FLORIDA ATLANTIC UNIVERSITY
CHRISTINE E. LYNN COLLEGE OF NURSING
				COURSE OVERVIEW
SEMESTER AND YEAR

COURSE NUMBER	: 	NGR 6711 

CREDIT HOURS:                 3 credits 
	 	
COURSE TITLE:	Creative Teaching-Learning Methods in Nursing Education

COURSE SCHEDULE: 	Workshop format/Saturdays

PLACEMENT IN    		Concentration Core Course for Nurse Educator Track
CURRICULUM:

PREREQUISITE:		NGR 6710  or permission

Co-Requisite:			NGR 6944 (teaching practicum)

FACULTY:			Graduate Faculty
				Name and credentials
				Title
				Office
				E-mail

Office hours:		Day of week X-X PM

COURSE DESCRIPTION:	
Focuses on creative teaching/learning strategies to foster knowledge development and critical reasoning within a caring student/faculty community.   The creative design of teaching/learning modalities used in classroom-based, on-line and nursing practice environments will be explored, critiqued and practiced.  Teaching/learning theories, design concepts, and evaluation criteria will be studied and applied using an interactive approach to promote teaching excellence.  

OBJECTIVES:       Upon completion of this course, the student will be able to:

1. Explore and develop innovative images of advanced nursing practice 
a.	Operationalize a personal philosophy of teaching that nurtures wholeness of teacher & students in diverse learning situations.
b.	Demonstrate the characteristics of the effective nurse educator.
c.	Design educational activities fostering positive images of nursing education
d.	Evaluate the outcome of creative teaching on student learning.  
2. Advance the discipline of nursing through practice and research.
a.	Analyze the theoretical foundation of educational strategies.
b.	Utilize nursing’s domains, perspectives, & ways of knowing in designing & implementing teaching strategies.
c.	Analyze educational research for implications for instructional design & application.
d.	Illustrate the integration of caring in teaching/learning activities
3.   Demonstrate synthesis of advanced practice nursing role 
a.	Evaluate contemporary issues in nursing education.
b.	Interpret current & expanding roles of the nurse educator.
c.	Critique the covenantal relationships within teaching/learning situations.
d.	Create forums through peer review and dialogue to promote excellence in the teaching/learning process. 
4.	Incorporate an understanding of wholeness of persons connected with others and the environment through caring 
a.	Create teaching/learning situations to recognize the uniqueness of teachers & learners as persons.
b.	Design learning activities that guide students in their understanding of persons as unique & whole.
c.	Evaluate learning activities for connections to persons and the environmental context of diverse teaching/learning situations.
      .5.   Actualize advanced practice nursing as nurturing the wholeness of others through caring. 
a.	Creates a conceptual plan for a teaching/learning situation.
b.	Integrates the concepts of content sequencing, task analysis, goal establishment, design and learning assessment within a teaching/learning plan.
c.	Differentiates the features, benefits, frameworks and implementation strategies for selected instructional models.
d.	Experiments with 2 modalities of teaching/learning activities for appropriateness & usefulness within selected teaching/learning situations.
e.	Demonstrates understanding of concepts of instructional design.
f.	Evaluate personal, peer and program effectiveness. 

Teaching Methods:	
1	Interactive and experiential learning activities using classroom-based, gaming, simulation and on-line modalities. 
2	Use of Peer review and conferencing to promote individual growth and a teacher and a learner.

Evaluation:	
You begin this course with zero points.  You will have opportunities to earn points throughout this course.  Points are earned based on you providing evidence, through course activities to demonstrate your knowledge and ability to design, apply and evaluate creative teaching/learning activites to transmit, transform and extend the knowledge of the discipline of nursing.  The maximum number of points available for each course activity is specified in this syllabus. The grading scale delineates the number of points you need to earn to achieve a particular letter grade.  At the end of the course, there will be no opportunity to earn extra points. Your grade will be determined by the points you earn during the course through the demonstration of your knowledge and abilities.

Design, implementation and reflective evaluation of a teaching project using two different teaching/learning modalities *
Learning Activity | Points:
Modality 1 – Teaching Project | (1500)
| Design | 500
| Implementation | 700
| Reflective Evaluation | 300
Modality 2 – Teaching Project | (1500)
| 500 | 500
| 700 | 700
| 300 | 300
Peer Review of Teaching * | (1000)
| Peer Review #1 | 100
| Peer Review #2 | 100
| Peer Review #3 | 100
| Peer Review #4 | 100
| Peer Review #5 | 100
| Peer Review #6 | 100
| Peer Review #7 | 100
| Peer Review #8 | 100
| Peer Review #9 | 100
| Peer Review #10 | 100
Peer Conference* | (500)
| Peer Conference #1 | 250
| Peer Conference #2 | 250
Reflective analysis of a teaching/learning situation* | 1500
*Rubrics will be provided at the first class meeting.
												    
Grading scale:	

Grades are based on the number of point earned through course learning activities.
	A:	5500-6000 points
	B+:	5300-5499 points
	B:	5000-5299 points
	C:	4500-4899 points
	F:	< 4500 points.
				
Resources and Readings:

Bain, K.  (2004) What the best college teachers do. Cambridge, Mass. : Harvard University Press.

Barry, C. (2001). Creating a quilt: An aesthetic expression of caring for nursing students. International Journal for Human Caring, 6 (1): 25 - 29.

Beers GW. (2005).   The effect of teaching method on objective test scores: problem-based learning versus lecture.  Journal of Nursing Education. 44(7): 305-9.

Brewer, M. K. & Dattilo, J. (2002). Being encouraged and discouraged: Baccalaureate nursing students’ experience of effective and ineffective clinical faculty teaching behaviors. International Journal for Human Caring, 6 (1): 46 – 49.

Diekelmann, N. & Mendias, E. (2005). Being a supportive presence in online courses: Attending to student’s online presence with each other. Journal of Nursing Education, 44 (9): 393-395.

Edelstein, S. & Edwards, J. (2002). If you will build it, they will come: Building learning communities through threaded discussions. Online Journal of Distance Learning Administration, 5 (1). http://www.westga.edu/%7Edistance/ojdla/spring51/edelstein51.html
Fink, D. L (2005).  Creating Significant Learning Experiences:  An Integrated Approach to Designing College Courses.  Edition: e-Book (Adobe Reader).

Graceffa D. (2005) Syllabus selections: innovative learning activities. Using humor to teach postpartum topics. Journal of Nursing Education. 450-458.

Gramling, K. & Smith, M. (2001). “What you need to know!”: Artful caring pedagogy in health assessment. International Journal for Human Caring, 6 (1): 7 – 11.

Kilby, T. (2003).  Web-Based Training Information Center.  http://www.wbtic.com/primer.aspx  

Lambert V. Glacken M. (2005) Clinical education facilitators: a literature review. Journal of Clinical Nursing. 14(6): 664-73.

Lebold, M. & Douglas, M. (1998). Coming to know: Teaching-learning journey. International Journal for Human Caring, 2 (1): 17 – 23.

Lee-Hsich, J. (2003). An educational strategy to enhance caring in nursing students in an Associate Degree Program. International Association for Human Caring (7), 1: 27 – 33.

McKeachin, W (2005).  McKeachie's teaching tips : strategies, research, and theory for college and university teachers.  Boston : Houghton Mifflin Co.

Pardue KT. (2005). Educational innovations. Blending aesthetics and empirics: teaching health assessment in an art gallery.  Journal of Nursing Education. 44(7): 336-7.

Richardson, J.  Examining social presence in online courses in relation to students' perceived learning and satisfaction. Journal of Asynchronous Learning Networks 
Http://www.aln.org/publications/jaln/v7n1/v7n1_richardson.asp  

The Creative Teaching Site:  http://www.creativeteachingsite.com/ 

Ward AK. O'Brien HL. (2005) A gaming adventure. Journal for Nurses in Staff Development. 21(1): 37-41.