NURS 5329 - Nurse Educator Role: Strategies And Practicum .

NURS 5329 - Spring 2017NURS 5329 - Nurse Educator Role: Strategies and PracticumSpring 2017Course Description: Welcome to NURS 5329!Preamble: This is the third and last course for the core Nursing Education Courses. The first twocourses have provided a foundation to put these principles into action in the academic setting.Course Description: This course is an exploration of the nurse educator role in structuringteaching strategies that assure effective individual and group learning, safe clinical practice, anda commitment to lifelong learning. Nurse educator practicum placements are arranged withinpre-licensure nursing education programs.Credit Hours: 3 semester credit hours. 112.5 hours of application of the teaching role.The student will complete 9.5 of the practicum hours by participating in individual and groupactivities in the online classroom. The remaining 103 hours will be spent on-site in nursingeducation programs under the guidance of mentors/preceptors in collaboration with coursefaculty.Course Credit:Pre-requisitecourses:3Completion of MSN Core Courses. Completion of NURS 5327 - Nursing Education CurriculumDevelopment and NURS 5328 - Evaluation in Nursing Education or Consent of Instructor.Class Meetings:FacultyContactInformation:Online, Blackboard, and/or Zoom sessionsMelinda Hermanns, PhD, RN, BC, CNE, PN/FCNOffice: BRB 2125Office Hours: Online and by appointment.Preferred method of communication email or office phone: mhermanns@uttyler.eduPhone: 903.566.7320 Fax: 903.565.5533Office Hours:Online as needed, will set up phone conferences and Zoom sessions as needed.Required Materials:Oermann, M.H. (2015). Teaching in nursing and the role of the educator: The complete guide tobest practice in teaching, evaluation, and curriculum development. New York: Springer PublishingCompany. ISBN: 9780826195531McDonald, M. E. (2014). The nurse educator's guide to assessing learning outcomes (3rd ed.).Sudberry, MA: Jones and Bartlett.American Psychological Association. (2009). Publication manual of the American PsychologicalAssociation. (6th ed.). Washington, D.C.: Author. ISBN 1433805618RecommendedMaterials:Certified Nurse Educator (CNE) 2014 Candidate cne.pdfThe Scope of Practice for Academic Nurse Educators 2012 RevisionISBN/ISSN: 9781934758175 (available on the NLN website cost approximately 20)For the future: Books from the Certified Nurse Exam Helpful References List from LSUPage 1 of 16

NURS 5329 - Spring 2017Course Format:Student Resourcesfor Online andHybrid Courses:Student LearningOutcomes:Grading id 342727&sid 3285623Via Blackboard site: Lectures, case studies, group discussion, portfolio completion. Developmentof teaching activities including lecture and clinical settings in conjunction with face to facefaculty preceptor at pre-licensure nursing program.Blackboard Support: e: Online and Hybrid Courses: https://www.uttyler.edu/online/Upon successful completion of the course, the student will able to:1.Apply concepts of role theory to the advanced practice roles of nurse educatorsincluding teaching, service, and scholarship.2.Demonstrate the ability to integrate nursing education theories and teaching/learningstrategies to facilitate students’ assimilation of knowledge and safe clinical practice.3.Use established and innovative educational processes to design, implement, andevaluate educational offerings, which incorporate the promotion of critical thinking andcreative use of resources.4.Apply theories, principles, and strategies of teaching and learning in ways that meet theneeds of diverse learning styles.5.Analyze current health care, nursing, and nursing education issues, trends, andstandards for relevancy to nurse educator roles.Grading Information and Course Requirements Final grades for the course will be determinedbased upon the following point assignments:A - 90-100B - 80-89C - 70-79D - 60-69F - Below 60Five (5) points will be deducted for each day an assignment is late (including weekends) if priorarrangements have not been made with the course instructors. Final assignments for thecourse must be submitted on time, i.e. will not be accepted late.Reading Assignments: Assigned readings in graduate education are the beginning, not theendpoint. These readings will point you in the direction of continued reading and pondering ofyour scholarly thoughts. Each participant is responsible for completing the reading assignmentsin a timely manner. Deadlines are listed in the Course Schedule.Grading Criteria:Discussion and written assignments are made with the assumption that required readingassignments are completed prior to completion of discussion and written assignments.AssignmentGrade PercentageDiscussion Board 15Discussion Board 25Discussion Board 35Teaching Plan15Teaching Documentation15Exam Administration/Analysis15Clinical Plan15Clinical Documentation15Faculty Development Documentation10Bi-weekly Emails to FacultyPass/FailOverall Clinical PerformancePass/FailTotal100Page 2 of 16

NURS 5329 - Spring 2017NURS 5329 - Nurse Educator Role: Strategies and 31-2/642/7-2/13Course OutlineSpring 2017ContentBlackboard postings andassignmentsFirst day of ClassAll assignments due Monday atmidnight of week designatedTheoretical Foundations Reading assignments, Schedulemeeting with preceptor seeAssignments: Course OverviewDiscussion Board post Week 1Classroom TeachingReading assignmentsDiscussion Board post Week 2StrategiesClinical TeachingReading AssignmentsDiscussion Board post Week 3StrategiesPracticum activitiesTeaching Plan or Clinical PlanEmail Update to Faculty52/14-2/20Practicum activities62/21-2/27Practicum activitiesMid-term Practicum - Log checkEmail Update to Faculty93/13-3/193/27Spring Break – Enjoy! 103/20-3/27Spring BreakLast day to withdrawfrom one or morecoursesPracticum activitiesTeaching or Clinical Documentationand EvaluationEmail Update to Faculty113/28-4/3Practicum activitiesClinical or Teaching Documentationand Evaluation124/4-4/10Practicum activitiesFaculty Development ActivitiesExam Administration/AnalysisEmail Update to Faculty4/18-4/242/62/133/63/12Practicum activitiesPracticum activities141/30Email Update to Faculty2/28-3/63/7-3/124/11-4/171/232/20 Submit eitherTeaching Plan orClinical Plan2/27 Submit eitherClinical Plan orTeaching Plan2/27Clinical Plan or Teaching Plan7813Due DateFinal Practicum Log3/27 Submit eitherTeaching or ClinicalDocumentation andEvaluation3/274/3 Submit eitherClinical or TeachingDocumentation andEvaluation4/10 Submit the ExamAdministration/AnalysisActivities and theFaculty DevelopmentActivities4/104/24Hard Deadline for allDocumentationPage 3 of 16

NURS 5329 - Spring 2017154/25-5/1End of Semester Evaluations165/2-5/5Finals Week – There is no FinalExam in this course.Please refer to Blackboard Site for course documents: Practicum Log Example and Blank Log Teaching Plan Teaching Documentation and Evaluation Clinical Teaching Plan Clinical Teaching Documentation and Evaluation Exam Administration and Analysis Faculty Development ActivitiesParticipationExpectations andDiscussionAssignments:Discussion BoardPostings - GradingCriteria:A Rubric for how postings will be graded is provided in the next section of this Syllabus. Each participant is responsible for participating in the asynchronousdiscussions of each Module. This participation will include posting answers toquestions posed by the instructor and replying to other participants' postings. Discussion postings should be made in a timely manner. Deadlines are listed inthe Course Schedule. Please note that all discussion postings must becompleted by midnight Central Standard Time on the due date. Participants should plan on entering the Discussion area several times a weekin order to read and comment on others postings. Posting answers to thequestions posed in the Discussion area should be done in advance of thedeadline in order to allow other participants to have the opportunity tocomment. Quality of answers is as important as quantity. A participant's comments shouldadd to the discussion. Comments should be supported as required withreferences cited appropriately. The instructors and/or participants may usesynchronous chats as the need arises.Note: When posting to the discussion area, please type in your comments directly intothe Discussion Board. Do not type your comments into a document and then attach it tothe discussion-this method is difficult for some students to access.In addition, if you type your comments into a Word document then copy and paste itinto the Discussion Board, please delete extra spaces.The purpose of the discussion board in an online graduate program is to take the placeof the class interchange that would occur in a face-to-face class. It is your opportunity todemonstrate your mastery of the assigned readings and your ability to supplementthose readings with expanded exposure to related (and sometimes contrary)information that you will seek in your self-directed quest to understand and beinformed. To that end, we will expect you to share ideas you have gained from theliterature, noting the source when appropriate and interpreting into your own words.We will also expect that you will use a more complex thought process to dissect andanalyze what you read in the literature and in the discussion thoughts of your fellowstudents as you offer your own insights. We do not care if you use big words or a lot ofwords (remember, the world values parsimony), but we are eager to read yourthoughtful insights into the questions and statements, your analysis of the words andPage 4 of 16

NURS 5329 - Spring 2017ideas, and your recommendations for future pathways for nursing and healthcare. Thefollowing information will give you some guidelines and allow you to see thinkingprocess we will use to assign a grade to the discussion board exercises.Discussion Board RubricCRITERIA/POINTSFormat and logicalprogression ofpostingDepth andrelevanceof post to the topicat handContribution to thelearning community 80Spelling and grammar errors detractfrom the substance of the posting;random thoughts with no sense of aplan to reach a logical conclusion. Noclear main idea or direction for flow ofinformation.Posting shows superficial thinkingbased on personal experiences oropinions only, there is littleconsideration of contributions to thetopic in the literature or fromcolleagues. Literature support is notrelevant to the topic or majorliterature contributions are missing.Post strays from topic with muchirrelevant information and does notaddress the intent of the assignment.No references citedPosting is largely aimed at selfexpression without consideration ofthe reader. There is no room fordialogue or disagreement and noacknowledgment of the potentialcontributions of others. The posting isa rehash of old ideas withoutconsideration of how these can advisethe future. No evidence is found ofmaking the material consumable 00Form is superior; obvious attention toproofreading and grammar. Main idea isstated early and clearly; argument orideas are built using a logical progressionof thoughts which are stated clearly andsuccinctly.Posting clearly shows evidence of criticalthinking and analysis to a substantialdepth expected of a doctoral student.Ideas offered are relevant to the topicand show the ability to extrapolatecomplex ideas from various sources intoa coherent argument or statement(s).Two or more relevant references cited;cited references are appropriate andindicative of the best knowledge on thetopic.Posting shows an astute awareness ofthe needs of the learning communitywith an interest in their growth andknowledge acquisition; attempts to movecolleagues into meaningful dialogue andpresents creative approaches that areopen to discussion. Post contributes tothe progression of nursing as a scholarlycommunity but is presented in a clear,enlightening, and engaging way.Page 5 of 16