In specific weeks of the course, you will have the opportunity to collaborate with your classmates in the Collaboration Cafe for a graded assignment. The point value of the weekly assignment can vary and will be identified on each Collaboration Café assignment.
Welcome to the Collaboration Cafe. The Nurse Tim Webinar this week was How to Succeed as a Nurse Educator in a Faculty Role presented by Dr. Diane Billings.
Discuss with your classmates, three key points from the webinar that will be instrumental in your success as a nurse educator.
Your instructor will be monitoring the Collaboration Café but not participating as this is your opportunity to give and receive feedback from your peers. The Collaboration Café is graded this week.(25 points). There are no scholarly references required in this discussion format. Please see the guidelines and grading rubric below.
Collaboration Cafe Guidelines and Grading Rubric (Links to an external site.)
Purpose:
In specific weeks of the course, you will have the opportunity to collaborate with your classmates in the Collaboration Cafe for a graded assignment. The point value of the weekly assignment can vary and will be identified on each Collaboration Café assignment. The Collaboration Cafe is an interactive process between the students; faculty involvement in the Café will be minimal; however, faculty will monitor this section for compliance and clarification.
Requirements:
In the graded Collaboration Cafe, students are expected to post their initial response and then interact with a least two different classmates during the week for a total of three (3) postings per week.
The student must post to the initial question by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide a post to the initial question before the Wednesday deadline, 5 points are deducted in which late entry occurs. Subsequent posts, including essential responses to peers, must occur by Sunday at 11:59 p.m. MT of each week. Postings for week eight (8) will end on Saturday at 11:59 pm MT. If the student does not post two responses to classmates by the end of the week, then 5 points are deducted for peer interaction.
Scholarly references are not required in the Collaboration Cafe Discussion however proper grammar is expected. Faculty may submit the discussion to TurnItIn in order to verify originality of work. Plagiarism will result in a zero for the week. Uncivil comments toward peers or faculty, in any of the posts, will not be tolerated and result in a zero for the week.
A substantive post will include:
Explaining of your opinion about the required topic.
Appling the concepts of the topic to your specific practice area
Debating with your classmates the pros and cons of your position regarding the topic.
Responding to classmates with an extended description instead of merely agreeing.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 2 Discussion
Personal Philosophy of Teaching and Learning
This week, we started to look at various philosophies of teaching and learning. In Week 3, you will be asked to submit your Personal Philosophy of Teaching and Learning using a voice-over PowerPoint presentation. This week, start to write your philosophy of teaching and learning and post your initial philosophy. Then review two of your classmates’ philosophy statements and provide constructive feedback on their philosophy statements. Your instructor will be monitoring the Collaboration Cafe but not participating, because this is your opportunity to give and receive feedback from your peers. The Collaboration Cafe is graded this week (25 points). Please see the guidelines and rubric for more information.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 1 Discussion
Nursing Education Goals
Think about your goal in nursing education (i.e., teaching in a pre-licensure program or an MSN program, or as a staff development specialist). Then review either (1) the Board of Nursing requirements for nursing faculty in your state (for an academic program), OR (2) the facility requirements for a healthcare setting. Based on your goals and these requirements, what additional knowledge, skills, and abilities do you need to be eligible to meet your goal and how will you achieve these knowledge, skills, and abilities?
Please post your answer and in the beginning identify the role you have chosen:
Academic Nurse Educator
Nursing Professional Development Specialist
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 2 Discussion
Paradigm Shift
There has been an educational paradigm shift from a focus on teaching to learning. Consider the following statement in light of the shift from teaching to learning: “Teachers don’t fail students; students fail themselves.” Do you agree or disagree? Provide examples that support your position.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 3 Discussion
Cultural Competence Versus Humility
Explain the difference between cultural competence and humility. Give a specific example of how this is seen in your current position or how you would implement this in the nurse educator role.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 4 Discussion
In reviewing the four classroom management styles, think about these questions:
What sort of classroom management style will you exhibit once you begin teaching?
Which style is most consistent with your personality?
How might you work to achieve changes if you don’t like what you see?
Post your answers to these questions in the Collaboration Cafe and then discuss with your classmates how effective this style might be with various groups of students.
Your instructor will be monitoring the Collaboration Cafe but not participating as this is your opportunity to give and receive feedback from your peers. The Collaboration Cafe is graded this week (25 points). Please see the grading guidelines and rubric. Scholarly references are not required.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 5 Discussion
The NurseTim® Webinar this week was Innovative Ways to Engage Diverse Learners by Ms. Deck. Based on the webinar, the readings for the week, the lesson, and your individual research into didactic teaching strategies, and as Ms. Deck asked in the webinar, what is your secret talent that could make you a star? To put it another way, tell us what you believe will be your best attribute that you will bring to the didactic teaching environment.
