NUR 665 Nurse Educator Competencies Assignments

Topic 1: Nurse Educator Competency 1 – Strategies To Facilitate Learning (Part 1)

Topic 1 DQ 1

Identify three evidence-based teaching strategies with which you are familiar and explain how you plan to implement them in your practicum setting. Include one advantage and one limitation for each strategy you describe. Include at least two scholarly sources to support your position.

(2 references)

Topic 2: Nurse Educator Competency 1 – Strategies To Facilitate Learning (Part 2)

Topic 2 DQ 1

Respond to the following:

Describe the role of the nurse educator in providing a safe and positive learning environment. Provide an example of how you would integrate GCU’s mission and Christian worldview to promote a positive learning environment. Include discussion on how to prepare future nurse educators to promote civil behaviors and respond to uncivil behaviors in the practice setting.
Discuss two or three ways that the clinical nurse educator can facilitate learning in the clinical setting.

(1 reference)

***my practicum is in the acute setting as a nurse educator for an IMU unit and cardiac med/surg unit***

CABG and TAVR patients are common as well as cardiac arrythmias, chf, and electrophysiology patients

Part 1 Evidence-Based Teaching Strategies Example DQ1 and DQ2

Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.

Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher understand the learners’ needs, understand their misunderstandings, and help the teacher devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.

Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. Allowing immediate neighbors to discuss questions in large classes can help achieve group work. However, proper group organization is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.

Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit verbal instructions and meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.

References

Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion, 7, 115. https://doi.org/10.4103/jehp.jehp_169_17

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z

Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19

Part 2

The concept of preceptorship, otherwise nurse educator, is an old practice. Nurse educators are tasked with a lot of responsibilities, among them is to provide a safe environment for students. Nurse educators prepare graduates for the ever-changing, complex healthcare environment by using up-to-date information and building close relationships with learners. Furthermore, they constantly communicate, meet learners, and motivate them to foster a safe environment that encourages learning while bridging the gap between the realism of the workplace and the idealism of academic requirements (Coffey & White, 2019). Grand Canyon University’s (GCU) mission integrates with the Christian worldview’s values to provide a positive environment that enhances learners` innovation and acquisition of skills and values of being good servant leaders (GCU, 2021). Incorporating faith with compassion and kindness in the teaching curriculum allows learners to be mindful of the needs of others while working with preceptors to prepare for future practices. Furthermore, learners appreciate the value of integrity, which is essential in nursing in the nursing profession.

Because nurses work in a difficult work environment that is often faced with a conflict between choosing civilized and uncivilized behaviors, integrity is paramount in such circumstances. Nurse educators are required to train nurses with integrity and acquit skills to face challenges that may arise in future practice (Coffey & White, 2019). The use of simulated situations when teaching nurses is an integral part of preparing nurses to adopt various skills, including teamwork and communication, that are essential in future practice.

The clinical setting is another environment that requires nurse educators to provide a positive learning experience. Despite the challenges in clinical settings, preceptors can create a memorable learning experience for learners in various ways. Adopting simulation, practicing clinical scenarios, and use of reflective journaling are some of the methods that can be used to facilitate learning. Clinical simulations and practical scenarios allow learners to think critically, reflect on the situation, and make decisions (Izadi et al., 2020). These methods are as effective as interacting with the real clinical situation. Likewise, reflective journaling allows learners to think critically and reason appropriately and allows teachers to understand the thought process of learners.

Reference

Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09

Grand Canyon University. (2021). Integration of faith, learning, and work at Grand Canyon University. https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf

Izadi, F., Bijani, M., Fereidouni, Z., Karimi, S., Tehranineshat, B., & Dehghan, A. (2020). The effectiveness of teaching nursing ethics via scenarios and group discussion in nurses’ adherence to ethical codes and patients’ satisfaction with nurses’ performance. TheScientificWorldJournal, 2020, 5749687. https://doi.org/10.1155/2020/5749687

NUR 665 Discussion Questions

My practicum experience is in the IMU acute setting. I am teaching cardiac gtts such as cardizem, amiodarone, cardene, and nitroglycerin—indications, classifications, titration process etc. I am also assisting with the development of the necessary annual nursing competencies/skills fair. I will be teaching items at the fair as assigned. My preceptor is a certified nurse educator for the IMU and cardiac med surg floor where I will be assisting with education.

Topic 3 (1 reference)

Define and describe classroom assessment techniques (CATs). Develop a CAT that you might implement in your upcoming lesson plan. Describe how you can use it in your upcoming lesson plan to evaluate student learning.

