When beginning to design a course, nurse educators need to identify the learning theory or theories that will form the foundation of a course’s design, and to consider the needs of the population of learners who will take the course.<\/p>\n
By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:<\/p>\n
- \n
- Competency 1: Appraise the influence of learner’s culture, gender, and experiences on teaching and learning.\n
- \n
- Describe the diversity of an intended group of learners.<\/li>\n<\/ul>\n<\/li>\n
- Competency 2: Apply educational theory and evidence-based teaching practices when implementing teaching strategies.\n
- \n
- Identify a learning theory that applies to a selected educational topic and audience.<\/li>\n<\/ul>\n<\/li>\n
- Competency 3: Apply a variety of teaching strategies appropriate to diverse learner needs, content, and desired learner outcomes.\n
- \n
- Justify the application of a learning theory in a particular context.<\/li>\n<\/ul>\n<\/li>\n
- Competency 4: Integrate best practices for classroom management\n
- \n
- Describe evidence-based strategies for managing conflicts that could arise in a diverse classroom.<\/li>\n<\/ul>\n<\/li>\n
- Competency 5: Communicate in a manner that is scholarly, professional, and consistent with the expectations of a nursing education professional.\n
- \n
- Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.<\/li>\n<\/ul>\n\n
Assessment Instructions<\/h3>\n<\/p><\/div>\n
\n\n\n Note:<\/em> Assessments in this course build on each other and must be completed in sequential order.<\/u><\/strong>It is important to consider the role of diversity and learning environments when selecting appropriate theories and approaches for a desired learning outcome. For this assessment, you will implement these considerations in an educational environment of your choosing.<\/p>\nPreparation<\/h4>\n
- \n
- Take time to review educational theories that you have studied in prior courses or used in your work. Do additional research on educational theories and approaches as necessary.<\/li>\n
- Optional: Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.<\/li>\n<\/ul>\n
Instructions<\/h4>\n
For this assessment, you will create a 5\u20137-page high-level teaching plan in which you do the following:<\/p>\n
- \n
- Select a topic for a course that you would like to teach in an educational environment. (For example, maybe you would like to be a nursing instructor in an institution of higher learning, a staff development educator in a clinical facility, or a patient educator in a hospital.) Briefly describe your course and the environment that you will utilize for teaching. Also describe the intended audience for your course.<\/li>\n
- Select an educational theory that you could use to guide the development of your course. Describe the key points of the theory you selected and explain why you think this theory fits the topic, audience, and context of your course.\n
- \n
- Be sure to cite textbooks or articles from peer-reviewed journals to support your choice.<\/li>\n<\/ul>\n<\/li>\n
- Identify and discuss potential diversity in the group that you anticipate teaching. (Diversity can include multiculturalism, age, gender, ethnicity, socioeconomic status, Limited English Proficiency (LEP), or other cultural barriers that you feel could impact your learning environment.)<\/li>\n
- Use current research to describe how you will address these issues in your learning environment.<\/li>\n
- Describe how you will manage conflict in the classroom that may arise from the anticipated diversity among learners.<\/li>\n<\/ul>\n
Additional Requirements<\/h4>\n
- \n
- Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.<\/li>\n
- Length: 5\u20137 pages, plus a title page and a references page.<\/li>\n
- Use correct APA format, including running head, page numbers, and a title page.<\/li>\n
- Writing should be free of grammar and spelling errors that distract from content.<\/li>\n<\/ul>\n
Suggested Resources<\/h4>\n
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The
\n MSN-FP6105 Library Guide<\/a> can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.<\/p>\nLearning Theories<\/h5>\n
- \n
- 100 Years of Learning Theory<\/a> | Transcript<\/a>.<\/li>\n<\/ul>\n
Learning Environment<\/h5>\n
- \n
- Vila Health: The Learning Environment<\/a> | Transcript<\/a>.<\/li>\n<\/ul>\n
SHOW LESS<\/a><\/p>\n
Teaching Styles and Strategies<\/h5>\n
- \n
- Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I: Best practices in adult learning theory, curriculum development, and knowledge transfer<\/a>. The Journal of Continuing Education in Nursing<\/em>, 45<\/em>(5), 233\u2013240.<\/li>\n
- Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part II: Correlational study on teaching styles and use of adult learning theory<\/a>. The Journal of Continuing Education in Nursing<\/em>, 45<\/em>(8), 353\u2013359.<\/li>\n
- Gardner, S. S. (2014). From learning to teach to teaching effectiveness: Nurse educators describe their experiences<\/a>. Nursing Education Perspectives<\/em>, 35<\/em>(2), 106\u2013111.<\/li>\n<\/ul>\n
Learner Diversity and Cultural Sensitivity<\/h5>\n
- \n
- Decelle, G., & Sherrod, D. (2011). A call to address learner diversity in health professions education<\/a>. Journal of Best Practices in Health Professions Diversity: Education, Research, & Policy<\/em>, 4<\/em>(1), 574\u2013584.<\/li>\n
- Dewald, R. J. (2012). Teaching strategies that promote a culturally sensitive nursing education<\/a>. Nursing Education Perspectives<\/em>, 33<\/em>(6), 410\u2013412.<\/li>\n<\/ul><\/div><\/div><\/div>\n<\/li>\n<\/ul>\n \n
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J. (2012). Teaching strategies that promote a culturally sensitive nursing education<\/a>. Nursing Education Perspectives<\/em>, 33<\/em>(6), 410\u2013412.<\/li>\n<\/ul><\/div><\/div><\/div>\n<\/li>\n<\/ul>\n \n
- Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part II: Correlational study on teaching styles and use of adult learning theory<\/a>. The Journal of Continuing Education in Nursing<\/em>, 45<\/em>(8), 353\u2013359.<\/li>\n
- Curran, M. K. (2014). Examination of the teaching styles of nursing professional development specialists, part I: Best practices in adult learning theory, curriculum development, and knowledge transfer<\/a>. The Journal of Continuing Education in Nursing<\/em>, 45<\/em>(5), 233\u2013240.<\/li>\n
- Vila Health: The Learning Environment<\/a> | Transcript<\/a>.<\/li>\n<\/ul>\n
- 100 Years of Learning Theory<\/a> | Transcript<\/a>.<\/li>\n<\/ul>\n
- Support a position with effective written communication; use correct spelling, grammar, punctuation and mechanics, and APA style and formatting.<\/li>\n<\/ul>\n