Read UAMS, College of Nursing, NUSC5073, Nursing Education Practicum, Fall 2003 text version

UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES COLLEGE OF NURSING

SYLLABUS

NUSC 5073: NURSING EDUCATION PRACTICUM Master of Nursing Science Degree Program

Neena Grissom, EdD(c), MSN, RN Course Coordinator Office: ED II, 5/110c Office Phone: (501) 686-8018 Office Hours: By Appointment E-mail: [email protected] Claudia P. Barone, EdD, RN, LNC, CPC, CCNS, APRN-BC Dean & Professor Office: ED II, 5/104 Office Phone: (501) 686-7997 Office Hours: By Appointment E-mail: [email protected] SPRING, 2011

© Copyright, UAMS College of Nursing, Reuse with written permission only.

UNIVERSITY OF ARKANSAS FOR MEDICAL SCIENCES COLLEGE OF NURSING NUSC 5073: Nursing Education Practicum

COURSE DESCRIPTION: Preceptor and faculty guided experiences in nursing education are presented to meet individual student needs. Students may select clinical experiences in client teaching, staff education or formal nursing programs. COURSE CREDIT: Three (3) semester hours PRE-REQUISITES: NUSC 5063: Theoretical Foundations for Nursing Education CO-REQUISITES: None CLASS SCHEDULE: This class meets at http://distance-ed.uams.edu asynchronously for 15 weeks. The first and last class will be presented on Blackboard 8.0 course site via a WIMBA synchronous broadcast. The instructor reserves the right to hold additional face-to-face classes if necessary COURSE OVERVIEW: The course builds upon the pre or co-requisite course NUSC 5063: Theoretical Foundations for Nursing Education. Nursing Education Practicum reflects the College of Nursing philosophy and mission as it prepares nurses for careers in the field of teaching. The scholarship of teaching and the mission of research are emphasized as teaching techniques are incorporated into presentations and or projects. Research and service opportunities are explored in faculty role development. The course addresses the outcome criterion of critical thinking and communication with discussion and presentation of projects. The outcome criterion of communication and scholarship is addressed as the student presents presentations and or projects in a preceptor and or faculty mentor guided experience. The outcome criterion of therapeutic nursing interventions using health promotion and illness management is addressed

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through the teaching of clinical skills as the student explores this role. Professional ethics and values and awareness of cultural diversity are incorporated into role development as the student learns the diverse role of faculty. Scholarship is documented by using a critical thinking model for organizing and presenting projects required to meet course objectives. Expected competencies of nurse educators are addressed throughout the course using the guidelines of the Southern Regional Education Board (SREB) Nurse Educator Competencies, Atlanta GA. COURSE OBJECTIVES: Upon completion of the course, using the course guidelines, the student will be able to: 1. 2. 3. 4. 5. 6. 7. 8. Use principles of teaching/learning in planning, developing, and evaluating teaching presentations and/or projects for staff, clients, or students. Demonstrate selected competencies in simulated and actual teaching, research, or service situations with staff, clients, or students. Measure learning outcomes in teaching, research, and/or service situations with staff, clients, or students. Implement selected aspects of the nurse educator role. Analyze selected issues related to faculty role. Integrate research findings within the faculty role experiences. Design projects representing varied roles of the faculty. Use a critical thinking framework with discussions and in the design or implementation of any educational project

TEACHING METHODS: Development of the nurse educator role will be facilitated through participation in clinical learning experiences with a nurse educator who will serve as preceptor and mentor. Students will take an active role in the education of nursing students or professional nurses in selected clinical/ classroom/online settings, guided by their preceptor. Interaction and discussion on the Blackboard course site will provide opportunities to share experiences; discuss topical issues in nursing education; and reflect on the teaching experience. COURSE REQUIREMENTS: 1. Complete 135 clinical course hours. Hours will be divided as follows: a. 100 hours: work with a preceptor and their students/professional nurses in a clinical/classroom/online educational setting. (See Guideline for specific details). b. 35 hours: on-line discussion; journaling; and one presentation. 2. Develop personal objectives for the clinical teaching experience. (non-graded)

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3. 4. 5.