Topic 4 (1 reference)

Nursing retention is a huge concern with one in five nurses leaving the profession in the first 2 years. Describe how socialization influences the role of the nurse educator. How can better socialization and integration of nurses into the profession be supported? What are some behaviors nurse educators can foster to improve retention and socialization into the profession?

Topic 5 (1 reference)

One of the roles of the nurse educator is to develop valid and reliable tests to assess student learning. What are some guidelines the nurse educator should follow to ensure that the test questions developed are valid and reliable? Discuss item analysis and overall test statistics you will use to evaluate and assess for validity and reliability.

Topic 6 (1 reference)

Describe how to choose an evaluation strategy based on the cognitive, psychomotor, and affective domains. In Topic 9, you will create a lesson plan to implement at your practicum site. Describe three evaluation strategies that you could implement and explain why they are a good fit for the practicum setting.

Topic 7 (1 reference)

In this topic, you will be working on developing a learning needs assessment. Why does the nurse educator assess learning needs prior to lesson plan development? Discuss what will be important for you to assess related to the chosen topic for your lesson plan. What would be some important demographic information to gather? What other information might you consider gathering, such as learner diversity?

Topic 8 (1 reference)

Describe the nurse educator’s role in leading the process of curriculum design or revision. How do program outcomes impact this process? How do nurse educators determine what to teach?

Topic 9 (1 reference)

Feedback or evaluation from peers, learners, administration, and self-reflection will help you identify your areas of strength and areas of growth as a nurse educator. Explain your plan for using this feedback to improve your effectiveness and skill as a nurse educator.

Topic 10 (1 reference)

Collaboration is a tool that improves the thinking process and the finished work product. How does the clinical nurse educator demonstrate effective interpersonal communication and build collaborative interprofessional relationships (Clinical Nurse Educator Competency 4)?

Topic 11 (1 reference)

Describe how the implementation and refinement of your lesson plan impacts quality improvement in your practicum setting. Describe two or three outside influences on the curriculum revision process. How does curriculum revision affect quality improvement?

Topic 12 (1 reference)

What is the impact of the nurse educator role on organizational effectiveness? Identify one area in your practicum setting/organization that needs improvement. Choose a theory or change model with which you have experience. Applying the identified theory/change model, propose a change and describe the organizational impact in your practicum setting.

Topic 13 (1 reference)

Being an effective educator requires staying abreast of the scholarship of teaching and learning in your field. What aspects of teaching and learning in your field interest you most? What plans do you have for participating in scholarly activities to enhance your nurse educator role based on Boyer’s model of scholarship?

Topic 14 (1 reference)

After you have analyzed learner data collected from your lesson plan presentation, describe the degree of learning by your learners. Include a description of the method used to gather assessment data and an explanation of how the data will be used to plan further instruction.

Topic 15 (1 reference)

Consider a nurse leadership role (choose a role with which you are familiar) and describe how the nurse educator role collaborates with leadership in an institution (choose a setting with which you are familiar). Considering NLN’s Nurse Educator Competency 8, how do you see leadership skills integrated into your future nurse educator role to shape and implement effective change?

Topic 16 (1 reference)

Access the Christian Identity and Mission page of the GCU website, provided in the topic Resources. As a GCU graduate, discuss how you can integrate faith, learning, and work into your organization to foster a climate of respect and caring. How will you strive to be actively engaged as an advocate in nursing education organizations or institutional processes?

Nursing Educator Practicum & Competencies Topic 3 to Topic 8 Discussions

Topic 3 Discussion

Classroom Assessment Techniques (CATs) are systematic approaches to formative assessment developed and administered by instructors to determine how far and how much learners are grasped regarding the lesson of the day (Ghasemi et al., 2020). CATs are often considered mutually beneficial as they are learner-centered, context-specific, and teacher-directed. Teachers can take an active part in students` learning by using the feedback from CATs to adjust the delivery of content to the classroom, thus improving the quality of learning. Learners, on the other hand, have the opportunity to reflect on their learning. Besides, CATs can influence the decision made on the final examination. According to Markwick and Sacco (2021), CATs can take various forms but always aim to assess course-related knowledge and skills, learners’ attitudes, values, and self-awareness, and learners’ reactions to instructions. I have used these forms, and I intend to continue using them for teaching when necessary.

