wcunurs360.pbworks.comwcunurs360.pbworks.com/f/NURS+360+syllabus+3-2011+… · Web viewII. Mission and Outcomes. University Mission. At West CoastUniversity, we embrace a student-centric

WCU NURS 360 Principles of Teaching for Patient Care

Section A:

Instructor’s Name Elizabeth Hartman MSN, RNC-OBI. Instructor’s Contact Information, Course Pre and Co-Requisites

Phone Number:E-mail: [email protected] location: 1st Floor Faculty RoomOffice hours: Tues 4-6 PM, Wed 1-2 PMCourse website: wcunurs360.pbworks.comCourse Prerequisites (Overwrite by Program Dean or Chair)Course Co requisites (Overwrite by Program Dean or Chair)

II. Mission and Outcomes

University Mission At West CoastUniversity, we embrace a student-centric learning partnership that leads to professional success. We deliver transformational education within a culture of integrity and personal accountability. We design market-responsive programs through collaboration between faculty and industry professionals. We continuously pursue more effective and innovative ways through which students develop the competencies and confidence required in a complex and changing world.

Program Mission The Nursing Program’s mission is to assist each student in the recognition of his/her individual abilities to progress and build competence in a chosen nursing educational goal. The mission is to prepare students to develop nursing competencies while building upon a liberal arts education that expands their worldview of the global community.

Program Learning Outcomes

1. Synthesize knowledge derived from liberal arts and sciences with a conceptual framework as a basis for professional nursing practice.

2. Utilize nursing process in health promotion, restoration, and disease and illness prevention.

3. Apply evidence-based practice in providing therapeutic nursing interventions for patients and families in a wide variety of health care, and community setting.

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Course Name: PRINCIPLES OF TEACHING FOR PATIENT CARE

Course Number: NURS 360

Academic Program: NursingCampus: Los Angeles

mailto:[email protected]


4. Apply critical thinking skills in providing culturally sensitive and developmentally appropriate nursing care to patients who are experiencing simple and/or complex health problems in a variety of settings.

5. Provide health care education to individuals, families, and aggregates. 6. Develop measurable goals that demonstrate the willingness to

become a life-long learner in building expertise as a member of the nursing profession.

7. Utilize effective communication to interact with patients, families, and the interdisciplinary health team.

8. Assume responsibility for the delegation and supervision of the delivery of nursing care to subordinates based on the subordinate’s legal scope of practice and ability.

9. Demonstrate application of the AACN 9 Essentials. 10. Be eligible to apply for the registered nursing licensing examination in

order to be employed as a registered nurse in a variety of health care settings.

III. Course InformationTerm: Spring 2010Class Meeting Dates: April 12- June 18, 2011Class Meeting Times: Thurs 7-12 pmClass Meeting Location: Room 212Class Credit Hours 3 semester credits/ 4.5 contact hours/week/ 45 hours per termClass Credit Length 9 weeksClass Required Texts, Learning Resources

Bastable, S. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (3rd Ed). Sudbury, MA: Jones and Bartlett.

Additional readings will be assigned as appropriate and will usually be available on the website.

Houghton, P., & Houghton, T. (2007). APA: The easy way! Point Huron, MI: BakerCollege.

Class Recommended Texts, Learning Resources

Billings, Diane. M., & Halstead J. A. (2008) Teaching in nursing: A guide for faculty (3rd ed.). Philadelphia: WB Saunders Co.

Nurse as EducatorStudent Lecture Companion

Additional readings may be assigned as appropriate.

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Course Catalog Description The principles and practice for teaching/learning to groups and individual clients using Gordon’s conceptual framework, communication, role development and evidenced based practice. Development of different teaching techniques, handout material, and lesson plans etc. to insure specific content is covered in a manner understood by different groups or individuals under stressful situations such as illness, surgery.

Course Learning Outcomes Course outcomes are

comprised of the knowledge, skills, values and/or behaviors that students should be able to demonstrate upon completion of the course.

Course outcomes map to the Program Learning Outcomes

Must be assessed in the course to determine if learning outcomes are met

On completion of this course, students will be able to:1. Utilize Gordon’s conceptual framework, the nursing process,

evidenced-based practice and communication skills to demonstrate an understanding of the principles of teaching and learning for a variety of learner

2. Discuss national and global trends in health care and how these trends will affect nursing practice and the educator role of the professional nurse in particular.

3. Utilize Internet technology for information access, communication, and interactivity.

4. Discuss selected teaching/learning theories and principles and their application to nursing and apply to healthcare practice, patient education, and staff development.

5. Discuss appropriate teaching strategies effective for learners at different developmental stages.

6. Compare the principles of instruction between individuals and groups.

7. Describe the role of the nurse educator in using technology in client and staff education.

8. Utilize the teaching/learning process to develop effective strategies for instructing culturally diverse individuals, families, and groups

9. Develop and implement a teaching plan for an individual client incorporating the client’s cultural background and health care practices.

