Educator Certificate
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August 17 |
1st day of the semester |
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Welcome to the course Review syllabus and course materials Review the Self-Directed Learner module. Gaberson & Oermann, Process of Clinical Teaching, pp. 56-74 in Clinical Teaching Strategies in Nursing Begin writing down personal goals for semester and plan for accomplishing them. Be sure to include all required clinical activities. Identify what Capstone Teaching Project you will complete. Identify a mentor with whom you will work this semester and who will oversee and evaluate your activities. If going into a Kansas City area hospital, you and your students will need to complete the Clinical Orientation Competency Exam KU SON login is 8ku32, and the password is step99. Southern Regional Education Board (SREB) Nurse Educator Competencies http://www.sreb.org/programs/nursing/publications/Nurse_Competencies.pdf NLN also has listed educator competencies http://www.nln.org/profdev/corecompetencies.pdf Complete a self assessment using one of these sites. We will revisit this at the end of the semester. |
Pre-Course Survey Pre-Course Demographic Survey please complete now
This will become your clinical contract for the semester. Respond to questions in Self-Directed Learner module. Share on WebBoard discussion
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week 1
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Module 1 : Recruitment and Retention of People into the Health Professions |
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When I grow up (Recruiting Kids into nursing) by David Ferris. NurseWeek Online. Feb. 19, 2001. Southern Regional Education Board (SREB) Nurse Educator Competencies http://www.sreb.org/programs/nursing/publications/Nurse_Competencies.pdf NLN also has listed educator competencies http://www.nln.org/profdev/corecompetencies.pdf Complete a self assessment using one of these sites. We will revisit this at the end of the semester. HRSA: Kids into Health Careers,
An Approach for the 21st Century. A Health Resources and Services Plan to present about health professions to a group of children. Compete by 11/3. |
Develop tentative outline of clinical activities for the semester Begin educator experiences as soon as contracts are approved. By 11/3 present to a diverse group of students (K-12) about becoming a nurse. Turn in log of clinical activities
for this week |
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week 2
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Module 1: Recruitment and Retention of People into Health Professions |
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Continue from previous week Look at Module #3, Facilitating online discussion. You will select a topic of interest, identify reading, present questions for the class to discuss, and summarize. Choose from Weeks 5, 6, 8, 9, or 10 for completing this assignment. One of you will take each week. Who is responsible for student retention? How do you balance student retention and quality of the product-the graduate? |
Turn in log
of clinical activities for this week Due: September5 Share on WebBoard
discussion your plans or your activities to date on this assignment
and your mentor's feedback about recruiting men and minorities at that
institution. Due 9/5 |
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weeks 3 & 4
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Module 2: Program Policies, Procedures and Regulations |
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Billings and Halstead, Chapter 5, 6, 8, 9, 12, 24 Websites for State Boards of Nursing and/or National and/or State Nursing Associations Websites for Accrediting bodies
Summary of public policy approaches and educator legislative issues at NLN: http://capwiz.com/nln/home
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Finalize clinical schedule and capstone
teaching project for the semester, Due: September 11 Turn in log of clinical activities each week by Monday. Write a 3 paragraph summary regarding student handbook as a contract and comparing KU to another school. Select at least 3 topics to compare in detail. Share on WebBoard discussion Due: September 11 Discuss accreditation and program self evaluation WebBoard
discussion - Due 9/18
Evaluate this
module |
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wks 5, 6, 8, 9, 11 |
Module 3: Facilitating On-Line Discussion |
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Halstead, J.A. & Billings, D.M.
(2005). Teaching and learning in online learning communities. In Teaching
in nursing: A guide for faculty (2nd ed.). D.M. Billings & J.A. Halstead
(Eds.). St.Louis, MO: Elsevier Saunders. Berge, Z.L.
The Rode
of the Online Instructor/Facilitator. (Modified article published as:
Berge, Z.L. (1995). Facilitating computer conferencing: Recommendations from
the field. Educational Technology. 35(1): 22-30. Billings, D.M. (2002). Conversations in e-learning, Pensacola,FL: Pohl Publishing Thurmond, V., Wambach, K. (2004) Understanding
Interactions in Distance Education: A review of the Literature.International
Journal of Instructional Technology and Distance Learning.Retrieved
6/19/2004 Thurmond, V. (2003) Defining Interaction and Strategies to Enhance Interactions in Web-Based Courses.,Nurse Educator, Vol 28, No. 5, Sept./Oct. 2003 pp237-241 |
Turn in log of clinical activities for each week Select topic to facilitate discussion Chose from Wks: 5,6,8,or 9 WebBoard discussions |
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Week 5 Sept. 19 |
Student led topic:
Sue Washburn.
