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NUR-690 Nursing Informatics Practicum Course Assignments & Examples Study Guide

NUR-690 Nursing Informatics Practicum Course Description

This course provides learners the opportunity to integrate what they have learned in the program in a practicum experience related to nursing informatics. Learners are expected to integrate nursing knowledge, leadership, and advanced critical-thinking and problem-solving skills in the development of a comprehensive and professional project plan and solution that are grounded in current health care informatics research and methods. Practicum/field experience hours: 200. Prerequisite: Successful completion of all courses in the program of study.

NUR690 Nursing Informatics Practicum Week 1 Assignment

Benchmark – Business Need and Problem Statement

Each topic in this course requires learners to complete an assignment as part of a larger practicum project. Each assignment corresponds to a step in the project management life cycle. Read “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

For this part of the project, you will identify a clinical, technological, or process-related business need affecting the organization for which you currently work or have previously worked. Be sure to identify the need from a Christian worldview using ethical decision making.  Meet with your preceptor and stakeholders to better understand the business need. Write an essay (750–1,000 words) addressing the following:

1. Identify a business need affecting one or two departments.
2. Discuss why a change is needed and if it aligns with the organization’s strategic and operational intent.
3. Discuss the business goals and objectives.
4. Discuss the recommended informatics solutions.
5. Develop a problem statement.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MSN Health Informatics

6.1: Apply knowledge of the systems development life cycle (SDLC) to recommend informatics solutions to resolve clinical or health care administrative problems.

You can also read another study guide on nursing assignments for students from another post on NRS-410V Pathophysiology and Nursing Management of Clients’ Health Course Assignments & Examples.

NUR690 Nursing Informatics Practicum Week 2 Assignment  

Establish the Project Scope

For this assignment, you will develop a scope document that details the stakeholders understanding of what is “in scope” and “out of scope” for your project. Meet with your mentor and stakeholders to outline the scope of the project. Write an essay (1,000–1,500 words) addressing the following:

1. State the scope of the project.
2. Discuss what is out of scope for the project.
3. List high-level deliverables.
4. Discuss the completion criteria.
5. Discuss the success criteria (completed within budget and on schedule).

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NUR690 Nursing Informatics Practicum Week 3 Assignment  

Benchmark – Develop the Project Plan

For this part of the project, you will develop a project plan that details the project timeline, activities, and resources. Write an essay (1,000–1,500 words) addressing the following:

1. Identify the stakeholders and project drivers.
2. Discuss project milestones, timeline, tasks, activities, and resources.
3. Discuss project methodologies and processes used in the design and management of the project.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MSN Health Informatics 6.8: Apply appropriate analytical methods and processes in the design of informatics-related research projects.  

NUR690 Nursing Informatics Practicum Week 4 Assignment  

Elicitation of Requirements

For this part of the project, you will elicit requirements and data for the successful implementation of the project solution. Write an essay (500–750 words) addressing the following:

1. Identify the subject matter experts needed to gather data and determine requirements.
2. Describe the requirement elicitation process.
3. Describe the functional requirements that are needed to complete the project solution.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.  

NUR690 Nursing Informatics Practicum Week 5 Assignment  

Develop the Communication Plan

For this part of the project, you will develop a project communication plan that details how decisions will be communicated to the stakeholders (internal and external). Write an essay (500–750 words) addressing the following:

1. Discuss what project information needs to be communicated to stakeholders.
2. Describe the resources available for communicating project information.
3. Discuss the communication requirements for the stakeholders.
4. Describe how the project information will be communicated to stakeholders.
5. Discuss the frequency of the communication.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

NUR690 Nursing Informatics Practicum Week 6 Assignment  

Develop the Integrated Testing Plan

For this part of the project, you will develop a testing scenario and validate the functionalities of the proposed solution. Write an essay (750–1,000 words) addressing the following:

1. Discuss the purpose of testing and testing strategy.
2. Explain how you developed a testing scenario.
3. Discuss the items that need to be tested.
4. Discuss how the test results will be documented and mitigated.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.  

NUR690 Nursing Informatics Practicum Week 7 Assignment

Implementation and Performance Measures

For this part of the project, you will develop performance measures to understand impacts of the project improvement initiative. Write an essay (500–750 words) addressing the following:

1. Discuss the business impact of implementing the project improvement initiative.
2. Discuss the value of implementing the project improvement initiative.
3. Discuss the reasons the project improvement initiative may or may not be meeting organizational objectives.
4. Discuss the mitigation plan that will be implemented if the organizational objectives are not met.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.        

