NUR538 Assessment & Teaching to Diverse Learning Styles

Course Description:
This course explores the teaching and learning styles, culture perspectives, and economic and
political vulnerabilities related to a variety of populations. Traditional and non-traditional
theories and instructional methods in both the clinical and didactic settings will be examined.
The emerging theories in technology and distance educational programs will be evaluated.

Course Objectives

Create a course based on sound educational theory and the characteristics of learners
Determine strategies for assessing and evaluating learning outcomes
Evaluate interactive learning environments using media and digital media
Summarize available interactive learning resources using sound educational theory
Apply critical thinking and problem-solving activities to teaching in todays educational
environment
Select appropriate assessment strategies to assess student learning

Course Credits: 3 credits

Course Textbook(s):

Billings, D. & Halstead, J. (2016). Teaching and Nursing: A Guide for Faculty (5th ed). St. Louis, MO:
Saunders/Elsevier. ISBN: 9780323290548

Halstead, J. (2007). Nurse Educator Competencies: Creating an Evidence Based Practice for
Nurse Educators. New York, NY: National League of Nursing. ISBN: 9781934758380

The Scope of Practice: For Academic Nurse Educators. (2012 Revision). National League for
Nursing. ISBN: 9781934758175

Grade Weighting:

Assessment Percent of Final Grade

Discussions 27%
Assignments 30%
ePortfolio Assignment 3%
Final Project 40%

Below is an at-a-glance look at the weekly course content. In each Getting Started module
within the course, you will find details about your weekly readings, lectures, supplemental
resources, discussions and assignment instructions, and rubrics. You must respond to at least two
colleagues posts if there is a discussion question post.
TOPICAL OUTLINE BY WEEK
Week 1: Educational Competencies for Faculty to Meet Learners Needs

Readings/Viewi Read Billings & Halstead Chapter 1, pp. 1-13, and Chapter 2, pp. 15-31
ngs: Read Halstead Chapter 2, pp. 17-40
Read lecture A 360 View of Your MSN Journey

Discussion: Your RN to BSN course enrollment is comprised of a racially and an ethnically

diverse student population. What are some of the barriers that influence the

1
Assignment(s): Describe some of the different teaching techniques you have encountered during
your nursing education programs. Which teaching technique was the most helpful
to your learning? What does this say about your learning style? Defend your

Week 2: The Role of Outcomes and Competencies in Curriculum Frameworks

Readings/Viewi Read Billings & Halstead Chapter 6, pp. 89-115, and Chapter 8, pp. 130-141
ngs: Read Halstead Chapter 3, pp. 51-78, and Chapter 4, pp. 79-98
Read lecture Formative and Summative Assessment Strategies for Student
Learning

Discussion: Provide the definition of a competency statement. Describe the relationship

between creating competency statements and students ability to meet the
outcome expectation. Using Blooms Revised Taxonomy, create two competency
statements for each domain. Apply the Cognitive Domain, Affective Domain, and
the Psychomotor Domain levels 1 and 2.

In responding to your peers posts, evaluate their competency statements and

make revision suggestions.

Assignment(s): Using Blooms Revised Taxonomy and the Grantham University Catalog, select one
BSN Program Outcome and one MSN Program Outcome. Evaluate the outcomes for
appropriate leveling based on Blooms Revised Taxonomy. Create an assignment
that will assess the students ability to use critical thinking to meet the outcome
expectation in both the BSN and MSN programs.

Week 3: Select Learning Experiences to Achieve Student Outcomes

Readings/Viewi Review Three Domains of Learning Cognitive, Affective, Psychomotor

ngs: Read lecture The Cognitive Domain

Discussion: What types of techniques could an instructor use to evaluate the students ability
to analyze and synthesize information? What techniques could you utilize in the
classroom when students are not interacting or engaged in a discussion? What
types of techniques could an instructor use to evaluate the students ability to
evaluate information?

In replying to peers posts, do you agree with their assertions? Why or why not?

