|
Nurse Educator Career Development Pathway (NECDP)
Course Information
All of the following courses are available on campus and as distance
learning courses.
29NURS800: Novice Nurse
Educator Institute
29NURS834: The Shifting Instructional Paradigm:
Teaching to Learning
29NURS835: Transforming Curricula and Student
Evaluation in Nursing
29NURS836: Practicum: The Competent Nurse Educator
29NURS837: Role Seminar: The Competent Nurse
Educator
29NURS965: Teaching
and Learning in Graduate Nursing Education
29NURS966: Educational and Professional Leadership
Strategies in Nursing
29NURS967: The Scholarship of Teaching and Learning: Research Strategies
29NURS800: Novice Nurse Educator Institute
Credit Hours
2 Graduate Quarter Credit Hours or
20 Continuing Education Units/Hours
Course Description
This course
prepares the novice nurse educator for the beginning teaching role
in clinical and laboratory settings. The course will focus on expectations
of faculty in higher education, principles of teaching and learning,
student socialization, evidence-based practice, and clinical assessment
and evaluation strategies.
Course Objectives
Upon completion of this class,
participants will be prepared to:
- Implement appropriate strategies to facilitate
student learning;
- Create a learning environment that facilitates
student socialization to the nursing role;
- Use effective assessment and evaluation strategies;
- Participate in curricular processes such
as course design and evaluation of course effectiveness;
- Function as a leader among peers in clinical
settings;
- Demonstrate understanding of the nurse educator
role;
- Role model the use of evidence-based practice;
and,
- Be cognizant of the employing institution’s
educational environment.
Topical Outline
- The faculty role and expectations in higher education
- Principles of teaching and learning: Creating meaningful learning
experiences
- Introduction to competency-based education
- Principles of teaching and learning: Working with nontraditional
learners (age, learning styles, cultural differences)
- Introduction to evidence-based practice
- Principles of teaching and learning: Design and evaluation of course
content
- Methods and use of clinical/laboratory assessment and evaluation
- Principles of teaching and learning: Successful beginnings
- The clinical day—faculty role expectations
- Principles of teaching and learning: Develop plan for first clinical
day
- Institution-specific orientation including institutional role expectations
and specifics of the curriculum
29NURS834: The Shifting Instructional Paradigm: Teaching to Learning
Credit Hours
3 Graduate Quarter Credit Hours
Course Description
Building on a basic
understanding of clinical instruction, this course focuses on the
role of the faculty member in facilitation of learning in the traditional
and virtual classroom. Nontraditional, innovative teaching strategies
and evidenced-based practice in nursing education will be explored.
Course Objectives
Upon completion of this course,
the student will be able to:
- Select appropriate nontraditional and innovative
teaching/learning strategies based upon a theoretical foundation
and evidence-based practices;
- Demonstrate the appropriate use of information
technologies;
- Explore individual learning styles and unique
learning needs of a diverse student body; and,
- Identify strategies
for advising and counseling students regarding special learning
needs.
Topical Outline
- How do students learn best? What does the new science of teaching
and learning tell us?
- Student learning styles and needs
- Use of instructional technology
- Teaching to identified diversity in the
classroom
- The virtual classroom
- Role of the teacher in student learning
- Responsibility for learning
- Active learning techniques
- Team-based learning approaches
29NURS835: Transforming Curricula and Student Evaluation in Nursing
Credit Hours
4 Graduate Quarter Credit Hours
Course Description
Taught from an outcomes-based
perspective, this course focuses on the role of the faculty member
in curricular and course design and evaluation and assessment of student
learning. Competency-based student assessment will be addressed. Content
on test design, construction and evaluation, and the use of instructional
technology in student evaluation is also included.
Course Objectives
Upon completion of this course,
the student will be able to:
- Participate in curriculum development identifying
program outcomes, developing competency statements, and writing course
outcomes;
- Base curricular design and implementation
decisions on evidence-based practice and principles of learning;
- Select appropriate assessment
and evaluation strategies pertinent to the learning outcome;
- Use formative and summative evaluation methods
to improve the learning process and curricular revision;
- Apply knowledge of test
design, test construction, and item analysis; and,
- Discuss the appropriate use of information
technology in student and curricular evaluation.
Topical Outline
- Curricular development and evaluation processes
- The role of content vs. learning outcomes
- Assessment in higher education (formative, summative, competency-based,
etc.)
- Test design, test construction, and item analysis
- Use of instructional technology in student evaluation
- The role of student assessment in program accreditation
- Multiculturalism in curriculum
29NURS836: Practicum: The Competent Nurse Educator
Credit Hours
4 Graduate Quarter Credit Hours
Course Description
This course provides the student
with an ongoing mentored classroom experience. A faculty mentor will
be assigned to assist the student in developing instructional skills
in the traditional and/or virtual classroom for an entire academic
term.