NUR690 Nursing Informatics Practicum Week 8 Assignment  

Evaluation Phase

For this part of the project, you will create a plan for evaluating the success of the implementation utilizing an industry methodology. Write an essay (500–750 words) addressing the following:

1. Describe the steps you will take to evaluate the success of the implementation.
2. Identify the industry tools and methodologies that could be used to evaluate the success of the implementation.
3. Discuss the rationale for selecting the chosen tools and methodologies.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.  

NUR690 Nursing Informatics Practicum Week 8 Assignment  

Benchmark – Practicum Project PowerPoint

The purpose of this assignment is to reflect and present on the steps taken during the course of your Nursing Informatics Practicum Project.

For this assignment, create a PowerPoint presentation (10-15 slides) including comprehensive speaker’s notes which cover all major areas of your Nursing Informatics Practicum Project.

Discuss the following information:

• The identified business need and problem statement.
• Important aspects of the project’s scope.
• Important components of the project plan.
• Requirements collected and who was involved in the collection.
• Important components of the communication plan.
• Important components of the integrated testing plan.
• Implementation and performance measures planned.
• Evaluation and tools/methodologies planned.
• Applied project management strategies used to plan, budget, and communicate project plans to organizational stakeholders.

Refer to “Nursing Informatics Practicum Project Overview,” located in Course Materials, for further information.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies:

MSN Health Informatics 6.11: Apply project management strategies to plan, budget, and communicate project plans to organizational stakeholders.

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NUR-665E Nursing Education Practicum Course Assignments & Examples Study Guide

NUR-665E Nursing Education Practicum Course Description

This course culminates with two experiences for the learner: 1) 50 hours of direct clinical and 2) 100 hours of an education practicum; both must be completed with an approved nurse preceptor in the respective settings of the learner’s choice. These clinical and practicum experiences afford learners the opportunity to continue the synthesis of advanced clinical nursing knowledge and skills at the start of the course and then demonstrate educational competencies in their selected areas of interest (e.g., assessment of learning needs, program/curriculum planning, implementation, and assessment/evaluation in either a traditional or nontraditional setting). This course offers opportunities for learners to begin integrating the role of the advanced nurse and the advanced educator based on the NLN competencies into their professional behaviors. Direct Care Clinical (50 hours) and Educational Practicum (100 hours) experiences totaling 150 hours. Practicum/field experience hours: 150. Prerequisite: Successful completion of all previous coursework in the program.

GCU NUR-665E Nursing Education Practicum All Assignments – Weeks 1 and 16

GCU NUR-665E Nursing Education Practicum All Assignments Directions:

Complete the documentation form. Click on the highlighted text field and type in your response. The form will expand for as long as you type.

You can also read another study guide on nursing assignments for students from another post on NUR-674 Leadership in Health Care Systems Practicum Course Assignments & Examples.

GCU NUR-665E Nursing Education Practicum All Assignments Week 1 Assignment

Nursing Education Practicum Documentation (NEPD) Form

In your first entry for your Nursing Education Practicum Documentation (NEPD) Form you will write the overall goals for your practicum. Only these overall goals are due Week 1 on your NEPD form.

Use the S.M.A.R.T. goal format to write goals you have for your overall practicum experience. What do you want to accomplish during this practicum course? Keep this statement broad enough to cover everything that you would like to do during your practicum course. You may choose to focus in on a specific aspect of nursing education or may choose to sample a variety of nursing education experiences within your selected practicum experience

APA format is not required, but solid academic writing is expected.

GCU NUR 665 Nursing Education Practicum All Assignments Directions:

Complete the documentation form. Click on the highlighted text field and type in your response. The form will expand for as long as you type.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 2 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic’s competency – Strategies to Facilitate Learning and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you. Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

You will turn in this NEPD form multiple times throughout this course. Each week in the gradebook, your instructor will upload a version of your submitted assignment with comments. Download this version and add to it. Each NEPD document that is submitted must have the previous NEPD work along with the instructor comments.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for the topic.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

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GCU NUR-665E Nursing Education Practicum All Assignments – Week 3 Assignment

Evidence-Based Teaching Strategies

An effective nurse educator is aware of evidence-based teaching strategies and how to use them in an educational setting. The purpose of this GCU NUR 665 Nursing Education Practicum All Assignments is to immerse yourself in the literature to determine relevant and current evidence-based teaching strategies.

