NURS 5241-001 Application of the Roles of the Teacher in Contemporary Nursing Education
This course is Web Enhanced with
Please be sure to check the Current Computer Requirements
Clinical Preceptors need to be confirmed by 1 August 2012 so that clinical orientation arrangements may be appropriately scheduled and so that you and your preceptor may begin to plan the semester and related calendars, etc. accordingly. IOR preceptor forms needed to be completed, signed by agency personnel, course faculty, and student, and processed through the School’s Clinical Liaison prior to agency access. Course faculty will assist you in this process and must approve preceptors prior to finalizing plans. Please watch for related emails.
A phone conference or face to face meeting with course faculty will be scheduled after you meet with your clinical preceptor to outline your clinical activities so that we may facilitate your success. The expectation is that this will occur by the end of week two of the semester in order to assure lead time for planning as needed.
FACULTY CONTACT INFORMATION
Gail B. Williams, PhD, RN, PMHCNS-BC
Voice: (210) 567-3811
Pager: (210) 220-8931
Fax: (210) 567-5822
Department of Family and Community Health Systems
Linda Porter-Wenzlaff, PhD, RN, MSN, MA, CENP, NEA-BC, CNE, SSBB, LPC, NCC
Clinical Associate Professor
Office Phone: 567-5833 / Cell Phone: 410-3449
Office Hours: By appointment
Department of Health Restoration and Care Systems Management
This course focuses on the integration and application of the roles of the educator in contemporary nursing for the clinical, laboratory, and/or simulation environments. The course provides the opportunity to implement adult teaching and learning experiences in nursing areas of academia, staff development, and/or continuing education.
CREDIT AND TIME ALLOCATION
Credit Hour Allocation: 2 Semester Hours Clinical
Clock Hour Allocation: 90 Clinical Clock Hours
NURS 5371 Curriculum and Instruction in Nursing; or equivalent course on curriculum and instruction
NURS 5141 Roles of the Teacher in Contemporary Nursing Education
- Facilitate learning by implementing a variety of teaching strategies appropriate to the learner’s need and clinical setting.
- Participate actively in a variety of assessment and evaluation processes applicable in the clinical, laboratory, or simulation environment.
- Maintain professional practice knowledge, skills, and abilities needed to instruct learners and serve as a professional role model in the practice setting.
- Show enthusiasm for teaching, learning, and the nursing profession that inspires and motivates learners.
CRITERIA FOR EVALUATION / GRADES
The final course grade for this clinical course is based on the following:
NLN Competency Self Assessment – Beginning of Semester: 5%
NLN Competency Self Assessment – End of Semester: 5%
Session Log One 8%
Session Log Two 8%
Session Log Three 8%
Session Log Four 8%
(If the first 4 session logs are not satisfactory a 5th and 6th will be
required and will be considered remedial and must be passing quality to
pass the course)
Summary Reflection Logs: #1: 10% Due by Week 8 in Semester (formative)
#2: 10% Due by Week 14 in Semester (formative and summative)
Teaching Plan: 10%
Teaching Activity: 10%
Teaching Evaluation: 10%
Evaluation by Preceptor: 8%
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = Below 60%
Teaching Learning Methods and Experiences: : Online discussions between Student-Faculty, and Student-Preceptor; Clinical supervision of student/staff learner, Correspondence via Discussion Board, E-mail or telephone. Clinical Teaching Practicum, Written Practicum Logs, Clinical Conference Preparation, Plan, Presentation and Evaluation. Critical Incident Analysis, Textbook Reading, Literature and Internet Information.
Teaching Practicum and Logs:
Spend a total of 90 hours engaged in practicum activities. The majority of the required practicum time is to be spent working in a clinical setting with a master teacher in nursing education (preceptor) who is prepared at the Master’s level or above. The clinical experience can be either a staff development opportunity or participation in an undergraduate nursing education clinical course. The practicum should extend across multiple weeks to maximize the achievement of course objectives.
Each student is expected to plan objectives and related evidence-based strategies to facilitate their learning needs for every day in the clinical setting or a related learning activity. Selected objectives focus on learning needs or goals for either the student instructor or student/staff learner. Each plan is to be shared with the preceptor and course faculty. Other activities that are viewed as part of the nurse educator role, such as attending faculty meetings, classes, and teacher-learner conferences, may be accepted for practicum time subject to approval by course faculty. These activities must be planned and address relevant learning outcomes.
