Graduate Studies Reports Access

Graduate Course Proposal Form Submission Detail - NUR1622
Tracking Number - 5030

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Current Status: Removed from DB by orginator -
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: course submitted for a class - not real

Detail Information

  1. Date & Time Submitted: 2014-06-06
  2. Department: Nursing
  3. College: NR
  4. Budget Account Number:
  5. Contact Person: Nadine Nonor
  6. Phone:
  7. Email: nnonor@health.usf.edu
  8. Prefix: NUR
  9. Number: 1622
  10. Full Title: Creative Teaching Learning Methods in Nursing Education
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?: Y
  17. If repeatable, how many times?: 2
  18. Abbreviated Title (30 characters maximum): Creative Teaching Methods
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites:
  23. Corequisites:
  24. Course Description: Creative methods to foster knowledge and critical reasoning. Focuses on developing skills to teach various crowds. Teaching/learning theories, design concepts, and evaluation criteria are applied using interactive approaches to promote teaching excellence

  25. Please briefly explain why it is necessary and/or desirable to add this course: Offered as enrichment course (not part of program/concentration/certificate)
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The most significant change to the Creative Teaching-Learning Methods in Nursing Education course was incorporating a focus on developing skills to teach various crowds. Florida is a state that has a very diverse population. It is expected that the audience nurse educators will teach, will range from one-on-one settings to group settings. It is important to acknowledge that everyone has a different learning style and understanding the significance of identifying the differed learning styles will promote different delivery styles to promote knowledge. This course is a three credit hours course which takes place in the classroom and community setting; students are required to spend a minimum of 1 hour in the classroom or community setting devoted to teaching or observing various teaching styles.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Registered Nurse

    Doctorates degree

    5 years of experience in clinical nursing setting

  29. Objectives: Understand the different learning and teaching styles through various theories. Develop a teaching strategy that will be appealing to different learning delivery methods. Promote critical reasoning by promoting creative teaching approaches
  30. Learning Outcomes: Students will be knowledgeable in teaching various crowds via creative teaching methods.
  31. Major Topics: Developing creative teaching/learning strategies

    Promoting critical reasoning

    Teaching in various settings

    Learning to use teaching/learning theories, design concepts, and evaluation criteria

  32. Textbooks: American Psychological Association. (2010). Publication manual of the

    American Psychological Association (6th ed.). Washington DC: Author

    Herman, J. W. (2008). Creative teaching strategies for the nurse

    educator. Philadelphia: F. A. Davis.

    Palmer, P. (2007). The courage to teach. San Francisco, CA: Jossey-

    Bass.

    Young, L. E. & Paterson, B. L. (2007). Teaching nursing: Developing a

    student-centered learning environment. Philadelphia: Lippincott Williams & Wilkins.

  33. Course Readings, Online Resources, and Other Purchases: Dempsey, L. M. (2007). The experiences of Irish nurse lecturer’s role

    transition from clinician to educator. International Journal of Nursing Education Scholarship, 4(1), Article 13

  34. Student Expectations/Requirements and Grading Policy: Five (5) Discussions related to readings 10 points each; 50%

    Classroom Presentation Displaying creative teaching method 25 points; 25%

    Community Presentation to diverse population 25 points; 25%

  35. Assignments, Exams and Tests: Discussions and Presentations
  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: Any questions or concerns regarding assignment due dates must be discussed with the professor prior to the specific assignment’s due date and will be addressed on an individual basis. There are no provisions for “extra credit” assignments for this course.
  38. Program This Course Supports: Masters in Nursing Education
  39. Course Concurrence Information:


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.