GEORGE MASON UNIVERSITY College of Nursing and Health Science. Spring 2006

Transcription

1 GEORGE MASON UNIVERSITY College of Nursing and Health Science NURS 668 Practicum and Seminar in Nursing Education II (3:2:7) Spring 2006 Pamela Cangelosi, PhD, RN

2 GEORGE MASON UNIVERSITY College of Nursing and Health Science Course Number: NURS 668 Course Title: Practicum and Seminar in Nursing Education II (3:2:7) Placement in Curriculum: Core Course for MSN in Nursing Education Course Description: Uses seminar/discussion approach and practicum experience to analyze the role and functions of the nurse educator in the clinical setting. Application of research-based teaching and evaluation strategies in the clinical setting are emphasized. Course Objectives: Upon completion of the course, the student shall be able to: 1. Analyze the role of the nurse educator in a variety of clinical settings. 2. Identify research-based teaching strategies for selected nursing education clinical experiences. 3. Examine various legal and ethical issues that impact on clinical nursing education. 4. Develop criteria for student evaluation in a nursing education clinical setting. 5. Compare and contrast teaching and evaluation strategies for different clinical settings. Required text: Billings, D.M., & Halstead, J.A. (2005). Teaching in nursing. A guide for faculty. St. Louis: Elsevier Saunders. Disability Resource Center: If you are a student with a disability, and you need academic accommodations, please contact the Disability Resource Center (DRC) at All academic accommodations must be arranged through the DRC. Honor Code: To promote a stronger sense of mutual responsibility, respect, trust, and fairness among all members of the George Mason University community and with the desire for greater academic and personal achievement, we, the student members of the university community, have set forth this honor code: Student members of the George Mason University community pledge not to cheat, plagiarize, steal, or lie in matters related to academic work. See full honor code in catalog or at 2

3 Outline of Topics Evolving roles of the nurse educator in clinical settings Innovative models of clinical education for health professionals Research in clinical education for health professionals Legal and ethical issues related to clinical nursing education Validity and reliability of clinical evaluation tools Relationship of clinical education to classroom and laboratory education Selection of teaching and evaluation strategies appropriate for different clinical settings Evaluation: Syllabus 10% Seminar 30% Education Practicum 40% Synthesis paper 20% Total score for final grade 100% Teaching Strategies: Seminar, small group discussion, collaborative activities, Internet activities, simulations, practicum experiences, and individual conferences with faculty. Practicum experiences are devised to help students meet their educational needs and goals. This semester's focus is on clinical teaching, though individual students may craft alternative practicum experiences with approval of the faculty member. Synthesis paper 'Synthesis' is defined as "the process or result of building up separate elements, especially ideas, into a connected whole" (The Concise Oxford Dictionary, 1999). As the student completes the second, and last, course of the practicum, the synthesis paper should reflect the integration of the theoretical, experiential, and professional aspects of the course. This synthesis paper is primarily reflective in nature, an opportunity to explore the totality of your experiences in nursing education and how they have shaped your growth as an educator. The paper should be no more than five pages. Suggestions for topics: Develop a philosophy of nursing education--after the statement of your philosophy, share the thoughts, feelings, and experiences that shaped it. Reflect upon your teaching experiences, including the various aspects of theory and practice that influenced how you shaped the course. 3

4 Reflect upon your future practice as an educator--based upon what you have learned, explain why and how you would develop and teach a course. You may specify a course to simplify the process. Reflect upon your personal development as an educator--use examples of your past and current experiences to illustrate your progression. Seminar Develop a seminar from one of the topics in the course outline (if you would like to present another topic, discuss it with the instructor). Your role is to present the topic and facilitate discussion to encourage the exchange of ideas and experiences. Prepare a packet of materials to be distributed to your classmates one class period before your seminar presentation. It should include: Objectives Two articles or book chapters related to the topic to allow your classmates to familiarize themselves with the subject before the seminar. Evaluation form (included in syllabus) Syllabus Design a syllabus for a class according to the assignment previously given out. Education Practicum Purpose: To gain experience in selected roles and functions of the nurse educator in a clinical setting. Objectives: 1. Apply selected teaching methodologies in a specific clinical setting. 2. Design and implement appropriate teaching strategies in a clinical education program. 3. Assume the roles and functions of a clinical nurse educator in a specific nursing education program. 4. Self-evaluate one s performance as a nurse educator in a specific clinical education role. Expectations: 1. Develop personal objectives for the nursing education practicum experience. Please the objectives to the faculty member before the next class meeting. 2. Establish a meeting with faculty and preceptor to establish a contract based on student objectives. The contract should include the student s schedule and role of the student, preceptor, and faculty throughout the practicum. 3. Spend seven hours weekly in a nursing education program under the guidance of faculty and preceptor. 4. Teach classes in clinical setting per plan/contract. A teaching plan, teaching tools, and an evaluation tool completed by the students in your class should be included. 4

5 5. Develop an evaluation tool based on your personal objectives and the NURS 668 objectives to evaluate your performance in the nursing education practicum. 6. Meet with faculty and preceptor using evaluation tool developed. 7. Final evaluation with faculty. Suggested Resource Journals: Journal of Nursing Education Nursing Education Perspectives Nurse Educator Journal of Professional Nursing Nursing Outlook Journal of Nursing Scholarship The Chronicle of Higher Education Nurse Education Today International Journal of Nursing Education Scholarship Nurse Education in Practice Online Journal of Issues in Nursing Journal for Nurses in Staff Development Reflections on Nursing Leadership Journal of Continuing Education in Nursing Journal of Advanced Nursing Advances in Nursing Science 5

6 Class Date Topic Schedule of Classes 1 1/25 Introduction to course Discussion of syllabus and conduct of course Course requirements 2 2/8 Evolving roles of the nurse educator in clinical settings Syllabus due Billings and Halstead, Chapter /22 Innovative models of clinical education for health professionals 4 3/8 Research in clinical education for health professionals 5 3/22 Legal and ethical issues related to clinical nursing education Billings and Halstead, Chapter 3 6 4/5 Validity and reliability of clinical evaluation tools Billings and Halstead, Chapter /19 Relationship of clinical education to classroom and laboratory education 8 5/3 Selection of teaching and evaluation strategies appropriate for different clinical settings Synthesis paper due Schedule of Classes is subject to change. Other readings as assigned. 6

7 GEORGE MASON UNIVERSITY College of Nursing and Health Science NURS 658 Practicum and Seminar in Nursing Education I Seminar Preparation and Participation Purpose- To acquire experience in a specific teaching methodology. Presenter: Date: Possible Points Earned Points 1. Organization A. Logical development of ideas demonstrated 5 B. Handouts and/or audio-visual aides of high quality 10 C. Assigned class readings appropriate and presented to group one week prior to seminar 10 D. Supported group participation 10 II. Level of Scholarship A. Presentation accurate; generalizations supported 15 B. Relevant literature, including educational research studies 15 C. Critical thinking demonstrated in presentation and critique 10 III. Presentation Style A. Appropriately used time/ adhered to time limit 5 B. Clearly presented ideas 5 C. Demonstrated originality and creativity 5 D. Explained teaching strategies utilized 10 Total 100 Constructive Comments: Evaluator 7