The student is expected to communicate with the course faculty throughout the course to discuss and analyze practicum experiences. These discussions usually take place on-line, but telephone or face-to-face meetings are also available.
At the selected clinical site, a student may choose to work with one or more learners to achieve their clinical teaching/learning objectives. Observations related to a learner's performance are to be shared with the preceptor, course faculty, and classmates as appropriate. The course faculty will seek input from the preceptor regarding their student's performance and achievements. The preceptor has responsibility for the supervision and written evaluation of the learner in the clinical area. The course faculty has the final responsibility for evaluation of each student's achievement in the course and places strong emphasis on the preceptor’s evaluation. Each student will be asked to complete a formal written evaluation of their preceptor and practicum experience.
Session Logs (4-6 Due):
Students are required to submit a session log after each clinical practicum session as follows:
Typed Session Logs of each practicum session are to include
(a) one or two learning objectives
(b) identification of learning domain and performance expectation for each
objective Session logs are to be submitted as a formal table or paper online via the Assignment Drop Box on a regular basis and no later than 5 days after session completion.
(c) a minimum of two planned activities/strategies for each objective
(d) rationale with reference citations to substantiate strategy selection
(e) date and number of hours involved in listed practicum activities
Session logs should not exceed two pages.
Students will receive feedback from faculty regarding Session Log content and format on a timely basis. Sample Sessions Logs and evaluation criteria are available online for review, and the first session log can be submitted as a draft copy for feedback, if desired.
Students who consistently submit Session Logs at an advanced level of knowledge integration (an average grade > 94) will only need to submit four logs for immediate faculty review and feedback. Thereafter, these students maintain weekly logs to submit only with the appropriate Summary Log.
Students who submit Session Logs at an 80 – 94 level of knowledge integration will need to submit six logs for immediate faculty review and feedback. Thereafter, these students maintain weekly logs to submit only with the appropriate Summary Log.
Students who submit inconsistent Session Logs or Session Logs below an 80 level of knowledge will need to submit Session Logs 5 and 6 as remedial work and must demonstrate >80 on each of these two Session Logs to pass this clinical course. Thereafter, these students maintain weekly logs to submit only with the appropriate Summary Log.
Session Logs are typed, grammatically correct, error free, and references presented in APA (6th ed.) In full citation format.
Summary Logs (2 Due):
Students are required to submit two summary logs of their clinical practicum experience as follows:
Each of two typed Summary Logs represent approximately 45 clinical hours of practicum experience and include:
(a) the identical information reported in each relevant Session Log
(b) analysis of planned activity results and achievement defined objectives
(c) identification of the underlying teaching/learning theory and pertinent educational research
(d) references used for the evaluation of the defined objectives and/or teaching strategy.
The Second or Final Summary Log should also include:
(a) a brief self-evaluation of strengths and concerns experienced in the role as teacher and/or learner during this course
(b) a plan to improve at least one area of identified concern
The first Summary Log represents a formative evaluation strategy as compared to the summative evaluation strategy represented by the second Summary Log.
Each Summary Log is to be submitted as a formal paper online via the Assignment Drop Box.
Summary Log #1 is due no later than week 8 in the semester
Summary Log #2 is due no later than week 14 in the semester
Sample Summary Logs and evaluation criteria are available on-line for review. The first Summary Log can be submitted as a draft copy for feedback, if desired.
(Summary Logs are typed, grammatically correct, error free, and references presented in APA (6th ed.) full citation format.
Teaching Activity / Clinical Conference:
Students are required to plan, conduct and evaluate one formal teaching activity/clinical conference during the semester that is coordinated for topic and timing with
course faculty and clinical preceptor as follows (please note that this includes two written formal papers, a plan and an evaluation paper):
The teaching activity/conference plan should include:
(a) general introduction
(b) topic and rationale for importance of topic
(c) description of learners, identification of learner needs, environment and
related specific justification for conference (place in / fit with curriculum,
(d) identification of educator's strengths
(e) comprehenisve behavioral objectives for learner outcomes (with domain
(f) identification of teaching learning theory and relevant concepts for planned
(g) a minimum of four (4) applicable principles of teaching/learning and how
each principle is integrated into the presentation
(h) describes planned teaching stategies* with projected timeline and
substantiates selections with references
(i) describes plan for evaluating teaching and learning
(j) uses correct grammar with absence of spelling, sentence, paragraph and
manuscript construction errors
(k) uses current APA Manual manuscript construction, citation and
*Selected teaching strategies should be designed as an interactive classroom experience to:
(a) address auditory, visual, and possibly kinesthetic learning styles
(b) stimulate discussion
(c) foster clinical decision-making
(d) enhance critical thinking / clinical reasoing
The first draft of the teaching activity / conference plan can be submitted for feedback, if desired – please try to provide a week for turn around.