Assignment(s): You are an Academic Nurse Educator in a BSN program that is struggling to remain
accredited. The accreditors have identified a weakness in curriculum rigor.
Specifically, the curriculum lacks learning activities designed to challenge the
critical thinking abilities of the fourth-year nursing students. You are asked to
participate in a nursing course revision and produce a sample module for an
Advanced Medical/Surgical Nursing course.
Suggest 4 topics to embed within the course
Create 1 activity to assess the learning outcome based on Blooms Revised
Taxonomy that would elevate student thinking to level 4 and/or 5 of the
cognitive domain
Justify your rationale for choosing this activity
What problems might you encounter?

Week 4: Student Learning Style Preferences and the Use of Interactive Learning

2
 Resources

Readings/Viewi Read Billings & Halstead Chapter 16, pp. 263-279

ngs: Read lecture Student Experience with Interactive Learning Resources

Discussion: How does an understanding of the various learning styles influence the design of a
curriculum? Take the Learning Styles Inventory to determine your dominant
learning style. Post your learning style in the discussion forum. Select two
learners responses regarding their learning style, and develop teaching strategies
that would incorporate each learning style. Engage in a collegial discussion of this
topic with your peers and instructor.

Assignment(s): Evaluate the three online learning resources from this weeks lecture: Learn about
Learning Styles, Testing Your Knowledge about Blooms Taxonomy, and Identifying
Your Leadership Style. Do you feel that online learning assessments are valuate in
nursing education? When would you incorporate online resources in your lesson
plan? Describe how online resources meet certain learning style needs.

Week 5: Competency Assessment

Readings/Viewi Read Competency assessment: Methods for development and

ngs: implementation in nursing education
Read The framework, concepts and methods of the competency outcomes
and performance assessment (COPA) model
Listen to the webinar The Latino experience with prior learning assessment
Read lecture Developing Classroom Tests

Discussion: Discussion A
Read the article Prior learning assessment and competency based education on
the competency continuum. Then, summarize the relationship between PLA and
CBE. Should nursing education programs move toward a competency-based
learning model? Defend your answer.

Discussion B
Create an original thread by placing your name and the name of your course for
the final project into the thread. Submit to the discussion forum the following
items for peer feedback:
A. Course name and brief description of the course
B. 2 Course Objectives
C. 3 Student Learning Outcomes
Choose two CEU courses submitted by your peers. Provide peer feedback on items
A, B, and C. Answer the following questions on each course:
1. Does the course name and description reflect the course objectives?
2. Evaluate the three Student Learning Outcomes according to Blooms
Revised Taxonomy. Are they written according to expected student
behaviors? Are they measurable?

Assignment(s): Choose a competency-based or a problem-based learning activity in the literature

and discuss how you could integrate this activity into a classroom. What are some
of the methods used to assess prior learning experiences in nursing education?
Describe the value in using these methods.

3
Week 6: Nurse Educator Competencies

Readings/Viewi Read Billings & Halstead Chapter 1, pp. 1-13, Chapter 2, pp. 18-40, and
ngs: Chapter 3, pp. 52-71
Read Halstead Chapter 4, pp. 80-93
Read lecture NLN Nurse Educator Competencies

Discussion: Discussion A
NLN CNE Competency 1: Facilitate Learning states that the competent nurse
educator uses personal attributes (e.g. caring, confidence, patience integrity,
flexibility) that facilitate learning. Discuss how nurse educators leverage personal
attributes in the learning environment. Reflect on your personal experience with a
nurse educator who possessed these personal attributes. How did that nurse
educator facilitate learning?

Discussion B
NLN CNE Competency 3: Use Assessment and Evaluation Strategies states that the
nurse educator uses extant literature to develop evidence-based assessment and
evaluation practices. Based on what you know, how would you defend the
importance of this competency?

Assignment: A Competent Nurse Educator models professional behaviors for learners, including
but not limited to: involvement in professional organizations, engagement in
lifelong learning activities, and dissemination of information through publications,
presentations and advocacy. Develop a curriculum vita. Then, write a one-page
reflection on how the content of your vita will help your students see you as a role
model.

Week 7: Developing Rubrics, Problem Solving, and Concept Mapping

Readings/Viewi Read Chapter 1 of the e-book by Susan Brookhart, What are Rubrics and
ngs: Why are they Important?
Read lecture Developing Rubrics

Discussion: The use of rubrics has advantages and disadvantages. Research for both and
discuss your thoughts based upon your knew learning. Discuss the advantages
and disadvantages of concept mapping as a tool for nursing students in an AND
program. Is there a difference in the utilization of concept mapping in a BSN
program?