Keep a weekly journal that reflects on teaching experiences and progress toward completing personal objectives. (See Guideline for specific details). Participate in weekly on-line discussions. (See Guideline for specific details) Take a topic related to classroom and/or clinical teaching; develop a lesson plan for an on-line presentation; teach peers via power point presentation and upload to discussion site; create discussion questions; and lead the weekly on-line discussion. (See Guideline for specific details)

EVALUATION CRITERIA: The final course grade will be based on the following criteria: Journal: Clinical Performance Web Discussion Presentation GRADING SCALE: A= 90 to 100% B= 80 to 89.99% C= 75 to 79.99% D= 70 to 74.99% F= Below 70% FOR ALL SCHOLARLY WORKS AND PAPERS, STUDENTS WILL BE EXPECTED TO FOLLOW THE GUIDELINES AS LISTED IN: 30 points 30 points 20 points 20 points 100 points

Publication Manual of the American Psychological Association. (6th Ed.). (2009). Washington,

DC: American Psychological Association. COMPUTERIZED WEB-BASED EVALUATIONS FOR COURSES/FACULTY MEMBERS: Web-based evaluations are conducted to assist the faculty in improving their courses and their teaching strategies. Students have a professional responsibility and obligation to complete these evaluations.

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COURSE/FACULTY EVALUATION POLICY: All students registered for a course in the College of Nursing each semester or summer session, as a part of the course requirements, must complete the course/faculty evaluation form to ensure ongoing quality improvement in the educational program. As members of the student body enrolled in a professional program of study, all students are required to complete the course/faculty evaluations as a part of their preparation for their professional role. The College of Nursing Scholastic Non-Cognitive Performance Standards guides the students in an understanding of these expectations. Failure to complete the evaluation process will result in a review, based on these standards, of the students' performance by administration. REQUIRED TEXT: Billings, D.M., & Halstead, J.A. (Eds.). (2009). Teaching in nursing: A guide for faculty (3rd ed.). St. Louis: Elsevier Saunders. Gaberson, K.B. & Oermann, M.H. (2010). Clinical teaching strategies in nursing (3rd ed.). New York: Springer Publishing Company. RECOMMENDED TEXT: None

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TOPICAL OUTLINE

Unit 1: Unit 2: Unit 3: Unit 4: Unit 5: Unit 6: Unit 7: Unit 8: Unit 9:

Clinical Practice Setting as Learning Environment Impact of Today's Nursing Student on Clinical Teaching Preparing the Clinical Learning Environment: Creating a Positive Interface between Nursing Programs, Nursing Students, and Clinical Learning Facilities. Creating a Positive Learning Environment: Student-Teacher Interactions in the Clinical Setting Using Effective Teaching Methodologies in Clinical Teaching: Clinical Simulation Using Effective Teaching Methodologies: Pre and Post Conference and Other Clinical Learning Activities. Legal and Ethical Issues in Clinical Teaching Challenging Student Situations: Managing Problems and Issues in the Learning Site. Evaluating the Student in the Clinical Setting: Formative and Summative Methodologies

Unit 10: Future of clinical education in nursing programs

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COURSE SCHEDULE

DATE

1/19/11 5:00 ­ 6:50 p.m. 2/2/11 2/9/11 2/16/11 2/23/11 3/2/11 3/9/11 3/16/11 3/23/11 3/30/11 4/6/11 4/13/11 4/20/11 4/27/11 5:00 ­ 6:50 p.m.

LOCATION

WIMBA Blackboard Synchronized Online Online Orientation Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

TOPIC

No Discussion ­ Spring Break No Discussion ­ Spring Break Unit 7 Unit 8 Unit 9 Unit 10 Online via WIMBA Closure

Note: ALL classes except first and last meet online via Blackboard discussion. Check calendar on course Blackboard site for complete list of scheduled events and due dates for assignments.

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GUIDELINES FOR CLINICAL LEARNING EXPERIENCE Students are required to complete 100 hours of clinical and/or classroom teaching activities in the course. Most of the hours should be spent in working with an approved nurse educator preceptor. Your preceptor must have a minimum of a master's degree. The preceptor should also have at least two years experience in the educator role (exceptions are possible with permission of course faculty). The following guidelines should be followed for this experience: 1. If you plan to work with a preceptor whose nursing students are providing care in a health care facility or agency, that facility/agency must have a clinical contract with UAMS College of Nursing. If there is a question, please call course faculty. This is not an observational experience. You must be able to actively work with nursing students during this experience. Discuss this with your preceptor and develop a plan for working with the students. Here are possible activities: making student assignments; working with students and their assigned patients; monitoring medication administration; doing formative and summative evaluations for nursing students; leading postconferences; giving a presentation; grading assignments; writing test questions; leading on-line discussions; making site visits; working with students in simulated experiences. All of these activities have a time element. Don't forget to count your hours! Clinical hours (up to 16) can also be attained through attendance at workshops or conferences with a nursing education focus and attendance at Research Day Conference. The UAMS College of Nursing offers Teaching Clinics and Journal Club meetings, for example. N. Grissom will send dates of potential meetings and conferences via e-mail. Clinical hours should be documented in the Journal. Journals will be sent to N. Grissom at mid-term and at the end of the course. Those dates will be posted on the Web CT Course Calendar. How you manage your hours each week is up to you and your preceptor. You are not required to complete a specific number of hours each week. You are required to have accrued 100 hours by the end of the semester.

