Faculty: Jane Leach, Ph.D., RNC, IBCLC
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:
1.Analyze the current literature related to clinically focused teaching
2.Integrate principles of selected clinical teaching-learning approaches in
the clinical supervision of nursing students;
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’
5. Continued development (from NURS 5233 & 5243) and evaluation of
curriculum components for impact on teaching-learning process in the
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).
1. Clinical Teaching-Learning
2. Post Conference Medication Activity
3. Selected Learning Experiences
4.Clinical Teaching-Learning Lab Program
5. Course Discussion Board
64 and below
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.
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.
Caputi, L. & Engelmann, L. 2010. Teaching Nursing: The Art and Science. (Volume 2) Glen Ellyn, IL: College of DuPage Press.
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:
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.
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.
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
Pass _____ (Must achieve a minimum rating of satisfactory on all criteria.)
Faculty Mentor Signature: _____________________________ Date: _______________
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.
1. Entries consistently reflect ongoing analysis of the professional literature, as wells as discussion of clinical experience
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
3. Entries demonstrate reflection on and response to the selected colleague’s feedback
Reviewer’s Signature: __________________________________________Date: ________________
Graduate Student Conducted Clinical Teaching-Learning
c. Models critical analysis of information from current literature, textbook references, and personal experience for use in clinical practice.
a. Provides participants with guidance for preparation for the clinical teaching-learning experience in advance
b. Structure of the clinical teaching-learning experience enables students to follow readily, without undue anxiety
c. Uses a format that is conducive to effective exchange of ideas related to the selected clinical topic
a. Uses a variety of theoretically and empirically based teaching-learning strategies appropriate to the clinical setting
b. Encourages the exploration of ideas, and demonstrates an open nonjudgmental attitude related to consideration of plausible approaches to the clinical situation.
b. Provides learners with opportunity to raise questions / concerns related to clinical experience
c. Implements a plan for evaluating effectiveness of the teaching-learning process and attainment of desired outcomes.
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.
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.
1. Clearly and logically delineates the topic or issue
2. Reviews the current literature on the topic or issue
3. Discusses both the proponent’s and opposition’s perspective on the topic / issue
4. Clearly articulates the implications for nursing education and / or nurse educators
5. Structure, punctuation, and spelling adhere correctly to the standard conventions of English
6. Written in accordance with the “guidelines for authors” provided by the selected journal. (Attach copy of specific guidelines from selected journal)
Appendix E removed
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.
a. Documentation of assessment verifying need for program
b. Formulation of clear, desired measurable outcome
c. Written plan for conduct of the teaching-learning process
d. Teaching-Learning Plan is logically organized
e. Required materials (audiovisuals, computer access, etc.) is pre-arranged
a. Program content and process is relevant to desired outcome(s)
b. Organization and time allotment is adequate for attainment of desired outcomes
c. Teaching strategies are effective in engaging learners
d. Instructional environment is prepared and conducive to learning
a. Valid measurement of desired outcome(s)
b. Obtain participants’ feedback concerning program effectiveness
c. Graduate student’s self-evaluation of the program, and plan for modifications based on self-evaluation
d. Evaluation of program costs and cost-effectiveness
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.
1. Clinical evaluation tool is clearly theoretically based
2. Tool provides for periodic written feedback to the student, and a permanent record of the evaluation
3. Items in the tool demonstrate both parsimony and appropriate comprehensiveness of scope
4. Content validity of the tool is established, using either the professional literature or clinical experts
5. The tool provides for the assessment of:
a. Achievement of course specific clinical outcomes
b. Theory based clinical reasoning and decision-making
c. Skill competency
d. Safety and accuracy of practice
e. Student’s preparation for the clinical experience
6. Each item in the tool is referenced to the current professional literature with appropriate citation in APA format
Project Portfolio Evaluation: Clinical Teaching - Learning
1. Portfolio contains an appropriately formatted curriculum vita
2. Projects are accomplished with a sound theoretical foundation
3. Each project’s organization is logical, and reflects consideration of feasibility, considering available resources
4. Projects reflect creative integration of multiple clinical teaching-learning strategies
5. Portfolio’s organization and aesthetics reflect positively on the student to a potential employer
6. An APA formatted bibliography is attached to each entry in the portfolio
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.
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
Faculty Reviewer _______________________________________
Post Conference Medication Calculation Case Study Learning Activity
1. Case study and practice medication calculations is appropriate for the level of learners
2. Case study learning activity is accomplished with a sound theoretical foundation
3. Learning activity is logical, and reflects consideration of feasibility, considering available resources
4. Learning activity reflect creative integration of multiple clinical teaching-learning strategies
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.
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.
American Disability Act (ADA)
Midwestern State University (MSU) does not discriminate on the basis of an individual’s disability and
complies with Section 504 and the Americans with Disabilities Act in its admission, accessibility and
employment of individuals in programs and activities.
MSU provides academic accommodations and auxiliary aids to individuals with disabilities, as defined by law, who are otherwise qualified to meet academic and employment requirements. For assistance call (940) 397-4618 or 397-4515.
Please see the instructor outside of class to make any arrangements involving special accommodations. It is the student’s responsibility to declare any disabilities. After declaration, preferably at the beginning of each semester, the student needs to contact individual instructors to determine any reasonable accommodations that may be required.