10. Develop and implement a staff development plan for a nursing unit using learning theories, and the three domains of learning.

11. 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

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

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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.

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.

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IV. Evaluation Methods, GradingFormative Assessment of Student Learning: Will not count more than

80% of final grade Examples -- Evidenced-

based Research, presentations, Case Studies, Specific class projects, Weekly quizzes, homework assignments, clinical or lab assignments/assessment, practice exams

(Overwrite by Instructor – Final row should be a summation of all assessment activities for the term and the total value of the points to be earned).

Assignment/Assessment Activity Due Date PointsPaper on Trends in Nursing Education Week 2 10%Teaching Plans- Developmental Stage of Learner

Week 4 15 %

Teaching Plans- Special population Week 5 15%Educational Brochure Week 7 10%Staff Development Teaching Project Week 8 & 9 30 %Small group Discussions weekly 10%Class Participation Weekly 10%

Summative Assessment of Student Learning: Will not count more than

30% of final grade Examples – Final Exam,

Term Paper or Term Project

Participation: Student Participation will

not account for more than 10% of the final grade.

V. Policies and ProceduresWest Coast University Grading Scale (reflective of final course grade. See associated policy in Catalog)

Grade Points

WCU Numerical Scale

for non program specific courses

Nursing and Dental HygieneSpecific Numerical Score

A 4 90-100 91-100B 3 80-89 84-90C 2 70-79 76-83D 1 60-69 64-75F 0 59 and below 63 and below

TC N/A Transfer Credit Transfer CreditW N/A Withdrawal WithdrawalI N/A Incomplete Incomplete

CR N/A CreditCredit granted for 75% or higher

on a challenge exam or Credit awarded for NURS 199

West Coast University Attendance Policy

To maintain satisfactory attendance in all courses except NURS clinical courses and DHYG courses, students may not be absent for more than 30% of a theory/lab course. Absences in excess of 30% of any theory/lab course may result in dismissal from the course, and the student will be required to repeat

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the course. Nursing students may not be absent for more than 20% of a clinical course. If the nursing student must or is dropped from a theory or clinical course the corresponding clinical or theory course must also be dropped. Dental hygiene students may not be absent for more than 20% of a course. If any student is absent from the University for more than 14 consecutive calendar days, excluding holidays, and no contact has been made during that period, the student will be withdrawn from the University.

Students must provide the Academic Dean or Dean of Nursing with written documentation verifying the required military leave and length of time requested.

Course Completion Requirements

Students are expected to participate in class. Participation includes being present in the class, participation in discussions, and active engagement in the lecture/learning activities.

Students must achieve a passing grade of C or better, submit all required assignments, complete all required quizzes and examinations, and meet the standards of the University attendance policy.

Unscheduled quizzes may be given periodically throughout the term. The quizzes may include previously covered content and/or content to be covered during the current day’s class session.

Unless designated as a group project by the instructor, all student papers and assignments must be completed by the individual student and represent the student’s own original work. Group projects are designated as such so that all other assignments are individual assignments and are to be completed by the student and NOT as a group assignment.

Each student is responsible for his or her own learning which includes all aspects of the work required for a class. In order to maintain security and confidentiality, student assignments must be submitted directly to the instructor via the method(s) approved by the instructor. Do not fax papers to the campus. Do not e-mail papers to instructors without written permission from the instructor.

West Coast University Make-up Work Policy

In order to meet course outcomes students may be required to make up all assignments and work missed as a result of absences. The faculty may assign additional make-up work to be completed for each absence. Hours of make-up work cannot be accepted as hours of class attendance.

Students are required to be present when an examination is given. If unexpectedly absent for a documented emergency situation (i.e. death in the immediate family), it is the student’s responsibility to arrange for a make-up date by contacting the faculty member within 48 hours of the original assessment date. The make-up work must be completed within five (5) school

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days of the originally assigned date. Students who do not take the exam on the scheduled make-up date or who do not contact the instructor within 48 hours will receive a zero score for that assessment activity. The highest score possible on a nursing or dental hygiene make-up examination is passing grade (e.g., if a student obtained a perfect score (100%) in the make-up examination, the grade will still be recorded as a passing grade). Lack of preparation at the scheduled exam time is not an acceptable excuse for not taking an examination or quiz.

Classroom Policies Students are expected to dress professionally during class time, as they will in their future roles and positions.

No children are allowed in class or unattended on campus. Personal use of cell phones, Blackberries or any other electronic devises

in the classroom during class time is not permitted. Unauthorized use may lead to faculty member confiscation of the device for the remainder of the class. Consistent breaches of this policy will be addressed by the University as a student conduct issue.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students' abilities to learn and the instructor’s abilities to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem. Consistent breaches of this policy will be addressed as a student conduct issue.

Academic Integrity Policy

Academic honesty, integrity, and ethics are required of all members of the West CoastUniversity community. Students are expected to conduct themselves in a manner reflecting the ideals, values, and educational aims of the University at all times. Academic integrity and honorable behavior are essential parts of the professionalism that will be required well beyond graduation from WCU. They are the foundation for ethical behavior in the workplace.

A student who acts in an unethical or unprofessional manner on an assignment will receive a grade of zero for that assignment. A second incident of unethical or unprofessional behavior may result in administrative termination from the university.

In its commitment to academic honesty and accurate assessment of student work, West CoastUniversity uses a plagiarism-detection web-service to help prevent plagiarism. Consequently, instructors reserve the right to submit student assignments to the website to check for similarities between student submissions and the internet, various research databases, and the web-site’s database of previous student submissions.

Students may be required to electronically submit their work to the instructor or to the website, and by taking WCU courses, students agree that all assignments are subject to plagiarism detection processes and Academic Honesty policies. Assignments submitted to the website by the student or instructor will become part of the service’s database and will be used for plagiarism prevention and

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detection. Student papers, however, will remain the intellectual property of the authors.

Any submitted papers that are not the student’s original work will be considered plagiarism, in violation of the Academic Honor Code. For clarification of plagiarism, please refer to the WCU Catalog, Dean or Instructor.

Academic Dishonesty

The University considers plagiarism and falsification of documents, including documents submitted to the University for other than academic work, a serious matter that may result in a failure in the class or dismissal from the program. All student work is to be submitted to faculty and represent the student’s original work. All students are required to follow the American Psychological Association (APA) writing guidelines. All sources used as references must be properly identified

Students who violate university standards of academic integrity are subject to disciplinarysanctions, including failure in the course and suspension from the university. Since dishonesty in any form harms the individual, other students and the university, policies on academic integrity will be strictly enforced. Familiarize yourself with the Academic Integrity guidelines and the Academic Honor Code in WCU catalog and program handbooks.

Testing and Examination Policy

The university testing policy stipulates that no phones or other electronic devices, food or drink, papers, hats or backpacks can be taken into the examination area. In specific courses the faculty may have additional requirements. Talking during testing or sharing of information regarding the test questions is not allowed. Once the exam results are available, students may schedule reviews of their exams with their instructors. No written or oral notes or any other forms of copying can be engaged when a student reviews his or her exam. Students who are so interested will only be allowed to do so prior to the next examination or the end of the current term of instruction. The full West Coast University Testing Policy is found in the University Catalog.

Reasonable Accommodations

Any student requesting accommodations based on a verified disability is required to register with the Director of Student Services each semester. A letter or clinical evaluation form from a learning specialist showing proof of a learning disability and what accommodations are required to assist the student, is required to be on file with the Director of Student Services. A letter of verification for approved accommodations can be obtained from that office. Please be sure the letter is delivered to your instructors at the beginning of each term so they may appropriately assist you.

Changes to the Any changes to the course schedule as outlined in this syllabus will be thoroughly

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Course Schedule discussed with students attending the class prior to implementation.

Additional Program or Accreditation Requirements

(Overwrite as needed) In nursing, for example ,add the AACN 9 Essentials that are appropriate to this class, the HESI testing policies and the clinical and/or simulation evaluation tool for clinical classes

AACN Essentials for Baccalaureate Education for Professional Nursing Practice

The purpose of this section of the syllabus is to guide the student in understanding how the ACCN Essentials are incorporated into their education and to provide guidance to them in developing their individual portfolios.

The Essentials that are met in NURS 360 Principles of Teaching for Patient Care include the following:

Essential I, Liberal Education for Baccalaureate Generalist Nursing Practice Outcome 4 – Use written, verbal, non-verbal, and emerging technology methods to communicate

effectively.o Teaching project

Essential III, Scholarship for Evidence-based Practice Outcome 6 – Integrate evidence, clinical judgment, interprofessional perspectives, and patient

preferences in planning, implementing, and evaluating outcomes of care.o Case studieso Education needs assessment

Essential VI, Interprofessional Communication and Collaboration for Improving Patient Health Outcomes

Outcome 2 – Use inter- and intraprofessional communication and collaborative skills to deliver evidence-based, patient centered care.

o Fieldworko Teaching plans – life span, specific population

Critical essay grading rubricThis form contains the key elements used to grade written assignments. Maximum points are 100. Content and critical thinking represent approximately two-thirds possible points. Quality of writing represents the remainder of the points. Assignments turned in late will receive a maximum of 76%.

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Objective/Criteria Performance Indicators

Excellent A Above Average B Satisfactory C Unsatisfactory

Content

(37-40 points)Discussed or applied (as appropriate) specified approach or theory correctly as described in the readings. Gave relevant example from own experience and explained it clearly so even an outsider could appreciate it. Required reference to specific course material shows that material read/reviewed and understood.

(34-36 points)Discussed or applied general approach or theory as described in the readings. Gave general examples from own experience but with explanation given. Required reference to course material shows that material read/reviewed and understood.

(31-33 points)Mentioned but didn’t use theory or approach very effectively in discussion or application exercise. Gave an example, but reader has to work hard to understand it. Occasional reference to course material, but reader has to figure out the connection to the answer.

(< 30 points) Failed to use/discuss required theory or approach or used it/described it incorrectly. Gave an irrelevant example, or didn’t write up clearlyand thoroughly enough to be understood. Failed to refer to specific course material, or reference showsmaterial was not read or

reviewed understood.

Quality of writing

(18-20 points)Divided into paragraphs when appropriate. Correct spelling and complete grammatical sentences. Clear and thorough response. Easy to follow line of thought. Writing is careful and precise, shows student’s interest and involvement with the issue. Correct APA format.

(16-17 points)Divided into paragraphs when appropriate. Correct spelling and complete grammatical sentences. Response follows general line of thought. Writing is shows student’s interest and involvement with the issue. Correct APA format.

(14-15 points)Paragraphs used when appropriate, but poor spelling and grammar distracts the reader. Some ideas made clear, but not all. Some parts of response explained better than others. Writing occasionally interesting and persuasive, but presentation not consistent throughout. APA format inconsistent.

(0-13 points)Written as a single big block of text when paragraphs would be appropriate. Poor spelling and grammar makes it hard or impossible to understand. Incomplete response. Rambling response makes it hard or impossible to follow. Response explained so briefly that reader has to guess at what is meant. Writing is vague, generic, dull, and brief.

Critical thinking

(37-40 points)Writing gives strong evidence of application or analysis or synthesis or evaluation. The argument is well supported, there is depth of insight into theoretical issues, and posting contains original thinking and is relevant. Comments objectively on own situation or experience. Student has learned substantially from the course materials that were read

(34-36 points)Writing gives consistent evidence of application or analysis or synthesis or evaluation. The argument is generally supported, with some depth of insight into theoretical issues, and posting contains original thinking and is relevant. Comments objectively on own situation or experience. Student has learned general concept from the course materials that were read

(31-33 points)Writing gives some evidence of application or analysis or synthesis or evaluation. The argument is somewhat supported, there is some insight into theoretical issues, posting contains original thinking and is relevant. Attains some objectivity, but not consistent throughout answer. Student refers to at least one new idea learned.

(< 30 points)Writing gives weak or no evidence of application or analysis or synthesis or evaluation. The argument is unsupported; posting does not contain original thinking and is irrelevant. Takes correction of own experiences for granted, gives commonsense answer without thinking. Student could have written the answer without doing any of the course reading.

out of 100

Teaching Plan Assignments Weeks 4 & 5TEACHING PLAN GRADING RUBRIC

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Description: Providing or enhancing knowledge through client teaching is an essential professional nursing competency. Nursing competencies for teaching skills include: a) provides health information, b) integrates teaching/learning activities into client interactions, and c) incorporates health promotion and/or teaching into the plan of care. The purpose of this assignment is to document and evaluate teaching skills necessary to provide illness or disease specific teaching to an individual client with a demonstrated need. With the completion of this assignment the student will be able to achieve the following objectives.The student will:

Demonstrate ability to anticipate learning needs based on knowledge of specific illness or disease. Demonstrate ability to thoroughly assess the learning needs of an individual. Demonstrate ability foster client participation and set mutually acceptable goals and objectives. Utilize teaching/learning principles to facilitate achievement of goals and outcomes. Select and prioritize learning strategies necessary to achieve goals and outcomes. Provide rationales for teaching plan. Consider gender, socioeconomic and cultural attributes of the learner Reflectively analyze the effectiveness of the plan and offer recommendations for improvement.

Component High Achievement of Expectations

(9-10 pts)

Minimal Achievement of Expectations

(7-8 pts)

Expectations Not Achieved

(5-6 pts) Introduction

10%

□ Clearly and concisely summarizes patient demographic data□ Briefly provides description of client’s illness or disease□ Clearly identifies anticipated learning needs associated with illness or disease

□ Vague/incomplete summary of patient demographic data□ Description of client’s illness or disease is too brief or too long□ Vaguely/incompletely identifies learning needs associated with illness or disease

□ Does not adequately summarize patient demographic data□ Description of client’s illness or disease is absent□ Does not identify learning needs associated with illness of disease.

Comprehensive Assessment

15%

(14-15 pts)□ Clearly presents comprehensive assessment data□ Clearly identifies how data supports selection of a deficient knowledge nursing diagnosis. □ Appropriately references data source (subjective and objective date)

(12-13 pts)□ Vaguely/incompletely presents assessment data□ Vaguely/incompletely identifies how data supports selection of a deficient knowledge nursing diagnosis□ Minimal references to data source.

