected educational theory
• Description of principles from the educational theory
• Description of how the selected educational theory is consistent with philosophy
Selected Teaching Methods 20 20% This section of the assignment presents a discussion of selected teaching methods by including:
• Explanation of each of the three selected teaching methods
• Identification of how each selected teaching method is consistent with your philosophy
• Identification of how each selected teaching method is consistent with your selected educational theory
• Identification of how each teaching method will foster learning in your practice setting
Summary 5 5% This section of the assignment presents a summary by including:
• Description of key points identified within your presentation
• Identification of how your role as a nurse educator in your practice setting will impact holistic, safe, and quality care
• Identification of one next step in order to be successful as graduate student in the education track
Presentation- Speaker 15 15% The speaker presents the information in a professional manner, which includes the following.
• The speaker thoroughly addresses content without reading directly from the slides.
• The speaker presented the content in a clear, easy to hear and easy-to-understand manner
• The speaker varied the pace of the presentation and uses pauses to aid the understandability of the topic
• The speaker used language appropriate for the audience
• Vocal fillers (“um,” “uh,” “like”) were under control
• The speaker made the presentation interesting to and used appropriate language
Presentation - Slides 15 15% The formatting of the slides demonstrates the following:
• Slides are professional in appearance and tone
• Balance between space, words/graphics and color is effective
• Oral presentation used concise language
• References are cited directly on the slide
Graduate-level
Writing Style 10 10% For full credit the following criteria must be met:
• Correct grammar, punctuation, spelling, and word usage
• No direct quotes are used on the presentation slides
• APA format for citing and referencing sources
Quality of Scholarly Sources It is an expectation that a minimum of 3 scholarly sources are integrated within the assignment.
If the above expectation is not met, 10 points shall be dedicated.
Total 100 100% A quality assignment will meet or exceed all of the above requirements
NR535 Theoretical Foundations & Instructional Strategies for the Nurse Educator
Week 4 Assignment
Preparing to Teach: Developing a Teaching Plan
PURPOSE
In this assignment, you will assume the role of a nurse educator in either an academic or a nursing professional development setting to determine a hypothetical target audience in order to develop an instructional lesson or teaching plan. The target audience will be learners within an academic setting or a healthcare setting (patients are not an appropriate target audience). The plan will include development of measurable learning outcomes/objectives for the target audience; a topical outline of the content to be presented; development of appropriate instructional methods, and development of evaluation methods appropriate for the topic.
COURSE OUTCOMES
Through this assignment, the student will address the following Course Outcomes:
CO 2: Explore instructional strategies reflective of educational theory and evidence-based practice to support person centered care. (PO 5)
CO 3: Examine unique learning styles and needs of culturally diverse learners to foster acquisition of knowledge and skill. (PO 1 and 3)
CO 4: Explore a variety of instructional strategies appropriate to content, setting, learners’ needs, and desired outcomes. (POs 3 and 4)
ASSIGNMENT OVERVIEW
Imagine that you are a nurse educator in either an academic or a nursing professional development context. Consider who your hypothetical target audience would include, the learning that would be necessary, and a hypothetical lesson that you would teach.
Once you determine this information, you will prepare for the development of an instructional lesson by considering the characteristics and unique needs of the target audience, as well as specific learning objectives, instructional methods, learning resources and methods for evaluation ofthe learning that has been accomplished.
PREPARING THE PAPER
This assignment will be submitted to the faculty member using the template provided. The teaching plan is to include the following information:
• Target audience
• Lesson title and purpose
• Lesson-specific learning objectives
• Topical outline
• Instructional methods
• Learning resources
• Evaluation methods
NOTE: Please see the details of the required information and expectations in the table labeled: Assessment Criteria
ASSIGNMENT INSTRUCTIONS
1. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
2. A minimum of fourscholarly nursing references related to either the instructional methods or instructional resources are to be included in the teaching plan.
3. Format for references within the teaching plan as well as the reference pageare to be completely consistent with APA format, current edition
4. Use an economy of words to completethe Week 4 Assignment.
5. Use correct spelling, word usage, grammar, punctuation, and sentence structure, congruent with graduate-level writing.
