Running head: NURSING EDUCATION PRACTICUM
Nursing Education Practicum Experience Proposal
Ann E. Bancroft, BSN RN
Ferris State University
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Abstract
The process of leaving the academic world as a student and entering the academic world as an
educator is a journey that spans both worlds over an extended period of time. In the final
semester of the Masters of Nursing, a practicum experience allows the student to fully explore
the chosen professional role. The student works closely with a preceptor to learn as well as act
within the professional role. In the case of Masters of Nursing: Education, the student will
explore the didactic aspect of nursing education. The practicum proposal delineates the learning
plan for the Masters student, a literature review to support the learning plan, and evaluation tools
that the student and preceptor complete.
Key comments:

The Masters of Nursing Education student must complete a practicum experience in
preparation for entering this specialty role.

Examination of strengths and weaknesses directs the student to prepare the practicum
experience to gain needed experience.

By basing the practicum in nursing and non-nursing theory the student is guided in
structuring the practicum experience as well as evaluation of outcomes related to the
National League of Nursing Nurse Educator Competencies.
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Nursing Education Practicum Experience Proposal
The Masters of Nursing: Education program at Ferris State University requires the
graduate student to complete a practicum focused upon the chosen specialty role. The graduate
student is required to examine strengths and weaknesses to determine where best to direct energy
in the practicum experience.
I have experience as a clinical instructor and within simulation, so my focus for my
practicum will be on the didactic portion. I feel as though I do not have the experience nor
sufficient education to dive into the lecture portion of nursing education, including pace and
delivery of lecture material, integration of learner centered activities to facilitate learning, test
question writing and test question evaluation, and implementing other assessment and evaluation
techniques. In the interest of gaining experience in these areas, I will be focusing upon four
National League for Nursing (NLN, 2012) competencies: Facilitate Learning, Facilitate Learner
Development and Socialization, Use Assessment and evaluation Strategies, and Engage in
Scholarship (NLN, 2012). To further my experience, I will be teaching obstetrics. This is not a
strong area for me and will require me to step outside of my comfort zone of critical
care/emergent care and learn the specialty under the guidance of an experienced obstetrical nurse
and educator. The purpose of this proposal is to present the learning plan, a literature review, and
evaluation tools to support the proposed teaching practicum.
Learning Plan
The learning plan is the guide by which the student delineates the activities that are to be
completed in the practicum. These activities are linked to the National League of Nursing
Education Competencies. A grid of the learning plan can be found in the Appendix A.
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Facilitate Learning
Under the NLN competency of Facilitate Learning, I will be focusing upon several skills
including the application of learner centered teaching. In order to meet the objective of
“implementing a variety of learner centered teaching strategies” (NLN, 2012. p. 14) I will create
case studies, interactive questioning opportunities such as Jeopardy style games and employ the
use of concept maps to assist in assimilation of key concepts (Horsfall, Cleary, & Hunt, 2011)2.
The didactic faculty of the college I will be working within also play a role in the clinical
setting. To meet the objective of “recognizing multicultural, gender, and experiential influences”
(NLN, 2012. p. 14) I will be actively supportive of the learning experience of male students
within the clinical setting while respecting the patients’ wishes and the staff’s preference. I will
also encourage experiential sharing by students and be guided by my mentor in multicultural
approaches to perinatal care and delivery.
To meet the objective of “engaging in self-reflection and continued learning to improve
teaching practices” (NLN, 2012. p. 14) I will employ journaling as a means to track and reflect
upon the teaching experience. I will review my reflections with my mentor as well as seeking
feedback from her.
Facilitate Learner Development and Socialization
The OB content falls within the first semester of the students’ professional sequence at
the college I with be completing my practicum. The first semester is the ideal time to introduce
and encourage integration of professional behaviors and learning strategies. The community
college in which I will complete my practicum has a very diverse student population: immersion
into this diversity will assist me in comprehending the different challenges experienced by
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students from a variety of socio-economic and cultural backgrounds, and to create or access
resources to meet the needs of the individual student. Under the NLN competency of Facilitate
Learner Development and Socialization (NLN, 2012. p. 16) I will be focusing on “identifies
individual learning styles and unique learning needs of diverse learners” (NLN, 2012. p. 16). To
meet this objective, I will meet with students experiencing difficulty within the course. In order
to “provide resources to diverse learners” (NLN, 2012. p. 16) I will explore learner support
systems in place within the college, explore experiences of educators within the program in
assisting students, and create educational opportunities that support multiple styles of learning
including on line learning opportunities, case studies, and supplemental supportive material. To
meet the objective of “recognizes the influence of teaching styles interpersonal interactions on
learner outcomes” (NLN, 2012. p. 16) I will present an engaging classroom milieu through
enthusiasm, knowledge, and drawing the students into the learning experience as well as
maintaining availability outside of the classroom.
Use Assessment and Evaluation Strategies (NLN, 2012. p. 17)
My mentor is providing me with information and education on creating and evaluating
NCLEX style questions, with which I have little to no experience. I feel the need to explore the
time, effort, and knowledge level necessary in assessing and evaluating the work the students do
within the didactic setting. In meeting the objective “uses extant literature to develop evidencebased assessments and evaluation practices” (NLN, 2012. p. 17), I will have the opportunity to
evaluate/assess levels of learning with assignments within the didactic setting. I will create
grading rubrics for one for one or more of the learning opportunities to meet the objective of
“uses a variety of strategies to assess and evaluate learning in the cognitive, psychomotor, and
affective domains” (NLN, 2012. p. 17) The creation of a variety of learner center teaching
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opportunities will create the need to evaluate the effectiveness of the opportunities as well as the
level of learning achieved by the students. These opportunities include evaluation of the case
