Nurse Educator II

Course Details

Course Number: NURS 5252 / NURS 5251  Spring 2013

Location: Online

Course Attachments

Syllabus   SYLLABUS NURS 5251 Spring 2013-20130115-094305.pdf

Calendar  Spring 2013 Course Calendar Educator II-20130115-094354.pdf

Textbooks

MSU Faculty Member
Dr. Jane Leach   
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Course Objectives

 Faculty: Jane Leach, Ph.D., RNC, IBCLC

Spring 2013

 Description:     Focus is on the application of major teaching-learning and nursing theories in the clinical laboratory environment. Supervised practicum related to the role of the teacher of nursing in the clinical setting is required.

Prerequisites:   NURS 5243

Credits:            3 (two seminar hours & four clinical hours / week (64 clinical hours / semester)

 Course Objectives: In collaboration with a faculty mentor:

 

Objective

AACN Masters Essentials

1.Analyze the current literature related to clinically focused teaching

learning process;

I.1

2.Integrate principles of selected clinical teaching-learning approaches in

the clinical supervision of nursing students;

I.2

3.Synthesize selected theoretical perspectives in the development of clinical

teaching-learning strategies designed to facilitate students’ application of

clinical reasoning process;

IV.3 & V.2.

4.Critique theoretically based strategies for assessment of nursing students’

clinical progress;

V.1.

5. Continued development (from NURS 5233 & 5243) and evaluation of

curriculum components for impact on teaching-learning process in the

clinical setting.

IV.3.

 


Course Expectations

 Learning Experiences: Learning experiences marked with an asterisk (*) are required.

___*      In collaboration with a faculty mentor, be a participant-observer in sixteen (4) hours of clinical teaching-learning per week. See Appendix A (30 points).

___*      Develop and implement a post conference medication calculation learning activity.                

            See Appendix J (15 points) (counts for 8 hours of clinical).

___*      Develop and implement a theoretically based clinical instruction laboratory program for undergraduate (or LVN) nursing students. See Appendix C (15 points) (counts for 8 hours of clinical).

___*      Participate on Blackboard Discussion Board. See Appendix I (20 points).

 

Selected Learning Experiences: Select from the available options for the remaining points 20 points.

 ___       Write a paper, suitable for publication in a nursing education journal, on any aspect of clinical teaching-learning. See Appendix D (20 points).

___       Develop and implement a clinically focused staff development program based on an agency’s needs. See Appendix F (20 points).

___       Develop an assessment tool, or critique an existing tool, for the assessment of teaching-learning outcomes in the clinical setting. See Appendix G (10 points).

___       Project Portfolio: Clinical Teaching-Learning presentations. See Appendix H (10 points)

___      Course Journal: reflects critical analysis of weekly reading, content discussions and clinical teaching-learning experience shared with a mentor.  See Appendix B (20 points).

 


Grading Standards

 Course Evaluation:

 

1. Clinical Teaching-Learning

                                                                     Appendix A

30%

2. Post Conference Medication Activity

                                                                    Appendix J

15%

3. Selected Learning Experiences

See below

20%

4.Clinical Teaching-Learning Lab Program

                                                                    Appendix C

15%

5. Course Discussion Board

                                                                    Appendix I

20

Total

100%

 

Grades:

 

90-100

A

80-89

B

74-79

C

65-73

D

64 and below

F

 

Clinical hour requirements

Learners need to account for 64 clinical hours in a log.  Learners may count clinical credit for prep time as noted on the check list of assignments.

 Required Textbooks:

 Gaberson, K.B. & Oermann, M.H. (2010) 3rd ed. Clinical Teaching Strategies in Nursing, Springer Publishing Co.

 Billings, D.M. & Halstead, J.A. (2012). 4th ed. Teaching in Nursing: A Guide for Faculty. Philadelphia: W.B. Saunders.

 Recommended Reference:

 Caputi, L. & Engelmann, L. 2010. Teaching Nursing: The Art and Science. (Volume 2) Glen Ellyn, IL: College of DuPage Press.