2.

3.

4.

5.

Grade for Clinical Performance: Your grade will be assigned as follows: 1. 2. Your preceptor will complete a student evaluation (see Preceptor Evaluation of Student Performance form). Maximum points possible = 30. Any student who cannot document 100 hours of required clinical hours can receive no more that 15 points for their clinical performance.

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GUIDELINES FOR PERSONAL LEARNING GOALS Students in NUSC 5073 will implement the teaching role with a preceptor. To help guide the experience, you are asked to develop five to eight personal learning goals for this experience. Learning goals should be realistic and measurable. You will be asked to update progress towards these goals in your Journal at the midpoint and end of the semester. Those dates will be listed on the Blackboard Course Calendar. Your personal learning goals should be sent to Neena Grissom via Blackboard e-mail no later than 1/28/11, 11:59 p.m. This is a NON-graded assignment. Use the following suggestions for writing learning goals: 1. 2. Consider what you want to learn from your preceptor and their students during the clinical experience. Do you want to participate in any particular teaching opportunities? Examples: making student assignments; assessing students during their clinical experiences; leading a postconference; giving a presentation for a theory course; tutoring a student; evaluating a student; helping with a simulated laboratory experiences; developing a quiz or exam; etc. If so, create an objective(s) that identify the activities. Would you be interested in attending a faculty development/education conference or workshop? If so, develop a goal. What do you MOST want to learn about teaching from this experience? Ask your preceptor for feedback to determine the feasibility of implementing your goals during the semester. Contact Neena Grissom for help!

3. 4. 5. 6.

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GUIDELINES FOR PRESENTATION The purpose of the presentation is to give students in 5073 an opportunity to examine an issue related to teaching nursing students or colleagues in the clinical setting. Further, students in 5073 implement the teaching role by presenting a topic with discussion questions and leading the weekly discussion. In essence, each student has the opportunity to facilitate the learning of their peers. A student or group of students will choose a unit from the topical outline to teach in a given week (to be scheduled first week of course). Teaching will occur via Blackboard. Presentations & discussion questions should be submitted to the Blackboard course site no later than 11:59 p.m., three days before the weekly discussion begins. It there is a problem with uploading the presentation in a timely manner, contact Neena Grissom for help. Two points will be deducted from the overall grade for each day a presentation is late. GRADE SHEET & CRITERIA I. Learning Objectives (3 points) All presentations will contain Learning Objectives for the selected unit. Grade Criteria: 1. 2. II. Learning objectives are measurable, realistic, and relate to topic. A minimum of three objectives are included in presentation.

Class Preparation/Assignment (3 points) All presentations should contain an assignment for peers to complete. This can be a reading assignment from the textbook and/or a pertinent journal article. However, you are not limited to those suggestions. Grade Criteria: 1. 2. Assignment helps prepare students for discussion. Assignment is relevant and pertinent to topic.

III.

Presentation (10 points)

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The presentation should address key points of the topic and provide relevant and important information based on evidence from the literature. Students may use any format for presenting material, e.g. PowerPoint. Grade Criteria: a. b. c. d. e. IV. Relates to and flows from learning objectives. Presentation well planned and coherent. Presentation provides a review of essential, important, and current information for topic. Presentation demonstrates consideration of teaching/learning principles. Information is supported by relevant and appropriate resources.

References (2 points) A reference list must be included at the end of the presentation. Grade Criteria: a. b. Relevant & appropriate to topic Written in APA format

V.

Discussion Questions (5 points) Post discussion questions to the NUSC 5073 site. Grade Criteria: a. b. c. Relates to learning objectives. Stimulates active discussion. Student directs/redirects participants, as needed, to foster active discussion.

