CLAYTON STATE UNIVERSITY

Course Syllabus

Course Description

Number: NURS6110

Title: Principles of Education in Nursing

Credit: 2-0-2

Catalog description: This course focuses on the theoretical foundations of teaching, learning innovations, and the multifaceted role of a nurse educator in multiple settings. Expectations of a leader in nursing education are explored.

Prerequisite(s): NURS5100, NURS5200

Corequisite(s): None

Textbook Information

Required:

Bastable, S.B. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice (2^nd ed.), Jones and Bartlett Publishers: Boston.

Lowenstein, A. & Bradshaw, M. (2004). Fuszard’s Innovative Teaching Strategies in Nursing (3^rded.), Jones and Bartlett Publishers: Boston.

Recommended:

None.

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Technology Requirements

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Course Objectives

By the completion of the course, the student should be able to:

Methods of Instruction

• Weekly Discussion Questions (DQ): Each week, discussion questions will be posted online. Students are to post their responses to the DQs as well as respond to other students’ postings. Postings should demonstrate reflective thought and insight.

• Learning Team Activities: During the first week of class, students will be assigned to a learning team. Each learning team member will identify an article that pertains to the weekly readings. Learning team members will present and discuss the selected articles.

• Philosophy of Nursing Education Paper: Through active engagement with the course material and resources made available through this course, students will construct a personal philosophy statement about the role of the nurse educator in the teaching and learning process. This is a formal paper that should be in APA format. Quality references (current articles within the last five years and seminal literature greater than 5 years old) from the literature should be provided as you explore your beliefs about the role of the nurse educator in the teaching and learning process.  You may consider some of the following concepts:

  • Roles of teacher and learner

  • Teaching/learning process

  • Life long learning

  • Learner characteristics

  • Theoretical basis for philosophy

  • Evaluation

  • Environment

• Teaching Plan: Using the principles learned in the course, students will develop and implement a teaching plan for a client in the student’s own discipline. Based on client assessment, students will identify a learning need/topic. A rationale for the selected learning need should be provided. Once the learning need is identified, students will select a teaching method and develop a teaching plan. Students should identify appropriate learning materials and activities specific for the client(s). The teaching environment should also be described. Methods of evaluation of the teaching and learning should be developed. The student’s teaching experience along with the above information will be presented to the class on the last day using PowerPoint.

Criteria	Maximum Points	Score
Description of the client(s).	10
Environment structured to enhance student learning.	10
Content appropriate for learner(s) level of learning.	15
Presentation of content delivered in professional manner; stimulating and informative to audience.	15
Engagement and interaction with the audience enhanced the learning experience.	15
Handouts provided are useful and accurate.	15
Evaluation of teaching demonstrated (e.g. pretest/posttest; case study, games, etc.	20
Total Points	100

Course Requirements

• Courses taught in an online format require students to be self-directed and responsible for meeting deadlines.
• Participation in online, asynchronous discussions is a course requirement. Students are required to participate in the discussions prompted by the weekly discussion questions. To meet the online participation requirements, students must engage in discussions 4 out of 7 days of the week and contribute at least two substantive responses to peers’ responses in addition to answering the assigned discussion questions.
• Attendance is mandatory at scheduled on-campus meetings.
• Students are expected to use APA format for all submitted papers.
• Approval must be obtained from the University Institutional Review Board for all research studies.
• This syllabus provides a general plan for this course; the faculty reserve the right to make changes to the syllabus and/or course schedule including but not limited to assignments, time tables, examinations, projects, etc.
• This course will be taught in a module format. Within each module, students will read assigned chapters, actively participate in online discussions, and complete assignments. Guidelines for these activities are provided in separate documents.

