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

N671 - NURSING EDUCATION:  Instruction & Evaluation

 
Credits:               2 Semester Credits                             

Placement:         Fall and Spring

Prerequisites:   N510, N624 and N625 or N626 and N627, N669, N670 (or concurrent) or consent of instructor 

Faculty:              Daniel J. Nicholls RN, ED.D., Professor or
Mary Proksch, EdD, RN, Associate Professor

Description:

A course for nurse educators designed to apply teaching and learning theories, research and strategies to teaching in schools of nursing or healthcare organization staff development programs. Content focuses on the practical application of a large variety teaching and evaluation techniques available in the practice of nursing education.

Course Objectives:

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

1.             Integrate selected theories and research findings in nursing education and staff development in the classroom, clinical and practice settings.

2.             Compare and contrast models of instruction and evaluation techniques relevant to classroom, clinical and practice settings.

3.             Select classroom and clinical practice teaching strategies compatible with program philosophy, program goals, course objectives, and learner needs.

4.             Design theoretical and clinical practice instruction for a group of nursing students or nursing staff.

5.             Apply techniques of test and tool development and use of standardized tools in the evaluation of learning in classroom, clinical and practice settings.

6.             Plan and organize techniques of program management such as marketing, budgeting, coordinating and evaluating efficacy.

7.            Analyze political, legal, economic, ethical, and cultural issues with an emphasis on how they impact nursing education program implementation.

Topical Outline:

        I.     Design of Instruction

A.      Prepareing Educational Objectives

B.      Developing teaching plans and learning contracts

C.     Selecting and applying teaching strategies

a.      Contextual parameters for specific programs, institutions, and philosohies

b.      Classroom settings

c.      Clinical or practice settings

d.      Techniques of textbook assessment and selection

D.     Assessment of Learning Needs

a.      Informal and formal techniques,

b.      Group or individual strategies.

C.     Evaluating learning and outcomes

a.      Cognitive learning-Knowledge and information

b.      Affective learning-Values and attitudes

c.      Psychomotor skills

D.     Evaluation techniques and strategies

a.      Formative techniques

b.      Summative techniques

E.      Clinical Instruction/Evaluation;

a.      Defining and verifying competencies

b.      Behaviors as evidence of learning: essential vs. desirable standards

c.      Managing students in a clinical setting

        II.     Internal/External Program Evaluation

A.      Program specific test and measurement tool design

B.      Standardized tools for nursing education

a.      Evaluating individual performance

b.      Evaluating group performance

C.     Use of program evaluation information

 

      III.      Issues Unique to Nursing Education and Staff Development

A.      Faculty roles and responsibilities

B.      Student rights and responsibilities

C.     Legal and ethical considerations in nursing education

D.     Project management skills

E.      Continuing education program design and delivery

F.      Approval programs for continuing education

Teaching Strategies:     Seminar preparation and discussion, written papers, scholarly presentation.

Evaluation

Seminar / Discussion  (20%)

Scholarly Presentation/Issue in Nursing Education/Teaching Strategy  50%)

Personal Framework for Nursing Education  (30 %)

Grading Scale:

      A =   90 - 100

      B =   80 - 89

      C =   70 - 79

      D =   60 - 69

Required Texts: 

Angelo, T.A. & Cross, P. (1993) Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass

Bastable, S.B. (1997). Nurse as educator: Principles of teaching and learning. Boston: Jones and Bartlett

For students interested in staff development:

Abruzzese, R.S. (1996). Nursing staff development: Strategies for success. St. Louis, MO: Mosby

For students interested in higher education

Billings, D.M. & Halstead, J.A. (1998). Teaching in nursing: A guide for faculty.  Philadelphia: W.B. Saunders Company.

References:

Books

Infante, M.S. (1985). The clinical laboratory in nursing education. New York, NY. Wiley Medical Publication, John Wiley & Sons.

McKeachie, W.J. (1993). Teaching tips: A guidebook for the beginning college teacher

Lexington, MA: DC Heath & Co.

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

Nicklin, P. and Kenworthy. (2000). Teaching and assessing nursing practice. St. Louis, MO.  W.B. Saunders Publ.

Oerman, M (1998). Activities and testing in nursing education. New York, NY. Springer Publishing, Inc.

Journals:

Journal of nursing education

Journal of continuing education in nursing

Journal of nursing education

Journal of nursing staff development

Nurse educator

Nursing outlook

       Badger, E., & Thomas, B. (1992). Open-ended questions in reading. Available: http://ericae.net/pare/getvn.asp?v=3&n=4Retrieved February 20, 2001, from the World Wide Web.].

       Bond, L. A. (1996). Norm- and criterion-referenced testing. Available: http://ericae.net/pare/getvn.asp?v=5&n=2Retrieved February 20, 2001, from the World Wide Web].

       Brualdi, A. (1998). Implementing performance assessment in the classroom. Available: http://ericae.net/pare/getvn.asp?v=6&n=2Retrieved February 20, 2001, from the World Wide Web].

       Carnwell, R. (2000). Pedagogical implications of approaches to study in distance learning: Developing models through qualitative and quantitative analysis. Journal of Advanced Nursing, 31(5), 1018-1028.

       Chan, S. W., & Wai-tong, C. M. (2000). Implementing contract learning in a clinical context: Report on a study. Journal of Advanced Nursing, 31(2), 298-305.

       Davis, A., & Yazak, D. (1998). Writing across the curriculum as an approach to promoting curriculum coherence. Rehabilitation Education, 12(1), 29-43.

       Frary, R. B. (1995). More multiple-choice item writing do's and don'ts. Available: http://ericae.net/pare/getvn.asp?v=4&n=11Retrieved February 20, 2001, from the World Wide Web].

       Geibert, R. (2000). Integrating Web-based instruction into a graduate nursing program taught via videoconferencing: Challenges and solutions. Computers in Nursing, 18(1), 26-34.

       Haque, S. S., & Gibson, D. M. (1998). Information technology education for health professionals: Opportunities and challenges. Journal of Allied Health, 27(3), 167-72.

       Kehoe, J. (1995). Writing multiple-choice test items. Available: http://ericae.net/pare/getvn.asp?v=4&n=9- Retrieved February 20, 2001, from the World Wide Web].

       Loulou, D. (1995). Making the A: How to study for tests. Available: http://ericae.net/pare/getvn.asp?v=4&n=12 Retrieved February 20, 2001, from the World Wide Web].

       Nordgren, J., Richardson, S., & Laurella, V. B. (1998). A collaborative preceptor model for clinical teaching of beginning nursing students. Nurse Educator, 23(3), 27-32.

       Stainton, M. C., Rankin, J. A., & Calkin, J. D. (1989). The development of a practising nursing faculty. Journal of Advanced Nursing, 14(1), 20-6.

       Williams, B. L., & Hubbard, B. (1994). Teaching theory through cartoons... teaching idea. Journal of Health Education, 25(3), 179-80.

CURRICULUM APPROVAL FORM INFORMATION:

COURSE CHANGE:

A.     Rationale

The revision of this course is primarily for the purpose dividing a 4-credit course (with 2-credit classroom and 2-redit practicum requirements) into two separate courses. This will provide increased flexibility in scheduling and offering the courses to students. In addition, it may also be a more attractive elective course for students in other nursing foci.

 There is a small revision in content from the old course that is part of the overall redistribution of content to the new course N669, and the revised course N 670.

   B.    Notification

This change does not affect other departments, as graduate-nursing courses are open only to graduate nursing students.

 C.    Catalog

This change will need to be reflected on pages 48-50 of the 2000-2002 WSU Graduate Catalog

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