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GUIDELINES FOR WEEKLY DISCUSSIONS

Students can receive a maximum of 20 points/week for course discussion. Discussions will be graded using the following criteria. · · · · · Minimum of two original thoughts or questions/week. (8 points) Minimum of three responses to peers. (8 points) Responses are relevant; substantive; and respectful. (7 points) Responds to discussion questions related to topic of week or anything else related to the educator role. (7 points) One bonus point will be added to the weekly score when discussion is substantiated by use of a relevant reference. References should come from peer-reviewed journals or relevant web sites with a nursing and/or education focus. Two points will be deducted from the weekly score if a student fails to post their FIRST discussion before Sunday each week.

·

Weekly scores will be averaged at the end of the semester, and this will be the final score for the discussion component of the grade. Discussions will open each week on Wednesday and close on the following Tuesday.

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GUIDELINES FOR CLINICAL JOURNAL The Clinical Journal gives the student an opportunity to record and reflect on learning experiences with their preceptor during NUSC 5073. The journal should contain the following parts: date; record of clinical hours; and a brief outline and description of teaching activities and experiences for a given day or week. Also, the student should reflect on the learning experience by addressing the following questions: 1. 2. 3. What have I learned about teaching through practicum activities? What have I discovered about myself through the practicum experiences? How did teaching experiences help me meet personal learning goals?

You can present/write the journal in any format. A format example can be found on the Blackboard course site. Journals should be submitted to N. Grissom at mid-term and at the end of the course. Feedback will be given for the midterm submission, and a grade assigned to the final journal submission. A Grading Rubric is posted on the Blackboard Course Site. Due dates are: *Midterm: 3/18/11 Final: 5/06/11

*Note: Under special circumstances and at discretion of the course coordinator, due dates can be negotiated.

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PRECEPTOR EVALUATION OF GRADUATE STUDENT PERFORMANCE

Student Name: ____________________________________________ Please rate the graduate student's clinical performance using the following criteria, and assign a number grade of 1-5 points for each item. The student can receive a maximum of 30 points for their clinical performance grade.

1. 2. 3. 4. 5. 6.

CRITERIA The student communicated effectively and appropriately with preceptor/students/colleagues. The student served as a positive role model for students/ colleagues. The student implemented effective and appropriate instructional strategies to help students/colleagues achieve learning goals. The student exhibited the following qualities: dependability, reliability, and responsibility during the practicum experience. The student exhibited safe practice with preceptor/ students/colleagues. The student was able to assess his/her own knowledge and skill and implement plans for improvement when needed.

POINTS /5 points /5 points /5 points /5 points /6 points /4 points

TOTAL POINTS Comments:

/30 points

Preceptor Signature: _________________________________________ Date: ___________________________________ Please return evaluation no later than May 6, 2011 to: Neena Grissom, MSN, RN UAMS College of Nursing 4301 West Markham Street, #529 Little Rock, AR 72205

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PRECEPTOR EVALUATION FORM

Please complete the Preceptor Evaluation Form and return to Neena Grissom via e-mail or hard copy by May 3, 2010. In this inventory there are statements which reflect some of the ways Preceptors can be described. For EACH statement, circle the number on the scale that indicates how DESCRIPTIVE the behavior is. The scale ranges from 1 for not at all descriptive to 5 for very descriptive. Check () if the behavior is not applicable. In rating, respond to each item carefully and thoughtfully. Avoid letting your response to some items influence your response to others.

CLINICAL SUPERVISION 1. Communicates role expectations to student. 2. Guides student's development of teaching skills. 3. Provides specific learning opportunities. 4. Prepares students for difficult teaching situations. 5. Offers special help when difficulties arise. 6. Observes students' performances frequently. 7. Identifies students' strengths and limitations objectively. 8. Makes specific suggestions for improvement. 9. Seems well prepared for teaching contacts with students. 10. Questions students in a non-threatening manner. COMMENTS:

Not At All Descriptive 1 2 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2

Very Descriptive 3 4 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4

Not Applicable 5 ( ) 5 5 5 5 5 5 5 5 5 ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

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NG/lhs Revised: 11/20/07 P: SP08-5073 syl-Grissom.rtf NG/lhs Revised: 11/3/08 P: SP09-5073 syl-Grissom.rtf NG/lhs Revised: 11/6/09 P: SP10-5073 syl-Grissom.rtf NG/lhs Revised: 11/3/10 P:SP11-5073 syl-Grissom.rtf

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