Course: 870 Teaching Strategies: Designing a Student Learning Environment

Credit Hours: 3

Prerequisite or Co-requisite: None

Faculty:

Carol Starling, RN, PhD Instructor Information Office: 2018 SON Phone: 913-588-1687 E-mail: cstarlin@kumc.edu

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Course Description:

The roles of both the educator and student in designing a learning environment provide the framework for analyzing pedagogical philosophies, theories, ethical/legal issues, and research related to teaching strategies and education. The focus is on best practices and research based strategies to promote various learning styles and create an active learning environment that increases student retention and learning success for diverse multicultural student populations. Attention will be given to the relationship between the setting, methodologies of clinical teaching and the assessment of competencies.

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Objectives:

Upon completion of this course, the student will be able to:

1. Using theory and research of adult learning, identify strategies to promote learner-centered environments for diverse students.
2. Examine methods and issues of effective assessment and instruction in nursing education within selected educational and health care organizations.
3. Analyze effectiveness of teaching strategies based on learning objectives, instructional content, audience, and setting.
4. Identify researchable problems related to teaching/learning strategies and education.
5. Analyze ethical and legal issues associated with the role of an educator in nursing.
6. Discuss the societal forces (economical/technological/political/cultural) and principles (learning styles; motivational issues, adult attitudes, and participation) that affect the teaching/learning environment.

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Web-based modules, projects, discussions, and student presentations are used to develop knowledge base of theories, concepts and research related to creating a student-learning environment.

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Evaluation:

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Grading Scale:

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Rubric that is used in assigning grades.

A- The content is insightful. It addresses the assignment in a way that indicates your comprehension of and control over the assignment itself as well as an understanding of the underlying issues. The message is communicated clearly, concisely and directly. There is a confidence in this project.

B- The content meets and, at times, exceeds the basic requirement of the assignment. The project indicates that you are beginning, at times, to think through and deal with major ideas in the assignment. The message is communicated with generally effective clarity, directness and conciseness. Some unevenness in writing/communication may be apparent.

C- While the content offers little insight into the greater issues of the assignment, it meets the basic requirements. The message, for the most part, is reasonably clear, concise and direct, although there may be unevenness in the writing/communication.

D- The basic requirements of the assignment are only partially met. Additional revision is necessary if you are to communicate the message clearly. There is considerable unevenness in the writing/communication.

F- The assignment's basic requirements are met only marginally or are not met at all. The writing/ communication is not clear, concise or direct.

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Texts:

Required:

Billings, D., & Halstead, J., (1998) or (2004). Teaching in nursing: A guide for faculty. 
    Philadelphia: W. B. Saunders Co.
    ISBN: 0721630375

Gaberson, K. B., & Oermann, M. H. (1999). Clinical teaching strategies in
    nursing. New York: Springer Publishing Co.
    ISBN: 0826112781

McKeachie, W.J. (2002). McKeachie's teaching tips: Strategies, research, and
    theory for college and university teachers (11th ed.). Boston: Houghton
    Mifflin. Co.
    ISBN: 0-618-11649-4

 Recommended:

Oermann, M.H., & Gaberson, K.B. (1998). Evaluation and testing in nursing
    education. New York: Springer Publishing Co.
    ISBN: 0-8261-9950-X

Order your books online at KUMEDBOOKS

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Course Outline:
Go To Course Calendar

• Examining assumptions, philosophies, theories related to teaching/learning
• Preparing classes/lesson planning
• Classroom presentation skills
• Assessing student performance
• Types and construction of tests
• Clinical teaching strategies
• Clinical evaluation
• Personalizing student learning and promoting critical thinking
• Maximizing success for diverse students
• Ethical and legal issues in teaching/learning
• Researchable problems in teaching/learning
• Forces and principles that affect teaching/learning

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PROFITS Statement:
Professional Integrity System (PROFITS)

In 1995, the faculty of the School of Nursing voted to adopt the Professional Integrity System (PROFITS). All students sign the PROFITS Pledge:

"I pledge that I will not give, receive, nor tolerate unauthorized aid, nor will I abuse academic resources while I am a member of this academic community."

PROFITS upholds behaviors reflective of individual responsibility, mutual trust, professional values, and standards. PROFITS values an academic environment free of academic misconduct or abuse of academic resources. When in doubt, the student must clarify with the instructor the appropriateness of behaviors that may violate PROFITS.

The following are some examples of unacceptable behaviors in N870:

General:

1. Unless specified, all work in this course is to be completed alone.  
2. In completing the course assignments, students are allowed/encouraged to use any resources (supplemental texts, information on the World Wide Web), to supplement the required readings and learning activities.

Group Projects:

1. Misconduct includes tolerating or aiding other group members who do not participate in the group process or make ongoing contribution to the project.
2. Misconduct includes failure to contribute to the group work.
3. Members of a designated group are responsible for assuring that all students whose names appear on the project contributed.

        Papers:

1. Plagiarizing, the presentation of the words or ideas of another person without proper citation or attribution, is considered academic misconduct.
2. Students are encouraged to seek editorial feedback regarding writing style, APA style, and clarity of papers from other students, professional colleagues, or staff of the Students Services Department, Student Center
3. Misconduct includes submitting a paper that you did not write yourself.
4. Misconduct includes submitting the same paper that has been turned in to fulfill the requirements for another course.
5. Offenses against persons: Verbally or physically threatening behavior or other unprofessional communication directed toward patients, preceptors, faculty, other students, or staff.
6. Other: Abuse of academic resources includes copying academic software from a KUMC computer for personal use, use of School of Nursing photocopy machines without permission, failure to return equipment checked out from the lab or ERC, removing equipment for personal use, or not reporting damage to equipment at the time it occurs.

Please refer to your KUMC Student Planner and Handbook for more information about PROFITS

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Disability Statement:

Learning assistance, academic performance enhancement, and psychological services at KUMC are free, confidential, and available at Student Counseling & Educational Support Services by calling 913-588-6580 or visiting G116 Student Center.

Any student in this course who needs an accommodation because of a disability in order to complete the course requirements should contact the instructor or the Equal Opportunity / Disability Specialist (913-588-7813, TDD 913-588-7963) as soon as possible.

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