 Suggested References:

 Emerson, R.J. (2007) Nursing Education in the Clinical Setting  ISBN 0-323-03608-2

 O’Connor, A. B. (2006). Clinical instruction and evaluation: A teaching resource 2nd ed. Sudbury, MA: Jones and Bartlett Publishers. ISBN 0-7637-1441-0

 Bastable, S. (2008) Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Third Edition; Jones & Bartlett ISBN: 978-0-7637-8964-0

 Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice. Menlo Park,

CA: Addison-Wesley Publishing.

 Benner, P. Sutphen, M, Leonard, V., Day, L. (2010) Educating Nurses: A Call for Radical

Transformation, Carnegie Foundation for the Advancement of Teaching. Stanford: Jossey-Bass.

 Cannon, S. Boswell, C., (2012) Evidenced-based Teaching in Nursing: A Foundation for Educators.

Jones & Bartlett Publishing.

 DeYoung, S. (2009). Teaching strategies for nurse educators (2nd ed.). Upper Saddle River, NJ:

Prentice–Hall.

 Halstead, J. A. & Frank, B. Pathways to a Nursing Education Career: Educating the Next Generation of Nurses, Springer Publishing Company

 Jeffries, P. R. (Ed.). (2007). Simulation in nursing education: From conceptualization to evaluation. New York: National League for Nursing.

 Nehring, W. M. & Lashley, F. R. (2010). High-Fidelity Patient Simulation in Nursing Education, Jones and Bartlett Publishers, Sudbury, MA.

 *Mona Lisa Smile (DVD Movie with Julia Roberts)

 Palmer, P.J. (2007). The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. San Francisco: Jossey-Bass.

 


Submission Format Policy

 

Appendix A

 Evaluation of Clinical Instruction / Supervision

 

Directions:       The mentor teacher is to complete an evaluation at midterm and at the end of the semester. An evaluation may be completed at any time the mentor teacher believes the graduate student would benefit from written feedback. All completed evaluations are submitted to the course faculty at the end of the semester.

 

 

Criteria

Unsatisfactory

Satisfactory

Excellent

1. Creates a clinical teaching-learning environment that is safe for both students and patients

 

 

 

2. Demonstrates the ability to foster reflection and critical thinking in clinical nursing students

 

 

 

3. Supervises students in gaining competency in relevant technical skills, and provides appropriate constructive feedback

 

 

 

4. Provides clinical nursing students with opportunity for constructive self-evaluation

 

 

 

5. Provides students with periodic constructive critique of their clinical performance

 

 

 

6. Establishes collaborative relationships with agency’s permanent staff

 

 

 

7. Demonstrates awareness of institution, university, and regulatory agency’s policies for clinical experience

 

 

 

8. Provides students with written guidelines that clearly communicate the expectations related to clinical experience

 

 

 

 

 

SUMMARY                                                                                                      

 

Pass _____ (Must achieve a minimum rating of satisfactory on all criteria.)

 

Fail _____

 

Comments:

 

 

 

 

Faculty Mentor Signature: _____________________________    Date: _______________

 

Appendix B

 Course Journal

 Directions:       Journals are to be shared with a colleague weekly. The student may choose any faculty member, or other appropriate nurse educator with whom to share the journal for critique / response. Entries must include support from the readings with citations. It will be the responsibility of the colleague who reads the journal to assign a final grade.

 

 

Criteria

Possible Points

Student Points

1. Entries consistently reflect ongoing analysis of the professional literature, as wells as discussion of clinical experience

35

 

2. Critical reflection is used to pose and address questions about one’s role as a nurse educator in relation to clinical students, other faculty, staff, and administrators

35

 

3. Entries demonstrate reflection on and response to the selected colleague’s feedback

 

30

 

Total

100

 

 

Comments:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Reviewer’s Signature: __________________________________________Date: ________________

 

Appendix C

 Graduate Student Conducted Clinical Teaching-Learning

 

 

Criteria

Possible Points

Student Points

1. Content

40

 

  1. Facilitates discussion of content relevant to selected clinical topic
  2.  

10

 

  1. Facilitates practice of relevant clinical skills
  2.  

10

 

 c. Models critical analysis of information from current literature, textbook references, and personal experience for use in clinical practice.