For this current experience in the intermediate medical unit (IMU) acute setting, I intend to use student-generated questions to assess skills in application and performance for the CATs. The topic will focus on the indications and side effects of amiodarone. To implement this strategy, I will ask students to create test questions that will be designed to be taken by their classmates. I will insist that all the key concepts of the topic are included in the questions, and a solution guide developed. Learners will then take the test, and incorrect responses are discussed. Using this model of creating questions allows learners to think of the most important aspects of the lesson. Besides, the study questions can serve as a study guide for learners while at the same time allowing the teacher to gauge whether the learners gathered the key concepts when answering the questions. What students do not understand can be discussed more during the lesson. Such an approach is important in engaging learners actively in their learning and acts as an opportunity to understand the needs of the learners.

References

Ghasemi, M. R., Monaghan, H. K., & Heydari, A. (2020). Strategies for sustaining and enhancing nursing students’ engagement in academic and clinical settings: a narrative review. Korean Journal of Medical Education, 32(2), 103–117. https://doi.org/10.3946/kjme.2020.159

Markwick, L., & Sacco, T. L. (2021). A comparison of teaching methods for a baccalaureate nursing health assessment course. Computers, Informatics, Nursing: CIN, 39(11), 786–792. https://doi.org/10.1097/CIN.0000000000000770

Topic 4 How socialization influences the role of the nurse educator

Professional socialization is the basis of nursing practice which aims at developing nursing identity. Professional identity entails how an individual views themselves as a nurse in terms of skills and knowledge. According to Salisu et al. (2019), developing skills and knowledge is multidimensional and involves activities experienced either in the classroom, clinical area, or during extra curriculum elements. Nurse educators play a vital role in guidance and role-playing to ensure young nurses integrate skills, values, and knowledge to realize professional identity through socialization. From the start of nursing education to becoming a nurse, educators interact closely with nurses to make them confident and uplift their skills. Furthermore, educators constantly monitor, examine, and evaluate learners’ behaviors, skills, values, and knowledge while addressing socialization to help learners develop as responsible nurses. Achieving socialization requires educators to engage learners in various avenues, duties, activities, and resources. Continuous interaction between learners with other nurses, patients, families, friends, and other medical professionals enhances socialization.

How better socialization and integration of nurses into the profession can be supported

Nurses’ development from novice to expert is a long journey that requires interdisciplinary cooperation and several activities. Enhancing socialization and integrating nurses into the profession can be achieved through mentorship and preceptorship. Mentorship can involve various activities, including role-playing, debriefing, and reflective activities that aim to achieve a seamless transition into the workplace and socialization (Innes & Calleja, 2018). Furthermore, nurse educators play a critical role in guiding and equipping learners to develop good communication skills, think critically, make clinical judgments, and promote patient safety. Instilling self-confidence in nurses also helps in achieving socialization.

Behaviors nurses can foster as nurse educators to improve socialization in the profession.

The concept of professionalism is rooted in the tenets of patient interactions, workplace environment, and interprofessional interaction. Fostering socialization acts as a basis for professional development. Nurse educators are vital in fostering socialization through the actions and instructions they provide (Innes & Calleja, 2018). The qualities depicted by educators influence the development of learners and their future practice as they try to emulate their educators. Therefore, nurse educators should uphold integrity, and honesty, show commitment, communicate effectively and involve patients to set an excellent example for others. Furthermore, educators should develop proficiency in the knowledge and skills they use to train others. Such moves will enhance socialization in the profession.

References

Innes, T., & Calleja, P. (2018). Transition support for new graduate and novice nurses in critical care settings: An integrative review of the literature. Nurse Education in Practice, 30, 62–72. https://doi.org/10.1016/j.nepr.2018.03.001

Salisu, W. J., Dehghan Nayeri, N., Yakubu, I., & Ebrahimpour, F. (2019). Challenges and facilitators of professional socialization: A systematic review. Nursing Open, 6(4), 1289–1298. https://doi.org/10.1002/nop2.341

Topic 5 Discussion

The concepts of reliability and validity come to test at any time an assessment is carried out to assess if learners have achieved specific goals. A test is considered reliable if it exhibits consistent results. On the other hand, validity refers to how effectively or accurately a test measures what it was supposed to measure (Kim & Yang, 2020). Failure by instructors to effectively assess tests to meet the validity and reliability standards can easily compromise the purpose of the test rendering it useless. Therefore, educators work around the clock to improve the quality of their tests to ensure they are valid and reliable.