Module topic: Exenatide (Byetta), a new pharmacological agent for the treatment of Type 2 diabetes Learning Outcomes: At the completion of this module, the student will 1. Discuss the mechanisms of action, indication, contraindications, and adverse effects associated with Exenatide. 2. Compare Exenatide in reference to mechanism of action, indication, contraindications, and adverse effects with other antidiabetic agents. Readings: The reading assignments for this module seem long, however, the articles are short and each has unique information to help us learn about this new treatment for Type 2 diabetes. FDA Information site http://www.fda.gov/cder/drug/InfoSheets/patient/exenatidePIS.htm Press release from the American Diabetes Association (ADA). ADA is a nonprofit health organization providing diabetes information, research and advocacy. http://www.diabetes.org/for-media/2004-press-releases/new-drug-class.jsp Update in the pharmacologic treatment of diabetes mellitus: focus on Pramlintide and exenatide.(pharmacy update)(Drug overview). Peggy Soule Odegard, Stephen M. Setter and Jason L. Iltz. The Diabetes Educator 32.5 (Sept-Oct 2006): p693. The following two articles are from the DiabetesVoice, a quarterly magazine of the International Diabetes Federation (IDF). IDF is an international organization dedicated to the promotion of diabetes care, prevention and cure. Drug manufacture site http://www.byetta.com/index.jsp Discussion questions: Please post responses to the following 2 questions on the WebBoard. 1. Discuss the advantages and disadvantages to the use of Byetta either from the client or provider perspective. 2. How might you use the knowledge gained in your practice? |
Turn in log
of clinical activities due 9/25 Web Board Discussion Items: |
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Week 6 Sept. 26 |
Controversy in Degrees - the DNP James Sall This week the discussion centers on the Doctor of Nursing Practice (DNP) degree which is scheduled to become the required credential for advanced practice nursing by 2015. Many healthcare professions now require doctoral preparation for clinical practice. Advanced Practice Nurses (APN) are attempting to follow this trend, however, this plan has attracted controversy. Please read the attached references for background information on this topic. Questions:
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Turn in log of clinical activities due 10/2 | |||||||||||||||
Week 7
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Module 4: Legal Issues |
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Billings and Halstead, Chapter 3 Gaberson & Oermann, Ch 6, Ethical & Legal Issues in Clinical Teaching McKeachie (1999), Chapters 8, 21, 22, 24, 28 McKeachie (2002) Chapters 8, 26(p.306+) Nursing Faculty Secrets (2000), Ch13 (p. 81+) Summary of public policy approaches and educator legislative issues at NLN: http://capwiz.com/nln/home
Olt, M.R. (2002). Ethics and distance
education: Strategies for minimizing academic dishonesty in online assessment Schedule appointment with educator from a different discipline (see week 10) |
Turn in log
of clinical activities due 10/9 Remind mentor(s) that they need to complete a midterm evaluation of your performance as an educator. Due: October16 WebBoard discussions on the unsafe, unprepared or impaired student due 10/9. Include mentor comments. |
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Week 8 Oct. 10 |
Student led topic: Marcie Swift, E-portfolio This week we will discuss the implementation of ePortfolios in higher education. The articles provided will give you a very detailed explanation of ePortfolios and I have also included an abstract the describes how the Department of Physical Therapy and Rehabilitation Sciences (PTRS) here at KUMC are implementing ePortfolios into the DPT curriculum. Like many other physical therapy programs, the PTRS program at KUMC now offers a doctoral degree in physical therapy. Likewise, the program went through the process of examining and modifying the sequence and delivery of content with this anticipated change in degree status. The program will graduate its first group of doctoral physical therapy students in spring 2007 which has allowed the faculty to reflect on the delivery of this new curriculum. The program has decided to incorporate technology to further enhance the goals of the department in preparing doctoral students to be successful in achieving the minimum skills required of them within the program. The use of technology through the ePortfolio project has led to significant changes in the advising process that has completed a feedback loop involving faculty, students and advisors. Selected readings: |
WebBoard discussions
Questions to consider: 1) What is your opinion of ePortfolios based on the readings? 2) Do you have prior background/ history of building a portfolio or ePortfolio? What were the strengths and weaknesses of the process in building your portfolio? 3) Are you aware of any nursing academic programs using ePortfolios? If so, give the details of the process/ technology used to implement the project. Turn in log of clinical activities due 10/16 |
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Week 9 Oct. 17 |
Student led topic: Nichole Spencer Just the
Basics, Ma'am Sometimes I feel like I need to be a
Sergeant Friday and just stick with the facts. This week the discussion
will be focused on teaching material at the appropriate level. I
teach to Level II undergraduate nursing students in Adult Health. I would
like to provide a classroom lecture or discussion without outlining the
reading material via power point, without drudging up the basics from
physiology and pathophysiology and without giving too much unnecessary
information. I want to give the students information that will create
thinking, problem solving healthcare providers who understand the concepts
and principles to apply to testing questions, or better yet – real life
situations. As you all probably know by now, I am a new full time faculty member at
the Nursing Department of William Jewell College. Currently, one of my
largest areas of struggle is spending more time lecturing than planned by
going to deep with detail that shouldn’t be necessary at this level. In
addition I am frequently questioning if I am giving the necessary
information to assist with learning the concepts / principles. I also feel
like I am regurgitating what they have been assigned to read in
preparation for the class. Students are used to memorizing material; they are having a difficult
time with learning concepts to apply to situations. I am thinking a better
way to provide principles and concepts in nursing care are to provide them
with case studies. How realistic would this be for preparation time? Is it
enough information? Are there better ways to get this material across than
case studies? Here are some readings to give some direction with this discussion: Scheetz, Ch 21, p. 147 – 150. Billings and Halstead, Ch 12 and 13. McKeachie, (2002), Chapter 5. As a new faculty member at Jewell, I meet with the rest of the new
faculty members every other week and discuss the book: What the Best
College Teachers Do, by Ken Bain. This book is absolutely awesome and if
anyone would like some additional direction this is a great find. In fact,
I will be using what I have read so far as a resource for this discussion. |
WebBoard discussions
Teaching principles and concepts with case studies. How
realistic would this be for preparation time? Is it enough information? Are
there better ways to get this material across than case studies?