20

 

2. Organization

15

 

 a. Provides participants with guidance for preparation for the clinical teaching-learning experience in advance

5

 

 b. Structure of the clinical teaching-learning experience enables students to follow readily, without undue anxiety

5

 

 c. Uses a format that is conducive to effective exchange of ideas related to the selected clinical topic

5

 

3. Creativity

5

 

 a. Uses a variety of  theoretically and empirically based teaching-learning strategies appropriate to the clinical setting

 

 

4. Facilitation

15

 

  1. Elicits active involvement of all learners
  2.  

5

 

 b. Encourages the exploration of ideas, and demonstrates an open nonjudgmental attitude related to consideration of plausible approaches to the clinical situation.

10

 

5. Closure

20

 

  1. Summarizes key ideas related to the clinical experiences of the day
  2.  

5

 

 b. Provides learners with opportunity to raise questions / concerns related to clinical experience

5

 

 c. Implements a plan for evaluating effectiveness of the teaching-learning process and attainment of desired outcomes.

10

 

Total

100

 

 

Comments:

 

Faculty Mentor’s Signature: _________________________         Date: _______________

 

Self Evaluation: Attach this form completed by your mentor and attach a brief report and documentation to support how you did or did not meet each of the above criteria to include how you might improve in the future. 


 

 Appendix D

 

Critique / Evaluation of Paper for Publication

 

Write a paper on any topic related to clinical teaching-learning in nursing education. The paper should be ready for submission for publication.

 

 

Criteria

Possible Points

Student Points

1. Clearly and logically delineates the topic or issue

20

 

2. Reviews the current literature on the topic or issue

20

 

3. Discusses both the proponent’s and opposition’s perspective on the topic / issue

20

 

4. Clearly articulates the implications for nursing education and / or nurse educators

20

 

5. Structure, punctuation, and spelling adhere correctly to the standard conventions of English

10

 

6. Written in accordance with the “guidelines for authors” provided by the selected journal. (Attach copy of specific guidelines from selected journal)

10

 

Total

100

 

 

Comments:

 

 

 

Appendix E removed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Appendix F

Critique / Evaluation of Clinical Staff Development Program

 

Directions: The Staff Development Program is to be developed in accordance with the requirements for continuing nursing education. I suggest that you coordinate the program development with the outreach coordinator.

 

 

Criteria

Possible Points

Student Points

1. Preparation

 

 

a. Documentation of assessment verifying need for program

10

 

b. Formulation of clear, desired measurable outcome

5

 

c. Written plan for conduct of the teaching-learning process

5

 

d. Teaching-Learning Plan is logically organized

5

 

e. Required materials (audiovisuals, computer access, etc.) is pre-arranged

5

 

2. Implementation

 

 

a. Program content and process is relevant to desired outcome(s)

5

 

b. Organization and time allotment is adequate for attainment of desired outcomes

5

 

c. Teaching strategies are effective in engaging learners

10

 

d. Instructional environment is prepared and conducive to learning

5

 

3. Evaluation

 

 

a. Valid measurement of desired outcome(s)

10

 

b. Obtain participants’ feedback concerning program effectiveness

5

 

c. Graduate student’s self-evaluation of the program, and plan for modifications based on self-evaluation

15

 

d. Evaluation of program costs and cost-effectiveness

15

 

Total

100

 

 

Comments:

 

 

 


 

 

Appendix G

Critique of Clinical Evaluation Tool

 

Directions:       The graduate student will construct and test a tool for the evaluation of undergraduate (or LVN) nursing students’ clinical performance. The tool will be evaluated using the following criteria.