There are simple steps educators can use to improve the validity and reliability of the test. Establishing the test purpose is the first step and most important when designing an exam. The purpose of exams can either measure mastery of content or predict success. Understanding the purpose of the exams helps educators to meet the priorities and goals of the exam (Kim & Yang, 2020). The next step is conducting a test analysis which helps in determining the knowledge and skills that should be assessed. Upon determining the required knowledge and skills, the educators can involve a panel of subject matter experts (SMEs) to write a set of assessment items according to the cognitive areas and content areas as directed by the test blueprint shared with learners as well (Kim & Yang, 2020). This helps in generating appropriate and enough exam questions. After creating exam questions, a team of experts should be included to review the exam to ensure no design flaws. The review process includes checking for grammatical errors, correct keying, accuracy, and technical flaws, as well as sensitivity and language of the exam. Finally, data and statistical methods, including psychometrics are used to check for assessment validity during assessment analysis.

Psychometrics are essential statistical measures that use a set of data to improve quality, validate exam reliability, and ensure consistency. Various test statistics are used in psychometrics, including p-value to determine item difficulty index; lower and upper difficulty index to determine how exam items were difficult for top scorers and lowest scores respectively, and discrimination index, which provides a comparative analysis of upper and lower examinees (Backhouse et al., 2021). Psychometric data can be used to differentiate between flawed exams and competitive exams that provide an accurate picture of learners.

References

Backhouse, S., Chiavaroli, N. G., Schmid, K. L., McKenzie, T., Cochrane, A. L., Phillips, G., & Jalbert, I. (2021). Assessing professional competence in optometry – a review of the development and validity of the written component of the competency in optometry examination (COE). BMC Medical Education, 21(1), 11. https://doi.org/10.1186/s12909-020-02417-6

Kim, J., & Yang, J. S. (2020). How to improve the reliability of cut-off scores in dental competency exam: A comparison of rating methods in standard setting. European Journal of Dental Education: Official Journal of the Association for Dental Education in Europe, 24(4), 734–740. https://doi.org/10.1111/eje.12563

Topic 6 Discussion

Cognitive, affective, and psychomotor are three learning domains that should be considered when choosing evaluation strategies. Evaluation of learners helps the teacher determine the scope of learning that has taken place and helps the teacher improve on the teaching strategies. The cognitive domain majorly focuses on the ability of learners to acquire mental skills and understand and use knowledge. Learners first gain knowledge and replicate the ideas by recalling comprehension, applying information, and analyzing concepts. The cognitive domain can be evaluated through class discussions, self-check quizzes, problem-based learning, PowerPoint presentations, a recap of the previous lesson, and real-time examples (Kemery & Morrell, 2020). To evaluate the cognitive of my learners, I choose to use a problem-based learning approach and PowerPoint presentations as they make learning memorable.

The affective domain focuses on motivation, attitude, and emotions of self. Evaluating the affective domain aims at verifying competency as well as acting as an opportunity for changing behavior. Furthermore, the affective domain entails receiving, responding, valuing, organizing, and characterizing information (Kemery & Morrell, 2020). In clinical settings, the affective domain majorly focuses on questioning professional behavior, interactions, or personal behavior toward patients and colleagues. There is no single effective tool for evaluating the affective domain. However, attempts by educators to evaluate learners` behavior. Evaluations can be in the form of project writing, documentation, streaming course-related videos, involvement in course lectures, and using short video clips. I intend to use project writing to assess the behaviors of learners and their commitment complete their tasks on time.

Finally, the psychomotor domain focuses on motor and physical skills. The stages of the psychomotor domain often involve coordination, actions, formation, and production. Clinical settings offer an opportunity for face-to-face assessment of psychomotor skills (Kemery & Morrell, 2020). Educators often involve learners to demonstrate clinical skills by interpreting scenarios, describing pictures, and performing simple skills on patients during an objective structured clinical examination (OSCE). I intend to engage my learners through OSCEs during the final year to assess their psychomotor skills.

Reference

Kemery, S. R., & Morrell, B. L. M. (2020). Differences in psychomotor skills teaching and evaluation practices in undergraduate nursing programs. Nursing Education Perspectives, 41(2), 83–87. https://doi.org/10.1097/01.NEP.0000000000000515

Topic 7 Discussion

Learning needs assessment is a systematic process undertaken by nurse educators to determine what learners should learn in terms of knowledge, skills, and abilities to be successful. Nurse educators strive to understand students’ learning needs through focus groups, interviews, and surveys to gather important information that will help develop the nursing program (Hudson et al., 2018). Nurse educators get to know what students already know and what they should be taught. Understanding learning needs helps nurse educators to prepare and offer the most relevant information that suits the learners’ needs through a well-stipulated plan. This helps improve the quality of nursing education and enhance learning outcomes.

In my next lesson, I will be teaching about the indications of using nitroglycerine for patients in the intermediate medical unit (IMU). From my experience in the nursing practice, I have interacted with nurses who, despite understanding how nitroglycerine works, have little information about the different dosages required to relieve pain for various types of anginas. Furthermore, some do not know the criteria for the route of administration for nitroglycerine. To understand the scope of what I should cover, I will perform a need assessment to understand what nurses already know as well as the gap in their knowledge. This will help in planning for this lesson as well as delivering the contents addressing nurses’ needs.

In addition to understanding the needs of my learners, understanding some demographic features is also vital. The important information I would like to know before the lesson includes age ranges, gender, learning styles, years of experience, and ethnicity. Understanding the years of nurses’ experience is paramount to lesson delivery. According to Hudson et al. (2018), nurses with many years of experience often understand the content easily due to their experience. Understanding the needs of the audience is paramount to helping me in gathering the necessary materials that will enable me to deliver my lesson appropriately. Finally, in case of a language barrier, I will be required to have a translator who will help in delivering the content appropriately.

Reference

Hudson, A., Ellis-Cohen, E., Davies, S., Horn, D., Dale, A., Malyon, L., Edwards, R., Harnischfeger, J., Radel, G., Bundy, R., & Jauncey-Cooke, J. (2018). The value of learning needs analysis to establish educational priorities in a new clinical workforce. Nurse Education in Practice, 29, 82–88. https://doi.org/10.1016/j.nepr.2017.11.016

Topic 8 Discussion

The curriculum is the cornerstone of any program, with nursing included. The curriculum provides the direction of a program hence determining the competency of the program. Because the nursing curriculum guides nursing practice and determines patient care quality, a rigorous process is undertaken to design or revise the curriculum to ensure that appropriate content is used to train nurses. The efficiency of the curriculum requires the involvement of nurse educators in the process. Nurse educators are a vital component of nursing as they train nurses to acquire various skills and knowledge required for the nursing profession (Mthiyane & Habedi, 2018). They understand the scope of what learners should be taught and therefore take a leadership role in curriculum development or revision of the existing curriculum.

To effectively participate in the process, nurse educators function in a specific way. First, nurse educators must be competent and equipped with up-to-date information on nursing to enable them to take part in a rigorous and thoughtful process that defines nursing education (Coffey & White, 2019). Additionally, Nurse educators also determine the student learning outcomes and use the same to design the curriculum. Furthermore, they integrate the knowledge from theory, current nursing guidelines, and research to help in designing or revising the curriculum. Nurse educators use a fully designed curriculum to teach.

As much as the curriculum guides what should be taught, nurse educators have unique ways of determining what to teach. Nurse educators often work together in various dimensions to determine the contents to be taught as guided by the curriculum. Additionally, nurse educators use their clinical judgment to ensure learners integrate their classwork knowledge into clinical practice while maximizing the use of their psychomotor skills and content (Coffey & White, 2019). Essentially, nurse educators must understand the requirements of the curriculum to determine the appropriate content to teach learners.

Reference

Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09

Mthiyane, G. N., & Habedi, D. S. (2018). The experiences of nurse educators in implementing evidence-based practice in teaching and learning. Health SA Gesondheid, 23, 1177. https://doi.org/10.4102/hsag.v23i0.1177

NUR 665 Evidence-Based Teaching Strategies

An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective evidence-based teaching strategies allow learners to collaborate with peers and participate in higher order thinking.

The purpose of this assignment is to compile an annotated bibliography of evidence-based teaching strategies for your practicum setting. Provide a six-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen practicum topic and appropriate teaching strategies.

Include a 150-word summary for each resource that includes the following: Description of the evidence-based teaching strategy and its application to your practicum topic. Description of the relevancy and accuracy of the source. Description of the quality of the source.

Utilize “Preparing Annotated Bibliographies,” located in the Student Success Center, to review general guidelines and specific examples for creating an annotated bibliography.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

NUR 665 Learning Needs Assessment

Assessment Description The effective nurse educator is able to use student learning needs to create specific and measurable learning outcomes for a lesson or curriculum. The purpose of this assignment is to create a learning needs assessment in order to determine learning outcomes for the topic identified in the learnerâ€™s practicum setting.