6. No direct quotes may be used in this assignment.
Category Points % Description
Target Audience 35 15% o Describe the target audience of learners
o Discuss 3 unique characteristics regarding the target audience that will influence the teaching/learning process
o Explain the implications of these characteristics on the development of the teaching plan
o Explain how your personal philosophy of nursing education can support the teaching- learning process for this target audience
Lesson Title and Purpose 25 11% o State the title of the lesson
o Explain the purpose for the lesson
o Define the length of time allocated for the lesson
o Explain the environment where the lesson will occur and how the environment fosters learning by the target audience
Lesson-specific Learning Objectives
35 15% o Identify a minimum of 3 learning objectives for the lesson
o Within each objective, the expected outcome of learning is specific and measurable
o Each lesson-specific learning objective is consistent with the level of the target audience
o In the corresponding rationale area, explain the following:
o The learning domain that is addressed within each learning objective
o The rationale for each learning objective
Topical Outline 20 8% o Using an economy of words, provide a concise outline of the lesson content that demonstrates:
o Clarity and a logical flow of content
o Congruence with the lesson purpose
o Congruence with the lesson specific learning objective
Instructional Methods 40 17% o Identify a minimum of 3 instructional methods for each lesson-specific learning objective that will be used by the nurse educator to deliver the lesson
o In the corresponding rationale section of the worksheet, explain how each of the instructional methods:
o Support achievement of the learning objective
o Align with the domain of learning indicated in the learning objective
o Address characteristics and/or learning needs of the target audience
o Reflect your philosophy of nursing education
o Include support from current, scholarly resources to validate your rationale
Learning Resources 35 15% o Include a minimum of 3 resources to facilitate learner achievement of the stated objectives
o In the corresponding rationale section of the worksheet:
o Explain how each of the 3 learning resources align with the lesson content
o Explain how each of the 3 learning resources will support the learning needs of the target audience
o Include support from current, scholarly resources to validate your rationale
Evaluation Methods 35 15% o Identify a minimum of 1method per each lesson-specific objective that will be used to evaluate learner achievement of the stated objective
o In the corresponding rationale area, explain the following for each evaluation method:
o Explain how the evaluation methodfor each lesson-specific learning objective will measure successful achievement of the learning objective by target audience
o Explain how the evaluation method is congruent with the learning domain addressed within the objective
o Explain how the evaluation method takes into consideration the unique characteristics of the target audience
Graduate-level Writing Style 15 6% For full credit in this rubric category, the following criteria must be met:
• Correct spelling and word usage
• Correct use of grammar, punctuation, sentence, and paragraph structure
• Clarity, organization, and logical flow of ideas within writing
• Synthesis of information is present with no direct quotes
• Correct APA format for the following:
? Citing sources
? Referencing sources
Quality of Scholarly Sources It is an expectation that a minimum of 5 scholarly sources are integrated within the assignment
If the above expectation is not met, 10points shall be deducted.
Total 240 100%
A quality assignment will meet or exceed all the above requirements.
NR535 Theoretical Foundations & Instructional Strategies for the Nurse Educator
Week 6 Assignment
Develop an Evolving Case Study
PURPOSE
This assignment provides the opportunity for the student to step into the role of a nurse educator by developing a learning activity useful in either the academic or nursing professional development setting. The evolving case study would be useful as part of a small group activity in the clinical setting for either students or registered nurses depending on the student’s future as a nurse educator. For this assignment, the focus is on a clinical situation that progresses over three stages in a low fidelity clinical skills laboratory setting or case scenario discussion within the classroom. To facilitate synthesis of learning, the identification of critical thinking questions is included as an important element within the assignment.
COURSE OUTCOMES
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Incorporate education theories and models in developing the master's-prepared nurse educator role essential to performing as educators and advocates of holistic, safe, and quality care. (PO1)
CO 2: Explore instructional strategies reflective of educational theory and evidence-based practice to support person centered care. (PO 5)
CO 3: Examine unique learning styles and needs of culturally diverse learners to foster acquisition of knowledge and skill. (Pos 1, 3)
CO 4:Explore a variety of instructional strategies appropriate tocontent, setting, learners' needs, and desired outcomes. (POs 3, 4)
CO 5:Examine professional ethical legal values in the role of the nurse educator. (PO 4)
ASSIGNMENT OVERVIEW
This assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting. In addition, the student must identify critical thinking questions related to each stage of the evolving case study as well as debriefing. The student-developed evolving case study demonstrates the following:
• Initial presentation (i.e., Stage 1) regarding the health status of the patient
• Progress to Stage 2 with the occurrence of event that requires the identification of the appropriate response from learners
• Ends with Stage 3 that is based upon the action identified by learners
The evolving case study assignment is to include the following:
• Overview of evolving case study
• Description of the fictional patient
• Develop the report that learners receive prior to the start of the evolving case study using SBAR
• Stage 1: Initial presentation regarding health status of the patient
• Stage 2: Occurrence of an event regarding the health status of the patient
• Stage 3: Stabilization of the patient
• Debriefing
• Self-reflection
ASSIGNMENT INSTRUCTIONS
1. The assignment should not exceed 8 pages in length excluding the title page and reference page (if needed).
2. The use of the template for Week 6 Assignment is required.
3. Abide by the Chamberlain College of Nursing Academic Integrity Policy.
4. Format for references, if needed, within the case study as well as the reference page are to be completely consistent with APA format, current edition
5. Use an economy of words to complete the Week 6 Assignment.
6. Use correct spelling, word usage, grammar, punctuation, and sentence structure, congruent with graduate-level writing.
7. No direct quotes may be used in this assignment.
NOTE: Please see the details of the required information and expectations in the table labeled: Assessment Criteria
Assignment Criteria Points % Description
Overview of evolving case study 10 4% The overview of the evolving study requires the following information:
• Identify the purpose
• Identify the type of learner that case study is developed for
• Identify two learning objectives appropriate for your learner
• Identify a brief description of the case study and the setting
Description of fictional patient 25 11% The description of fictional patient includes the following required information:
• Name
• Gender/age/weight/height
• Allergies
• Past medical history
• History of present illness
• Social history
• Primary medical diagnosis
• Surgeries and/or procedures with dates
Report to learners 30 13% The report to learners prior to the start of the case requires the following information:
• Time of report
• Identify person providing the report
• Identify each of the following for SBAR
o Situation
o Background
o Assessment
o Recommendation
Stage 1: Start of the case study 30 13% This section presents Stage 1 of the case study with the following information being required:
• Identification of the healthcare situation
• Identification of two actions that a learner should identify that are appropriatefor the situation
• Identification of two critical thinking questions appropriate for Stage 1
• Identification of the trigger for Stage 2
Stage 2: Deterioration in fictional patient’s health status 30 13% This section presents Stage 2 of the case study with the following information being required:
• Identification of the healthcare situation
• Identification of two actions that a learner shouldidentify that areappropriate for the situation
• Identification of two critical thinking questions appropriate for Stage 2
• Identification of the trigger for Stage 3
Stage 3: Stabilization of fictional patient 30 13% This section presents Stage 2 of the case study with the following information being required:
• Identification of the healthcare situation
• Identification of two actions that a learner shouldidentify that areappropriate for the situation
• Identification of two critical thinking questions appropriate for Stage 3
Debriefing
30 13% This section presents debriefing with the following information being required:
• Two critical thinking questions that focuses on:
o One question that focuses on holistic care
o One question that focuses on an ethical element of the case study
• Explanation of the nurse educator’s role during the debriefing
• Explanation of how debriefing contributes to learning by the target audience
Self-reflection 25 11% This section presents debriefing with the following information being required:
• Identify how an evolving case study reflects your educational philosophy.
• Identify how does the use of critical thinking questions reflect your educational philosophy.
Graduate-level writing style
15 7% For full credit in this rubric category, the following criteria must be met:
• Correct spelling and word usage
• Correct use of grammar, punctuation, sentence, and paragraph structure
• Clarity, organization, and logical flow of ideas within writing
• Synthesis of information is present with no direct quotes
• Correct APA format for the following, if references were used:
o Citing sources
o Referencing sources