Assignment(s): To begin this assignment you will create an original student research paper
assignment for fourth-year BSN students.
Describe what the student assignment will be.
What is the topic?
What questions do students need to answer?
Do you require APA format?
How many articles will students need to use?

Develop a rubric for the assignment. You may construct your rubric similar to the
Written Assignment Rubric used for this course. Using the iRubric website to guide
you, assess the following criteria in your rubric: Comprehension of Assignment,
Application of Course Knoweldge & Content, Organization of Ideas, Writing
Skills/APA & Research Skills.

4
 Include both your assignment and your rubric in your submission.

Final Project: Select a specific learning community or audience to deliver a 3-week continuing
education course. Describe the audience in an introductory narrative that
precedes your syllabus. The introduction must identify the communitys learning
needs and styles. Target your activities and assessments toward that audience.

Your 3-week continuing education course will contain:

1. Introductory Narrative
2. Syllabus
3. Course name and brief description of the course
4. 2 Course Objectives for the entire course
5. 3 Student Learning Outcomes per week
6. 2 Activities per week 1 activity should take the student onto the web to
experience an interactive learning resource
7. 1 Formative Assessment in Week 2
8. 1 Summative Assessment in Week 3

Week 8: Reflection

Readings/Viewi Read lecture Explore the world of Technology Integration

ngs:

Discussion: Discussion A
Openly discuss your experience with regard to this course:
a) What aspects of the course did you find most beneficial? What was least
beneficial?
b) What would you change in order to improve the course?
c) Which assignment(s) did you find furthered your understanding of the
subject matter more than others?
Discussion B
Create a new thread in the discussion forum and attach your course as a Word
document for peer review. Provide feedback and suggestions to other learners
related to their course development.

Assignment(s): The programmatic outcome that you are to address for this course is: Design
strategies that address the unique learning needs of diverse students and assist in
the socialization into the role of the nurse.

Reflect back on this course and think of ways in which the readings, discussions,
and assignments assisted in meeting this program outcome.
Choose an artifact (assignment) that showcases you have met the
programmatic outcome.
Create 2-3 PowerPoint slides that reflect on the programmatic outcome for
this course and explain how your artifact helped you meet the outcome.
Add Speakers Notes to the PowerPoint slides to function as a narrative.
Place the artifact and the slides in your ePortfolio.
Place the Week 7 Final Project in your ePortfolio as well, if it was not already
your artifact.

The following table outlines the academic effort required by students to be successful in this
course. While the times in the table are approximate, it is presented to help students with their
time management. Please note, depending on the student's background knowledge and

5
experience of the course subject and an individual student's academic capabilities, these times
will vary. If you have any questions or concerns, please direct them to your instructor or student
advisor.

Estimated Hours
Week Type of Activity Activity
Required
Readings/Lectures 0.1
Online Discussions 2.0
Assignments 0.0
1 Readings 1.9
Discussions 0.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
Readings/Lectures 0.1
Online Discussions 2.0
Assignments 0.0
2 Readings 3.1
Discussions 0.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
Readings/Lectures 0.0
Online Discussions 4.0
Assignments 0.0
3 Readings 0.3
Discussions 0.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
4 Online Readings/Lectures 0.0
Discussions 2.0
Assignments 0.0

6
 Readings 1.6
Discussions 1.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
Readings/Lectures 0.9
Online Discussions 4.0
Assignments 0.0
5 Readings 0.6
Discussions 1.0
Preparation
Assignments 15.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
Readings/Lectures 0.0
Online Discussions 4.0
Assignments 0.0
6 Readings 3.0
Discussions 1.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
Readings/Lectures 0.0
Online Discussions 2.0
Assignments 0.0
7 Readings 1.0
Discussions 0.0
Preparation
Assignments 13.0
Clinical/Lab Hours 0.0

Estimated Hours
Week Type of Activity Activity
Required
8 Online Readings/Lectures 0.0
Discussions 4.0

7
 Assignments 0.0
Readings 1.0
Discussions 0.0
Preparation
Assignments 5.0
Clinical/Lab Hours 0.0

Follow this link for course-related Policies and Contact Information.