Part 1

Develop a short needs assessment of 10-20 open-ended or closed-ended questions for a learning needs assessment related to your education focus to administer to your practicum audience.

Administer this learning needs assessment in your practicum setting. This data will be used to guide the development of your lesson plan in Topic 8 assignment.

Part 2

To accompany your assessment, write a 350-500-word data collection plan with the following information: Explanation of data collection techniques (such as the format and how you will administer the learning needs assessment to your students). Description of how you will use the data collected from this learning needs assessment when developing the lesson plan.

General Requirements

Submit both parts to the assignment dropbox on one Word document. Cite one or two peer reviewed/scholarly resources in your paper. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite.

NUR 665 Nursing Education Practicum Discussion Questions Topic 9 to Topic 16

Each question with at least 1 reference and approx 250-300 words.

Topic 9 DQ 1 (1 reference)

Topic 10 DQ 1 (1 reference)

Topic 11 DQ 1 (1reference)

Topic 12 DQ 1 (1 reference)

Topic 13 DQ 1 (1 reference)

Topic 14 DQ 1 (1 reference)

Topic 15 DQ 1 (1 reference)

Topic 16 DQ 1 (1 reference)

NUR 665 Nursing Education Practicum Lesson Plan

NUR 665 Lesson Plan

Setting: IMU unit in acute hospital setting

Topic: Cardiac Drip Titration—only Nitroglycerin, Dobutamine, Cardene, Amiodarone—-a brief hit on the po medication Tikosyn will also be included with indications and nursing assessment/interventions.

Brief explanation of project:

Â· A PowerPoint presentation will be included for the brief (approx. 30 minute) class

Â· Each drip will include indications, nursing assessment (physical & labs, etc), nursing interventions

Â· Each drip will include company policy information if available

Â· Each drip will include appropriate EBP titration guidelines/procedure

Â· Tikosyn is a po med that will have 1 slide with most important information for nursing assessment and interventions and medication mechanism of action

Â· I would like to include graphics, tables, and multiple styles of slides for learning

Â· I will also include case scenario questions that will evoke critical thinking by students (to be answered in small groups or as a whole classâ€¦.whichever is most appropriate timewise

Â· The IMU nurses are typically experienced and will not need extensive information presented

Â· I would like to include a table that can be laminated and used as a â€œbadge buddyâ€ for quick reference that includes dosage ranges, effects on HR, effects on BP for each of the 4 included drips

Please see attached file for lesson plan template

Cardiac Drip Titration Presentation Instructions

Setting: IMU unit in acute hospital setting

Brief explanation of project:

Â· A PowerPoint presentation will be included for the brief (approx. 30 minute) class

Â· Each drip will include indications, nursing assessment (physical & labs, etc), nursing interventions

Â· Each drip will include company policy information if available

Â· Each drip will include appropriate EBP titration guidelines/procedure

Â· Tikosyn is a po med that will have 1 slide with most important information for nursing assessment and interventions and medication mechanism of action

Â· I would like to include graphics, tables, and multiple styles of slides for learning

Â· Include case scenario questions related to cardiac drips that will evoke critical thinking by students (to be answered in small groups or as a whole classâ€¦.whichever is most appropriate timewise—include only 2 case scenarios—-typical questions for the scenarios should be similar to…..what drip would you choose for this patient? why? what nursing assessment findings would you expect? How would you start the medication? what rate to start? what further actions would you take, if any? and why?

Â· The IMU nurses are typically experienced and will not need extensive information presented

I am including a template on letterhead for the presentation that is to be used.

I approximated word count but tried to over-shoot the estimate. Each slide will include brief speaker notes to guide the class and presentation.

NUR 665 Concept map Assignment

Assessment Description

The purpose of this assignment is to understand the link between formative and summative assessment strategies and instructor satisfaction survey data and to develop a concept map illustrating the relationship of assessment strategies throughout the practicum lesson plan you developed in Topic 9.

The effective nurse educator employs a variety of formative and summative techniques during curriculum implementation to monitor student learning. A well-developed lesson plan employs both formative and summative assessments. A nurse educator should plan to use data from these assessments to guide instruction.

Information from instructor satisfaction surveys also provides valuable information to guide teaching.

Concept maps describe the relationships between concepts and allow for improved understanding through critical thinking and analysis.

Use the topic Resources and your own research to complete this assignment. Topic Resources include websites with templates, videos, and written materials with more details about concept maps and how to make them. Be creative in your design.