 

Criteria

Possible Points

Student Points

1. Clinical evaluation tool is clearly theoretically based

10

 

2. Tool provides for periodic written feedback to the student, and a permanent record of the evaluation

10

 

3. Items in the tool demonstrate both parsimony and appropriate comprehensiveness of scope

10

 

4. Content validity of the tool is established, using either the professional literature or clinical experts

10

 

5. The tool provides for the assessment of:

 

 

a. Achievement of course specific clinical outcomes

10

 

b. Theory based clinical reasoning and decision-making

10

 

c. Skill competency

10

 

d. Safety and accuracy of practice

10

 

e. Student’s preparation for the clinical experience

10

 

6. Each item in the tool is referenced to the current professional literature with appropriate citation in APA format

10

 

Total

100

 

 

Comments:

 

Appendix H

Project Portfolio Evaluation: Clinical Teaching - Learning

 

 

Criteria

Possible Points

Student Points

1. Portfolio contains an appropriately formatted curriculum vita

15

 

2. Projects are accomplished with a sound theoretical foundation

20

 

3. Each project’s organization is logical, and reflects consideration of feasibility, considering available resources

15

 

4. Projects reflect creative integration of multiple clinical teaching-learning strategies

25

 

5. Portfolio’s organization and aesthetics reflect positively on the student to a potential employer

15

 

6. An APA formatted bibliography is attached to each entry in the portfolio

10

 

Total

100

 

 

Comments:

Appendix I

Course Discussion Board Evaluation

 

Directions: Using the criteria below students will be evaluated on their entries on the course discussion board. The grade will constitute 20 percent of the course grade.

 

Student _____________________________

Date ___________

 

 

Category

0

1

2

3

Promptness and Initiative

Does not respond to posting;

Responds to posting several days after initial discussion

Responds to posting by deadline

Responds to posting ahead of deadline to allow for peer discussion

Delivery of Post

Utilizes poor spelling and grammar; post appears “hasty”

Writing is mostly organized and concise, with less than 4 errors

Writing is organized an concise, with less than 3 errors

Writing is well organized, concise, and error-free

Relevance of Post

Comments/opinions do not relate to the discussion content; are not referenced; makes short or irrelevant remarks

Comments/opinions make disconnected reference to readings

Comments/opinions make reference to readings or assignment; prompts further discussion of topic

Comments /opinions directly  relate to discussion topic; cites assigned readings and additional references related to topic

Contribution to the Learning Community

Does not make effort to participate in learning community as it develops; seems indifferent

Makes meaningful reflection on group’s efforts; marginal effort to become involved with group

Attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely

Aware of needs of community; attempts to motivate the group discussion; presents creative approaches to topic

Adapted from California State University at Hayward: Assessing Effectiveness of Student Participation in Online Discussions

Comments:

Faculty Reviewer _______________________________________

 

 

 

 

 

 

Appendix J

Post Conference Medication Calculation Case Study Learning Activity

 

 

Criteria

Possible Points

Student Points

1. Case study and practice medication calculations is appropriate for the level of learners

30

 

2. Case study learning activity is accomplished with a sound theoretical foundation

20

 

3. Learning activity is logical, and reflects consideration of feasibility, considering available resources

15

 

4. Learning activity reflect creative integration of multiple clinical teaching-learning strategies

20

 

5. Follows up with a brief critical appraisal or self evaluation to include suggestions on how to improve the learning activity for future use in the clinical setting.

15

 

Total

100

 

 

Find an appropriate Medical Surgical patient that is taking numerous medications. Prepare a case study that is complex enough to encourage learners to think critically about how to mix, calculate, and administer the medications to including assessing for drug compatibilities. Plan a post conference and present to learners that includes:

1. Case study with an adequate amount of information necessary to discuss issues related to providing safe patient care.

2. Prepare a few challenging questions to encourage discussion related to the case study patient.

3. Plan activities that necessitate learners having to access information in a current drug book.

4. Prepare 5-6 dosage calculation questions for learners solve related to the case study. (Ensure learners find the answer without providing prompts. (Fill in the blank. Avoid multiple choice answers). 

5. Prepare on hands demonstration using props to allow for physical manipulation of vials, bottles, and or IV tubing by learners as they prepare to administer the medications as ordered for the patient.

6. After solving dosage calculations related to case study have learners role play administration of medications ordered.

7. Use humor, gaming, and or creativity to ensure the learning activity accomplishes the goal of safe medication administration in a nonthreatening learning experience for the learners.

 

 



Note: You may not submit a paper for a grade in this class that already has been (or will be) submitted for a grade in another course, unless you obtain the explicit written permission of me and the other instructor involved in advance.

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