The final teaching activity / conference plan is to be submitted as a formal paper online via the Assignment Drop Box at least one week before the scheduled presentation.
Course faculty will make every effort to attend this teaching activity / clinical conference. Make an audiotape if faculty cannot attend.
The clinical conference evaluation should include:
(a) general introduction to the evaluation
(b) brief summary of conference purpose and event
(c) identification of evaluation processes and outcomes for each learner
objective (formative and summative) and reflection on both
(d) a self-evaluation of personal and/or conference strengths
(e) a self-evaluation of personal and/or conference areas of concern
(f) specific plans to improve identified areas of concern
(g) use of current and relevant reseach and theory references to support
evaluation processes and proposed actions
(h) uses correct grammar with absence of spelling, sentence, paragraph and
manuscript construction errors
(i) uses current APA Manual manuscript construction, citation and
The teaching activity / conference plan evaluation is to be submitted as a formal paper online via the Assignment Drop Box no later than a week after the presentation.
Sample teaching activities/conference plans and evaluations plus the evaluation criteria for these are available on-line for review.
- If written assignments are made in a course they are required.
- Students are expected to submit written work on the scheduled date and time.
- The student must notify the course coordinator prior to the scheduled due date and time if they are unable to submit the written work as scheduled. Failure to make this notification in advance will result in a "zero" for that written work.
- If the excuse is accepted as reasonable and necessary, arrangements will be made for an alternative due date and time.
- Each student is responsible for making sure that he or she has completed the written work prior to submission.
- Late work will be accepted with consequences as outlined per course syllabi.
Effective Fall 2010, the APA Publication Manual 6th edition is required for use in all nursing school programs.
Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and dismissal from the university. "Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, and submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts." Regents Rules and Regulations, Part One, Chapter VI, Section 3, Subsection 3.2, Subdivision 3.22.
Any student seeking ADA Accommodations under the American with Disabilities Act should contact the Associate Dean for Admissions and Student Services within the first week of the semester so that appropriate accommodations may be arranged. A Request for Accommodations (Form 100) must be completed. These forms are available in the Office for Students Room: NS 1.106.
REQUIRED TEXT / REFERENCE
Billings, D.M. & Halstead, J.A. (2012). Teaching in nursing: A guide for faculty, 3rd ed. Philadelphia: Saunders. ISBN: 978-1-4557-0551-1.
Oermann, M. H. & Gaberson, K.B. (2011). Evaluation and testing in nursing education, 3rd ed. New York: Springer Publishing. ISBN: 978-0-8261-1061-9
Penn, B. K. (2009). Mastering the teaching role: A guide for nurse educators. F. A. Davis, Philadelphia. ISBN-13: 978-0-8036-1823-7
RECOMMENDED (OPTIONAL) TEXT / REFERENCE
Grolund, N. E. & Brookhart, S. M. (2009). Writing instructional objectives, 8th ed. Columbus: Pearson: Merrill Prentice Hall. ISBN-13: 978-0-13-175593-2
Gaberson, K. B. & Oermann, M. H. (2010). Clinical teaching strategies in nursing, 3rd ed. New York: Springer Publishing. ISBN: 978-0-8261-0581-3
Bradshaw, M. J. & Lowenstein, A. J. (2011). Innovative teaching strategies in nursing and related health professions, 5th ed. Boston: Jones and Bartlett Publishers. ISBN-13: 978-0-7637-63442
McDonald, M.E. (2007). Guide to assessing learning outcomes, 2nd ed. Boston: Jones and Bartlett. ISBN-13: 978-0-7637-4023-8
n/a – clinical course
CALENDAR - 1st Day Only
Please check the schedule for recent updates on Class Dates & Room.
Identification of preceptor due by 1 August 2012
First discussion with course faculty by 1 August 2012 / Orientation to Clinical and Course with Preceptor by 31 August 2012
Topic / Assignment Due:
IOR for preceptor must be completed by 6 September 2012
NLN Competency Self Assessment due by 6 September 2012
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