The Collaboration Cafe is graded this week (25 points). Your faculty member will be participating in the discussion. Scholarly references are not required. Please see the guidelines and rubric for more information.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 6 Discussion
Ethical Rights of Students
You have some concerns about one of the students in your class. You have a good friend who is a faculty member in the English Department, and you ask him to come to your private office to talk about the student. About 10 minutes into the conversation, you turn toward the door and see the specific student standing in your office doorway. Obviously, she has been listening to the conversation for a while. Have any legal or ethical rights of the student been breached? What would you do next?
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 8 Discussion
Reflection
The course is completed! Using reflective thinking skills, consider all of the aspects of this course: What have you learned in these past weeks, and how will this be applicable to your future practice? How will you use the concepts in this course to identify, guide, and evaluate the final MSN practicum project? Please see the guidelines and rubric for more information.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 1 Assignment
Self-Assessment of NLN Nurse Educator Core Competencies
The Self-Assessment of Core Competencies is due on Sunday of Week 1 at 11:59 p.m. MT. The guidelines and rubric are listed below as well as in the downloadable document.
Self-Assessment Guidelines and Rubric (Links to an external site.)
Self-Assessment Worksheet (Links to an external site.)
Self-Assessment Worksheet EXAMPLE (Links to an external site.)
Purpose
The purpose of this assignment is to complete a self-assessment of the NLN Nurse Educator Core Competencies and develop a goal to help meet this competency.
National League for Nursing (2017). Nurse Educator Core Competency. http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency
Due Date: Sunday, 11:59 p.m. MT at the end of Week 1
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Monday = 10% of total possible point reduction
Tuesday = 20% of total possible point reduction
Wednesday = 30% of total possible point reduction
Total Points Possible: 50 for Week 1
Requirements
Completed at Weeks 1 and 8, this document is based on the National League for Nursing (NLN) Core Competencies of the Nurse Educator (NLN, 2017). Students should drop their assessments into their ePortfolio by Saturday of Week 8, 11:59 p.m. MT.
This Self-Assessment of Core Competencies is a document that you will use throughout the educator track courses. It is to be placed in your ePortfolio. In each course, starting in NR535, you will focus on a specific area of the NLN competencies.
You are to reflect upon and complete a self-assessment at the beginning of Week 1 and submit it by 11:59 p.m. MT Sunday of Week 1. You are to identify your level of competency for each of the sub-competencies listed on the worksheet (see example). In the next column you will see the course outcomes which are aligned with the NLN Nurse Educator Core Competencies. The Course Outcomes are not specific to the individual sub competencies, however, by meeting the course outcomes, you will be able to increase your knowledge, skills, and abilities in the Core Competency identified for this course. In the final column for Week One, identify a specific example of what you will do to achieve each course outcome (possible points = 50).
In Week 8, you will again identify your level of competency for each of the sub-competencies listed on original worksheet from Week One. In the final column you will give a specific example that shows how you demonstrated each course outcome. The assignment is to be submitted for grading by 11:59 p.m. MT Wednesday of Week 8 (possible points = 50).
Remember that you are still in the development stage so not all (or any) of the competencies are expected to be at Level 3 by the end of this course.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 2 Assignment
Learning Styles
The assignment on learning styles is due at the end of Week 2 at 11:59 p.m. MT. Please refer to the information below and to the attached guidelines and rubric for assistance with this assignment.
Requirements
1. Use the Education Planner to assess your learning style: http://www.educationplanner.org/students/self-assessments/learning-styles-quiz.shtml (Links to an external site.)
2. Answer the three questions on the Learning Styles Quiz Worksheet.
3. Submit the completed Learning Styles Quiz Worksheet on the Assignment Page.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 3 Assignment
Personal Philosophy of Teaching and Learning
Purpose
The purpose of this assignment is to provide an opportunity for learners to: (a) articulate a personal philosophy of teaching and learning, and (b) present the content in a professional manner.
Course Outcomes
CO1: Incorporate education theories and models in developing the master’s-prepared nurse educator role essential to performing as educators and advocates of holistic, safe, and quality care (PO 1).
CO3: Examine unique learning styles and needs of culturally diverse learners to foster acquisition of knowledge and skill (POs 1 and 3)
Requirements
Develop a personal philosophy of teaching and learning that will guide your future career as a nurse educator. Using a voice-over PowerPoint, audio-tape your personal philosophy of teaching and learning. Your recording should range from 5–10 minutes and must include the following content.
