Instructional Strategies: curriculum threading

GRADUATE NURSING PROGRAM

Spring 2018

Course Number and Section:

Course Title: Instructional Strategies

Credit Distribution:  3 credits

Course Description

This course synthesizes educational theory, methods and strategies necessary for classroom, clinical practice, and online instruction. The process of nursing care for clinical care or community-focused population based on biopsychosocial, public health and nursing are examined with the context of teaching and learning processes. Ethical and legal issues inherent in classroom, clinical teaching, and clinical practice are explored.

Course Dates

Important Information

1)      Academic regulations and procedures related to graduate study (see Graduate Catalog, can be accessed online

2)      Graduate services and other information, Graduate Student Handbook. Note: Document can be accessed online through Connect

3)      School emergencies or closing due to inclement weather

Attendance Policy

It is assumed that a student will attend all classes for which he/she is registered. Ceasing to attend classes for three consecutive class meetings without contacting the instructor will result in the issuance of a grade of FW which indicates “stopped attending.” This grade of FW will be calculated into the student’s GPA as an F and may result in dismissal. In addition, this status will be reported to the Office of Enrollment Services and may result in a reduction of financial aid monies.

Withdrawal

Students wishing to withdraw from courses for which they have registered must file an official withdrawal. Ceasing to attend classes does not constitute an official withdrawal, nor does notification to the instructor or to any other office. An official withdrawal must be processed directly by the student in-person at the Office of Enrollment Services or online via  Connect. The grade of W is recorded on the transcript for all student withdrawals. W’s are not calculated in the student's GPA. A student who fails to withdraw officially will receive a grade of FW which will be calculated into the student's GPA and may result in dismissal. There is a withdrawal deadline for each term. These deadlines are listed on the academic calendar, which is posted on the  website and in  Connect.

Late Withdrawal

Students wishing to withdraw after the last published day of withdrawal for any given term must get permission from the school dean. The withdrawal form, with the dean’s signature, must be processed in person at the Office of Enrollment Services at any College location. Note: The dean will usually request supporting evidence such as a letter from the student explaining the extraordinary circumstances that warrant a late withdrawal as well as medical or other documentation as needed.  Students receiving any form of financial aid including scholarships, grants and loans must also meet with a financial aid counselor to determine the financial implications associated with the withdrawal. It is important to note that all withdrawals are based upon tuition commitments for the full semester in accordance with the published refund schedule. The effective date of withdrawal is the date when the student withdrew using either  Connect, or the date the withdrawal was processed in the Office of Enrollment Services. Failure to attend classes does not constitute a withdrawal.

Students with Disabilities

Incomplete Grades

The grade of I may be granted for a course in which the student has not completed all the course requirements due to unforeseeable and extenuating circumstances. The student must have been in attendance for the full term and completed the majority of the required coursework. The student must request in writing an incomplete grade directly from the instructor and the issuance of an incomplete grade should not be considered automatic. Issuance of the grade of Incomplete is at the discretion of the individual instructor. All incomplete work must be completed and delivered to the instructor in order for the I to become a passing grade. Individual faculty cannot extend the time limit nor accept work after the deadline has expired. Unless otherwise specified by the school dean, the I will automatically become a permanent grade after one year.

Academic Integrity Policy

Academic integrity is the pursuit of scholarly activity in an honest, truthful and responsible manner. Students are required to be honest and ethical in carrying out all aspects of their academic work and responsibilities.

Dishonest acts in a student’s academic pursuits will not be tolerated. Academic dishonesty undermines the College’s educational mission as well as the student’s personal and intellectual growth. In cases where academic dishonesty is uncovered, the College imposes sanctions that range from failure of an assignment to suspension and expulsion from the College, depending on the severity and reoccurrence of the case(s).

Examples of academic dishonesty include, but are not limited to, cheating, plagiarism, obtaining unfair advantage, and falsification of records and official documents.

Cheating is the unauthorized use or attempted use of material, information, notes, study aids, devices, or communication during an academic exercise. Examples of cheating include, but are not limited to:

• Copying from another student during an examination or allowing another to copy your work
• Providing assistance to acts of academic misconduct
• Unauthorized collaboration on a take-home assignment or examination
• Using notes during a closed book examination
• Submitting another’s work as your own
• Unauthorized use during an examination of any electronic device, such as cell phones, computers, or internet access to retrieve or send information
• Allowing others to research or write assigned papers for you or to complete your assigned projects

Plagiarism is the act of presenting another person’s idea, research or writings as your own. Examples of plagiarism include, but are not limited to:

• Copying another person’s actual words or images without the use of quotation marks and citations attributing the words to their source
• Presenting another person’s ideas or theories in your own words without acknowledging the source
• Engaging in plagiarism, via the Internet or other web-based or electronic sources, which includes (but is not limited to) downloading term papers or other assignments and then submitting that work as one’s own, or copying or extracting information and then pasting that information into an assignment without citing the source, or without providing proper attribution.

Obtaining unfair advantage is any action taken by a student that gives that student an unfair advantage, or through which the student attempts to gain an unfair advantage in his/her academic work over another student. Examples of obtaining an unfair advantage include, but are not limited to:

• Gaining advance access to examination materials by stealing or reproducing those materials
• Retaining or using examination materials which clearly indicate the need to return such materials at the end of the examination
• Intentionally obstructing or interfering with another student’s work

Falsification of Records and Official Documents include, but are not limited to, acts of forging authorized signatures, or falsifying information on an official academic record.

Consequences for Policy Violation

A student who is found to be dishonest in submission of his or her academic assignments or other work, or in carrying out his or her academic responsibilities may, at minimum, receive a zero for the submitted assignment, may receive a failing grade for the course, or may be subject to further suspension or expulsion from the College depending on the severity of the offense(s). Regardless, all incidents of academic dishonesty will be reported to the Academic Unit Head and School Dean, and may be retained by the College in the student’s records.

Reporting

A faculty member who suspects that a student has committed a violation of the Academic Integrity Policy shall review with the student the facts and image circumstances of the suspected violation whenever feasible. Thereafter, a faculty member who concludes that there has been an incident of academic dishonesty sufficient to affect the student’s final course grade shall report such incident on the Student Violation of the Academic Integrity Policy Form (located on  Connect under the faculty tab) and submit it to the Dean of the appropriate School. The Dean shall update the Student Violation of the Academic Integrity Policy Form after a suspected incident has been resolved to reflect that resolution. Unless the resolution exonerates the student, the Student Violation of the Academic Integrity Policy Form will be placed in a confidential academic integrity file created for the purposes of identifying repeat violations, gathering data, and assessing and reviewing policies.

Academic Sanctions

If a faculty member believes that the appropriate sanction is academic in nature (e.g., a reduced grade) and the student does not contest either his/her guilt or the particular reduced grade that the faculty member has chosen, then the student shall be given the reduced grade, unless the Dean decides to seek a disciplinary sanction. The reduced grade may apply to the particular assignment where the violation occurred or to the course grade, at the faculty member’s discretion. A reduced grade may be an “F”, or another grade that is lower than the grade that the student would have earned but for the violation. If a faculty member determines that a student has committed an act of cheating or plagiarism, and the student withdraws from the course, that student will receive an “FW” for the course regardless of the time of withdrawal. The faculty member shall inform the Dean of the resolution via email and the Dean shall update the applicable Student Violation of the Academic Integrity Policy Form to reflect that resolution. In a case where a student admits to the alleged academic dishonesty but contests the academic sanction imposed by the faculty member, or in a case where a student denies the academic dishonesty, the student may appeal to the College’s Undergraduate or Graduate Academic Appeals Committee.

Judicial Sanctions

In a case where the allegation of cheating or plagiarism is severe, or where the student has a history of violations of the Academic Integrity Policy which conduct warrants suspension or expulsion from the College, the school Dean shall impose a sanction in addition to or in lieu of academic sanctions, as he/she deems is warranted under the circumstances. If the student contests the judicial sanction imposed, he/she may appeal to the Undergraduate or Graduate Academic Appeals Committee.

Appeals

Appeals to the Undergraduate or Graduate Academic Appeals Committee shall be made within 7 business days of receipt of notice of the academic or judicial sanction. All parties will be permitted to participate and are permitted to submit any documentation they believe is necessary including written statements and documentary evidence. The Undergraduate or Graduate Academic Appeals Committee shall convene within two weeks of the filing of the appeal submission. The Undergraduate or Graduate Academic Appeals Committee shall issue a written decision of its finding within 7 business days of convening and shall send copies of its decision to the accused student, the faculty member and the appropriate Dean for archiving in the student’s confidential academic integrity file. If the Undergraduate or Graduate Academic Appeals Committee finds that no violation occurred, the Dean shall remove all material relating to that incident from the student’s confidential academic integrity file and destroy the material

Program Outcomes / Student Outcomes

By the end of the course, the student should be able to demonstrate the following outcomes

Program Outcome I

Assess findings from nursing, bio-psychosocial fields, genetics, public health, quality improvement and organizational sciences for the continued betterment of advanced nursing practice across diverse settings through teaching strategies.

Student Outcomes

1.      Examine selected teaching and learning theories as they relate to educating nurses

2.      Explore elements of one’s personal philosophy of teaching in nursing education

Program Outcome II

Demonstrate organizational and systems leadership that emphasize interprofessional collaboration and critical thinking toward the improvement of healthcare systems.

Student Outcomes

1.      Examine strategies to educate nurses to practice as leaders in the health care system.

2.      Appraise methods of implementing inter professional education models of teaching that focus on collaboration, communication and group interactions to optimize nursing and health care practices.

Program Outcome III

Design advanced nursing practices that recognize regulation and national benchmarks to identify actual or potential failures in processes and systems and create a just culture, which ensures continuous quality improvement and safety.   

Student Outcomes

1.      Compare and contrast teaching and learning models for classroom, clinical and online instruction to prepare nurses to practice as practice experts, leaders and educators

2.      Differentiate various teaching strategies for educators to each nurses regarding the integration of healthcare services within systems to affect safety and quality of care to improve patient outcomes and reduce fragmentation of care.

3.      Critique various teaching/learning strategies that identify actual or potential failures in teaching and learning processes in preparing students to practice in the changing health care environment.

Program Outcome IV

Assemble collaborative teams in evidence based practice, quality improvement initiatives, and ethical conduct of research using translational research to generate and disseminate knowledge to improve care outcomes.

Student Outcomes

1.      Integrate current research findings into developing teaching plans

2.      Evaluate current research findings as it relates to best nursing practices in teaching and learning

Program Outcome V

Design teaching strategies to educate advanced practice nurses on the use of safe and effective information technologies to support decision-making, coordination of care, education of health care staff, clients, caregivers and communities in order to achieve optimal health outcomes.

Student Outcomes

1.      Compose teaching strategies to prepare nurse educators regarding the integration of information technologies in clinical practice, education and communication to promote optimal health promotion and disease prevention.

2.      Develop teaching strategies to educate nurses, other health care professionals, patient and communities using current technologies while recognizing the principles related to the safe and effective use of information technologies.

3.      Create teaching plans using various technologies effectively.

Program Outcome VI

Construct nursing practice that promotes health and guides the health delivery system using advocacy and policy processes that advance values and improve health outcomes of populations and the health care delivery system.

Student Outcomes

1.      Integrate current policies that impact on health delivery and the advancement of nursing in the teaching/learning process.

2.      Utilize understanding of health policy and advocacy to improve the health outcomes of populations and improve the quality of the healthcare delivery system through the development of community health educational programs

Program Outcome VII

Collaborate within inter professional teams across care environments in order to reduce barriers, facilitate access to care, and improve health outcomes.

Student Outcome

1.      Consider education initiatives within inter- professional teams in health care and community settings to promote health care outcomes in individuals and communities.

Program Outcome VIII

Design and implement evidence-based clinical prevention strategies that are patient centered and culturally responsive to promote health, prevent disease and reduce risk among individuals and populations at the local, national, and global levels.

Student Outcomes

1.      Design patient-centered and culturally responsive strategies in the delivery of clinical prevention and health promotion educational initiatives to individuals, families, communities, and aggregates/clinical populations.

2.      Integrate clinical prevention and population health concepts in the development of culturally relevant and linguistically appropriate health education, communication strategies, and interventions.

Program Outcome IX

Construct educational strategies and a variety of care experiences for nursing students, patients and communities using research evidence, technology, informatics, and ethics to evaluate nursing outcomes, and assist diverse clients to manage within a complex health delivery system while understanding the foundations of nursing care and the art and science of nursing practice as it relates to individuals, families, and populations with a commitment to life-long learning.

Student Outcomes

1.      Create teaching plans that educate nurses to practice in any setting or role incorporating the concepts of the art and science of nursing in relationship to caring for individuals, families and communities within an increasingly complex health care system.

2.      Develop teaching plans to educate individuals, families and communities to improve health outcomes within populations across a variety of settings. 

Teaching/Learning Strategies

The teaching/learning strategies include lecture, discussion, games, group activities, case presentations, videos and critical thinking exercises.

Required Texts

Billings, D.M. & Halstead, J.A. (2015). Teaching in nursing (5^th ed.). St. Louis, MO: Elsevier. ISBN-13: 978-0323290548

Bradshaw, M. J. & Hultquist, B.L. (2017) Innovative teaching strategies in nursing and related health professions (7^th ed.). Burlington, MA: Jones & Bartlett. ISBN-978-1-284-10707-4

Articles

Posted on Blackboard

Additional Resources

Online Resources (good strategies for teaching and learning

http://libguides.nus.edu.sg/c.php?g=145562&p=955375

www.texascollaborative.org/teaching_module.htm.

www.edorigami.wikispaces.com

www.storycenter.org

http://nursing.unm.edu/resources/teaching-and-learning-strategies.html

Journals

Annual Review of Nursing Education

International Journal of Nursing Educational Scholarship

Journal for Nurses in Staff Development

Journal of Continuing Education in Nursing

Journal of Nursing Education

Journal of Professional Nursing Official journal of the AACN

Nursing Education Perspectives

Nurse Education Today

Nurse Educator

Nursing Education Perspectives Research journal of the NLN

Evaluation

Professional Disposition	5%
Discussions/Class participation	10%
Scholarly Paper on Curriculum Thread	30%
Teaching Plans -          Topical Presentation 20% -          Student nursing lecture (psychomotor): 15% -          Community/IPE Education Lecture: 10%	45%
E-Portfolio	5%

Requirements for all Assignments

1)      All written work must be typed and double-spaced. APA style and formatting (6^th edition) are mandatory. Correct spelling and grammar are expected.

a.       Use spelling and grammar check in your word processing program.

b.      The Learning Center is available to students who need additional academic support

2)      All assignments must be uploaded into Blackboard as indicated in the assignment description.

a.      Assignments will not be accepted in hard copy or via  email

3)      All assignments are due on time. Grades may be lowered when the assignment is late.

4)      When creating a file name for your assignment, please include your last name and assignment name.

Professional Disposition: (5%)

Professionalism is key to the nursing profession. Students will be graded in the following areas:

Code of conduct: attendance, punctuality, communication with professor if have problems with completing assignments, or attending classes.

Leadership: interactions with classmates, interactions in group projects, group discussions. Leadership evaluation categories:

Novice: Relies on other students to initiate interactions

Emerging: Contributes to team interactions, but does not take the lead in coming to solutions

Developing: Contributes to team interactions and often takes the lead in coming to a solution

Proficient: Demonstrates the ability to lead a team through interactions with professionals from other disciplines

Class attendance/on-line participation and preparation for each class are expected. Several absences, excused and/or unexplained, may result in a lower grade or faculty requesting a withdrawal from the class.

Discussions (10%)

Discussion expectations for students will be posted at the end of the syllabus or in Blackboard.

E-Portfolio Development (5%)

Students will create an electronic portfolio that will be built upon moving forward in the program. The e-portfolio must have an introductory page to the student/educator and have the student’s teaching philosophy on the face page. Students must also submit their teaching presentations and materials with the teaching plans.

Teaching Plans (45%)

Students must create three presentations that are 15 minutes each (see description below). Points will be deducted for presentations longer than 15 minutes. Each presentation must use a different and innovative teaching strategy within the presentations (you may use some lecture/electronic slides such as PowerPoint but the majority of the teaching method must use an innovative strategy).  

On-line students must prepare the presentations for an on line learning environment. Students must develop methods to teach the content in an online setting and use different methods to teach the content such as case presentations, discussion boards, video training, and skyping. Presentation dates for the online students will be assigned.  Points will be deducted for students who go beyond the maximum time allotted for their teaching.

The three presentations are described below.

Topical Presentation (15%) 

Students must choose a nursing topic to teach to the class from the syllabus you created in NURS 606. Look at the syllabus and identify a topic that would be taught in that course to nursing students. The topics must be approved by the instructor. Students must use at least one innovative strategy from this course/readings in their teaching methods/strategies.

Students must use a teaching method that is not solely lecture based. Students will have 15 minutes to present their topic to teach the content in class.  

Student Nursing Skill (20%):

Students must choose a psychomotor skill to teach a particular topic to students in a Nursing Fundamentals class. Students will create a way to teach a particular skill other than in a lecture format (no powerpoints. Students will have 15 minutes to present this skill. The presentation must focus on teaching the psychomotor skill. Student’s topic MUST be approved by the faculty. Examples of skills taught in nursing fundamentals include: Subcutaneous injections, suctioning, trach care, etc.   

Community or Interdisciplinary Education Teaching (10%) DUE DATE: As Scheduled with Dr. Riley

Students will create and implement an educational program for a topic addressing community health or interdisciplinary education. The presentation must use innovative teaching methods (different than what was used in your last two presentations). Students must implement this program through the  College Student Health Services with the nurse practitioner. Topics and dates of health programs with  College Student Health Services NP Colleen Powers will be posted.  

For each presentation, students must submit their teaching plan that addresses the following:

Teaching Plans- Complete for each presentation using the Template in Blackboard

a.       Describe characteristics of the intended learners.

b.      Develop a 15-minute teaching plan that addresses this educational need including: (see table posted on BB to use for the teaching plans)

c.       Projected Learning Outcomes

d.      Content to be covered

e.       Timeframe for each outcome

f.       Instructional Strategies/Learning Activities for each area of the content to meet the outcome (must use different creative strategies for each lecture)

                                i.            Attach activities such as case studies, games, etc.

                              ii.            Evaluation method for the outcomes (must be clear and measurable)

g.       APA, scholarly writing, grammar, spelling, citations, format  

                                i.            Cite specific readings assigned and websites used, references, attach learning resources needed, e.g. case studies, group exercises, pre and post test

h.      Submit Teaching Plan with your presentation in the assignment link and Dr. Riley will post it on BB.

Scholarly Paper on Curriculum Thread (30%)

Introduction

1)      Discuss importance of incorporating selected concept/thread into a nursing
curriculum (e.g., culture, ethics, health policy, professional leadership, inter-professional education, etc.). This section requires a minimum of 3 professional, peer reviewed articles from the nursing education literature to support the narrative.

2)      This must be a well-developed and written narrative explaining using evidence from the literature and the reason this topic is needed in nursing curriculum. Discussion must include an explanation of the rationale for threading this topic/content throughout the curriculum rather than having it as an individual course.

3)      Requires a minimum of 4 educational/nursing journal references other than textbook to support this section.

4)      This must be1 1/2- 2 pages in length (no less than 1 1/2 well-developed pages).  

 Strategies for Threading Content

1)      Student must review examples from nursing and health care educational literature regarding different teaching strategies/activities that have been used to teach content in educational settings.

2)      Students must describe how they would uses these different teaching methods and activities to teach this topic throughout the curriculum in different courses from lower level to higher level courses.

3)      This section must be supported by evidence from the education literature that discusses methods/strategies to teach this content in nursing and/or other health programs.

4)      Must have at least four professional peer-reviewed journal references other than the textbook to support this section and different from the references used in the introduction section. (please note websites are not professional references and do not count as part of the required references).

5)      This should be 1 1/2-3 pages in length. (no less than 1 ½ well-developed pages).

Course Threading

1)      Program Courses- students must address each of the six nursing components listed below describing a teaching methods/strategy and provider an example of a classroom/student activity that will be implemented to infuse the topic/concepts for EACH course they would use to infuse/thread the topic into teach course that are based upon the methods reviewed in the narrative section of this paper. The strategies must include a clear explanation of what activity will be developed based on the teaching strategy chosen. The same activity cannot be used more than twice. The strategy and activity must demonstrate the appropriate level for students based on the level of the course (for example using a case scenario would not be appropriate for fundamentals since these are lower level students who do not have enough knowledge to participate in cases yet).

2)      Students must use the table below for this section

o   Identify ONE Program Outcome from the BSN essentials that this thread addresses (You must choose from the POs Dr Riley posts on BB)

o   Fill out the following table

Course	Student Outcome By the end of this course students should be able to	Teaching strategies	Class room/student activity
Nursing Fundamentals
Nursing Theory
Nursing Research
Maternal/Child Health
Psychiatric/Mental Health Nursing
Medical/Surgical Nursing

APA Organization

Grammar and spelling, proper referencing of a minimum of 8 scholarly references found in peer review journals. References from textbook, web sites, short journal articles, and commentaries may be used as additional references but will NOT be counted as part of the required references.

Topical Outline

Week	Date	Activities/Topic	Readings	PO	SO
1		Hallmarks of Good Teaching Learning Styles Inventory Learning Theories Learning theories in teaching and learning Behavioral Changes Approaches to learning Effective teaching for effective learning IN CLASS	Bradshaw & Hultquist Chpt 1 Billings & Hallstead: chapters 13 & 15 Article on BB- (see readings folder)	I II III IV VI VII VIII	1,2 1,2 1,2,3 1 1,2 1 1,2
2		Culture & Diversity in the classroom: Culture and teaching and learning Teaching strategies with diverse students Multicultural aspects of learning; Influence of culture, gender, race, and socio-economic class on learning; Generational perspectives on teaching and learning Teaching Tidbit- example of creative teaching strategy ON LINE	Bradshaw & Hultquist: chpt 2 & 3 Billings & Halstead Chapter  16 Articles on BB	I II III IV V VI VII VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2
3		Strategies to promote critical thinking & active learning Improving teaching & Learning Motivation and Change Creating the learning environment, collaborative creativity, types of learners and conditions for learning Creative Teaching Strategies Teaching Tidbit- example of creative teaching strategy IN CLASS	Bradshaw & Hultquist: Chapters:  4, 5 & 6 Billings & Halstead: Chpt: 10 & 15 Articles on BB	1 II III IV V VII VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1 1,2 1,2
4		You can’t teach it all! Determining what you need to teach Threading Content thru the curriculum- topics and threading strategies Inter-professional Education Inter-professional communication skills lab Creating a teaching plan ON LINE	Bradshaw & Hultquist; chpt 6 & 19 Article on BB Challenges for the Nurse Educator	I II III IV V VI VII VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2
5		Teaching in structured settings: vs teaching on line- are they different. Use of Technology in Education: Blended classroom Using Social Media in teaching IN CLASS	Bradshaw & Hultquist: Chapters 7,8 & 9 Billings & Hallstead: Chapters  19.20 & 21 http://nathalielussier.com/blog/video-marketing/how-to-teach-classes-online http://www.edutopia.org/stw-online-learning-teacher-development	I II III V VI VI VIII IX	1,2 1,2 1,2, 3 1,2,3 1,2 1 1,2 1,2
6		Lecture is this outdated? Use of Humor Use of stories/digital stories in learning Game based learning Role Play IN CLASS	Bradshaw & Hultquist: Chapters. 10, 11, 14, & 15 www.storycemonter.org https://vimeo.com/38125179 Social Media Article - Link in BB	I II III IV V VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2 2
7		Problem -based learning, Case based teaching /learning Concept mapping Debate as a teaching strategy ON LINE Student Topical Presentations/ Teaching Plans DUE (will be posted next week)	Bradshaw, & Hultquist chapters: 12, &26 http://nursing.unm.edu/resources/teaching-and-learning-strategies.html	I II III IV V VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2 2
8		Student Presentation & Teaching Plan-Topical Presentations IN PERSON		I II III IV V VI VII VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2
9		Teaching Psychomotor skills ON LINE	Bradshaw, & Hultquist : chapters 16 & 20 Articles on BB	I II III IV VIII IX	1,2 1,2 1,2,3 1,2 1,2 1,2
Spring Break March 26, 2018 – March 30, 2018
10		Simulation & Imagination Using simulation in teaching Human patient simulation Nursing skills lab teaching Learning using Clin Sim STUDENT PSYCHOMOTOR TEACHING PLAN AND PRESENTATIONS DUE IN CLASS	Bradshaw, & Hultquist chapters: 17 & 18 Billings & Halstead Chpt 18 Articles on BB	I II III IV V VII IX	1,2 1,2 1,2,3 1,2 1,2,3 I 2
11		Student Psychomotor Presentations IN CLASS		I II III IV V IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2
12		Teaching in Unstructured Settings: Clinical teaching Philosophical approaches to clinical instruction Creating a learning environment in clinical settings Curriculum Thread Paper DUE ON LINE	Bradshaw, & Hultquist Chpt: 19, 20 & 21 Billings & Halstead Chpt 17	I II III IV V VI VII VIII IX	1,2 1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2
13		Clinical experiences Precepted clinical experiences Faculty-student mentoring Student learning in clinical settings. IN CLASS	Bradshaw, & Hultquist Chapters 22 & 23 Billings & Halstead Chpt 17	I III IV V VI VII VIII IX	1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2
14		Final Presentations Student IPE/Community Presentations & Teaching Plans ON LINE	Presentation Video Tapes to be posted on line	I III IV V VI VII VIII IX	1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2
15		WRAP UP	IDEAS	I III IV V VI VII VIII IX	1,2 1,2,3 1,2 1,2,3 1,2 1 1,2 1,2

REQUIREMENTS FOR ON LINE DISCUSSIONS

Class discussion (in-person/online) is expected in this course. Discussion week will start on Day #1 (Tuesday) of the week at 12:00 AM (midnight) and will end on Day #7 of final week of discussion (Monday) at 11:59 PM.

1.      Initial post: Each student must post an initial posting of their own that is one paragraph which is approximately 250 words and includes at least two scholarly references to support the posting. The initial post MUST be posted by Friday at 11:59 PM. One of the references can be from the texts, or assigned readings. The other reference(s) must be an additional source that you have found that supports your posting. If the professor responds and asks you for clarification or a question- you must respond to the professor.

2.      Responding to posts: Each student must respond a minimum of twice during each discussion week. The response(s) must be thoughtful, reference-based and can generate further discussion. The response(s) should be approximately 75 words (but can be less if clear). Statements such as “I agree” or “great posting” or general posts that do not provide additional knowledge or value to the discussion do not count as a posting.

3.      Students who do not post at all by Day 7 of the discussion week at 11:59 PM will be considered absent and will earn a grade of 0% for the week’s participation grade.  Students who do not post their initial post by Friday at 11:59 PM each week will lose 50% of their discussion grade for that week. Three absences may result in failure of the course.

4.      ALL references must be included at the end of your posting and adhere to APA Style (6^th edition).