Part 1

Write three short paragraphs (five to seven sentences per paragraph) to provide the foundation for your concept map. Address the following:

Describe one formative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.
Describe one summative assessment strategy you selected for your lesson plan. Explain why you selected this strategy and how you will use the results to guide your future lesson plan revisions.
Describe your instructor satisfaction survey. Explain how you will use the results to guide your future lesson plan revisions.

Part 2

Develop a concept map illustrating the relationships among these assessments.

General Requirements

Submit both parts in one Word document.

Cite two or three peerâ€reviewed/scholarly resources no more than 5 years old in your paper.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite.

A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

NUR 665 Evidence-Based Teaching Strategies (Games)

This assignment is for my part of a collaborative assignment with 3 other members. I need 3 slides on the evidence-based teaching practice “Games”. This is one of the teaching strategies mentioned on page 25 of the Certified Nurse Educator Review Book. The other teammates are covering other strategies such as simulation, etc.

Provide references for material as indicated. Ideally 1 or 2 references. No need to worry about slide layout or design. One team member is putting the entire presentation together to be uniform with all member’s slides. Blank design slides with references and speaker notes for each slide are needed. Graphics may be included for visual attractiveness.

Rubric will be attached in files

Assignment description:

Using the topic Resources and your own research on evidence-based teaching strategies, each CLC member will select one evidence-based teaching strategy. In a 15-20-slide PowerPoint presentation, address the following for each teaching strategy:

Describe the evidence-based teaching strategy.
Explain how the evidence-based teaching strategy addresses learner development in each domain (cognitive, psychomotor, and affective).
Explain how the evidence-based teaching strategy can be used to address various generational learner needs.
Explain how the evidence-based teaching strategy can be used to address diverse cultural learning needs.

This assignment requires two or three peer-reviewed/scholarly resources. Include the specific references to support each evidence-based teaching strategy.

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

CLC – Evidence-Based Teaching Strategies PowerPoint Presentation – Rubric

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Rubric Criteria

COLLAPSE ALL RUBRIC CRITERIACOLLAPSE ALL

Evidence-Based Teaching Strategies

6.75 points

Criteria Description

Descriptions of evidence-based teaching strategies are provided.

5. Target

6.75 points

Descriptions of evidence-based teaching strategies are thorough.

4. Acceptable

6.21 points

Descriptions of evidence-based teaching strategies are detailed.

3. Approaching

5.94 points

Descriptions of evidence-based teaching strategies are present.

2. Insufficient

5.4 points

Descriptions of evidence-based teaching strategies lack detail or are incomplete.

1. Unsatisfactory

0 points

Descriptions of evidence-based teaching strategies are not present.

Learner Development

6.75 points

Criteria Description

How each evidence-based teaching strategy addresses learner development in each domain is explained.

5. Target

6.75 points

An explanation of how each evidence-based teaching strategy addresses learner development in each domain is thorough.

4. Acceptable

6.21 points

An explanation of how each evidence-based teaching strategy addresses learner development in each domain is detailed.

3. Approaching

5.94 points

An explanation of how each evidence-based teaching strategy addresses learner development in each domain is present.

2. Insufficient

5.4 points

An explanation of how each evidence-based teaching strategy addresses learner development in each domain lacks detail or is incomplete.

1. Unsatisfactory

0 points

An explanation of how each evidence-based teaching strategy addresses learner development in each domain is not present.

Generational Learner Needs

6.75 points

Criteria Description

How each teaching strategy can be used to address various generational learner needs is explained.

5. Target

6.75 points

An explanation of how each teaching strategy can be used to address various generational learner needs is thorough.

4. Acceptable

6.21 points

An explanation of how each teaching strategy can be used to address various generational learner needs is detailed.

3. Approaching

5.94 points

An explanation of how each teaching strategy can be used to address various generational learner needs is present.

2. Insufficient

5.4 points

An explanation of how each teaching strategy can be used to address various generational learner needs lacks detail or is incomplete.

1. Unsatisfactory

0 points

An explanation of how each teaching strategy can be used to address various generational learner needs is not present.

Diverse Cultural Learning Needs

6.75 points

Criteria Description

How each teaching strategy can be used to address diverse cultural learning needs is explained.

5. Target

6.75 points

An explanation of how each teaching strategy can be used to address diverse cultural learning needs is thorough.

4. Acceptable

6.21 points

An explanation of how each teaching strategy can be used to address diverse cultural learning needs is detailed.