What is your philosophy of teaching and learning?
How is your philosophy supported by evidence-based practice using educational theory?
Provide examples of how your philosophy of teaching and learning will be implemented in the academic or healthcare setting teaching students or clinical staff.
Process
Develop your philosophy of teaching and learning based on the above requirements.
Follow the instructions in Student Resource Center in the course on how to develop a voice-over PowerPoint.
Audio-tape your presentation and submit it.
You will be graded on both the content of the presentation and the professional presentation.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 3 Quiz
Question 1 What are the three principles of cultural humility?
Answers:
1. Lifelong learning and critical self-reflection
2. Positive and effective interactions with diverse cultures
3. Recognize and challenge power imbalances for respectful relationships
4. Institutional accountability
5. Respectful and responsive to the health beliefs and practices of other cultures
1, 2, and 5
1, 3, and 4
2, 3, and 4
3, 4, and 5
Question 2 How does cultural humility differ from cultural competence?
Cultural humility is a lifelong process
Cultural competence focus is learning about the specific patient
Cultural humility places emphasis on cultural sensitivity
Question 3 Cultural humility strives to fix power imbalances. How would the nurse demonstrate this in practice?
Answers:
1. Use standard protocols in the care of clients with similar diagnoses
2. Recognize the client is the expert on his/her symptoms and strengths
3. Collaborate with the client in planning care
1 and 3
1 and 2
2 and 3
All of the above
Question 4The two people considered the founders of the concept of cultural humility are:
Jann Murray-Garcia and Vivian Chavez
Melanie Tervalon and Jann Murray-Garcia
Melanie Tervalon and Joseph Gallegos
Vivian Chavez and Madeleine Leininger
Question 5The nurse has recently moved to a different part of the USA and is caring for patients whose cultural practices are different from her practices. She decides to take a course to understand these cultural practices. The nurse is demonstrating:
Cultural humility
Cultural competence
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 4 Quiz
Question 1Which of the following is the correct way to reference an entire book in APA format:
Weber, J., & Kelley, J. (2020). Health assessment in nursing. Philadelphia: Wolters Kluwer.
Weber, J., & Kelley, J. (2020) Health assessment in nursing, Philadelphia.
Weber, J. & Kelley, J. (2020). Health assessment in nursing. Wolters Kluwer.
Weber, J., & Kelley, J. Health assessment in nursing. Wolters Kluwer.
Question 2When using paraphrased or summarized content within your writings, the in-text citation must include which of the following?
The author’s last name and date of publication
The title of the document and the author’s last name
The author’s last name and the page number
The title of the document and the date of publication
Question 3When citing two sources in the reference list that both have the same author and year, which format should be followed?
Only use one of the sources since there is no way to differentiate between the two sources
Add a lower-case letter to the year to differentiate between the two sources – for example 2018a
Cite both sources in the same exact manner
Add a number at the end of the author’s name – for example Smith 1
Question 4When referencing a web page, when should the writer include the ‘retrieval date’?
Use the retrieval date when the source is a PDF
Use the retrieval date only when the material may change over time
Use the retrieval date when the writer cites a web page
The retrieval date is older than 5 years
Question 5Which of the following is the correct way to format a Digital Object Identifier (doi):
doi/xxxxxxx
https://doi.org/xxxxx
https://org/xxxxx
doi.orb/xxxxx
Question 6When providing a narrative in-text citation for the following reference, which of the following is the correct for the source listed below:
Title: Absolute and Relative Contraindications to IV rt-PA for Acute Ischemic Stroke
Authors: Fugate, J. E., & Rabinstein, A. A.
Journal: The Neurohospitalist
Volume #: 5
Date Published: 2020
Page Numbers: 110-121
(Jennifer Fugate & Alejandro Rabinstein, p. 110-121)
Fugate and Rabinstein (2020)
Fugate & Rabinstein, 2020, p. 120;
Fugate et al. (2020)
Question 7Identify the correct format for a full reference for the following chapter in an edited textbook without a doi.
Textbook: Teaching in nursing: A guide for faculty
Editors of textbook: D. Billings, & J. Halstead
Chapter title: Forces and issues influencing curriculum development
Author of chapter: Veltri, L., & Barber, H
Other information that you may or may not need for the correct citation: publication date 2016, pages of chapter 73-88. Published by Saunders in St. Louis, MO. It is the 10th edition for this same book.
Veltri, L., & Barber, H. (2016). Forces and issues influencing curriculum development. In D. Billings, & J. Halstead, (Eds). Teaching in nursing: A guide for faculty. St. Louis, MO: Saunders.
