WILLIAM PATERSON UNIVERSITY COLLEGE OF SCIENCE AND HEALTH DEPARTMENT OF NURSING COURSE SYLLABUS

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1 WILLIAM PATERSON UNIVERSITY COLLEGE OF SCIENCE AND HEALTH DEPARTMENT OF NURSING COURSE SYLLABUS 1. TITLE OF COURSE AND COURSE NUMBER: Clinical Teaching Strategies NUR credits 2. DEPARTMENT AND SECRETARY/ES TELEPHONE NUMBER AND ADDRESS: Nursing Department- Graduate Nursing Program Elaine Vuoncino, program assistant SEMESTER OFFERED: Winter Intersession 2011 Online (January 3, 2011-February 28, 2011) 4. FACULTY MEMBERS NAMES. OFFICE HOURS, TELEPHONE NUMBER AND E- MAIL ADDRESS: Virtual Office hours to be announced 5. COURSE PREREQUISITES: NUR 606 Classroom Teaching Strategies 6. STUDENT LEARNING OUTCOMES:. At the completion of this course the student will be able to: 1. Utilize evidence-based practices in clinical teaching. 2. Apply learning theories and pedagogical principles in carrying out 2.1 Simulations 2.2 Psychomotor skills 2.3 Instruction in clinical areas 3. Demonstrate the ability to integrate knowledge and ideas in a coherent and meaningful manner when synthesizing advanced knowledge from nursing and related disciplines as the basis for nursing education. 4. Demonstrate the ability to think critically when evaluating the quality of clinical teaching, using theoretical models, scientific evidence and ethical and legal principles. 1

2 5. Express oneself in written and oral form in class presentations and papers. 6. Locate and use information appropriate to written and oral projects. 7. TOPICAL OUTLINE OF THE COURSE CONTENT: Date Topics Readings Assignments 1/3/11 Module #1 1,2 Philosophy Models Outcomes of clinical teaching 1/10/11 Module #2 Preparation of students and faculty Critical thinking 3,4, 1/17/11 Module #3 Teaching methodology Choosing assignments 1/24/11 Module #4 Strategies Clinical simulation Case method Grand rounds 1/31/11 Module #5 Clinical conferences 2/7/11 Module #6 Preceptors Diverse clinical settings 2/14/11 Module #7 Legal/Ethical Aspects Challenging student populations 2/21/11 Module #8 Evaluation verbal and written Oermann, Chapter 6 8,9, ,14 Oermann, Chapter 5 15,16 Critique of Clinical Teaching due Group Projects due 2

3 2/28/11 Summary Course Evaluation Presentations 8. GUIDELINES/SUGGESTIONS FOR TEACHING METHODS AND STUDENT LEARNING ACTIVITIES: The teaching strategies included in the course content will be held online using WPUNJ Blackboard software (bb.wpunj.edu) Teaching methods include learning modules with threaded, discussions, collaborative learning, and assignments. 9. GUIDELINES/SUGGESTIONS FOR METHODS OF STUDENT ASSESSMENT: Web discussions 8 modules X 3 24 points Critiques of observed clinical teaching 20 Presentation 25 Group Project 21 Total 100 points 10. REQUIRED READINGS, TEXTS, And OBJECTS OF STUDY: Gaberson, K. B., & Oermann, M. H. (2010). Clinical teaching strategies in nursing (3 rd Edition). New York: Springer. Additional internet readings are in the modules 11. BIBLIOGRAPHY OF SUPPORTIVE TEXTS AND OTHER MATERIALS: Bastable, S. (2008). Nurse as educator: Principles of teaching and learning. 2 nd Ed. Boston: Jones and Bartlett Publishers. Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing. A guide for faculty (3rd Ed.). St Louis: Elsevier/Saunders. DeYoung, S. (2008). Teaching strategies for nurse educators. Upper Saddle River, NJ: Prentice Hall. Emerson, R. (2007). Nursing Education in the Clinical Setting. St Louis: Mosby Elsevier Lowenstein, A. J., & Bradshaw, M. J. (2004). Fuszard s innovative teaching strategies in nursing (3rd Ed.). Boston: Jones & Bartlett. McDonald, M.E. (2007). Guide to assessing learning outcomes, 2nd Ed. Boston: Jones and Bartlett. 3

4 McKeachie, W. J. (1999). McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (10 th Ed.). Boston: Houghton Mifflin Company. O Connor, A. B (2006) Clinical Instruction and Evaluation: A Teaching Resource. (2 nd Edition) Sudbury: MA: Jones and Bartlett Oermann, M & Gaberson, K (2006). Evaluation and testing in nursing education (2 nd Ed.). New York, NY: Springer Publishing. Journals: International Journal of Nursing Education Journal of Nursing Education Journal of Continuing Education in Nursing Nurse Educator GRADING- Letter grades are derived form course requirements using the following grading scale: A= B B= C F= below 69 STANDARDS OF CONDUCT AND WILLIAM PATERSON UNIVERISTY ACADEMIC POLICY Academic Integrity Policy Students are admitted to the University and the MSN program with the expectation that they will have developed acceptable personal standards of conduct and ethics. The level of accuracy expected in a thesis is quite high. This will require that you edit your writing to a level that far exceeds what may be expected in a term paper or other assignments. Your writing must conform to the APA style manual as outlined by the department and should be free of spelling and mechanical errors. Drafts and self-editing is expected before review by the professor. This takes time and should occur prior to deadlines! One of the consequences of having a short time frame for preparing your thesis is that opportunities for feedback on your early drafts will be limited. When you lay out your timeline, leave time to consult with your instructor. In writing be very careful about quotes and using other people s material. Avoid the overuse of direct quotations, especially long ones. Paraphrasing is usually more efficient and makes it easier to avoid extraneous details. Be sure to check the style manual for appropriate conventions for citing references in the text. Use great care to avoid plagiarism! The University of Washington Committee on Academic Conduct (1994) lists 6 types of plagiarism: *using another writer s words without proper citation *using another writer s ideas without proper citation *citing a source but reproducing the exact words of a printed source without quotation 4

5 marks *borrowing the structure of another author s phrases or sentences without crediting the author from who it came *borrowing all or part of another student s paper or using some else s outline to write your own paper *using a paper-writing service or having a friend write the paper for you For further discussion of this see Academic Dishonesty/Plagiarism: The academic dishonesty policy is clearly spelled out in the WPU handbook and all students are expected to comply. Plagiarism and collaboration with others when assignments are designed for individual work will not be tolerated and is cause for failure, dismissal from nursing, or from the University. Some forms of academic dishonesty are collusion, fabrication, plagiarism, and submission of work written for other classes. Do not take, borrow or steal information from sources without citing them in your thesis. Handing in another s work or ideas as your own is stealing, no matter how small. Make sure your sources are listed on your reference page and in the body of the paper. Turn It In ( may be used for all written assignments for students in this course. Please submit work in hard copy if requested by professor and into the electronic course for Turn It In. E-CULTURE POLICY- William Paterson University has adopted the University address as an official and only means of communication with students. Course communication, department requirements, registration, financial aid and scholarships, payment of bills and graduation information are sent through university provided to all currently enrolled students. Students are responsible to checking their regularly 5

6 Assignment Criteria Web Threaded Discussion Criteria for Discussion Questions Criterion Possible points Earned points Addressed the discussion question clearly 1 Discussion shows evidence of knowledge and understanding of course content and applicability to professional practice. Responds thoughtfully, reflectively and substantially (e.g. increases critical thinking) to another classmate 1 1 Total 3 Critique of Clinical Teaching Paper Presentation Group Project 6

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