Week	Topic	Assignments
1	Perspectives on Teaching and Learning Overview of Education in Healthcare Ethical, Legal, and Economic Foundations of the Educational Process. Applying Learning theories to healthcare practice. What educators need to know about effective learning. Critical thinking and the nurse educator’s role.	Bastable, Ch. 1-3 Lowenstein & Bradshaw, Ch. 1 & 3 Discussion Questions
2	Characteristics of the Learner Determinants of Learning Developmental stages of the learner Motivation, compliance, and health behaviors of the learner. Literacy in the Adult Patient Population.	Bastable, Ch. 4-7 Lowenstein & Bradshaw, Ch. 23 Discussion Questions
3	Characteristics of the Learner Gender, Socioeconomic, and Cultural Attributes of the Learner Special Populations	Bastable, Ch. 8 & 9 Discussion Questions
4	Techniques and Strategies for Teaching and Learning Developing goals and objectives Selecting instructional methods and materials Considering the instructional setting Innovative teaching strategies	Bastable, Ch. 10-12 Lowenstein & Bradshaw, Ch. 2, 21, 22 Discussion Questions
5	Problem-Based Learning Definition and Purpose Theoretical rationale Conditions Types of learners Resources Role of the educator Application of Problem-Based Learning Advantages of Problem-Based Learning Potential problems of using Problem-Based Learning	Lowenstein & Bradshaw, Ch. 7 Get teaching topic approved by course faculty Find one article on a problem-based learning strategy and discuss with your Learning Team (see guidelines)
6	Selected Teaching Methods Lecture Reflective practice Role-playing Others	Lowenstein & Bradshaw, Ch. 6 & 8 Bastable, Ch. 11 Discussion Questions
7	Technology in Nursing Education The impact of technology on the teacher and the learner Strategies for using Technology in Healthcare Education The Internet as a teaching/learning strategy Issues related to the Use of Technology	Bastable, Ch. 13
8	Technology Assisted Strategies Teaching by distance education Electronic communication strategies Web-based instruction	Lowenstein & Bradshaw, Ch. 15, 16, 17 Discussion Questions
9	Philosophical Approaches to Clinical Teaching Role of the clinical educator Foundations for selection of Clinical Activities Clinical Activities and problem-solving Student development Nurse Educator development	Lowenstein & Bradshaw, Ch. 21
10	Teaching Patients with Low Literacy Skills in the Clinical Setting Definition and purposes Theoretical rationale Conditions Types of Learners Resources Using the method Potential problems	Lowenstein & Bradshaw, Ch. 23
11	The Use of Community-Based Health Screenings to Identify Teaching Problems Definition and Purposes Theoretical Rationale Conditions Types of Learners Resources Using the Method Evaluation Potential Problems	Loweinstein & Bradshaw, Ch. 24 Discussion Questions
12	Issues in Clinical Teaching Selected Cases Guidelines for Nurse Educators	Lowenstein & Bradshaw, Ch. 26 Discussion Questions
13	The Role of Mentorship in the Teaching/Learning Process Definition and Purpose Theoretical Rationale  Conditions Types of Learners Resources Using the Method Potential Problems	Lowenstein & Bradshaw, Ch. 20 Discussion Questions
14	Evaluating Learning Evaluation vs. Assessment Determining the focus of the evaluation: Learning vs. Teaching Evaluation models Designing the evaluation Conducting an evaluation Analyzing the interpreting data collected Reporting evaluation results	Bastable, Ch. 15 Lowenstein & Bradshaw, Ch. 27 & 29 Discussion Questions
15	Teaching Plan presentations

 

Evaluation

 

Grading Scale

90-100%	A
80-89%	B
70-79%	C
Below 70%	F

 

Classroom Policies

• Attendance: Mandatory for scheduled on-campus meetings.
• Communication: WebCT Vista is the official tool for this course and is accessible online from any computer; students are responsible for monitoring e-mail on a regular basis and should direct all communications with faculty and other students through WebCT or Clayton State e-mail. 
• Conduct: Students must abide by policies in the  University Graduate  Student Handbook, the Graduate Student Responsibilities, and if applicable program handbook; the code of academic integrity will be strictly enforced.
• Electronic devices: Cell phones/pagers must be turned off (or placed on vibrator mode) during class meetings. Permission from individual faculty is necessary before taping a class.
• Mid-term progress report: Mid-term grade will reflect approximately 15% of the entire course grade.  Based on this grade, students may choose to withdraw from the course and receive a grade of “W”; contact the Registrar for withdrawal procedures.
• Submission: Students are responsible for completion and submission of all course requirements as scheduled in the course calendar. Make-up work is at the discretion of the faculty.

To obtain this document in an alternative format, contact the Disability Resource Center.

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