studies and concept maps, assessment of student knowledge during questioning games, and
assessment of cultural and experiential bias through student sharing of experiences.
Engage in Scholarship (NLN, 2012. p. 21)
While engaging in scholarship is not a weakness within my practice or education, I feel it
is important to continue my commitment to pursuit of best practices. This also aligns well with
the process of stepping outside my comfort zone in both education and area of expertise. To meet
the objective of “draws on extant literature to design evidence-based education and evaluation
practices” (NLN, 2012. p. 21) the literature review for this proposal will prepare me for the
teaching and evaluation opportunity in the next semester, as well as provide me with resources
from which to draw. Furthermore I will be using evidence-based education practices to create
and evaluate NCLEX style questions as well as using evidence-based education practices in the
presentation of learner centered teaching opportunities.
To meet the objective of “exhibits a spirit of inquiry about teaching and learning, student
development, and evaluation methods” (NLN, 2012. p. 21) I will seek continuous feedback from
my mentor on the effectiveness of my teaching. Embracing a discipline outside my comfort zone
to increase my own knowledge base also demonstrates the spirit of inquiry. Finally, the
continuous validation of teaching concepts by my mentor and by extant literature will allow me
to support my practicum with experience and evidence based teaching practices.
Literature Review
This literature review explores Benner’s Novice to Expert nursing theory and learner centered
teaching theory as the theories apply to both the nursing student and the post graduate student. Benner’s
nursing theory ties into learner centered learning theory and the National League of Nursing
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competencies, which guides the Masters student in the practicum. Assessment and evaluation of the
undergraduate nursing student is addressed, focusing upon authentic assessment and NCLEX style
questions.
Benner’s Novice to Expert
More than 30 years ago Patricia Benner (1982) introduced nursing education to the Novice to
Expert model. As the Master prepared nurse educator prepares to enter the professional role, this model
not only applies to the students but to the new nurse educator as well. Benner’s model (1982) reflects the
journey of an individual from novice (an individual with no experience) through Advanced Beginner (an
individual who can perform acceptably), Competent (an individual who has practiced for two to three
years), Proficient (an individual who views the whole rather than the parts and is capable of anticipating
situations and adapting), to Expert (an individual who reacts intuitively and no longer relies upon rules or
maxims to guide practice). The graduating Masters prepared nurse may be Expert in the specialty role
within nursing but is an Advanced Beginner in the professional advanced specialty role.
Gardner (2013) writes about Benner’s work and reflects that the first three stages in Benner’s
model are applicable to nursing school. This can be extrapolated to the Masters student. Proficiency and
Expert levels are reached after years of practice. This is applicable to the nurse educator as well. In the
early semesters of the Masters of Nursing Education, theory and knowledge are explored. In the final
semesters projects and practicums take the student from Novice to Advanced Beginner or Competent
through experiential learning opportunities.
Gardner follows up with an exploration of the Expert meaning: whether it is based upon “formal,
theoretical, analytical” knowing or “intuitive, tacit, holistic” knowing (Gardner, 2013. p. 183). Benner
and Gardner both assert that the Expert combines both kinds of knowing, although Gardner clarifies
further that the Expert is hybrid of the two types of knowing rather than a combination. In order to reach
this hybridization of knowing between formal, traditional learning and holistic, intuitive learning a
different style of teaching must be utilized. In an exploration of Benner’s work, Gardner (2012) finds that
both Benner and the theorist whose work she built upon, Hubert Dreyfus, define nursing expertise as
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something that can be learned, but cannot be taught. Gardner (2012) questions what this means for
nursing education, admitting that the traditional didactic lecturing technique is inadequate to the needs of
the students and the profession. While knowledge must be transferred from academia to student, it must
be done in a manner that challenges the learner to own and integrate the information.
Poindexter (2013) evaluated schools of nursing to determine the core competencies desired in
novice nurse educators. The cross sectional surveys revealed that the ability to facilitate learning, which is
the National League of Nursing’s first nurse educator competency, ranked high in the expectations of the
respondent schools of nursing. This competency includes familiarity with educational theories, evidencebased education practices, and teaching students with diverse backgrounds and learning styles
(Poindexter, 2013). The experience within the Masters’ program within Ferris State University allows the
student to have experience and knowledge upon which to build, with guidance from a preceptor, to
continue the journey toward Proficiency.
Learner Centered Learning
In order to assist nursing students to capture and integrate the clinical reasoning imperative to the
nursing profession an interactive, dual responsibility approach to teaching/learning is necessary. The
National League of Nursing (2012) specifically calls upon the nurse educator to implement a variety of
teaching methods designed to engage the student in the learning process. Learner centered teaching is an
education theory and approach that is based upon the constructivism education theory, and has been
identified as a fluid education theory by Henson (2003). Constructivism requires the learner to build
individual knowledge bases influenced by personal experience and environment (Kala et al., 2010; Rovai,
2004). The constructivism viewpoint is that the learner is an active accomplice in the learning process
(Rovai, 2004).
Learner centered learning is an education theory that engages the student in the learning process
as an active participant rather than a passive receptacle of knowledge dispensed from the podium
(Schiller, 2009). Learner centered teaching is an approach to empowering students to take control of their
learning, engage students in the spirit of inquiry, and instill the lifelong learning mentality which is
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imperative for all nurses. In this theory the faculty members are facilitators rather than directors of student
learning. This changes the role of educator from a dispenser of knowledge to one of guidance and
provider of tools of learning.
Billings and Halstead (2012) describe learner centered learning as a means to nurture students
spirit of inquiry. Horsfall, Cleary, and Hunt (2012) delineate the necessary pedestals from which learner
centered teaching are built, including communication, negotiation, engagement of the student in the
learning process, use of multi-media presentations, concept maps, and case studies. Role modeling
learning behavior is also important (Horsfall, Cleary, & Hunt, 2012). Students in a learner centered based
curriculum are also required to focus on the process of learning, rather than the factual knowledge transfer
(Greer et al. 2010). This theory assists students to adjust to the lifelong learning required of nurses. Colley
(2012) delineates the difficulties inherent in implementing learner centered teaching including faculty
resistance, faculty comfort levels and time constraints, and student resistance. However, the benefits of
stimulating the learning mind to develop not only the spirit of inquiry but the knowledge of learning
processes leads to students who are capable of integrating knowledge rather than simply regurgitating it.
The learner centered educator creates an atmosphere of trust, communication, and engagement
not only in the student but within his or her self (Horsfall, Cleary, & Hunt, 2012). This decreases student
anxiety and thereby increases the students’ ability to learn actively. The students can be engaged in the
learning process in a variety of methods, including negotiation regarding assignments which allows for
student interest to be engaged, multi-media quiz show style questions as a means of integrating learned
subject matter, and group work on case studies to encourage collaboration, teamwork, and critical
thinking (Horsfall, Cleary, & Hunt, 2012). Instead of the educator being the center and source of all
knowledge, the students are supported and challenged by the educator to direct and take responsibility for
their learning (Keating, 2010).
In an article analyzing arts-based education approach, Rieger and Chernomas (2013) observe that
creative approaches to educating nursing students assist students in critical thinking, problem-solving, and
improves communication techniques. Integrating engaging activities into didactic education creates
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another way for students to view concepts in a way that allows them to carry the concept forward with
gaining a deeper understanding of the concepts. Examples given of arts-based nursing education include
the use of art forms to develop visual cues, creative writing to explore cultural differences, a museum visit
to explore observational techniques and integration of nursing diagnosis, using expressive arts to increase
empathy, and using art forms to increase understanding of mental illness (Rieger & Chernomas, 2013).
These approaches engage the student to explore concepts in ways that not only integrate the concept into
a pattern of thinking, but allows the student to extrapolate the concept more broadly: evidence of critical
thinking.
Assessment and Evaluation
The National League of Nursing’s third competency for nurse educators is the ability to use
assessment and evaluation strategies (NLN, 2012). Assessment is defined by Billings and Halstead (2012)
as the gathering of information for a specific purpose. The specific purpose of assessment in education is
the gathering of pertinent information to determine student learning (Billings & Halstead, 2012).
Evaluation is a term that implies judging performance or knowledge: this takes assessment beyond the
gathering of information and into the realm of decision making regarding a student’s ability to progress
within a program or to practice nursing safely (Billings & Halstead, 2012). In order to determine student
level of understanding educators use multiple methods of assessment. Opportunities to evaluate student
understanding and integration of concepts include quizzes, exams, papers, journals, assessment of skills in
the laboratory setting and in the clinical setting, and assessment of critical thinking and prioritization of
care in the simulation setting and the clinical setting. Using a variety of assessment methods allows the
educator to obtain a clearer picture of how material is assimilated in a student population. Assessment
across the didactic, laboratory, and clinical settings allow educators to see how students carry information
gathered and/or experienced in multiple settings into their practice. MacDonald (2013) indicates that
assessment is an integral part of meeting instructional objectives and learning outcomes. Not only does
assessment and evaluation gauge students’ learning but also allows educators to look at the teaching
objectives and methods to gauge whether the objectives are realistic and the methods are effective.
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Evaluation also allows for the implementation of appropriate and supportive feedback to the students
(Halstead, 2007).
The nurse educator has a responsibility to not only assess students learning but to clearly
communicate what is required for success (MacDonald, 2013). Poindexter (2015) explores authentic
assessment, in which there is a shift from evaluating students’ knowledge to assessing students’
application of knowledge and thinking in real situations. According to the authentic assessment model,
the assessment must challenge the student, require a performance or product, require demonstration of
transference of knowledge and metacognition, is it relatable to the workplace, and is student feedback and
collaboration a part of the assessment (Poindexter, 2015). The authentic assessment model is highly
applicable to the clinical setting and to simulation. The assessment of learner centered activities as
described in the previous section would also be a form of authentic assessment.
Nursing educators have the responsibility to engage learning not only of the nursing profession
but to guide students in the ability to interpret NCLEX questions in preparation for the licensure exam. In
order to prepare students for the NCLEX, nursing educators predominantly use NCLEX style questions in
quizzes, tests, and exams. The Ferris State University School of Nursing pre-licensure testing policy
(2014) states that a primary objective outcome measurement is graduate NCLEX pass rates. “Students
must be prepared for this licensure exam within the context of the Nursing program, with consistent
testing practices that reflect the NCLEX-RN” (FSU Programs of Nursing testing policy, 2014. p. 1). The
testing policy allows for a leveled, progressive evaluation of Safe, Effective Care Environment,
Physiological Integrity, Psychosocial Integrity, and Health Promotion and Maintenance (FSU Programs
of Nursing testing policy, 2014). The policy further recommends that at least 74.45% of the grade in the
“testing” courses be tied to NCLEX style testing. The difficulty in assessment and evaluation based upon
these guidelines lies in choosing statistically reliable questions within the listed categories while
progressing from knowledge based questions to application based questions.
Carrick (2011) states that the assessment and evaluation of student performance in a variety of
settings provides a link between teaching and learning. This assists the educator in determining the
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effectiveness of the educational delivery. McDonald (2013) states that the nursing educator can help
prepare students for the NCLEX by learning to write exam questions that evaluate students’ higher-order
thinking and critical reasoning abilities. As stated above, nurse educators have a responsibility to clearly
communicate what is needed for success: in the case of NCLEX style questions, the nurse educator must
stress that the questions are designed to test an individual’s thinking, not an individual’s memory
(McDonald, 2013).
Application to Practicum
The resource list can be found in Appendix A. Using Benner Novice to Expert theory allows the
graduate student to begin again in mastering a new professional role while gauging progress through the
mastery levels. This theory also assists the post graduate student in assessing and evaluating the students
with whom he or she works. The addition of a preceptor into the final practicum allows the student to
remain a student during immersion in the professional role of nurse educator. Frequently touching back
on this theory allows the post graduate student to value mastery gained while respecting mastery to come.
Learner centered teaching challenges the fledgling nurse educator to explore engaging learning
activities that teach students to take control of their own learning while maintaining the teaching
objectives and learning outcomes. Keeping the communication and negotiation aspects of learner centered
learning firmly at the fore front allows the nurse educator to recognize the stake the student has in the
process and prevents the educator from carrying over perceptions of previous students and casting them
on current students. Using engaging activities that are multi-dimensional in learning outcomes allows a
simple group activity to teach collaboration, teamwork, sharing of evidence based practice and
knowledge, and critical thinking. Keeping the resources related to learner centered teaching at hand
allows self-redirection if the balance of power shifts in the didactic setting.
Exploration of authentic assessment in the classroom and clinical allows the post graduate student
to learn to assess the application of knowledge and the students’ reasoning in a real world situation. The
text by McDonald will walk the graduate student through assessing and evaluating, writing NCLEX style
questions, and statistical analysis of tests to reveal weak questions. Working with the preceptor ensures
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that the students will be assessed and evaluated fairly while the post graduate student practices these
skills.
Setting and Preceptor
The Masters education practicum will take place within the confines of Muskegon Community
College (MCC) in Muskegon, Michigan. This community college currently offers an Associates of
Applied Science in Nursing, is accredited by the Accreditation Commission in Nursing, and historically
experiences an NCLEX pass rate which is higher than the national average (MCC, 2015). MCC is in a
semi-urban setting with a diverse population which is well represented in the student demographic. The
students are predominantly female within the nursing program, however there is a representation of male
students in every cohort. The ethnicity of the student population includes Caucasian (75%), Black or
African American (9%), Hispanic (4%), and multiracial (3%) (MCC, 2014). The ages of the students
range widely from under 21 to over 40, although the nursing program has a large concentration of 20-30
year olds.
My preceptor is Mary Dyke, MSN, RN, CNE, curriculum coordinator for MCC. Ms. Dyke has
been at MCC for a number of years. She has received continuing education in NCLEX question
evaluation and creation and has written question for the NCLEX and the NLN. Ms. Dyke will be lead
instructor for the first semester nursing students in the OB class. Ms. Dyke has provided me with
education materials regarding assessment and evaluation. She is planning on allowing me to present
lectures on OB emergent situations, as well statistically analyzing NCLEX style test questions, evaluating
questions for validity and variability, and eventually writing NCLEX style questions. The studentpreceptor-site agreement can be viewed in Appendix B.
Evaluation
Evaluation of the graduate student will be completed by the preceptor midway through the
semester (formative) and at the conclusion of the practicum (summative). The formative evaluation will
guide the graduate student in what areas need growth while recognizing the accomplishments to date. The
dual evaluation by the preceptor and the student allows for the comparisons of perception of progress.
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The summative evaluation will reflect the completed practicum and highlight the areas within the didactic
education setting on which the student needs to focus.
The evaluation tools are based directly upon the National League for Nursing’s competencies
reflected in my learning plan: Facilitate Learning, Facilitate Learner Development and Socialization, Use
Assessment and Evaluation Strategies, and Engage in Scholarship (NLN, 2012). The practicum activities
are connected directly to the NLN competencies utilizing verbiage found in Bloom’s Taxonomy of
Measurable Verbs (Paul D. Camp Community College, 2012) and Iowa State University’s A Model of
Learning Objectives (n.d.). A five point rating scale was chosen and was based upon the examples
provided by CPS Human Resource Services, (n.d) and Alberta College of Occupational Therapists,
(2009). The summative evaluation contains objectives beyond the formative as some activities will be
conducted closer to the end of the semester. By basing the evaluation on the NLN competencies, there is a
direct link to requirements of the nurse educator as well as a direct tracking of practicum activities that
correlate to the competencies. The evaluation tools can be viewed in Appendix C.
Summary
The Masters of Nursing: Education program at Ferris State University provides an opportunity for
the graduate student to be immersed within the chosen specialty under the guidance of a preceptor. The
preparation for this practicum allows the graduate student to reflect and review the areas in which she or
he needs growth and prepare a plan to meet these needs. The plan must be based in a the guiding precepts
of a governing body directly related to the specialty; in this case the governing body is the National
League of Nursing Education and the guiding precepts are the Nurse Educator Competencies. Literature
review allows the student to explore nursing and non-nursing theory applicable to the chosen practicum as
well as develop a resource list to guide the practicum. Evaluation of the graduate student guides the
student’s focus in refining and improving the educational process to meet the objectives and goals of the
practicum.
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Iowa State University. (n.d.) A Model of Learning Objectives. Retrieved July 6, 2015 from
http://www.celt.iastate.edu/pdfs-docs/teaching/RevisedBloomsHandout.pdf
Kala, S., Isaramalai, S., & Pohthong, A. (2010). Electronic learning and constructivism: A model for
nursing education. Nurse Education Today, 30(1), 61–66. doi: 10.1016/j.nedt.2009.06.002
Keating, S. B. (2010). Curriculum Development and Evaluation in Nursing (2nd ed.). New York:
Springer
Macdonald, M. E. (2013). The Nurse Educator’s Guide to Assessing Learning Outcomes. (3rd ed).
Sudbury, MA: Jones and Bartlett.
NURSING EDUCATION PRACTICUM
18
Marshall, E. (2011), Transformational leadership in nursing: From expert clinician to influential leader.
(1st ed.) New York: Springer Publishing Company, LLC
Moch, S. D., Cronje, R. J., & Branson, J. (2010). Part 1. Undergraduate Nursing Evidence-Based
Practice Education: Envisioning the Role of Students. Journal of Professional Nursing,
26(1), 5–13. doi:10.1016/j.profnurs.2009.01.015
National League for Nursing. (2012). The Scope of Practice for Academic Nurse Educators. New York:
National League for Nursing.
Paul D. Camp Community College. (2012). Bloom’s Taxonomy of Measurable Verbs. Retrieved July 6,
2015 from http://www.pdc.edu/wp-content/uploads/2012/01/Bloom-Taxonomy_2012.pdf
Poindexter, K. (2013). Novice nurse educator entry-level competency to teach: A national study. Journal
of Nursing Education, 52(10). 559-566. doi:10.3928/01484834-20130913-04
Poindexter, K., Hagler, D., & Lindell, D. (2015). Designing authentic assessment: Strategies for nurse
educators. Nurse Educator, 40(1). 36-40. doi:10.1097/NNE. 0000000000000091
Quality and Safety Education for Nurses Institute. (2014). Graduate KSAS. Retrieved from
http://qsen.org/competencies/graduate-ksas/
Rieger, K. L & Chernomas. (2013). Arts-based learning: analysis of the concept for nursing education.
International Journal of Nursing Education Scholarship 10(1). 53-62. doi: 10.1515/ijnes-20120034
Robinson, B. K., & Dearmon, V. (2013). Evidence-Based Nursing Education: Effective Use of
Instructional Design and Simulated Learning Environments to Enhance Knowledge
Transfer in Undergraduate Nursing Students. Journal of Professional Nursing, 29(4),
203–209. http://doi.org/10.1016/j.profnurs.2012.04.022
Rovai, A. P. (2004). A constructivist approach to online college learning. The Internet and Higher
Education, 7(2). 79-93. doi: 10.1016/j.iheduc.2003.10.002
Schiller, S. Z. (2009). Practicing learner centered teaching: Pedagogical design and assessment of a
second life project. Journal of Information Systems Education, 20(3). 369-381. Retrieved from
NURSING EDUCATION PRACTICUM
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http://0-web.b.ebscohost.com.libcat.ferris.edu/ehost/detail/detail?sid=5aec9ebc-2c49-46ba-a7f6889ca3ac4c8e%40sessionmgr112&vid=0&hid=107&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=eft&AN=508100798
NURSING EDUCATION PRACTICUM
20
Appendix A
Clinical Practicum II Learning Plan
NLN
Standards of
Practice:
Academic
Nurse
Educator
NLN
Competency I:
Facilitate
Learning
(NLN, 2012, p.
14)
Outcome
Criteria: (taken
from the NLN
Competencies)
Activities to
Achieve Outcome.
(sufficient in number,
measurable, and
realistic to achieve
each outcome)
Resources needed
to be successful
Implementing a
variety of
learner centered
teaching
strategies (NLN,
2012, p.14)
Creation and use of
case studies
Printing capabilities
and/or access to
Blackboard
Recognizing
multicultural,
gender, and
experiential
influences
(NLN, 2012,
p.14)
Engaging in
self-reflection
and continued
learning to
improve
teaching
Creation and use of
interactive
questioning
opportunities such
as Jeopardy style
games
Creation and use of
concept maps to
assist in assimilation
of key concepts
(Horsfall, Cleary, &
Hunt, 2012)
Support male
students within the
obstetrical clinical
experience
Encouraging
experiential sharing
by students
Exploring
multicultural
approaches to
perinatal care and
delivery
Journaling as a
means to track and
reflect upon the
teaching experience
Timeline
(Identify
semester
for now. In
NURS
792, you
will add in
detail and
specifics
dates)
Fall 2015
Multi-media for PPP
Teaching plan
appropriate for
introduction to
obstetrics
Clinical staff support
Fall 2015
Engaged students
in an open milieu
Access to
multicultural
information and
expertise
Access to my
mentor
Fall 2015
NURSING EDUCATION PRACTICUM
practices (NLN,
2012. p. 14)
Facilitate
Learner
Development
and
Socialization
(NLN, 2012. p.
16)
Identifies
individual
learning styles
and unique
learning needs
of diverse
learners (NLN,
2012. p. 16)
Provides
resources to
diverse learners
(NLN, 2012. p.
16)
Exploring reflections
with my mentor as
well as seeking
feedback from her
To meet this
objective, I will meet
with students
experiencing
difficulty within the
course
Explore learner
support systems in
place within the
college
Seek guidance by
the experiences of
educators within the
program in assisting
students
21
An office or place to
meet students
Fall 2015
MCC email and
Blackboard access
Access to college
student support
systems
Fall 2015
Access to faculty
and their experience
Access to
Blackboard and
supportive
educational material
Create educational
opportunities that
support multiple
styles of learning: on
line learning
opportunities, case
studies, and
supplemental
supportive material
Recognizes the
influence of
teaching styles
interpersonal
interactions on
learner
outcomes (NLN,
2012. p. 16)
Presenting an
engaging classroom
milieu through
enthusiasm,
knowledge, and
drawing the students
into the learning
experience
Teaching plan with
adequate time for
engaging students
in learner centered
activities
Maintaining
availability outside of
the classroom
MCC email and
Blackboard access
An office or place to
meet students
Fall 2015
NURSING EDUCATION PRACTICUM
Use
Assessment
and
Evaluation
Strategies
(NLN, 2012. p.
17)
Uses extant
literature to
develop
evidence-based
assessments
and evaluation
practices (NLN,
2012. p. 17)
My mentor is
providing me with
information and
education on
creating and
evaluating NCLEX
style questions
I will have the
opportunity to
evaluate/assess
levels of learning
with assignments
within the didactic
setting
Uses a variety
of strategies to
assess and
evaluate
learning in the
cognitive,
psychomotor,
and affective
domains (NLN,
2012. p. 17)
The creation of a
variety of learner
center teaching
opportunities will
create the need to
evaluate the
effectiveness of the
opportunities as well
as the level of
learning achieved by
the students.
22
Access to my
mentor, as well as
her teaching tools
regarding NCLEX
questions
Fall 2015
Access to the
evaluation tools and
policies of the
nursing program
Access to the
evaluation tools and
policies of the
nursing program
Fall 2015
Access to my
mentor, as well as
her teaching tools
regarding NCLEX
questions
Fall 2015
Evaluation of the
case studies and
concept maps
Assessment of
student knowledge
during questioning
games
Assessment of
cultural and
experiential bias
through student
sharing of
experiences
Engage in
Scholarship
(NLN, 2012. p.
21)
Draws on extant
literature to
design
evidence-based
education an
evaluation
Using evidencebased education
practices to create
and evaluate NCLEX
style questions
NURSING EDUCATION PRACTICUM
23
practices (NLN,
2012. p. 21)
Using evidencebased education
practices in the
presentation of
learner centered
teaching
opportunities
Teaching plan with
adequate time for
engaging students
in learner centered
activities
Exhibits a spirit
of inquiry about
teaching and
learning,
student
development,
and evaluation
methods (NLN,
2012. p. 21)
Seeking continuous
feedback from my
mentor on the
effectiveness of my
teaching
Advice and
guidance from my
mentor
Embracing a
discipline outside my
comfort zone to
increase my own
knowledge base
Continuous
validation of teaching
concepts by mentor
and by extant
literature
Fall 2015
NURSING EDUCATION PRACTICUM
24
Appendix B
Student-Preceptor Agreement
The overall objective of this experience is to provide an on-site setting in which a student, with
the preceptor (professional employee of a health care agency), can further develop his/her
understanding and skills related to an advanced nursing role specialty.
Agency name: Muskegon Community College
Student name: Ann E Bancroft
Student Telephone # 231-450-0018
Preceptor name: Mary Dyke, MSN RN
Preceptor’s Title: Curriculum Coordinator, Instructor
Preceptor Telephone #: 231-777-0281
Preceptor email: mary.dyke@muskegoncc.edu
The following learning outcomes and activities will be completed by the student during this
project/practicum.

The student designs and presents to the preceptor case studies, interactive questioning
opportunities such as Jeopardy style games, and an assignment and rubric for a concept
map to assist in assimilation of key concepts.

The student implements these learner centered techniques in the classroom setting.

The student continuously explores, supports and teaches multicultural approaches to
perinatal care through empathetic listening, seeking clarification, and encouraging
experiential sharing by students.

The student maintains a journal as a means to track and reflect upon the teaching
experience and shares reflections with preceptor

The student collaborates with the undergraduate students to assist with learning
challenges and test reviews.

The student demonstrates appropriate referral to college wide learning resources, seeks
and integrates advice from established faculty, and designs and presents supportive
learning opportunities to the preceptor as needed.

The student presents an engaging classroom milieu through enthusiasm, knowledge, and
drawing the students into the learning experience

The student maintains availability to the undergraduate students outside of the classroom
NURSING EDUCATION PRACTICUM
25

The student demonstrates understanding of evaluation of NCLEX style questions,
implements statistical analysis of NCLEX style questions, and distinguishes reliability
and variability of NCLEX style questions.

The student is able is to determine the relevance of the statistical analysis of NCLEX
style questions.

The student creates NCLEX style questions that are well constructed and supported by
literature.

The student creates an appropriate rubric for one or more of the learning opportunities
she presents.

The student implements evidence-based education practices to create and evaluate
NCLEX style questions

The student executes evidence-based education practices in the presentation of learner
centered teaching opportunities
SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS PRECEPTOR
AGREEMENT:
Student _________________________________________
Date ___________________
Preceptor(s) _______________________________________ Date ___________________
NURSING EDUCATION PRACTICUM
26
Student-Agency Agreement
.
Agency name Muskegon Community College
Student name Ann E. Bancroft
Student Telephone # 616-450-0018
Agency representative Mary Dyke, MSN RN
Agency representative Title Curriculum Coordinator, Instructor
Agency representative Telephone # 231-777-0281
email mary.dyke@muskegoncc.edu
The following learning outcomes and activities will be completed by the student during this
project/practicum.
 The student designs and presents to the preceptor case studies, interactive questioning
opportunities such as Jeopardy style games, and an assignment and rubric for a concept
map to assist in assimilation of key concepts.

The student implements these learner centered techniques in the classroom setting.

The student continuously explores, supports and teaches multicultural approaches to
perinatal care through empathetic listening, seeking clarification, and encouraging
experiential sharing by students.

The student maintains a journal as a means to track and reflect upon the teaching
experience and shares reflections with preceptor

The student collaborates with the undergraduate students to assist with learning
challenges and test reviews.

The student demonstrates appropriate referral to college wide learning resources, seeks
and integrates advice from established faculty, and designs and presents supportive
learning opportunities to the preceptor as needed.

The student presents an engaging classroom milieu through enthusiasm, knowledge, and
drawing the students into the learning experience

The student maintains availability to the undergraduate students outside of the classroom
NURSING EDUCATION PRACTICUM
27

The student demonstrates understanding of evaluation of NCLEX style questions,
implements statistical analysis of NCLEX style questions, and distinguishes reliability
and variability of NCLEX style questions.

The student is able is to determine the relevance of the statistical analysis of NCLEX
style questions.

The student creates NCLEX style questions that are well constructed and supported by
literature.

The student creates an appropriate rubric for one or more of the learning opportunities
she presents.