Course Objectives
Upon completion of this course,
the student will be able to:
- Demonstrate effective use of assessment and
evaluation strategies;
- Demonstrate appropriate use of informational
technologies in supporting the teaching/learning process; and,
- Implement a variety of teaching strategies
appropriate to content, student learning styles and setting, and
multicultural backgrounds.
29NURS837: Role Seminar: The Competent Nurse Educator
Credit Hours
3 Graduate Quarter Credit Hours
Course Description
This seminar is designed to
complement 29NURS836 Practicum: The Competent Nurse Educator. Guided
discussion format is used to evaluate the role of the nurse educator
as leader, teacher, and scholar as a member of a higher education community.
Issues to be discussed include classroom management, mentorship, change
design and implementation, student counseling, legal and ethical issues,
issues in higher education, the scholarship of teaching and learning,
and minority student recruitment.
Course Objectives
Upon completion of this course,
the student will be able to:
- Discuss leadership skills needed to shape
and implement change;
- Evaluate legal and ethical issues relevant
to nursing education and higher education;
- Examine issues in higher
education and their impact on nursing education;
- Critique literature
on the scholarship of teaching and learning; and,
- Analyze the
role of a faculty member in nursing education.
Topical Outline
- The role of the nurse educator: teacher, scholar, and leader
- Leadership in the academic community
- Change and change processes
- Legal and ethical issues in higher education
- Contemporary issues in higher education and nursing education
- The scholarship of teaching and learning
- Evidence-based teaching
- The challenges of the multicultural classroom
- Minority student recruitment
29NURS965: Teaching and Learning in Graduate Nursing Education
Credit Hours
5 Graduate Quarter Credit Hours
Course Description
Designed to prepare nursing
faculty for the teaching role in graduate education, this course
(seminar and practicum) provides the participant with a guided teaching
experience in the graduate classroom and/or practicum. The seminar
covers such topics as how professional expertise is taught and learned,
teaching styles appropriate for students already engaged in the profession,
the multicultural classroom, and evaluation of students’ professional
skills.
Course Objectives
Upon completion of this course,
the student will be able to:
- Analyze how professional expertise is learned
and the role of experts in facilitating that learning;
- Articulate principles of
quality didactic and clinical instruction;
- Compare similarities
and differences of various ways of developing expertise, including
coaching, mentoring, and role modeling;
- Create learning objectives
in terms of student outcomes and develop appropriate evaluation
methods; and,
- Identify his or her own strengths as an instructor
and formulate ways of using those strengths to his or her best
advantage.
Topical Outline
- Promoting professional expertise
- Evaluation of didactic and clinical instruction: What is quality?
- Coaching, mentoring, and role modeling
- Developing student outcomes and evaluation methods
- Teaching to the multicultural classroom
- Teaching styles for the graduate classroom
- Evaluation of professional skills
29NURS966: Educational and Professional Leadership
Strategies in Nursing
Credit Hours
3 Graduate Quarter Credit Hours
Course Description
This course is an exploration
of the interplay of the university faculty member role, educational
and professional leadership, and external forces that impact upon nursing
education programs. Students will complete a comprehensive investigation
of the academic nursing role in higher education relative to program
administration, student issues, program requirements, and faculty expectations.
Course Objectives
Upon completion of this course,
the student will be able to:
- Match organizational needs with appropriate
leadership skills to promote organizational growth;
- Analyze health policy as it impacts
nursing education;
- Develop a five-year plan for success in a
faculty role;
- Distinguish between nursing education program
authorization and accreditation processes;
- Plan educational programs
that comply with certification requirements; and,
- Analyze current
nursing issues and formulate evidence-based solutions from
an education perspective.
Topical Outline
- Certification
- Current issues in nursing and their impact upon nursing education
programs
- Nursing shortage
- Leadership strategies, vision, accountability, and collaboration
- Interdisciplinary collaboration
- Policies and regulations at federal, state, and local levels impacting
nursing education
- Program authorization and accreditation
- Minority student recruitment and retention
29NURS967: The Scholarship of Teaching and Learning: Research Strategies
Credit Hours
3 Graduate Quarter Credit Hours
Course Description
This course focuses on emerging
methodologies for the study of nursing education. Students will critique
current research literature pertaining to nursing education. Applicability
of a variety of research methodologies (e.g., evidence-based, critical,
participatory, feminist, grounded, phenomenological, and postmodern)
will be explored. A research proposal related to a phenomenon of interest
in nursing education will be developed.
Course Objectives
Upon completion of this course,
the student will be able to:
- Design and implement scholarly activities
with a focus on a phenomenon of interest related to nursing education;
- Select appropriate research
methodologies for a variety of research questions related to
teaching and learning in nursing education; and,
- Analyze the legal and
ethical environment within which nursing education research is
conducted.
Topical Outline
- Review of critique criteria for different research strategies and
styles
- Quantitative research methods for research in nursing education
- Qualitative research methods for research in nursing education
- Legal issues in nursing education research
- Ethical issues in nursing education research
|
