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School of Nursing’s Doctor of Nursing Practice Program (DNP)
Request for course modification
Rationale for course modification request: In the DNP program, students will take two nursing
education elective courses (NU 562: Foundations of Nursing Education & NU 569: Nursing
Education Practicum) which were previously taught by the School of Nursing as part of a grant
funded Post-Master’s Nurse Educator Certificate Program. However, concerns have been raised
about doctoral students needing more information and skills related to teaching methods and
assessment/evaluation within the NU 562 course prior to participating in the practicum course.
Therefore, the School of Nursing is asking to modify NU 562 to prepare students for their
teaching practicum in NU 569. DNP students will experience an overview of the nurse educator
role in NU 562 with opportunities to apply knowledge and skills during their teaching practicum
in NU 569.
NU 562: Foundations of Nursing Education – 3 credits
Course Description
This course introduces the student to the process of curriculum development including
philosophical foundations, issues/trends influencing curriculum design and legal and ethical
issues associated with nursing education. This course will also address the development of the
educator role in contemporary nursing.
Course Objectives
Upon successful completion of this course, the learner will have attained the requisite knowledge
and skills to:
1.
Analyze current issues and trends that impact curriculum development.
2.
Describe the legal and ethical issues associated with nursing education.
3.
Analyze the faculty and student roles related to nursing education.
4.
Formulate clearly written instructional objectives / competencies that address cognitive,
affective, and psychomotor domains.
5.
Select evidence-based teaching strategies that promote critical thinking and active learning
for the classroom and clinical setting.
6.
Select evaluation strategies (classroom and clinical) appropriate to cognitive, affective, and
psychomotor learning for the adult learner.
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Course Outline:
1. Faculty role
Faculty rights and responsibilities
Faculty appointment, promotion, and tenure
Teaching as a scholarly endeavor
(scholarship of discovery, integration, and application)
NLN nurse educator competencies
Evaluation of teaching performance
2. Student role
Profile of the nursing student in the new millennium
The culturally diverse student
Assessing learning styles and preferences
3. Academic performance of students: Legal and ethical issues
Student-faculty interaction
Student rights
Confidentiality and privacy
Due process
Grievances and the student appeal process
Academic performance in the clinical and classroom settings
Ethical issues related to academic performance
4. Teaching the student with disabilities
Legal issues related to students with disabilities
Learning and physical disabilities, chemical/alcohol impairment, mental
health problems
5. Educational Frameworks/Philosophies
Adult Education Theory - Andragogy
Adult Teaching and Learning Principles
Types of knowledge - Revised Bloom’s Taxonomy
Cognitive Domain - Knowledge, Comprehension, Application,
Analysis, Evaluation, Synthesis/Creating.
Affective Domain – beliefs, values, feelings and emotions
Psychomotor Domain - fine motor, manual and gross motor
6. Classroom Teaching Methods
Lecture and developing effective presentations
Seminar and discussion format
Case Study
Games
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7. Clinical Teaching Methods
Psychomotor skills
Role Play
Demonstration
Simulations (Models, Human Patient Manikins, Standard Patients)
Pre/post conferencing
Use of learning plans and performance contracts
8. Selection of Strategies for Evaluating Learning Outcomes
Matching the Evaluation Strategy to the Domains of Learning
Communicating Grading Expectations
9. Classroom Evaluation
Developing and Using Classroom Tests
Evaluation of Student Written Assignments
Evaluation of Oral Communication Methods
10. Evaluation of Clinical Performance
Clinical Evaluation Methods and Tools
Simulations Used as Evaluation Instruments
11. Instructor/Faculty Evaluation of Teaching Effectiveness
Evaluation: Students will be evaluated based upon written assignments and
a presentation.
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Staffing: No additional staffing required
Equipment/Supplies: No additional equipment or supplies required.
Library and Required Reading: Library holdings are adequate.
Costs: Costs are expected to stay within the current budget.
Effects on other Departments: No effect on other departments.
Deletion of Courses: No course has been deleted.
Sample Textbook(s):
1. American Psychological Association. (2010). Publication manual of
The American Psychological Association (6th edition). Washington,
DC: Author.
2.
Billings, D. M. & Halstead, J.A. (2011). Teaching in nursing. A guide
for faculty (4rd edition). St. Louis: Elsevier Saunders.
3.
DeYoung, S. (2009). Teaching strategies for nurse educators (2nd
edition). Upper Saddle River, NJ: Pearson-Prentice Hall.
4.
Jeffries, P. R. (2007) Simulation in nursing education: From
conceptualization to evaluation. New York: NLN
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5.
6.
Keating, S. B. (2006). Curriculum development and evaluation in
nursing. Philadelphia: Lippincott Williams & Wilkins.
National League for Nursing. (2005). The scope of practice for
academic nurse educators. New York: Author
Implementation Date: Fall 2016
NU 562: Current course-Foundations of Nursing Education – 3 credits
Course Description
This course introduces the student to the process of curriculum development including
philosophical foundations, issues/trends influencing curriculum design and legal and ethical
issues associated with nursing education. This course will also address the development of the
educator role in contemporary nursing.
Course Objectives
Upon successful completion of this course, the learner will have attained the requisite knowledge
and skills to:
1.
Analyze current issues and trends that impact curriculum development.
2.
Describe change strategies and leadership behaviors utilized by nurse educators.
3.
Assess for the key components (mission, philosophy, framework, purpose, outcomes, and
competencies) of a curriculum.
4.
Analyze the faculty and student roles related to nursing education.
5.
Describe the legal and ethical issues associated with nursing education.
6.
Describe how socio-cultural factors influence teaching and learning.
Course Outline:
1. Faculty role
Faculty rights and responsibilities
Faculty appointment, promotion, and tenure
Teaching as a scholarly endeavor (scholarship of discovery, integration,
application)
NLN nurse educator competencies
Evaluation of teaching performance
2. Student role
Profile of the nursing student in the new millennium
The culturally diverse student
Assessing learning styles and preferences
3. Academic performance of students: Legal and ethical issues
Student-faculty interaction
Student rights
Confidentiality and privacy
Due process
5
Grievances and the student appeal process
Academic performance in the clinical and classroom settings
Ethical issues related to academic performance
4. Teaching the student with disabilities
Legal issues related to students with disabilities
The student with learning and physical disabilities, chemical/alcohol
impairment, and mental health problems
5. Forces and issues influencing curriculum development
External factors: Community, population, demographics, politics,
technology, globalization, health care delivery system, SBON,
CCNE/NLN
Internal factors: Student/faculty characteristics, parent institution,
mission/philosophy/goals of parent institution, resources within institution
Issues specific to nursing profession: Nursing/faculty shortage
Competencies for 21st century
6. Managing care
Models of change
Management of change: Motivating change, creating a vision, developing
support, managing the transition, sustaining momentum
7. Curriculum development: Curriculum components
Mission/Vision of the program
Philosophy of the faculty
Purpose or overall goal of the program
Conceptual framework
End of program, intermediate and course objectives
8. Service learning: Developing values and social responsibility
Benefits to students and institution
Integrating service learning into the curriculum
Selecting placement sites
Planning learning activities
Incorporating reflection
Evaluation