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WINONA STATE UNIVERSITY ROCHESTER CENTER
College of Nursing and Health Science
Master's Program in Nursing

A. Course Description- N669 - NURSING EDUCATION: Theory and Research

Description:
This course provides a foundation for the nurse educator focus with the MS program in nursing. The course is an overview of the classic and contemporary philosophies, theories and research about teaching and learning in nursing. Teaching and learning in schools of nursing, practice settings for the professional development of nurses and client (patient) education are primary foci of the course. (Students enrolled in WSU's Master's program, nurse educator focus enroll for 3 credits)

Course Objectives:

At the completion of this course the student will be able to:

1. Analyze theories, models, and research findings specific to nursing education (teaching and learning) in a variety of settings.
2. Formulate a personal framework of nursing education through synthesis of philosophies, theories and research on teaching and learning in nursing.
3. Review and evaluate classroom and clinical practice teaching strategies compatible with program philosophy, program goals, course objectives, and learner needs.
4. Review classic and contemporary nursing literature for techniques on evaluating learning, test and tool development, use of standardized tools, and self-assessment/evaluation.
5. Analyze literature unique to the nursing practice responsibility of client (patient) education.

Content Outline:

I. Overview of classic and contemporary teaching and learning theories as they apply to nursing education

A. Theories of teaching

1. Behavioral
2. Cognitive-Gestalt
3. Social Learning
4. Feminist Pedagogy
5. Humanistic
6. Adult Learning

B. Concepts and theories of learning:

1. Learning style
2. Cognitive style
3. Personality type

C. Curricula or program design: on overview

II. Review classic and contemporary research unique to nursing education and nursing practice.

A. Teaching styles and effective teaching behavior

1. Classroom
2. Clinical or Practicum
3. Practice settings: staff development, professional development, career progression

B. Passive vs. active learning activities

C. Diversity and the impact on learning

1. Age and development
2. Gender
3. Culture
4. Ethnicity
5. Unique needs, i.e. disabilities, lifestyles, etc.
6. Socioenconomic

III. Educational objectives and linking teaching strategies

A. Preparing learning objectives

1. Cognitive learning
2. Affective learning-Shaping attitudes and values
3. Psychomotor skills and abilities

B. Matching instructional strategies to proposed outcomes

IV. Analysis of literature unique to the nursing practice responsibility of client (patient) teaching.

A. Nurses professional role in patient education
B. Health promotion and disease management
C. Lifestyle changes and interventions
D. Settings: individual, families, groups, and communities

Teaching Strategies:
Lecture, discussions, class presentations, and teaching project

Activities Strategies:
1. Scholarly paper and brief class presentation. 40%
2. Teaching Project 40%
3. Class participation 20%

Grading Scale:

A = 90 - 100
B = 80 - 89
C = 70 - 79
D = 60 - 69

Required Texts:

Stevens, K.R. and Cassidy, V.R. (1999). Evidence-based teaching: Current research in nursing education. Sudbury, MA., Jones and Barlett Publishers.

Stevens, K. R. (Editor).(1996). Review on research in nursing education, Volume VII. Sudbury, MA., Jones and Barlett Publishers.

References:

Books:

Barnum, B. S. (1999). Teaching nursing ia the era of managed care. New York, NY, Springer Publ.

Lowenstein, A.J., and Bradshaw, M.J. (2001). Fuzard's Innovative teaching strategies in nursing. (3rd Edition) Aspen Publishers, Inc.

Miller, M.A. and Babcock, D.E.(1996). Critical thinking applied to nursing. St. Louis, MO. Mosby-Yearbiik Inc.

Parker, M. (2001). Nursing theories and nursing practice. Philadelhia, PA. F.A. Davis Co.

Redman, B. K. (1997). The practice of patient education. St. Louis, MO. Mosby & Co.

Journals:

Journal Of Nursing Education
Journal Of Continuing Education In Nursing
Journal Of Nursing Education
Journal Of Nursing Staff Development
Nurse Educator
Nursing Outlook

Brualdi, A. (1996). Multiple intelligences: Gardner's theory. Available: http://ericae.net/pare/getvn.asp?v=5&n=10Retrieved February 20, 2001, from the World Wide Web.].