(10-11 pts)□ Does not identify present comprehensive assessment data□ Does not identify how data supports selection of a deficient knowledge nursing diagnosis□ Does not reference data source.

Discussion of Specific Client

Learning Needs:

Developmental or Cultural

Assessment

(20-25 pts)□ Clearly demonstrates assessment of learner.□ Accurately identifies special learning needs/□ Clearly identifies teaching needs relevant to diagnosis.□ Clearly and completely identifies client strengths and weaknesses relevant to learning needs □ Clearly identifies environmental factors

(14-19 pts)□ Incompletely/inaccurately demonstrates assessment of learner.□ Incomplete/inaccurate identification of special learning needs□ Incompletely/inaccurately identifies teaching needs relevant to diagnosis. □ Vague/incomplete identification of client strengths and weaknesses relevant to learning needs.

(8-13 pts)□ Does not include assessment of learner.□ Does not include discussion of identified special learning needs□ Does not identify teaching needs relevant to diagnosis. □ Does not identify client strengths or weaknesses relevant to learning needs.□ Does not identify or discuss environmental factors relevant to teaching process.

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25%

relevant to teaching process.□ Clearly indicates whether or not others need to be included in teaching.

□ Vague/incomplete identification of environmental factors relevant to teaching process.□ Vague or incomplete discussion of whether or not others need to be included in teaching.

□ Does not discuss whether or not others need to be included in teaching

Teaching/Learning Principles

20%

(19-20 pts)□ Clearly identifies and discusses relevant teaching learning principles □ Clearly includes rationale to support choice of teaching/learning principles

(17-18 pts)□ Vague/incomplete identification and discussion of relevant teaching/learning principles□ Vague/incomplete or inaccurate rationale supporting choice of teaching/learning principles

(15-16 pts)□ Does not identify or discuss relevant teaching/learning principles □ Does not include rationales which support choice of teaching/learning principles

Evaluation

20%

(17-20 pts)□ Clear discussion of how client response to teaching was evaluated□ Clearly discussion of effectiveness of plan including why it was or wasn’t effective.□ Reflective analysis of plan including discussion of strengths and weaknesses□ Clearly identifies implication for future practice

(13-16 pts)□ Vague/incomplete discussion of how client response to teaching was evaluated□ Vague/incomplete discussion of effectiveness of plan including why it was or wasn’t effective.□ Vague/incomplete reflective analysis of plan including discussion of strengths and weaknesses□ Vaguely/incompletely identifies implication for future practice

(9-12 pts)□ Does not discuss how client response to teaching was evaluated□ Does not discuss the effectiveness of plan including why it was or wasn’t effective.□ Absent reflective analysis of plan including discussion of strengths and weaknesses□ Does not identify implication for future practice

Mechanics

10%

(7-10 pts)□ Clearly organized and flows well□ Appropriate sentence structure and punctuation□ Good use of reference sources with appropriate citation□ Correctly formatted paper and reference page (Using APA format, margin and font guidelines.

(3-6 pts)□ Organization affects flow or paper □ Problems with sentence structure and punctuation, but minimal effect on outcome□ Adequate use of reference sources with appropriate citation□ Minimal problems with format of paper and reference page

(0-3 pts)□ Poorly organized, affects ability to follow □ Problems with sentence structure and punctuation with major effect on outcome □ Inappropriate or absent use of reference sources; inappropriate citation□ Major problems with format of paper and reference page

Grade:____ of 100 points (100%)

Comments:

Professional Development Teaching Project Grading Criteria

Student: ________________________________________ Date:

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Criteria Points Faculty Comments

Learning Needs Assessment Clarity Usefulness of tool

20

Teaching Plans (based on needs assessment)Applied to needs assessment dataAppropriate learning outcomes ( at least 3)

20

Video & use of educational technologyStimulation of learners curiosityTailored to meet the needs of the learnersAnimation of presenterAudible Professional dress & appearance of presenter

20

Teaching Demonstration scoring rubric (10 points)

0 = Does not include1 = Is seriously lacking and/or has been accomplished poorly (lacks specific reflection and thought) 2 = Does include, is good in this area, and/or was accomplished well.