Turn in log of clinical activities |
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week10
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Module 5: Interdisciplinary Education |
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The Boyer Commission on Educating Undergraduates at the Research University, Reinventing Undergraduate Education, Section IV. Remove Barriers to Interdisciplinary Education, available on-line at http://notes.cc.sunysb.edu/Pres/boyer.nsf/webform/IV Rosenthal, A., & Rodriguez, R., 2001. "Interdisciplinary Courses and Team Teaching: Crossing Academic Borders," Reflections from the Classroom (Center for Teaching Excellence, University of Kansas), Volume 4, Fall, 1-5. http://www.ku.edu/~cte Report on Interdisciplinary Teaching at Emory University http://www.emory.edu/TEACHING/Report/AppendixC.html |
Turn in log
of clinical activities for each week Due 10/30 WebBoard discussions summary/comments about your interdisciplinary interview and opportunities for collaboration |
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| Week 11 Oct. 31 |
Student led topic: Janice Smith
Institute for Healthcare
Improvement (IHI) 100,000 Lives Campaign Learning Outcomes: At the completion of this module, the student will: 1. Explain the purpose of the 100,000 lives campaign. 2. Identify what a bundle of care is. 3. Identify the initiatives recommended by the IHI. 4. Explain how the initiatives have affected patient outcomes. The 100,000 Lives Campaign is an initiative to engage US hospitals in a commitment to implement changes in care proven to improve patient care and prevent avoidable deaths. The Campaign is the first national effort to promote saving a specified number of lives by a certain date (June 14, 2006). The campaign was launched in December 2004 and the first phase of the project ended after 18 months on June 14, 2006. Campaign hospitals have exceeded the goal of 100,000 "lives saved" by a significant margin. What is a bundle? The following initiatives were recommended: click on the blue underlined words to read a summary
All recommendations are evidence-based. Estimate of lives saved by hospitals participating in the Campaign as of June 14, 2006: 122,300 Eliminating Ventilator Pneumonia http://www.ihi.org/IHI/Topics/CriticalCare/IntensiveCare/ImprovementStories/FSVAPGettingtoZeroandStayingThere.htm |
Turn in log
of clinical activities for this week Due: November 6 |
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week 12
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Module 6: Leadership in Health Professions Education |
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| Billings and Halstead, Chapters 1,
12, 20, 21, 24
The Dimensions of Leadership Profile http://www.resourcesunlimited.com/shop/LeadershipProfile.asp Howell, J. Transformational Leadership http://www.ivey.uwo.ca/publications/impact/vol1_31.htm |
Turn in log
of clinical activities for this week Due: November 13 WebBoard discussion your mentor's comments on leadership and service Due 11/14 |
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week13
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Module 7: Tenure and Clinical Scholarship |
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Changing
Faculty Reward Systems NEA links to papers on tenure in higher education Billings and Halstead, Chapters 1, 20, 21, 24. NLN Position Statement: Lifelong Learning for Nursing Faculty Toolkit to assist with development of portfolio incorporating community scholarship activities is available at: http://depts.washington.edu/ccph/toolkit.html
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Turn in log
of clinical activities for this week Due: November 21 Review APT guidelines for your discipline at KU and at least one other school. What are
your impressions? WebBoard
discussion Go to the KU SON template to update your Curriculum Vita. Due 12/4 Review SREB Competencies. Identify your three best competencies and the three that you most need to work on, provide rationale, submit to instructor by December 8 in completed portfolio |
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week of
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Happy Thanksgiving! |
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week 14
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Evaluations |
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Weekly Clinical Log |
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