Apply to USF Now | Graduate Admissions | Events & Workshops | Giving to the Office of Graduate Studies

Graduate Course Proposal Form Submission Detail - NGR6710

Edit function not enabled for this course.


Current Status: SCNS Liaison Notified of Graduate Council Approval - 2016-05-18
Campus: Tampa
Submission Type: Change
Course Change Information (for course changes only): Change objectives to At the conclusion of this course students will be able to: 1. Analyze how psychosocial and sociocultural factors influence teaching and learning. 2. Select teaching methods in the classroom setting that support and foster clinical reasoning in others. 3. Analyze teaching methods appropriate to adult learners based on the needs and knowledge of the learners and faculty in a variety of settings. 4. Choose content and appropriate use/timing of learning plans and performance contracts with learners in a variety of settings. 5. Analyze the subtle differences in delivering content in the clinical and classroom setting. 6. Appraise the overlap in content with other disciplines and formulate teaching methodologies appropriate to the content and learner. 7. Examine strategies to deal with the challenging student in the classroom/clinical setting. Change learning outcomes to 1. Determine if a selected teaching strategy is grounded in evidence-based literature using identified guidelines. 2. Prepare a syllabus to be submitted to a University curriculum committee review process. 3. Develop a lesson plan identifying: student outcomes; content; teaching strategies; time schedule; resources; evaluation measures. 4. Evaluate educational tool kits using identified criteria. 5. Develop measures to deal with challenging student in the learning environment. Change topics to Psychosocial influences in teaching and learning Learning styles Clinical reasoning; The challenging student Teaching (Lesson) plans Teaching methods Group dynamics Audiovisual Distance learning Textbook selection Assignments Learning Contracts Clinical Teaching
Comments: Required for Nursing. Form incorrect. OGS fixed. To GC. Approved 5/12/16 To USF Sys 5/18/16; to SCNS after 5/25/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5456 2016-04-22
     
    Department College Budget Account Number
    Nursing NR 620100020
     
    Contact Person Phone Email
    Chelsey Bevel 8139749068 cbevel@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    NGR 6710 Teaching Strategies in Nursing Education

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 O - Other R - Regular
     
    Abbreviated Title (30 characters maximum)
    Teaching Strategies in Nur Ed
     
    Course Online? Percentage Online
    U - Face-to-face, online, and blended (separate sections) 85

    Prerequisites

    NGR 6712 and NGR 6713

    Corequisites

    n/a

    Course Description

    This course focuses on classroom and clinical teaching in nursing, including computer-based learning and distance learning. Evaluation of textbooks, assignment making and construction of learning plans are included.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to compete with national trends

    B. 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?

    This is a required course for the Nursing Education concentration in the Master's program for the college of Nursing and is offered twice per year.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Terminal degree in Nursing and knowledge of specific content area.


  4. Other Course Information

    A. Objectives

    1. ANALYZE HOW SOCIOCULTURAL FACTORS INFLUENCE TEACHING AND LEARNING. 2. SELECT TEACHING METHODS IN THE CLASSROOM SETTING THAT SUPPORT AND FOSTER CRITICAL THINKING IN OTHERS 3. ANALYZE TEACHING METHODS FOR THE APPROPRIATENESS OF THEIR USE IN THE EDUCATION OF ADULT NURSING STUDENTS BASED ON THE TYPE OF KNOWLEDGE TO BE TAUGHT, THE NEEDS OF THE LEARNERS, THE TALENTS OF THE FACULTY AND AVAILABLE RESOURCES AND CLINICAL AND CLASSROOM SETTING. 4. DEFINE CONTENT AND APPROPRIATE USE/TIMING OF LEARNING PLANS AND PERFORMANCE CONTRACTS WITH LEARNERS IN A VARIETY OF SETTINGS. 5. DEVELOP SKILL IN THE PRODUCTION OF AUDIOVISUAL MATERIALS AND COMPUTER BASED INSTRUCTION. 6. ANALYZE THE SUBTLE DIFFERENCES IN DELIVERING CONTENT IN THE CLINICAL AND CLASSROOM SETTING. 7. IDENTIFY THE OVERLAP IN CONTENT WITH OTHER DISCIPLINES AND FORMULATE TEACHING METHODOLOGIES APPROPRIATE TO THE CONTENT AND LEARNER.

    B. Learning Outcomes

    1. ANALYZE HOW SOCIOCULTURAL FACTORS INFLUENCE TEACHING AND LEARNING. 2. SELECT TEACHING METHODS IN THE CLASSROOM SETTING THAT SUPPORT AND FOSTER CRITICAL THINKING IN OTHERS 3. ANALYZE TEACHING METHODS FOR THE APPROPRIATENESS OF THEIR USE IN THE EDUCATION OF ADULT NURSING STUDENTS BASED ON THE TYPE OF KNOWLEDGE TO BE TAUGHT, THE NEEDS OF THE LEARNERS, THE TALENTS OF THE FACULTY AND AVAILABLE RESOURCES AND CLINICAL AND CLASSROOM SETTING. 4. DEFINE CONTENT AND APPROPRIATE USE/TIMING OF LEARNING PLANS AND PERFORMANCE CONTRACTS WITH LEARNERS IN A VARIETY OF SETTINGS. 5. DEVELOP SKILL IN THE PRODUCTION OF AUDIOVISUAL MATERIALS AND COMPUTER BASED INSTRUCTION. 6. ANALYZE THE SUBTLE DIFFERENCES IN DELIVERING CONTENT IN THE CLINICAL AND CLASSROOM SETTING. 7. IDENTIFY THE OVERLAP IN CONTENT WITH OTHER DISCIPLINES AND FORMULATE TEACHING METHODOLOGIES APPROPRIATE TO THE CONTENT AND LEARNER.

    C. Major Topics

    PSYCHOSOCIAL INFLUENCES IN TEACHING AND LEARNING CRITICAL THINKING LEARNING STYLES GROUP DYNAMICS LESSON PLANS TEACHING METHODS TEXTBOOK SELECTION AUDIOVISUAL ASSIGNMENTS DISTANCE LEARNING THE CHALLENGING STUDENT LEARNING CONTRACTS CLINICAL TEACHING.

    D. Textbooks

    Bradshaw, M. J. & Lowenstein, A. J. (2011). Innovative teaching strategies in nursing and related health professions (5th ed.). Boston: Jones & Bartlett.

    Cannon, S., & Boswell, C. (2102). Evidence-teaching in nursing: A foundation for educators. Sudbury, MA: Jones and Bartlett Learning.

    Gardner, M. R., & Suplee, P. D. (2010). Handbook of clinical teaching in nursing and health sciences. Boston: Jones & Bartlett.

    E. Course Readings, Online Resources, and Other Purchases

    Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Sudbury, MA: Jones and Bartlett.

    Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). Philadelphia: Saunders.

    Keating, S. B. (2011). Curriculum development and evaluation in nursing (2nd ed.). New York: Springer Publishing.

    Smith, M. H. (2012) The legal, professional, and ethical dimensions of education in nursing . New York: Springer Publishing.

    F. Student Expectations/Requirements and Grading Policy

    Exams

    Papers

    Class discussions

    G. Assignments, Exams and Tests

    Exams

    Papers

    Class discussions

    H. 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. Its 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.

    I. Policy on Make-up Work

    J. Program This Course Supports

    Master's Program


  5. Course Concurrence Information

    n/a



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