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

COURSE NUMBER	: 	NGR	6710			

CREDIT HOURS:		3 credits
	 	
COURSE TITLE:	             Curriculum Evolution and Models in Nursing Education

COURSE SCHEDULE: 	Days of week and times, ie. Thursdays 9-11:50AM

PLACEMENT IN 
CURRICULUM: 		Concentration core course for Nurse Educator Track

PREREQUISITE:		None

COREQUISITE: 		NGR 6944

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

Office hours:		Day of week X-X PM

COURSE DESCRIPTION:	Examines the concept of caring–based nursing education as the central value and dominant construct of the discipline.  Examines and projects the evolution of nursing education in higher education, the development and structure of the discipline in curriculum design, and the nursing educator in academia historically and for the future. 

OBJECTIVES:	1. Explore and develop innovative images of advanced nursing practice: 
A.  Describe faculty role in contemporary programs of nursing education.
B.  Predict the impact on the nurse educator of organizational structure and policies in schools of nursing.
C. Develop image of self as a caring nurse educator.

2.  Advance the discipline of nursing through practice and research.
A.  Compare the values and philosophies of nursing and higher education.
B.  Organize the body of nursing knowledge and describing its development.
C.  Classify policies and practices of nursing in higher education.
D.  Analyze influences of higher education on development of the discipline.
E.  Analyze societal and health care changes and nursing knowledge development.
F. Examine the concept of caring in nursing as applied to a practice-based discipline.

3.  Demonstrate synthesis of advanced practice nursing role:
A. Analyze concepts of caring in nursing applied to nursing education.
B.  Examine types of nursing education.
C.  Apply models of curriculum design to the development of learning situations.

4.  Incorporate an understanding of wholeness of persons connected with others and the environment through caring:
	A. Explore the uniqueness of students and teachers as persons.
B. Apply principles of caring to the development of nursing curricula.

5.  Actualize advanced practice nursing as nurturing the wholeness of others through caring:
A.  Design a nursing education curriculum.
B. Analyze nursing situations in teaching-learning environments
C. Develop nurse educator skills centered in caring.

REQUIRED BOOKS
American Psychological Association (2001). Publication manual of the American Psychological Association (5th ed.). Washington, D.C.: Author.
Billings, D.M., & Halstead, J.A. (2005). Teaching in nursing: A guide for faculty (2nd ed.). St. Louis: Elsevier-Saunders.	
 Boykin, A. & Schoenhofer, S.O. (2001). Nursing as caring: A model for transforming practice. Sudbury, MA: Jones and Bartlett Publishers. 

EVALUATION METHODS:	Class participation and online exercises 		30
Learning Theory Paper				20
Conceptual Framework Paper				20
Microteaching						10
Course Description					20
Total								100

GRADING SCALE:		The grading scale is as follows:
				A 	93-100
				A-	90-92
				B+	87-89		
				B 	83-86
				B-	80-82
				C 	70-79	
				D 	60-69	
			  	F 	Below 60
				*Note: B is considered a passing grade in graduate school.

SPECIFIC ASSIGNMENT GUIDELINES

CLASS PARTICIPATION: 30%
Experiential sharing and class discussions serve as a very important component of the learning process. There are only seven class sessions encompassing 6 hours each day. Students are expected to be on time, stay until the end of class, and return from breaks on time. In addition, Blackboard postings must be on time.  Meaningful, respectful interactions between students, group presenters, and faculty are expected. Students are required to read assigned textbook and other readings prior to coming to class so that a scholarly discussion can occur. Group project time will be allotted during class and will be considered as part of the class participation grade. If you are absent for the day, then approximately 1/6 of the percentage will be deducted for that day (3%)

LEARNING THEORY PAPER 		20%	
	Reflect on what you know about your own learning.  Read the postings from classmates about their learning experiences.  Select from the descriptions of learning theories presented in Billings and Halstead. Find one published article from the nursing education literature that seems to be based in your chosen model. Critique the article.
	Write about: which learning theory have you chosen as your preferred approach to designing nursing education.  What kind of relationship will you have with your students if you use this model?  What kind of learning experiences are best suited to the use of this model?  Are there learning activities that you would NOT choose if you used this model? Use the article you have found as an appropriate reference. 
Limit 7 pages

CONCEPTUAL FRAMEWORK PAPER 20%	
	Select a conceptual framework for a nursing course/experience.  This could be a nursing theory.  Show how the necessary elements of a nursing curriculum are consistent with this framework.  Discuss how the model is or is not consistent with teaching from a caring based framework.  Use appropriate references to support your description of the model and the caring literature.
	Limit 7 pages

COURSE SYLLABUS 	20%	
Design a course syllabus for a course you would like to teach.  You can select LPN, ADN, BSN or MS level course work. Required elements are listed in Appendix A. Grade determined by elements being logically connected, reasonably complete, well described. 