Veltri, L., & Barber, H. (2016). Forces and issues influencing curriculum development. In D. Billings, & J. Halstead (Eds.), Teaching in nursing: A guide for faculty (10th ed., pp. 73-88). Saunders.
Billings, D., & Halstead, J. (2016). Forces and issues influencing curriculum development. In Veltri, L., & Barber, H. Teaching in nursing: A guide for faculty (5th ed., pp. 73-88). St. Louis, MO: Saunders.
Billings, & J. Halstead. (2016). Forces and issues influencing curriculum development. Teaching in nursing: A guide for faculty (5th ed., pp. 73-88). Saunders.
Question 8Choose the correct citation for this article in the text of a paper or discussion post for the first time?
Article: Du, S., Liu, Z., Liu, S., Yin, H., Zhang, P., & Wang, T. (2020). Why nurses need more cultural humility. Journal of Cultural Nursing, 4(1), 34-38.
Du, S. et. al. (2020)
Du, S., Liu, Z., Liu, S., Yin, H., Zhang, P., and Wang, T. (2020)
Du et. al. (2020)
Du, Liu, Liu, Yin, Zhang, & Wang (2020).
Question 9Which of the following is the correct way to cite a direct quote within the text of the document?
(Carson, 2012, p. 23)
(Carson, p. 23)
(Carson, 2012)
Question 10The following information is from a research article, which of the following examples would be a correct paraphrasing of the information?
Information from research article:
Markle and Johnson (2022) determined that 78% of graduate students are working full time. The impact of this employment produces additional stress including: work/life balance, less sleep, and worsening nutrition.
The study found that 78% of graduate students work full time at a different job. This produces additional stresses such as work/life balance, less sleep, and worsening of nutrition (Markle & Johnson, 2022).
Of the graduate students who work full time, negotiating a balance with work expectations and personal responsibilities is the greatest challenge followed by diminished amount of sleep as well as nutritional issues (Markle & Johnson, 2022).
Graduate students often have problems with work/life balance, less sleep, and poor nutrition
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 5 Quiz
Question 1What are the four types of learner engagement?
Academic, Behavioral, Cognitive, Emotional
Attention, Behaviors, Cognition, Emotions
Activities, Efforts, Mandates, Connections
Accomplishments, Attempts, Awareness, Affection
Question 2Which learning style is the most effective?
Auditory
Hands-on
Visual
Question 3Academic behavior includes:
Creating Personal Connections with the class
Mandated activities for the class
Being active and involved with the class
Question 4According to Knowles Adult Learning Theory, the major difference between children and adult learning is:
Knowledge of learning style
Ability to take responsibility for learning
Ability to think critically
Life experience
Question 5The two key elements of engagement are:
Answers:
1. Emotional connection
2. Active behavior
3. Personal connections
4. Involvement with students
1 and 3
3 and 4
1 and 2
2 and 4
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 6 Assignment
Teaching Plan
Purpose
The purpose of this assignment is to assist the learner in applying instructional methods in the development of a Teaching Plan. The target audience will be learners within an academic setting or a healthcare setting (patients are not an appropriate target audience). The plan will include development of measurable learning outcomes/objectives for the target audience, a topical outline of the content to be presented, development of instructional methods appropriate to the topic, and development of evaluation methods appropriate for the topic.
Course Outcomes
CO2: Explore didactic instructional strategies reflective of educational theory and evidence-based practice to support person-centered care. (PO 5)
CO4: Explore a variety of didactic instructional strategies appropriate to content, setting, learners’ needs, and desired learner outcomes. (POs 3 and 4)
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
Requirements
Develop a formal Teaching Plan for a target audience in a nursing academic or healthcare setting (Do not develop a Teaching Plan for patients.). Use the template provided to prepare and submit the Teaching Plan.
Preparing the Paper
This assignment will be submitted to the faculty member using the template provided. The Teaching Plan is to include the following information.
Topic/title of presentation
Description of target audience
Program description
Learning objectives written in measurable terms and appropriate for the target audience
Course objectives
Unit objectives
Topical outline of content to be presented (instructional methods to be used including the rationale for the selection of the instructional method)
Learning resources/materials used by the instructor for preparation and student assignments
Methods of evaluation
Presented using the Teaching Plan grid. Format for references is to be completely consistent with APA format, current edition
A minimum of three current resources related to the topic chosen for the presentation are to be included
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 8 Assignment
Self-Assessment of NLN Nurse Educator Core Competencie
Purpose:
The purpose of this assignment is to complete a self-assessment of the NLN Nurse Educator Core Competencies and develop a goal to help meet this competency.