1. _____ Introduces topic, identifies learning objectives (learner centered, observable, measurable.)2. _____ Uses media/technology effectively.3. _____ Speaks clearly and maintains eye contact with students.4. _____ Encourages questions/discussion for critical thinking/allow for evaluation of learning.5. _____ Summarizes main points. Evaluator’s Signature:

10

Written Assignment: Outline of content Reflection on Teaching Project APA format ClarityReferences (at least 4 – only one may be text)

30

Total Points: (100 points possible) 100

COMMENTS:

STUDENT SIGNATURE: DATE:

INSTRUCTOR SIGNATURE: DATE:

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W e s t C o a s t U n i v e r s i t y C o u r s e S y l l a b u sRevision Date:

Page 22


Section B: Course Outline

Class 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 & Patient Care

Week Class Objectives Content OutlineSpecific 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 1. Discuss the evolution of the teaching role of

the nurse2. Discuss national and global trends in health

care and how these trends will affect nursing practice.

3. Identify the purposes, goals, and benefits of client and staff/student education

4. Compare the education process to the nursing process.

5. Define the terms education process, teaching, and learning.

6. Identify reasons why client and staff/student education is an important duty for professional nurses.

7. Discuss the barriers to teaching and the obstacles to learning.

8. Formulate questions that nurses in the role of educator should ask about the teaching-learning process.

Ethical, Legal, and Educational Foundation1. Identify the six major ethical principles.2. Distinguish between ethical and legal

dimensions of the healthcare delivery system,

Introduction to course

Overview of Education in Health Care.

1. History2. Trends3. Role of nurse educator4. Barriers to learning

Ethical, Legal & Economic Foundations in the Educational Process

1. Ethical & Legal Issue principles in health care

2. Legality of patient education

Lecture presentation

Class Discussionof the educator roleof the professional nurse 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 2010,

Joint Commission

Crossing the Quality Chasm-IOM

& other readings posted

See grading rubric on class website


Page 22


including patient and staff education.3. Describe the importance of nurse practice acts.4. Describe the legal and financial implication of

documentation.5. Delineate the ethical, legal, and economic

importance of federal, state, and accrediting body regulations and standards in the delivery of healthcare services.

6. Differentiate among financial terms associated with the development, implementation, and evaluation of patient education programs.

2

CLO 4, 6

CLO 6

CLO 4,6,8,9

CLO 1,4

CLO 1,4

CLO 1,4,6

Applying Learning Theories to Healthcare Practice1. Differentiate among the basic approaches to

learning for each of the five learning theories.2. Define the principal constructs of each learning

theory.3. Give an example applying each theory to

changing the attitudes and behaviors of learners in a specific situation.

4. Discuss how neuroscience research has contributed to a better understanding of learning and learning theories.

5. Outline alternative strategies for learning in a given situation using at least two different learning theories.

6. Identify the differences and similarities in the learning theories specific to (a) the basic procedures of learning, (b) the assumption made about the learning, (c) the task of the educator, (d) the sources of motivation, and (e) the way in which the transfer of learning is facilitated.

Application of Theory to Healthcare Practice

1. Learning theory2. Neuropsychology of

learning3. Principles of learning

Determinants of Learning1. Role of the educator in

learning2. Assessment of

learning needs3. Readiness to learn4. Learning styles and

instruments5. Evidence


Class & Small Group Discussion

Bastable, Chapter 3 & 4

Be prepared for class discussion of 5 learning theories and small group work.


Page 22


CLO1,4

CLO 4,6

CLO 11

CLO 11

CLO 11

CLO 4CLO 4

CLO 11CLO 11

Determinants of Learning1. State the nurse educator’s role in the learning

process.2. Identify the three components of what is

known as determinants of learning.3. Describe the steps involved in the assessment

of learning needs.4. Explain methods that can be used to assess

learner needs.5. Discuss the factors that need to be assessed in

each of the four types of readiness to learn.6. Describe what is meant by learning styles.7. Discriminate between the major learning style

models and instruments identified.8. Discuss ways to assess learning styles.9. Identify the evidence that supports assessment

of learning needs, readiness to learn, and learning styles.

3CLO 5

CLO5, 11

CLO 1, 6

CLO 5

CLO 1,4

CLO 4,11

Developmental stages of the Learner1. Identify the physical, cognitive, and

psychosocial characteristics of learners that influence learning at various stages of growth and development.

2. Recognize the role of the nurse, as educator in assessing stage-specific learner needs according to maturational levels.

3. Determine the role of the family in patient education.

4. Discuss appropriate teaching strategies effective for learners at different developmental stages.

Compliance, Motivation, and Health Behavior of the Learner

1. Define the terms compliance, adherence, and motivation relevant to behaviors of the learner.

2. Discuss compliance and motivation concepts and theories.

Development Stages of the Learner

1. Childhood2. Adulthood3. Role of the family

Compliance, motivation & health behaviors of the learner

1. Compliance2. Motivation3. Selected models &

theories4. Role of education in

health promotion



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 needs, and teaching strategies for each patient. What resources would you provide for each


Page 22


CLO 4

CLO 4

CLO 11CLO 4

CLO 1,4,11

CLO 1,2,4

3. Identify incentives and obstacles that affect motivation to learn.

4. State axioms of motivation relevant to learning.

5. Assess levels of learner motivation.6. Outline strategies that facilitate motivation and

improve compliance.7. Compare and contrast selected health behavior

frameworks and their influence on learning.8. Recognize the role of the nurse as educator in

health promotion.

learner?

4CLO 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

CLO 1,4

CLO 1,4,9

CLO 2,11

Literacy in the Adult Client Population1. Define the terms literacy, illiteracy, health

literacy, low literacy, functional illiteracy, reading, readability, comprehension, and numeracy.

2. Identify the magnitude of the literacy problem in the United States.

3. Describe the characteristics of those individuals at risk for having difficulty with reading and comprehension of written and oral language.

4. Discuss common myths and assumptions about people with illiteracy.

5. Identify clues that are indicators of reading and writing deficiencies.

6. Assess the impact of illiteracy and low literacy on client motivation and compliance with healthcare regimens

7. Recognize the role of the nurse as educator in the assessment of client’s literacy skills.

8. Critically analyze the readability and comprehension levels of printed materials and the reading skills of clients using specific formulas and tests.

9. Describe specific guidelines for writing effective education materials.

10. Outline various teaching strategies useful in educating clients with low literacy skills.

11. Recognize the research and policy-making issues that need be addressed to solve the health literacy problem.

Literacy in the Adult Client Population

1. Incidence of Problem2. Trends with literacy

problems3. Those at risk4. Myths, stereotypes and

assumptions5. Illiteracy and effects on

motivation & compliance

6. Literacy measurement tools

7. Tools to measure readability of printed education material (PEM)

8. Teaching strategies for the literacy adult

Gender, Socioeconomic & Cultural Attributes of the learner

1. Major ethnic groups2. Preparation of the nurse

for diverse group


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 first generation English-speaking Chinese family having their first baby, incorporating the client’s cultural background and health care practices.

Consider multicultural perspectives, international, and family influences in your teaching/learning plan.See grading rubric on class website.


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4

CLO 4,6,9

CLO 2, 8

CLO 2,9

CLO 1,9,11

CLO 2

CLO 2,8,9

CLO 1,8,9

CLO 2

Gender, Socioeconomic, and Cultural Attributes of the Learner

1. Identify gender-related characteristics in the learner based on social and hereditary influences on brain functioning, cognitive abilities, and personality traits.

2. Recognize the influence of socioeconomic status in determining health status and health behaviors.

3. Define the various terms associated with multiculturalism and internationalism.

4. Evaluate the use of different models of care in assessing client from multicultural and international perspectives.

5. Distinguish between the beliefs and customs of the four predominant ethnic groups in the United States.

6. Using multicultural and international perspectives suggest teaching strategies specific to the needs of learners belonging to each of the four ethnic groups.

7. Examine ways in which transcultural nursing can serve as a framework for meeting the learning needs of various ethnic populations.

8. Discuss the underlying assumptions of stereotyping, racism, and bigotry and how they affect access to health care and health education.


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5CLO 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

CLO 1,4,11

CLO 4

CLO 4,5,11

Special Populations1. Describe how visual and hearing deficits

require adaptive intervention.2. Identify the various teaching strategies that are

effective with learning disabilities.3. Describe the different physical and mental

disabilities for appropriate adaptation of the teaching-learning plan.

4. Enhance the teaching-learning process for someone and their families in the teaching-learning process.

5. Describe assistive technology and its application for people with disabilities.

Behavioral Objectives1. Identify the differences between goals and

objectives.2. Recognize opposing viewpoints regarding the

use of behavioral objectives in education.3. Demonstrate the ability to write behavioral

objectives accurately and concisely using the four components of condition, performance, criterion, and who will do the performing.

4. Cite the most frequent errors made in writing objectives.

5. Cite the most frequent errors made in writing objectives.

6. Explain the instructional methods appropriate for teaching in the cognitive, affective, and psychomotor domains.

7. Develop teaching plans that reflect internal consistency between elements.

8. Recognize the role of the nurse educator in formulating objectives for the planning, implementation, and evaluation of teaching and learning.

9. Describe the importance of learning contracts as an alternative approach to structuring a learning experience.

10. Identify the potential application of the learning curve concept to the development of psychomotor skills.

Special Populations1. Types of Disabilities2. Learning Disabilities3. Sensory Deficits4. Learning Disabilities5. Developmental

Disabilities6. Mental Illness7. Physical Disabilities8. Communication

Disorders9. Family Roles10. Assistive Technology

Behavioral Objective1. Characteristics of

goals & objectives2. Writing behavioral

objectives3. Common mistakes

when writing behavioral objectives

4. Taxonomy of objectives to learning domains

5. Learning curves



Review of Student Teaching PlansAssignment (wk 4)

Bastable, Ch. 9 & 10

ASSIGNMENT:

Due Weeks 8 & 9

Design and give a staff development program at your facility. Determine a topic appropriate to the needs for your audience and your method of teaching. You will need someone to evaluate your presentation. The presentation should be about 15-20 min in length.See the grading rubric in syllabus.These will be presented in class the last 2 weeks of class.


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6CLO 4CLO 4

CLO 5,6,8CLO 5,6,8

CLO 1,5,6,8

CLO 4,11

CLO 11

CLO 7,8

CLO 4

CLO 1,4,6

CLO 4,6

CLO 3,11

CLO 3,7

CLO 3,4

CLO 11

CLO 11

CLO 3

Instructional Methods and Settings1. Define the term instructional method.2. Explain the various types of instructional

methods.3. Describe how to use each method effectively.4. Identify the advantages and limitations of

each method.5. Discuss the variables that influence the

selection of the various methods.6. Recognize techniques to enhance teaching

effectiveness.7. Explain how to evaluate instructional

methods.8. Classify instructional settings according to the

primary purpose of the organization or agency in which the nurse functions as educator.

Instructional Materials1. Differentiate between instructional materials

and instructional methods.2. Identify the three major variables (learner,

task, and media characteristics) to be considered when selecting, developing, and evaluating instructional materials.

3. Cite the three components of instructional materials required to effectively communicate educational messages.

4. Discuss general principles applicable to all types of media.

5. Identify the multitude of audiovisual tools-both print and nonprint materials-available for patient and professional education.

6. Describe the general guidelines for development of printed materials.

7. Analyze the advantages and disadvantages specific to each type of instructional medium.

8. Evaluate the type of media suitable for use depending on such variables as the size of the audience, the resources available, and the characteristics of the learner.

9. Identify where educational tools can be found.

Instruction Methods & Settings1. Instructional methods2. Selection & evaluation

of instructional methods

3. Increasing the effectiveness of teaching

4. Instructional settings

Instructional Materials1. General Principles2. Choosing instructional

materials3. Three major

components of instructional materials

4. Types of instructional materials

5. Criteria for the selection of instructional materials



Review of Student Special Population Teaching Plans

Bastable, Ch. 11 & 12,Also refer to Chapter 7 for assignment below.

ASSIGNMENT:

Design a single page tri-fold educational brochure for a public healthcare issue in your community. You can use any software appropriate.

We will review them in class next week.


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CLO 11CLO 3,6

10. Critique tools for value and appropriateness.11. Recognize the supplemental nature of

media’s role in patient and staff education.

7CLO 2,3

CLO 2,3

CLO 3

CLO 1,3,7

CLO 2,7,11

CLO 7,11

CLO 11CLO 1,11

CLO 11

CLO 11CLO 4,11

CLO 11

CLO 11

CLO 11CLO 11

CLO 11

Technology in Education1. Describe changes in education that have

occurred as a result of Information Age technology.

2. Define the terms, Information Age, consumer informatics, World Wide Web, Internet, information literacy, computer literacy, digital divide, blog, e-learning, and distance learning.

3. Identify ways in which the resources of the internet and worldwide web could be incorporated into healthcare education.

4. Describe the role of the nurse educator in using technology in client and staff education.

5. Recognize the issues related to the use of technology.

6. Discuss the effects that technology has had on professional education for nurses.

Evaluation in Healthcare Education1. Define the term evaluation.2. Discuss the relationships among evaluation,

evidence-based practice, and practice-based evidence.

3. Compare and contrast evaluation and assessment.

4. Identify the purposes of evaluation.5. Distinguish between five basic types of

evaluation: process, content, outcome, impact, and program.

6. Discuss characteristics of various models of evaluation.

7. Describe similarities and differences between evaluation and research.

8. Assess barriers to evaluation.9. Examine methods for conducting an

evaluation.10. Select appropriate instruments for various

types of evaluative data.

Technology in Education1. Health education in the

information age2. Use of technology in

health care education3. The Internet4. Issues related to

technology5. Information Literacy

Evaluation in Healthcare education

1. Evaluation, Evidence-based practice and Practice-based evidence

2. Evaluation Vs assessment

3. Determination of the focus of evaluation

4. Evaluation design 5. Conducting the

evaluation6. Analyzing &

interpretation of data7. Reporting of evaluation

results



Review of Student Educational Brochures

Bastable, Ch. 13 & 14

Review & evaluation of educational brochures and previous teaching projects


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CLO 4,11

CLO 7,11

11. Identify guidelines for reporting results of evaluation.

12. Describe the strength of the current evidence base for evaluation of patient and nursing staff education.

8CLO10,11

Student teaching presentation summaries

Student staff development presentations

9CLO10,11

Evaluation of courseStudent staff development presentations

Syllabus last reviewed/revised on: 03/10. Syllabus is subject to change at anytime at the instructor’s discretion.

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