Course Syllabus
Course Description
Number: NURS6220
Title: Effective Teaching/Learning Strategies
Credit: 2-0-2
Catalog description: This course is an overview of a variety of learning and instructional strategies to assist in the implementation of teaching plans. General principles and methodologies related to learning and instruction are integrated into face-to-face and technology enhanced techniques.
Prerequisite(s): Admission to Graduate Nursing Program or Senior Standing in BSN Program with 3.00 GPA
Corequisite(s): None
Textbook Information
Required:
Bradshaw, M., & Lowenstein, A. (2007). Innovative teaching strategies in nursing (4th ed.). Boston: Jones and Bartlett.
Herrman, J. W. (2008). Creative teaching strategies for the nurse educator. Philadelphia: F. A. Davis Co.
Recommended:
Moyer, B. A., & Wittmann-Price, R. A. (2008). Nursing education: Foundations for practice excellence. Philadelphia: F. A. Davis Co.
Technology Requirements
-
Each CSU student is required to have ready access throughout the semester to a notebook computer that meets the ITP Choice requirements (http://itpchoice.clayton.edu/) for the student's academic program.
-
Students must have access to the Internet either through the on-campus local area network or through an Internet Service Provider.
-
Students must be proficient with Internet access, WebCT Vista and Microsoft Office and demonstrate competency using web browsers, website navigation, search engines and e-mail communication.
-
Contact the HUB for software and connectivity issues; no excuse will be accepted for inability to access the Internet and/or technical difficulties.
Course Objectives
By the completion of the course, the student should be able to:
-
Analyze social factors that affect teaching and learning in classroom and clinical settings.
-
Describe factors that influence learner dependence and independence.
-
Develop strategies to support students at risk for failure.
-
Demonstrate competence with a variety of instructional strategies.
-
Utilize teaching methodologies that encourage lifelong learning.
-
Apply knowledge of teaching and evaluation models to promote learning.
Methods of Instruction
-
Lecture
-
Reading
-
Written assignments
-
Discussion
-
Presentations
-
Learning contract
-
purpose is to maximize the student’s benefit from the course;
-
student will develop by consulting course objectives, textbooks, literature, faculty and fellow students;
-
student will prepare and present list of individual learning goals at the first class;
-
student will utilize mandatory format for the learning contract
-
-
Weekly discussion questions
-
faculty post online weekly;
-
students post their responses as well as respond to other students’ postings;
-
postings should demonstrate reflective thought and insight
-
-
Class presentation using PowerPoint on faculty approved topic about teaching/learning strategies. Possible topics (Lowenstein & Bradshaw, 2004) include:
-
creativity in nursing education
-
humor in the classroom
-
strategies for students at risk for failure
-
problem-based learning
-
reflective practice
-
teaching sensitive subjects
-
role play
-
high fidelity patient simulation
-
expressive techniques; movement as embodied knowing
-
debate
-
tree of impact
-
distance education: electronic communication strategies; web-based instruction
-
mentorship
-
approaches to clinical instruction
-
nursing skills lab
-
teaching patients with low literacy skills
-
evaluation: computer based testing; evaluation of learning outcomes
-
-
Learning team activities
-
students will be assigned to a learning team during the first week of class;
-
each learning team member will identify an article that pertains to weekly readings;
-
learning team members will present and discuss selected articles
-
Course Requirements
- Courses taught in an online format require students to be self-directed and responsible for meeting deadlines.
- 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.
Evaluation
| Learning contract | 50% |
| Class presentation (teaching/learning strategy) | 20% |
| Weekly discussion questions | 10% |
| Learning team activities | 10% |
| Attendance and participation | 10% |
Grading Scale
| A | |
| B | |
| C | |
| D | |
| 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 1/3 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.