MICROTEACHING	10% 
	Carry out a microteaching experience which is a short (10 minute) experience in presenting some material of interest that allows you the chance to plan an objective, carry out a classroom experience and evaluate your own presentation. Schedule will be drawn up to allow for all to participate.

CLASS SCHEDULE FOR NGR 6710-Curriculum Evolution and Models in Nursing Education
Fall 2005
FACULTY:  DR. Susan K. Chase

Week	Topics	Assignments
Additional links available on Blackboard site	
Week 1:  	How do we learn?
Course Overview/Library Orientation/ APA Format
Teaching/Learning theory, critical thinking,
Developmental theory, caring theory, Experiential Learning, Ways of Knowing
Learning styles	Billings/Halstead Chapters 12, 13

Learning Nursing Situation posting due September 3, 2005	
Week 2:  	What ideas/experiences are important to nursing students’ learning?
Curriculum: Development, philosophy, designs, learning experiences, evaluation
Caring, human development, physiology psychology, spirituality, nursing conceptual frameworks, technology, skill, communication health care systems, community process	Billings & Halstead: 12, 13
Boykin/Schoenhofer Chapters 1, 2, 3, 5
Learning Theory paper Due

Week 3:  	What must nurse educators consider when selecting and ordering learning experiences for students?  
How do we structure the learning experience? 
Assessment, Planning Implementation Evaluation
Classroom assessment techniques, clinical instruction
Information Resources: Learning resource centers, multimedia, distance learning
Competencies and Essentials	Billings & Halstead: Chapters 5 6 7 8 9 10, 11

Conceptual Framework paper due 

Nursing Education Journal Posting Due October 1, 2005 

Week 4:  	What is the role of the nurse educator in supporting student learning?
Mentor, evaluation, advising, role model, coach
Faculty / Students: Recruitment, retention
Supporting NCLEX /Certification success	
Billings & Halstead: Chapters 1, 2, 	
Week 5:  	What influences on nursing education must be considered?
Brief Intro of American Higher Education, Politics
Brief Intro to Nursing Education: Trends, issues, accreditation, evidence based teaching 
Cultural diversity, legal/ethical issues, special needs 	
	Billings & Halstead: Chapters 3, 4
Course Description Due

Nursing Accreditation Posting Due October 29, 2005	
Week 6:  	What skills are necessary to be an effective educator?
	Microteaching
	Providing feedback
	Resource selection
Scholar	B/H  14, 15
Boykin/Schoenhofer, 6	
Week 7: 	Curriculum Design Project Presentation
          Complete Microteaching
	Class Wrap-up		Curriculum Design Project Due	

	

SELECTED NURSING and/or EDUCATION JOURNALS
Available as Full Text Through Library

International Journal of Nursing Education Scholarship
Journal for Nurses in Staff Development
Journal of Nursing Education
Journal of Continuing Education in Nursing
Journal of Professional Nursing
Nurse Educator
Nursing Education Perspectives

Many other journals have education related articles as well.
Chronicle of Higher Education is a good general news source for higher ed issues.
Educational Resources can be found in the ERIC database

SELECTED INTERNET SITES

American Association of Colleges of Nursing: www.aacn.nche.edu
American Association of Community Colleges: www.aacc.nche.edu
American Association of University Professors: www.aaup.org
American Association of University Women: www.aaua.org
American Nurses Association: www.NursingWorld.org
Chronicle of Higher Education: www.chronicle.com
International Association of Universities: www.unesco.org/iau
National Association of Scholars: www.nas.org
National Council State Boards of Nursing: www.ncsbon.org
National League for Nursing: www.nln.org
National League for Nursing Accreditation Commission: www.nlnac.org
National Organization for Associate Degree Nursing: www.noadn.org
Nursing Center nursing roles, academic, education, Lippincott: www.nursingcenter.com
The National Coalition for Telecommunications Education and Learning (NACTEL): www.nactel.org

APPENDIX A Course Syllabus Shell

SAMPLE UNIVERSITY
MY FAVORITE COLLEGE OF NURSING
				COURSE OVERVIEW

COURSE NUMBER	: 		

CREDIT HOURS:	             3 credit hours
	 	
COURSE TITLE:	

COURSE SCHEDULE: 	

PLACEMENT IN    	
CURRICULUM:		

PREREQUISITE:		

FACULTY:			

COURSE DESCRIPTION:	 

COURSE OBJECTIVES:	Upon completion of xxxxx, the student will be able to:

	1.
	2.
	3.

TEACHING METHODS: 

EVALUATION METHODS:

GRADING SCALE:	 	

RECOMMENDED READINGS: 

Required:

Recommended:

course assignments:  

Detailed description of each assignment

TOPICAL OUTLINE: