This course focuses on the development of the nurse educator in multiple settings. Introduces major theoretical perspectives on learning and how to guide educational policies and practices to foster learning. Includes theoretical basis for teaching and learning, the adult learner, learning theories, andragogy and linking theory to practice. Explores the role of the nurse educator in patient education, clinical, and academic settings.
Course Outcomes: Upon completion of this course students will be able to:
1. Analyze learning theories and models from nursing and relevant fields with respect to their application for nursing education (PLO1: ILO2)
2. Demonstrate the ability to integrate nursing education theories and teaching /learning theory with current nursing educational and nursing practice literature (PLO1: ILO2)
3. Explore the relationship between healthcare policy and the development of a nursing educational program (PLO5: ILO3)
4. Analyze aspects of the nurse educator role including planning, teaching, learning, assessment, and collaboration in education and nursing practice (PLO2: ILO1, 2)
5. Compare and contrast appropriate models for client/patient, clinical, and academic teaching (PLO2: ILO1, 2)
6. Discuss ethical and legal issues in education incorporating current healthcare policy, and current standards of education (PLO3: ILO4)
This course focuses on evidence-based curriculum design and the instructional process. Faculty roles in higher education and healthcare organizations and issues in nursing education are explored. Development of a curriculum plan or an in-service is required.
Course Outcomes: Upon completion of this course students will be able to:
1. Demonstrate the ability to integrate theoretical models of teaching and learning into the development of a basic
curriculum (PLO1: ILO2)
2. Formulate a needs assessment that demonstrates an understanding of ethical, cultural, and legal issues in nursing education (PLO3: ILO4)
3. Identify and explore stakeholder and financial support for a specific curriculum (PLO2: ILO1,2)
4. Formulate a curriculum plan, utilizing a theoretical framework and evidence-based practice principles incorporating ethical and cultural values (PLO1: ILO2 and PLO5: ILO3)
5. Demonstrate leadership in collaborating with other health care professions in the development of the plan (PLO2: ILO1, 2)
6. Discuss state and national standards for educational programs (PLO2: ILO1, 2)
This course is an introduction to design methods for distance education in academic, healthcare, and community settings. Building upon educational theory and teaching and learning theory the course explores various educational technologies and design issues to deliver distance education and address evidence-based delivery techniques.
Course Outcomes: Upon completion of this course students will be able to:
1. Describe the role of the nurse educator in designing flexible learning environments using technology to meet the needs of diverse populations (PLO3: ILO4)
2. Discuss the historical, current, and future practices of communication in distance teaching including the application of available technology (PLO2: ILO1, 2)
3. Analyze evidence on distance education techniques (PLO5: ILO3)
4. Compare and contrast effective delivery techniques for specific content for a diverse population (PLO3: ILO4)
5. Appraise various strategies for maintaining quality in a distance education course (PLO4: ILO3)
6. Design a seminar, workshop, or module that addresses the needs of a group or organization and integrates best practices principles (PLO3: ILO4)
7. Explain the use of active learning strategies, teacher/student social presence, and use of innovative technologies (PLO2: ILO1, 2)
Course Description: This course provides a broad perspective on evaluation for program improvement. Various evaluation models are discussed. Standards for accreditation and approval by professional nursing and state regulators are examined. Relationship between allocation of
resources and opportunity for innovation are explored.
Course Outcomes: Upon completion of this course students will be able to:
1. Compare theories of quality improvement and program evaluation (PLO1: ILO2)
2. Analyze several models of evaluation for their utility in nursing education in multiple settings (PLO3: ILO4)
3. Justify the rationale for strategic planning and developing a master plan of evaluation for educational programs (PLO2: ILO1, 2)
4. Develop an evaluation plan incorporating evidence-based research (PLO5: ILO3)
5. Correlate the evaluation plan with accreditation processes, state regulations, and accrediting bodies (2: ILO1, 2)
6. Identify resources in collaboration with other professionals (PLO2: ILO1, 2)
Completion of 135 precepted practicum hours in approved settings that include 1) a nursing education practice site that requires demonstration of knowledge, skills, and abilities appropriate to the Nurse Educator role and 2) a direct patient care practice site that requires demonstration of advanced knowledge, skills, and abilities relevant to the Nurse Educator role.
Course Outcomes: By the end of this course, the student will:
1. Complete 24 practicum hours in a direct patient care setting to expand patient care knowledge, skills, and abilities to the advanced nursing practice level (PLO2: ILO1, 2)
2. Complete 111 practicum hours in a nurse educator setting to expand knowledge, skills, and abilities relevant to the Nurse Educator role (PLO2: ILO1, 2)
3. Document all practicum hours in an approved practicum log format (PLO2: ILO1, 2)
4. Gain all required support/approvals for a rapid-cycle, evidence-informed, quality improvement project that addresses an existing practice problem in the Nurse Educator practicum setting (PLO5: ILO3)
5. Develop a proposal for a rapid-cycle, evidence-informed, quality improvement project that addresses an existing practice problem in the Nurse Educator practicum setting. Up to 20 hours of the 111 practicum hours in a nurse educator setting can be applied to this CLO (PLO5: ILO3)
This course focuses on the culmination and application of theory in curriculum design, implementation, and program evaluation. Building upon foundational educational theory and teaching and learning strategies, a capstone project is fully implemented, evaluated, and disseminated.
Course Outcomes: Upon completion of this course students will be able to:
1. Use evidence-based quality improvement strategies (PLO5: ILO3)
2. Synthesize theoretical knowledge to develop a culturally sensitive program for quality improvement (PLO1: ILO2 and PLO4: ILO3)
3. Coordinate with other healthcare professionals to deliver the program in a specific academic or healthcare setting (PLO2: ILO1, 2)
4. Evaluate outcomes based on defined objectives (PLO 2: ILO1, 2)
5. Demonstrate how specified outcomes improve healthcare delivery (PLO4: ILO3)
6. Disseminate the findings of a scholarly project (PLO2: ILO1, 2)