3. Approaching

5.94 points

An explanation of how each teaching strategy can be used to address diverse cultural learning needs is present.

2. Insufficient

5.4 points

An explanation of how each teaching strategy can be used to address diverse cultural learning needs lacks detail or is incomplete.

1. Unsatisfactory

0 points

An explanation of how each teaching strategy can be used to address diverse cultural learning needs is not present.

Presentation of Content

6.75 points

Criteria Description

Presentation of Content

5. Target

6.75 points

Content is written clearly and concisely. Ideas universally progress and relate to each other. The project includes motivating questions and advanced organizers. The project gives the audience a clear sense of the main idea.

4. Acceptable

6.21 points

Content is written with a logical progression of ideas and supporting information, exhibiting a unity, coherence, and cohesiveness. Includes persuasive information from reliable sources.

3. Approaching

5.94 points

Presentation slides are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.

2. Insufficient

5.4 points

Content is vague in conveying a point of view and/or does not create a strong sense of purpose. Includes some persuasive information.

1. Unsatisfactory

0 points

Content lacks a clear point of view and/or logical sequence of information. Includes little persuasive information. Sequencing of ideas is unclear.

Layout

2.25 points

Criteria Description

Layout

5. Target

2.25 points

Layout is visually pleasing and contributes to the overall message with appropriate use of headings, subheadings, and white space. Text is appropriate in length for the target audience and to the point. The background and colors enhance the readability of the text.

4. Acceptable

2.07 points

Layout background and text complement each other and enable the content to be easily read. The fonts are easy to read and point size varies appropriately for headings and text.

3. Approaching

1.98 points

Layout uses horizontal and vertical white space appropriately. Sometimes the fonts are easy to read, but in a few places the use of fonts, italics, bold, long paragraphs, color, and/or busy background detracts and does not enhance readability.

2. Insufficient

1.8 points

Layout shows some structure, but appears cluttered and busy or distracting, with large gaps of white space or a distracting background. Overall readability is difficult due to lengthy paragraphs, too many different fonts, dark or busy background, overuse of bold, and/or lack of appropriate indentations of text.

1. Unsatisfactory

0 points

Layout is cluttered, confusing, and does not use spacing, headings, and subheadings to enhance the readability. The text is extremely difficult to read, with long blocks of text, small point size for fonts, and inappropriate contrasting colors. Poor use of headings, subheadings, indentations, and/or bold formatting is evident.

Language Use and Audience Awareness

2.25 points

Criteria Description

Includes sentence construction, word choice, etc.

5. Target

2.25 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in distinctive and creative ways that are appropriate to purpose, discipline, and scope.

4. Acceptable

2.07 points

The writer is clearly aware of audience, uses a variety of appropriate vocabulary for the targeted audience, and uses figures of speech to communicate clearly.

3. Approaching

1.98 points

Language is appropriate to the targeted audience for the most part.

2. Insufficient

1.8 points

Some distracting inconsistencies in language or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately.

1. Unsatisfactory

0 points

Inappropriate word choice and lack of variety in language use are evident. Writer appears to be unaware of audience. Use of primer prose indicates writer either does not apply figures of speech or uses them inappropriately.

Research

2.25 points

Criteria Description

Outside sources to support the assignment.

5. Target

2.25 points

Research is supportive of the rationale presented. Sources are distinctive and thoroughly address the assignment criteria.

4. Acceptable

2.07 points

Research is timely and relevant, and addresses all of the issues stated in the assignment criteria.

3. Approaching

1.98 points

Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.

2. Insufficient

1.8 points

Few outside sources were used to support the assignment. Limited research is apparent.

1. Unsatisfactory

0 points

No outside sources were used to support the assignment.

Mechanics of Writing

2.25 points

Criteria Description

Includes spelling, punctuation, grammar, and language use

5. Target

2.25 points

Writer is clearly in control of standard, written, academic English.

4. Acceptable

2.07 points

Slides are largely free of mechanical errors, although a few may be present.

3. Approaching

1.98 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader.

2. Insufficient

1.8 points

Frequent and repetitive mechanical errors distract the reader.

1. Unsatisfactory

0 points

Slide errors are pervasive enough that they impede communication of meaning.

Documentation of Sources

2.25 points

Criteria Description

Includes citations, footnotes, references, bibliography, etc., as appropriate to assignment and style

5. Target

2.25 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of errors.

4. Acceptable

2.07 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Approaching

1.98 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Insufficient

1.8 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

Total45 points