National League for Nursing (2017). Nurse Educator Core Competency. Retrieved from http://www.nln.org/professional-development-programs/competencies-for-nursing-education/nurse-educator-core-competency (Links to an external site.)
Requirements:
Completed at Weeks 1 and 8, this document is based on the National League for Nursing (NLN) Core Competencies of the Nurse Educator (NLN, 2017). Students should drop their assessments into their e-portfolio by Wednesday of Week 8, 11:59 p.m. MT.
This Self-Assessment of NLN Core Competencies is a document that you will use throughout the Educator Track Courses. It is to be placed in your e portfolio. In each course, starting in NR 535, you will focus on a specific area of the NLN Competencies.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 7 Case Study Part I
Purpose
The purpose of this assignment is to provide an opportunity for learners to: (a) articulate key questions to be asked in a grievance; (b) review an academic integrity policy; and (c) determine a decision in a grievance process.
Course Outcomes
CO5: Examine professional ethical legal values in the role of the nurse educator. (PO 4)
Students are given the opportunity to request an extension on assignments for emergent situations. Supporting documentation must be submitted to the assigned faculty. If the student’s request is not approved, the assignment is graded and a late penalty is applied as follows:
If the student’s request is approved, the student will be informed of the revised due date. Should the student fail to meet the revised due date, the assignment is graded and a late penalty is applied as follows:
Requirements
The Case Study has three distinct parts. Each part of the Case Study will open and close on specific days of the week.
Part I of the case study opens on Sunday and will close on Wednesday of the week. You cannot add additional information to Part I once it closes on Wednesday. In this part of the case study, you are to identify two key questions for the student relevant to the grievance and two key questions for the faculty member. Include the rationales for these questions. A scholarly article supporting this part of the discussion is to be included in the initial post.
Part II will open on Wednesday of the week and close on Saturday of the week. You cannot add additional information to Part II once it closes on Saturday. In this part of the case study, you are to review a minimum of one policy for plagiarism at your school. Please identify three key points in the policy. Note: To complete this part of the case study, please search for an academic integrity policy from any nursing program and use that in the discussion. Provide the web address of the policy and school.
Part III will open on Thursday of the week and close on Sunday of the week. In this part of the case study, you are to summarize three key points in determining a decision in a grievance. You are to make a clearly identified decision about this grievance.
There are to be a minimum of five total posts in the case study: Part I of the case study: Initial post and peer response; Part II of the case study: Initial post and peer response; Part III of the case study: Initial post
Process
Review the instructions for the case study.
Part I
Opens on Sunday and closes on Wednesday.
You are the chairperson of the School of Nursing Grievance Committee. On Monday morning, you receive an e-mail from Susie Student, who wants to file a grievance. She has been expelled from the nursing program due to plagiarism. You ask Susie to come to your office to discuss the potential grievance. During the meeting, Susie tells you English is not her native language and she is 50 years old and has always been an A student.
What are two questions you and the grievance committee would ask Susie regarding plagiarism, and what is the rationale for these questions? What are two questions you would ask the faculty member, and what is the rationale for these questions?
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 7 Case Study Part 2
Requirements
Part II will open on Wednesday of the week and close on Saturday of the week. You cannot add additional information to Part II once it closes on Saturday. In this part of the case study, you are to review a minimum of one policy for plagiarism at your school. Please identify three key points in the policy. Note: To complete this part of the case study, please search for an academic integrity policy from any nursing program and use that in the discussion. Provide the web address of the policy and school.
Process
Review the instructions for the case study.
Part II
Opens on Wednesday and closes on Saturday.
At the grievance hearing, Susie tells the committee that the faculty member who accused her of plagiarism is much younger and seems to be trying to “make a name for herself.” Susie told the faculty member that she has never had another faculty member take points off for any of her APA formatting. The committee’s next step is to review the policy for plagiarism at your school. Please identify three key points in the policy.
Note: To complete this part of the case study, please search for an academic integrity policy from any nursing program and use that in the discussion.
NR535 Theoretical Foundations and Instructional Strategies for the Nurse Educator
Week 7 Case Study Part 3
Requirements
Part III will open on Thursday of the week and close on Sunday of the week. In this part of the case study, you are to summarize three key points in determining a decision in a grievance. You are to make a clearly identified decision about this grievance.
Process
Review the instructions for the case study.
Part III
Opens on Thursday and closes on Sunday.
The committee determines that Susie did breach the school policy on plagiarism; however, the committee is not sure if it is intentional plagiarism or ignorance of APA formatting. What do you do now? What is the committee’s final decision about this grievance?
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