The course content begins with an introduction to teaching and learning and the history of medical education and traditional education. Content will focus on answering the following questions: what is learning; what do learners need to learn; how is learning organized; and who are the learners. Prerequisites or Co-requisite Courses: None Course Objectives: During this course the student will: 1 . Compare and contrast several definitions of teaching and learning. 2. Explain a variety of ways that adults learn. . Identify selected influences on learning. 4.
Compare and contrast theories of learning in relation to: Assumptions Unique characteristics Advantages and disadvantages Role of the teacher Role of the learner. 5. Analyze the implications of various standards in health education and health professions education. 6. Describe effective ways of assessing learning needs and organizing learning experiences. Required Textbook: Passable, S. B. (Deed. ) (2014). Nurse as educator: Principles of teaching and learning for nursing practice. 3rd edition. Boston: Jones and Bartlett Publishers. Additional Readings: As assigned in module.
Course Requirements: (assignment criteria and grading for each can be found at the end of the syllabus) 1. Informed participation in online discussion and module activities: 2. Completion of assignments: Professional Goals and Philosophy of teaching and learning: Learning theory and style case study: 30% Needs assessment project: Course Content Module Number Title 35% (See schedule within course for specific dates) Number Course Orientation History and Introduction to Teaching and Learning History of Nursing, Education, Nursing and Health Professions Week 1 Teaching and Learning: Definition and Characteristics week 2 What is Learning? Learning and Major Theories of Learning week 3 4 Influences on Learning: Developmental Stage, Learning Style and Generational stage week 4 & 5 5 Influences on Learning: Selected Learner Characteristics week 6 6 Influences on Learning: Environmental/Contextual week 7 What do learners need to learn? 7 Assessing Learning Needs week 8 9 How is learning organized? 8 Organizing Learning and Developing Goals/Aims week 10 9 Developing Behavioral Objectives week 1 1 Who are the Learners? 0 Students As Learners week 12 1 Clients/Consumers as Learners week 13 12 Peer Professionals as Learners week 14 Course Summary week 15 Policies Academic Integrity and Conduct Students are referred to the University of Maryland School of Nursing Student Handbook for all policies regarding academic integrity and conduct. These include the University of Maryland System Policy on Faculty, Students and Institutional Rights and Responsibilities for Academic Integrity, the School of Nursing Statement of Student Rights and Responsibilities, and the University of Maryland Graduate Policies and Procedures for Academic Misconduct.
Weather Related Cancellations The policy in the University of Maryland School of Nursing Handbook regarding weather related cancellations will be followed. Audiometer Taping Audio/video taping requires the permission of each instructor presenting material in this course. HAIFA Statement The Health Insurance Portability and Accountability ACT (HAIFA) establishes privacy and protection for patient health information. It establishes a patient’s rights including the right to access, inspect and obtain copies of protected health information, to amend the record, to review a list of disclosures and to request that sees and disclosures be restricted.
Students are expected to complete an approved training program before beginning the clinical component of this course. Registered Students and Guests in the SON Only registered students and official guests are allowed in the School of Nursing classrooms and laboratory settings. Minors, who are attended by SON students or official guests, are permitted in the School of Nursing when they are in designated common areas, but are not permitted in classroom or laboratory settings at anytime.
Minors, who are not attended by SON students or official guests, are not permitted in he School of Nursing facilities or outreach facilities. Student Communications The University and the School of Nursing will use the NUMB Text Alert system as the primary means of alerting students to emergencies and giving them instructions on how to respond. Students are strongly encouraged to sign up for the alert system at HTTPS://alert. Maryland. Deed.
Information on the University’s status during inclement weather or other emergencies will also be released to local media outlets and be available at the Campus Alerts weapon at www. Maryland. Deed/alerts or by calling he Campus Emergency Information Line at 410-706-8622. School of Nursing specific information can be found at www. Nursing. Maryland. Deed or by calling 410-706-0501. Academic Integrity and Conduct: the University of Maryland System Policy on faculty, Students, and Institutional Rights Weather Related Cancellations: weather-related cancellations will be followed.
Denominating: Audio/videotaping requires the permission of each faculty or person presenting material in this course. Evaluation: Participation Criteria (20%) Participation Evaluation Rubric Criteria Maximum score Your score Comments Postings are clear and concisely written (complete sentences, punctuation, and spelling) 4 Cites sources that support ideas Presents original ideas Contributes to building the learning community Acceptable quantity of postings Professional Goals and Philosophy of Teaching and Learning (15%) Write a brief personal introduction about yourself.
Describe your professional goals and how your goals fit into the Teaching and Learning in Nursing and Health Professions Certificate Program courses: NURSE 787, which focuses on teaching and learning and the earning process, NURSE 791 which focuses on educational strategies and evaluation and NURSE 792 which is the Practicum experience in teaching. Describe how attaining this certificate will help you in meeting your career and personal life goals.
Introduction of self: 3% Description of goals: 4% Fit with program courses: 8% Learning Theory and Case Study Assignment (30%) Use the family case study provided and complete an assessment of the family developmental level. Assess the developmental level of each family member. Project the learning strategies that may be successful for each developmental level. Organize your ideas on the table labeled “Assessing developmental level”.
Assessing Developmental Level Learner Name Developmental level Learning characteristics associated with level Projected learning strategies Use the family case study and complete an assessment of the family learning style. Assess learning styles for each family member. Identify the learning strategies that are appropriate for the learning style. Organize your ideas about learning style in the table labeled “Assessing learning style”. Assessing Learning Style Potential learning style
Learning characteristics associated with style Associated learning strategies Answer the following questions: Target learners: Who might be other potential targets of learning for this family? List these additional target learners. Identify one learner. Describe how the developmental level of this learner will impact learning. Consider how the learning style of this learner will impact learning. Select an appropriate learning theory or model (or a combination of theories and models) that you might consider to plan learning experiences for this learner. State the rationale for your choice.
Describe the relevant premises of the theory or model. How would you use the theory or model? What would be the role of the learner when using this model? Evaluation: Points will be based on accuracy, relevance, and appropriateness of answers. To complete this assignment, you should: Complete the Assessment of Developmental Level table. (4 points) Complete the Assessment of Learning Style table. (4 points) Describe how the developmental level of this learner will impact learning. (3 points) Describe how the learning style of this learner will impact learning. 3 points) Select n appropriate learning theory or model (or a combination of theories and models) that you might select to plan learning experiences for this learner. State the rationale for your choice. (4 points) Describe the relevant premises of the theory or model.