Carlisle, C., Kirk, S., & Luker, K. A. (1996). The changes in the role of the nurse teacher following the formation of links with higher education. Journal of Advanced Nursing, 24(4), 762-770.

Finch, J. (2000). Interprofessional education and teamworking: A view from the education providers. BMJ, 321(7269), 1138-1140.

Greenwood, J. (1977). The apparent desensitization of student nurses during their professional socialization: A cognitive perspective. Journal of Advanced Nursing, 18(9), 1471-9.

Hadwin, J., Baron-Cohen, S., Howlin, P., & Hill, K. (1997). Does teaching theory of mind have an effect on the ability to develop conversation in children with autism? Journal of Autism & Developmental Disorders, 27(5), 519-537.

Hansen, M., & Fisher, J. (1998). Patient-centered teaching: From theory to practice. American Journal of Nursing, 98(1), 56-60.

Hersh, A. (1984). Teaching the theory and practice of student supervision: A short-term model based on principles of adult education. Clinical Supervisor, 2(1), 29-44.

Hyrkas, K. (1997). Can action research be applied in developing clinical teaching? Journal of Advanced Nursing, 25(4), 801-808.

Kearsley, G. (2001). Explorations in learning and instruction: The theory into practice database. Available: http://hfni.gsehd.gwu.edu/~tip/index.html Retrieved February 20, 2001, from the World Wide Web].

Lyons, J., & Milton, J. (1999). Recognizing through feeling: A physical and computer simulation based on educational theory. Computers in Nursing, 17(3), 114-9.

Papai, P., Bourbonnais, F. F., & Chevrier, J. (1999). Transcultural reflection on clinical teaching using an experiential teaching-learning model. Journal of Continuing Education in Nursing, 30(6), 260-6.

Silvetti, C., Rudan, V., Frederickson, K., & Sullivan, B. (2000). Where will tomorrow's nurse managers come from? Journal of Nursing Administration, 30(4), 157-159.

Skiba, D. J. (1997). Transforming nursing education to celebrate learning. Nursing & Health Care Perspectives, 18(3), 124-129.

Turner, D. S., Wellard, S., & Bethune, E. (1999). Registered nurses' perceptions of teaching: Constraints to the teaching moment. International Journal of Nursing Practice, 5(1), 14-20.

Van Deusen, J. (1993). An analytical approach to teaching theory at the postprofessional level. American Journal of Occupational Therapy, 47(10), 949-52.

B. Rationle

This course will enhance the Master's Program in Nursing, Nurse Educator focus. With the conversion to semesters about two years ago a problem developed with the distribution of content in the Nurse Educator courses. The addition of this course will help redistribute content from the old course N 670 and N671 and allow for a more purposeful focus on content across three courses, adding also to the flexibility of scheduling. In addition, this specific course will allow for addition of a more thorough review of literature and research specifically on nursing education that has been missing in the past. With the current and increasing shortage of master's degree and doctoral degree nurses, prepared for educational settings, we expect to see a significant increase in the participation in graduate courses for the Nurse Educator focus.

This change is part of a continuing evolution of the graduate program in nursing curriculum. During the 1999 Legislative session in Minnesota the Nurse Practice Act was changed to clearly define and specify preparation Advanced Practice Nurses (APN's), Certified Nurse Midwives, Clinical Nurse Specialists, Certified Registered Nurse Anesthetists and Nurse Practitioners. Thus WSU's Master's Program in Nursing has been adjusting the curricula for Clinical Nurse Specialists and Nurse Practitioners, the two APN roles we offer, to more clearly distinguish these APN roles from the other advanced roles of Nurse Educator and Nurse Administrator. This current curricularg

C. Notification

This course will increase the course requirements by 3 of the 4-credit increase of this proposed package. Graduate preparation in Nursing, like other disciplines are almost exclusively discipline specific content. Thus this change will have no effect on other departments or programs. The addition of 4 credits will bring this focus up to the similar number of credits we are currently requiring in the other three focuses within the Nursing Program.

D. "G" Courses

Not Applicable

E. General Education Course Proposals

Not Applicable

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