Table of Contents
NUR-646E Nursing Education Seminar I Course Assignments & Examples Study Guide
NUR-646E Nursing Education Seminar I Course Description
This course prepares learners to deliver advanced nursing knowledge within practice, professional, and academic settings. Specific emphasis is placed on effective methods to facilitate learning and fostering critical thinking skills in diverse health care settings. Learners synthesize advanced nursing knowledge of pathophysiology, pharmacology, and assessment within the integration of technology. Learners complete 50 direct patient care clinical hours in a specialty area to integrate advanced nursing knowledge and advanced assessment skills into practice. Clinical hours: 50. Prerequisite: NUR-643E.
NUR-646E Nursing Education Seminar I
NUR-646E Course Materials
- Creative Teaching Strategies for the Nurse Educator
Description:
Herrman, J. (2015). Creative teaching strategies for the nurse educator(2nd ed.). Philadelphia, PA: F.A. Davis.
ISBN-13: 9780803644687 (available as print text only)
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
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Shellenbarger, T. (2018). Clinical nurse educator competencies: Creating an evidence-based practice for academic clinical nurse educators. Alphen aan den Rijn, Netherlands: Wolters Kluwer. ISBN-13: 9781975104269 (available as print text only)
You can also read another study guide on nursing assignments for students from another post on NUR-648E Nursing Education Seminar II Course Assignments & Discussions.
Learning Environment Observation
Description:
During your professional career as a nurse educator, you will be asked to teach in various learning environments; including traditional classroom, online, and clinical.
For the assignment in Topic 5 you will be asked to complete a classroom observation.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or patients.
- Typhon Website: Access NUR 646E Nursing Education Seminar I
Description:
See the attached document and follow the steps to initiate your Typhon account. If you have difficulty, utilize the tutorial videos on the home page. - Grand Canyon University requires you to use the Typhon Student Tracking System to log and document clinical hours and patient case logs for all clinical courses.
- You will complete the case logs after each clinical experience.
http://www.typhongroup.net/gcu
NUR-646E Topic 1: Role of the Nurse Educator in Various Settings
Description
Objectives:
- Identify the teaching role expectations and competencies that define the scholarly nursing position.
- Explore different educational forums to understand the importance of professional nursing
educators. - Explore the historical development of the role of nurse educators.
- Formulate practicum goals to meet identified learning needs.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 1 in Creative Teaching Strategies for the Nurse Educator
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators
Description:
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Read Chapters 1 and 6 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
A Day in the Life of a Nurse Educator
Description:
Read “A Day in the Life of a Nurse Educator,” by Brunt from Ohio Nurses Review (2014).
Nurse Educator Core Competencies
Description:
Read “Nurse Educator Core Competencies,” found on the National League for Nursing website to complete the
assignment.
Nurse Educator Electronic Portfolio
Description:
Review the “Nurse Educator Electronic Portfolio” resource to the complete the topic assignment.
Tasks
Practicum Goals
Description:
This assignment requires your collaboration with the course faculty and practicum preceptor early on
to establish goals for successful completion of your practicum requirements.
Develop a 250-500-word narrative for completing your practice hours and how objectives will be met.
Include the following in your narrative:
- Five practicum goals that relate to course objectives, course deliverables, your personal and
professional development needs, and your practicum setting. - A proposed schedule to meet your goals and the 50 required practicum hours you must
accumulate during this course. - A description of any challenges you expect to encounter, and strategies to help you overcome
these challenges. - Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center. An abstract is not required. - This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion. - You are required to submit this assignment to LopesWrite. Please refer to the directions in the
Student Success Center.
Pre-Practicum Preceptor, Faculty, and Student Conferences
Description:
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Prior to starting practicum hours, students are required to arrange a conference with their preceptors
to review the course objectives and discuss the proposed practicum experience.
Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and
Student conference” form and submitting it to the instructor in LoudCloud during the first week of
class for approval of the proposed experiences.
Nurse Educator Electronic Portfolio
Description:
For this program, you will be creating a working electronic portfolio that can be utilized when trying to
obtain a position as a nurse educator. The electronic portfolio will encompass several artifacts from
your practicum courses. Use the “Nurse Educator Electronic Portfolio,” resource to guide you in
collecting the required artifacts for this. You will submit the completed electronic portfolio in
NUR-665E.
NUR-646E Nursing Education Seminar I Topic 1 DQ 1
Description:
Compare the difference between a traditional faculty role versus the online faculty role. How are the
expectations different for each role? What steps will you need to prepare to be successful in each?
NUR 646E Nursing Education Seminar I Topic 1 DQ 2
Description:
Referring to the National League of Nursing’s (NLN) Nurse Educator Competencies, choose one
competency and describe how you will achieve this competency in your nurse educator role.
NUR 646E Topic 1: Nurse Educator Competency 1 – Strategies to Facilitate Learning Example Approach Assignment
Part 1 Evidence-Based Teaching Strategies
Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.
Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher understand the learners’ needs, understand their misunderstandings, and help the teacher devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.
Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. Allowing immediate neighbors to discuss questions in large classes can help achieve group work. However, proper group organization is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.
Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit verbal instructions and meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.
References
Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion, 7, 115. https://doi.org/10.4103/jehp.jehp_169_17
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19
Part 2
The concept of preceptorship, otherwise nurse educator, is an old practice. Nurse educators are tasked with a lot of responsibilities, among them is to provide a safe environment for students. Nurse educators prepare graduates for the ever-changing, complex healthcare environment by using up-to-date information and building close relationships with learners. Furthermore, they constantly communicate, meet learners, and motivate them to foster a safe environment that encourages learning while bridging the gap between the realism of the workplace and the idealism of academic requirements (Coffey & White, 2019). Grand Canyon University‘s (GCU) mission integrates with the Christian worldview’s values to provide a positive environment that enhances learners` innovation and acquisition of skills and values of being good servant leaders (GCU, 2021). Incorporating faith with compassion and kindness in the teaching curriculum allows learners to be mindful of the needs of others while working with preceptors to prepare for future practices. Furthermore, learners appreciate the value of integrity, which is essential in nursing in the nursing profession.
Because nurses work in a difficult work environment that is often faced with a conflict between choosing civilized and uncivilized behaviors, integrity is paramount in such circumstances. Nurse educators are required to train nurses with integrity and acquire skills to face challenges that may arise in future practice (Coffey & White, 2019). The use of simulated situations when teaching nurses is an integral part of preparing nurses to adopt various skills, including teamwork and communication, that are essential in future practice.
The clinical setting is another environment that requires nurse educators to provide a positive learning experience. Despite the challenges in clinical settings, preceptors can create a memorable learning experience for learners in various ways. Adopting simulation, practicing clinical scenarios, and use of reflective journaling are some of the methods that can be used to facilitate learning. Clinical simulations and practical scenarios allow learners to think critically, reflect on the situation, and make decisions (Izadi et al., 2020). These methods are as effective as interacting with the real clinical situation. Likewise, reflective journaling allows learners to think critically and reason appropriately and allows teachers to understand the thought processes of learners.
Reference
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Grand Canyon University. (2021). Integration of faith, learning, and work at Grand Canyon University. https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf
Izadi, F., Bijani, M., Fereidouni, Z., Karimi, S., Tehranineshat, B., & Dehghan, A. (2020). The effectiveness of teaching nursing ethics via scenarios and group discussion in nurses’ adherence to ethical codes and patients’ satisfaction with nurses’ performance. TheScientificWorldJournal, 2020, 5749687. https://doi.org/10.1155/2020/5749687
NUR-646E Topic 2: Learning Theory and Educational Philosophies
Description
Objectives:
- Apply learning theories and teaching philosophies to provide structure for the learning process.
- Apply theory to teaching practices to support the ability to effectively teach utilizing evidence-based support.
- Evaluate learning theories and educational philosophies to develop effective learning environments.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
page 5 of 19
Review Chapter 1 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 2 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical
Nurse Educators.
Tasks
Teaching Philosophy Statement
Description:
The purpose of this assignment is to develop your personal teaching philosophy statement. This will
be included in your e-portfolio to be submitted at the end of this course.
Begin by researching a developed teaching philosophy and use the information to shape your own
philosophy.
In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on
the purpose of education, how students learn, how your beliefs facilitate learning, the role of the
nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek
to integrate the nurse educator competencies into your professional practice.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
NUR-646E Nursing Education Seminar I Topic 2 DQ 1
Description:
Select two nursing theories and explain how they can be applied in nursing education. How can the
theories aid in your teaching practices including clinical or patient specific experiences?
NUR 646E Nursing Education Seminar I Topic 2 DQ 2
Description:
Search the literature and find an example of a research study that uses an educational theory in a
nursing education study. Does the study appear to use the theory appropriately? How does the
research contribute to understanding of the theory? Be sure to cite the article.
NUR-646E Topic 3: Individualized Student Learning
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Description
Objectives:
- Classify student types, learning styles, and learning style frameworks.
- Discover the importance of learning needs in a diversified student population.
- Evaluate teaching strategies useful for understanding and addressing the learning needs of diverse student populations.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 3 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered
Strategies
Description:
Read “College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies,” by
Lightweis, from College Quarterly (2013).
Differentiation Through Blended Learning
Description:
Read “Differentiation Through Blended Learning,” by Kleber, from Leadership (2015).
The Learning Environment and Learning Styles: A Guide for Mentors
Description:
Read “The Learning Environment and Learning Styles: A Guide for Mentors,” by Vinales, from British Journal of
Nursing (2015).
Tasks
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SBAR Clinical Log
Description:
Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient you
have assessed during your clinical experience thus far.
NUR 646E Nursing Education Seminar I Topic 3 DQ 1
Description:
Discuss an experience working with a diverse patient or student population or students with
diverse learning needs. Using evidence-based literature, develop a strategy to increase the
success of these students in a classroom setting.
NUR 646E Nursing Education Seminar I Topic 3 DQ 2
Description:
Do you think it is practical and relevant to use a learning style inventory with patients or students in
your selected area of education? Support your response with literature.
NUR-646E Topic 4: Student Diversity and Engagement Practices
Description
Objectives:
Prepare optimal instructional plans for the diversity of the student nurse population.
Describe educational laws that impact student diversity and instruction.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapter 5 and read Chapter 6 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
page 8 of 19
Review Chapter 3 and read Chapters 4 and 6 in Clinical Nurse Educator Competencies: Creating an
Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice
Description:
Read “Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice,” by Ali and Manokre, from International Journal of Nursing Education (2016).
Tasks
Midterm Preceptor-Faculty-Student Conference and Evaluation
Description:
Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable
signatures for each preceptor.
Midterm Clinical Evaluation
Description:
- The clinical faculty will contact the preceptor by phone and review the midterm clinical competencies. The preceptor will perform a midterm clinical evaluation with the clinical faculty.
- The clinical faculty will input the evaluation via the Typhon system.
Students will access the completed preceptor evaluations in Typhon under the tab for “EASI: - Evaluation and Survey Instrument” and print out the completed evaluation, sign it, and upload the signed evaluation into LoudCloud.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
NUR 646E Nursing Education Seminar I Topic 4 DQ 1
Description:
What culture and diversity issues have you experienced when working with current student or
patient populations? What strategies do nurse educators use to bridge culture and diversity
barriers? How do these strategies aim to create a positive learning environment
NUR 646E Nursing Education Seminar I Topic 4 DQ 2
Description:
Choose an experience from your clinical practicum that demonstrates engagement and teaching
strategies utilized to teach clinical experience in other education setting. How could you implement
engagement or teaching strategies with learning theories to teach students or patients about the
experience in a didactic or online classroom?
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NUR-646E Topic 5: Teaching Strategies
Description
Objectives:
- Maintain and manage the learning environment for optimal student or patient outcomes.
- Establish an environment that promotes student participation and engagement.
- Prepare for a variety of learning environments, including online, traditional, and clinical.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 4 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 5 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice
Description:
Review “Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice,” by Ali and Manokore fromInternational Journal of Nursing Education (2016).
Managing the Higher Education Classroom
Description:
Read “Managing the Higher Education Classroom,” by Clark, from Radiologic Technology (2017).
Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment
and Factors Affecting to Their Clinical Learning Process
Description:
Read “Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment and Factors
Affecting to Their Clinical Learning Process,” by Burcu, Ordin, and Yilmaz, from Nurse Education in Practice (2018).
Stress Triggers in the Educational Environment From the Perspective of Nursing Students
Description:
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Read “Stress Triggers in the Educational Environment From the Perspective of Nursing Students,” by Domingues, Devos, Edison Luiz, Leda, Tomaschewski-Barle,. Lerch, and Ramos, from Texto & Contexto Enfermagem,(2018).
Effective Learning Environments Observation Tool (ELEOT)
Description:
Use the “Effective Learning Environments Observation Tool (ELEOT),” to complete the assignment.
ELEOT Reference Guide
Description:
Use the “ELEOT Reference Guide,” to assist in completing the assignment.
Tasks
Learning Environment Observation
Description:
During your professional career as a nurse educator, you will be asked to teach in various learning
environments; including traditional classroom, online, and clinical.
The purpose of this assignment is to provide knowledge of establishing an environment that
promotes student participation, engagement, and optimal student outcomes.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or
patients.
Using the “ELEOT Reference Guide” complete the “Effective Learning Environments Observation
Tool (ELEOT).”
Write a 500-750 word summary of the observation. Include the following in your summary.
- Discuss the results of the ELEOT.
- Discuss how the instructor maintained and managed the learning environment.
- Discuss the various engagement and learning strategies that were used and how they could
- be implemented in different learning environments including traditional and non-traditional
environments. - Discuss how you could implement some these strategies into your own classroom.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the
Student Success Center.
NUR-646E Nursing Education Seminar I Topic 5 DQ 1
Description:
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Consider a time as a student, in which you experienced a positive learning environment. What
made the experience a quality learning environment? Why? Support your choice with current
literature.
NUR 646E Nursing Education Seminar I Topic 5 DQ 2
Description:
In nursing, there are several diverse “physical learning environments.” Describe three strategies a
nursing faculty utilizes to ensure a positive student learning experience within a variety of settings.
NUR-646E Topic 6: Facilitating Critical Thinking and Active Learning
Description
Objectives:
- Identify how to develop effective teaching strategies based on individual teaching style.
- Develop teaching strategies for multiple learning styles.
- Apply Bloom’s taxonomy to formulate learning objectives.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Review Chapter 4 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educators.
Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course
Description:
Read “Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course,” by
Thomas and Schuessler, from Nursing Education Perspectives (2016).
Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control to
Nursing Students
page 12 of 19
Description:
Read “Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control
to Nursing Students,” by Wiles, Rose, Curry-Lourenco, and Swift, from Nursing Education
Perspectives (2015).
Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory
and Practice: What are Nursing Faculty Using?
Description:
Read ” Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between
Theory and Practice: What are Nursing Faculty Using?,” by Culyer, Love Jatulis, Cannistraci, and
Brownell, from Teaching and Learning in Nursing(2018).
Tasks
SBAR Clinical Log
Description:
Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient
you have assessed during your clinical experience thus far.
NUR 646E Nursing Education Seminar I Topic 6 DQ 1
Description:
Choose three teaching strategies that you feel the most comfortable using. Explain why you think
you are most comfortable with this strategy? Discuss how you think these teaching strategies are
classified according to Bloom’s Revised Taxonomy.
NUR 646E Nursing Education Seminar I Topic 6 DQ 2
Description:
Choose an experience from your clinical practicum that you feel comfortable teaching. Using
Bloom’s Revised Taxonomy, “insert objective writing resource,” and the teaching strategies
learned in this topic, create three learning objectives for the topic you chose. Provide feedback on
your classmates’ objectives as your discussion response
NUR-646E Nursing Education Seminar I Topic 7: Learning Environment
Description
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Objectives:
Apply knowledge of teaching strategies for critical thinking.
Demonstrate teaching strategies to promote active learning.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapters 4 and 5 and read Chapter 2, 3, and 6 in Creative Teaching Strategies for the
Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 9 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educator.
The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review.
Description:
Read “The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review,” by Waltz, Jenkins, and Han, from Nurse Education Prespectives
(2014).
Think Like a Nurse: A Critical Thinking Initiative
Description:
Read “Think Like a Nurse: A Critical Thinking Initiative,” by Ward and Morris, from ABNF Journal,
(2016).
The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students
Description:
Read “The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students,” by Foley, from America Nurse Today (2016).
Visual Literacy: Images of Nurses and Nursing
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Description:
Review the “Visual Literarcy: Images of Nurses and Nursing,” sample lesson plan to assist you in
completing the topic assignment.
NATCEP Daily Lesson Plan
Description:
Review “NATCEP Daily Lesson Plan,” from the Pennsylvania Department of Education, to assist
you in completing the topic assignment.
How Formative Assessment Helps Nursing Students Succeed in the Classroom
Description:
Read “How Formative Assessment Helps Nursing Students Succeed in the Classroom,” by
Lippincott Nursing Education, found on the Nursing Education Blog, (2017).
Tasks
Benchmark – Nurse Educator Lesson Plan
Description:
- As a nurse educator, you will be responsible for creating effective lessons for various settings.
- Choose a teaching and learning experience from your clinical setting. You may use the clinical
experience from your Topic 4 discussion response. - Based on the experience you chose, use the engagement, student learning, and creating effective learning environment strategies that you have learned in this course to develop a lesson plan on
similar content for two additional settings (such as an asynchronous online session and teaching a
nursing student in the clinical setting, etc.). - Use the lesson plan examples found in the topic materials to assist you in creating your lesson outlines.
- This assignment will be used as an artifact for your electronic portfolio at the end of the course.
Include the following in your outline:
Lesson Objectives
- Timeframe and target environment
- Three to four teaching strategies-based on Evidence-Based Practice.
Activities - A summary of the types of assessments you would use in your lesson and why?
Provide rationale for the teaching strategies you implemented into each lesson and why they
differ. - Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center.
page 15 of 19
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3.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
This assignment benchmarks the following competency:
Master of Science in Nursing with an Emphesis in Education
6.1: Apply instructional strategies grounded in evidence-based practice and learning theory that meetthe unique needs of learners in diverse environments.
Topic 7 DQ 1
Description:
How can nurse educators encourage critical thinking, clinical reasoning, and clinical judgement in
clinical education and the traditional classroom or clinical setting? How can you differentiate these
instruction pieces for various educational or clinical settings?
Topic 7 DQ 2
Description:
What are common barriers when teaching critical thinking skills? What strategies can nursing
educators use to better promote critical thinking skills in students?
NUR-646E Nursing Education Seminar I Topic 8: Teaching With Evidence-Based Practices (EBP), Technology, and Simulation
Description
Objectives:
- Identify methods to stay current with new technology and EBPs.
- Utilize theory and EBPs to develop effective learning environment.
- Outline the impact of new technology in the classroom to improve dissemination of material and
address different types of learning styles.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 7 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
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5.
Read Chapter 7 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educators.
Undergraduates: Infusing Technology Into a Nursing Curriculum
Description:
Read ” Undergraduates: Infusing Technology Into a Nursing Curriculum,” by Villaran and
Matcharadaze, from Nursing Informatics Today (2014).
Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse
Education
Description:
Read “Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate
Nursing Education,” by Briggs, Carlisle, Lewis, Reid, and Scott, from BMC Nursing (2017).
Tactics for Teaching Evidence-Based Practice: Improving Self-Efficacy in Finding and Appraising
Evidence in a Master’s Evidence-Based Practice Unit
Description:
Read “Tactics for Teaching Evidence-Based Practice: Improving Self-Efficacy in Finding and
Appraising Evidence in a Master’s Evidence-Based Practice Unit,” by Chang and Levin, from
Worldviews on Evidence Based Nursing (2014).
Tasks
Final Clinical Evaluation
Description:
- Please make sure that all current hours have been entered into Typhon and your preceptor has
approved all your current hours. This must be done prior to submitting your Final Clinical Evaluation. - The preceptor will complete the “Final Clinical Evaluation” form. Instructor discretion may vary
the due date depending on student’s clinical practicum experience. - Review the evaluation with your preceptor.
- The preceptor will sign electronically in Typhon. The student will then pull this evaluation from
Typhon and submit to the classroom - The student must submit a signed copy to the classroom.
- Unsigned submissions or those not submitted appropriately do not meet completion criteria
and may result in loss of points and/or failure of the course. - This is a pass/fail assignment. Failure to successfully complete this assignment will result in failure of the course.
- This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
- APA style is not required, but solid academic writing is expected.
- You are not required to submit this assignment to LopesWrite.
page 17 of 19
Final Preceptor, Faculty, and Student Conference and Evaluation
Description:
Complete the “Preceptor-Faculty-Student Conference and Evaluation” resource including
applicable signatures for each preceptor.
Clinical Evaluation of Preceptor by Student
Description:
Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form.
Although this is an ungraded submission, it is a requirement for course completion.
Typhon Screen Shot
Description:
You are required to submit 50 hours to be approved by the preceptor and the faculty.
Take a screen shot of your Typhon log and submit in assignment dropbox. Faculty will confirm your
screen shot with Typhon. http://www.typhongroup.net/gcu
Topic 8 DQ 1
Description:
Identify two to three new learning technologies in nursing education. As a nurse educator, discuss
how you would incorporate these technologies into the curriculum?
Topic 8 DQ 2
Description:
How can educator’s best assess student’s learning needs and match those needs with innovative
teaching technologies? Discuss the role of evaluating evidence and best practices when selecting
new technologies to integrate into the learning environment.
Grade Scale
Final Grade Column
page 18 of 19
Letter Grade GPA Value Minimum (%) Maximum (%)
- A 4.0 97.0 100.0
- A- 3.7 93.0 96.99
- B+ 3.3 89.0 92.99
- B 3.0 85.0 88.99
- B- 2.7 81.0 84.99
- C+ 2.3 78.0 80.99
- C 2.0 76.0 77.99
- F 0.0 0.02 75.99
- I 0.0 0.0 0.01
Grade Categories
Assignments (%) Points Percentile
- Midterm Preceptor-Faculty-Student Conference and
- Evaluation 20.0 —
- Final Clinical Evaluation 120.0 —
- Practicum Goals 25.0 —
- SBAR Clinical Log 75.0 —
- Teaching Philosophy Statement 75.0 —
- Typhon Screen Shot 30.0 —
- Midterm Clinical Evaluation 75.0 —
- SBAR Clinical Log 75.0 —
- Learning Environment Observation 100.0 —
- Pre-Practicum Preceptor, Faculty, and Student
- Conferences 20.0 —
- Benchmark -Nurse Educator Lesson Plan 125.0 —
- Final Preceptor, Faculty, and Student Conference and
Evaluation 20.0 —
Discussion Question (%) Points Percentile
Topic 8 DQ 1 5.0 —
Topic 2 DQ 1 5.0 —
Topic 5 DQ 2 5.0 —
Topic 7 DQ 1 5.0 —
Topic 1 DQ 1 5.0 —
page 19 of 19
Topic 8 DQ 2 5.0 —
Topic 6 DQ 1 5.0 —
Topic 3 DQ 2 5.0 —
Topic 4 DQ 1 5.0 —
Topic 3 DQ 1 5.0 —
Topic 2 DQ 2 5.0 —
Topic 4 DQ 2 5.0 —
Topic 7 DQ 2 5.0 —
Topic 5 DQ 1 5.0 —
Topic 1 DQ 2 5.0 —
Topic 6 DQ 2 5.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Participation (%) Points Percentile
20.0 —
Class Effective Start: Sep 12, 2019
NUR-646E_Syllabus
ADDITIONAL INSTRUCTIONS FOR THE CLASS
- Discussion Questions (DQ)
Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.
- Weekly Participation
Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
- APA Format and Writing Quality
Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 7th edition.
- Use of Direct Quotes
I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.
- LopesWrite Policy
For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.
- Late Policy
The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
- Communication
Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
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