The student implements evidence-based education practices to create and evaluate
NCLEX style questions

The student executes evidence-based education practices in the presentation of learner
centered teaching opportunities
SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS AGREEMENT:
Student _________________________________________
Date ___________________
Agency representative _______________________________________ Date ________
NURSING EDUCATION PRACTICUM
28
Appendix C
Evaluation Tools
Formative
This is an assessment tool to evaluate the MSN student, Ann E Bancroft, in the nursing education
teaching practicum, focusing upon four National League for Nursing competencies: Facilitate
Learning, Facilitate Learner Development and Socialization, Use Assessment and evaluation
Strategies, and Engage in Scholarship (NLN, 2012).
Numeric evaluation:
1: Not applicable or unable to assess (please provide reason)
2: Unsatisfactory: does not demonstrate minimum criteria
3: Satisfactory: meets minimum expectations
4: Good: demonstrates good knowledge base and/or application of knowledge
5: Excellent: exceeds expectations
PROJECT
PRACTICUM
PRECEPTOR
PRECEPTOR
STUDENT
STUDENT
GOALS
ACTIVITIES
EVALUATION: EVALUATION: SELFSELFNUMERIC (1- NARRATIVE
EVALUATION: EVALUATION:
5)
NUMERIC (1- NARRATIVE
5)
NLN
The student
Competency I: designs and
Facilitate
presents to the
Learning
preceptor case
Implementing studies,
a variety of
interactive
learner
questioning
centered
opportunities
teaching
such as
strategies
Jeopardy style
(NLN, 2012,
games, and an
p.14)
assignment and
rubric for a
concept map to
assist in
assimilation of
key concepts
Recognizing
The student
multicultural,
continuously
gender, and
explores and
experiential
supports
influences
multicultural
(NLN, 2012,
approaches to
p.14)
perinatal care
through
empathetic
NURSING EDUCATION PRACTICUM
Engaging in
self-reflection
and continued
learning to
improve
teaching
practices
(NLN, 2012. p.
14)
Facilitate
Learner
Development
and
Socialization
Identifies
individual
learning styles
and unique
learning needs
of diverse
learners (NLN,
2012. p. 16)
Provides
resources to
diverse
learners (NLN,
2012. p. 16)
listening,
seeking
clarification,
and
encouraging
experiential
sharing by
students.
The student
maintains a
journal as a
means to track
and reflect
upon the
teaching
experience and
shares
reflections with
preceptor
The student
collaborates
with the
undergraduate
students to
assist with
learning
challenges and
test reviews.
The student
demonstrates
appropriate
referral to
college wide
learning
resources,
seeks and
integrates
advice from
established
faculty, and
designs and
presents
supportive
29
NURSING EDUCATION PRACTICUM
Use
Assessment
and
Evaluation
Strategies
Uses extant
literature to
develop
evidencebased
assessments
and
evaluation
practices
(NLN, 2012. p.
17)
Uses a variety
of strategies
to assess and
evaluate
learning in the
cognitive,
psychomotor,
and affective
domains (NLN,
2012. p. 17)
Engage in
Scholarship
Exhibits a
spirit of
inquiry about
teaching and
learning,
student
development,
and
evaluation
methods (NLN,
2012. p. 21)
learning
opportunities
to the
preceptor as
needed.
The student
demonstrates
understanding
of evaluation of
NCLEX style
questions,
implements
statistical
analysis of
NCLEX style
questions, and
distinguishes
reliability and
variability of
NCLEX style
questions.
The student
creates an
appropriate
rubric for one
or more of the
learning
opportunities
she presents.
The student
collaborates
closely with the
preceptor,
presenting
evidence-based
education
practices, and
seeking
feedback
continuously.
Student Signature___________________________________________________
Date____________________
30
NURSING EDUCATION PRACTICUM
Preceptor Name (please
print)_________________________________________________________________
Preceptor
Signature__________________________________________________Date____________________
31
NURSING EDUCATION PRACTICUM
32
Summative
This is an assessment tool to evaluate the MSN student, Ann E Bancroft, in the nursing education
teaching practicum, focusing upon four National League for Nursing competencies: Facilitate
Learning, Facilitate Learner Development and Socialization, Use Assessment and evaluation
Strategies, and Engage in Scholarship (NLN, 2012).
Numeric evaluation:
1: Not applicable or unable to assess (please provide reason)
2: Unsatisfactory: does not demonstrate minimum criteria
3: Satisfactory: meets minimum expectations
4: Good: demonstrates good knowledge base and/or application of knowledge
5: Excellent: exceeds expectations
PROJECT
PRACTICUM
PRECEPTOR
PRECEPTOR
STUDENT
STUDENT
GOALS
ACTIVITIES
EVALUATION: EVALUATION: SELFSELFNUMERIC (1- NARRATIVE
EVALUATION: EVALUATION:
5)
NUMERIC (1- NARRATIVE
5)
NLN
The student
Competency I: designs and
Facilitate
presents to the
Learning
preceptor case
Implementing studies,
a variety of
interactive
learner
questioning
centered
opportunities
teaching
such as
strategies
Jeopardy style
(NLN, 2012,
games, and an
p.14)
assignment and
rubric for a
concept map to
assist in
assimilation of
key concepts.
The student
implements
these learner
centered
techniques in
the classroom
setting.
Recognizing
The student
multicultural,
continuously
NURSING EDUCATION PRACTICUM
gender, and
experiential
influences
(NLN, 2012,
p.14)
Engaging in
self-reflection
and continued
learning to
improve
teaching
practices
(NLN, 2012. p.
14)
Facilitate
Learner
Development
and
Socialization
Identifies
individual
learning styles
and unique
learning needs
of diverse
learners (NLN,
2012. p. 16)
Provides
resources to
diverse
learners (NLN,
2012. p. 16)
explores,
supports and
teaches
multicultural
approaches to
perinatal care
through
empathetic
listening,
seeking
clarification,
and
encouraging
experiential
sharing by
students.
The student
maintains a
journal as a
means to track
and reflect
upon the
teaching
experience and
shares
reflections with
preceptor
The student
collaborates
with the
undergraduate
students to
assist with
learning
challenges and
test reviews.
The student
demonstrates
appropriate
referral to
college wide
learning
resources,
33
NURSING EDUCATION PRACTICUM
seeks and
integrates
advice from
established
faculty, and
designs and
presents
supportive
learning
opportunities
to the
preceptor as
needed.
Recognizes the The student
influence of
presents an
teaching styles engaging
interpersonal
classroom
interactions
milieu through
on learner
enthusiasm,
outcomes
knowledge, and
(NLN, 2012. p. drawing the
16)
students into
the learning
experience
Use
Assessment
and
Evaluation
Strategies
Uses extant
literature to
develop
evidencebased
assessments
and
evaluation
practices
The student
maintains
availability to
the
undergraduate
students
outside of the
classroom
The student
demonstrates
understanding
of evaluation of
NCLEX style
questions,
implements
statistical
analysis of
NCLEX style
questions, and
distinguishes
reliability and
variability of
34
NURSING EDUCATION PRACTICUM
(NLN, 2012. p.
17)
Uses a variety
of strategies
to assess and
evaluate
learning in the
cognitive,
psychomotor,
and affective
domains (NLN,
2012. p. 17)
Engage in
Scholarship
Draws on
extant
literature to
design
evidencebased
education an
evaluation
practices
(NLN, 2012. p.
21)
NCLEX style
questions.
The student is
able is to
determine the
relevance of
the statistical
analysis of
NCLEX style
questions.
The student
creates NCLEX
style questions
that are well
constructed
and supported
by literature.
The student
creates an
appropriate
rubric for one
or more of the
learning
opportunities
she presents.
The student
implements
evidence-based
education
practices to
create and
evaluate NCLEX
style questions
The student
executes
evidence-based
education
practices in the
presentation of
learner
centered
teaching
opportunities
35
NURSING EDUCATION PRACTICUM
Exhibits a
spirit of
inquiry about
teaching and
learning,
student
development,
and
evaluation
methods (NLN,
2012. p. 21)
The student
collaborates
closely with the
preceptor,
presenting
evidence-based
education
practices, and
seeking
feedback
continuously.
Student Signature___________________________________________________
Date____________________
Preceptor Name (please
print)_________________________________________________________________
Preceptor
Signature__________________________________________________Date____________________
The completed form will be submitted to the supervising faculty of Ferris State University School of
Nursing: Master’s Program. This form can be completed and submitted electronically.
Email form to MaryAlkire@ferris.edu
or
Fax to 231-591-2325
36
NURSING EDUCATION PRACTICUM
37
Appendix D
Resource List
Benner, P. (1982) From novice to expert. American Journal of Nursing, 402-407. Retrieved from
http://files.eric.ed.gov/fulltext/ED384695.pdf#page=130
Berragan, L. (2013). Conceptualizing learning through simulation: An expansive approach for
professional and personal learning. Nurse Education in Practice, 13(4), 250-255.
doi:10.1016/j.nepr.2013.01.004
Berragan, L. (2014). Learning nursing through simulation: A case study approach towards an expansive
model of learning. Nurse Education Today, 34(8), 1143–1148. doi:10.1016/j.nedt.2014.03.005
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis,
MO: Elsevier
Blackman, A. (2012). The immediate feedback assessment technique (IF-AT): An innovative teaching
technique for human resource management students. The Business Review, Cambridge, 20(2),
59-72. Retrieved from
http://0search.proquest.com.libcat.ferris.edu/docview/1268720278?accountid=10825
Blum, C. A., Borglund, S., & Parcells, D. (2010). High-fidelity nursing simulation: Impact on student
self-confidence and clinical confidence. International Journal of Nursing Scholarship, 7(1). 2-14.
doi:10.2202/1548-923X.2035
Carrick, J. A. (2011). Student achievement and NCLEX-RN success: problems that persist. Nursing
Education Perspectives, 32(2), 78+. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA255990124&v=2.1&u=lom_ferrissu&it=r&p=IT
OF&sw=w&asid=f870359fdde0b2e1c0a3ae16f59d17abCleary, M. Happel, B., Lau, S. T, &
Mackey, S. (2013). Student feedback on teaching: Some issues for
consideration for nurse educators. International Journal of Nursing Practice, 19(1). 62-66.
doi:10.1111/ijn.12018
Colley, S. L. (2012). Implementing a change to a learner centered philosophy in a school of nursing:
NURSING EDUCATION PRACTICUM
38
faculty perceptions. Nursing Education Perspectives, 33(4). 229-233. Retrieved from http://0go.galegroup.com.libcat.ferris.edu/ps/i.do?ty=as&v=2.1&u=lom_ferrissu&it=search&s=RELEV
ANCE&p=ITOF&qt=SP~229~~IU~4~~SN~1536-5026~~VO~33&lm=&sw=w
Dale, J. C., Drews, B., Dimmitt, P., Hildebrandt, E., Hittle, K., & Tielsch-Goddard, A. (2013). Novice to
Expert: The evolution of an advanced practice evaluation tool. Journal of Pediatric Health Care,
27(3), 195–201. http://doi.org/10.1016/j.pedhc.2011.12.004
DeBrew, J. K. & Lewallen, L. P. (2014). To pass or to fail? Understanding the factors considered by
faculty in the evaluation of nursing students. Nurse Education Today, 34(4). 631-636. doi:
10.1016/j.nedt.2013.05.014
Ferris State University, Program of Nursing. (2015). Standardized Testing Policy And
Procedure. Retrieved from https://webstorage.ferris.edu/
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