Using the Topic Materials and your own research on teaching strategies, determine five evidence-based teaching strategies that you plan to utilize in your practicum setting. Use the “Evidence-Based Teaching Strategies” graphic organizer to complete this assignment.

• Explain how the nurse educator fosters the development of learners in these three areas: cognitive, psychomotor, and affective domains.
• In-depth description of each teaching strategy and the cognitive, psychomotor, or affective learning domain they address.
• Explanation of how each teaching strategy creates effective learning to foster the development of learners.
• Explanation of how each teaching strategy aligns to learning styles.
• An explanation of how each teaching strategy can be used to implement generational lessons.
• An explanation of how each teaching strategy can be used to implement culturally diverse lessons.

This assignment requires two or three peer-reviewed/scholarly resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 4 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Use the “Nursing Education Practicum Documentation (NEPD) Form” to complete the Nursing Education Practicum Documentation assignment. Students must also create a time log within Lopes Activity Tracker (LAT) in order for hours to be counted toward graduation requirements. Time logs are mandatory in addition to the NEPD form GCU NUR 665 Nursing Education Practicum All Assignments.

The form itself is an active document meant for the student and faculty to exchange comments during practicum experience. This form is the weekly documentation of clinical practicum activities. The first week is only the overall practicum goal – S.M.A.R.T goals or objectives the student would like to achieve during the experience.

Week 2 students only document the Weeks 1 and 2 of clinical and from then on, the NEPD form is due every 2 weeks and addresses the competency that mirrors the coursework. For each week, the student should develop objectives, resources, and strategies to meet the objectives along with how they will measure these objectives, and finally the evaluation of how they did for the week.

Columns 1-3 should be planned at the beginning of the week to direct activities and Column 4 should be completed after the week’s experience is complete GCU NUR 665 Nursing Education Practicum All Assignments.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 5 Assignment

Best Practice Teaching Strategies

An effective nurse educator has current, researched knowledge of teaching strategies to use in the educational setting. Effective teaching strategies allow students to collaborate with peers and participate in higher order thinking.

The purpose of this GCU NUR 665 Nursing Education Practicum All Assignments is to compile an annotated bibliography of teaching strategies within your practicum setting.

Provide a 10-entry annotated bibliography of peer-reviewed/scholarly literature related to your chosen practicum topic and appropriate teaching strategies. Include a 150-word summary for each resource that includes the following:

• Description of the teaching strategy and its application to your practicum topic.
• Description of the relevancy and accuracy of the source.
• Description of the quality of the source.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 6 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you GCU NUR 665 Nursing Education Practicum All Assignments. Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Use of Assessment and Evaluation Strategies.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 7 Assignment

Learning Needs Assessment

The effective nurse educator is able to use student learning needs to create specific and measurable learning outcomes for a lesson or curriculum.

The purpose of this assignment is to create a learning needs assessment in order to determine learning outcomes for the topic identified for the student’s education focus.

Part 1: Develop a short needs assessment of 10-20 open-ended or closed-ended questions for a learning needs assessment related to your education focus to administer to your practicum audience. Administer a learning needs assessment in your practicum setting. This data will be used to develop your lesson plan in Topic 8 assignment.

Part 2: To accompany your assessment, write a 350-500 word data collection plan with the following information:

• Explanation of data collection techniques such as the format and how you will administer the learning needs assessment to your students.
• Description of how you will use the data collected from this learning needs assessment.

Submit both parts to the assignment dropbox.

Cite one or two peer reviewed/scholarly resources in your paper.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric GCU NUR 665 Nursing Education Practicum All Assignments. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 8 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives of what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you.

Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Participation in Curriculum Design and Evaluation of Program Outcomes.

Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 8 Assignment

Practicum Lesson Plan

The purpose of this assignment is to create a lesson plan to be delivered in the practicum setting. Refer to your student learning needs assessment data and annotated bibliography to complete this assignment.

Write a detailed lesson plan that includes the following information.

• Description of practicum setting and population.
• Lesson outcomes with rationale and alignment to student learning needs that were identified in your learning needs assessment.
• Teaching strategies with research-based rationale for effectiveness.
• Description of how different learning styles are addressed in your chosen teaching strategies.
• Outline of content that will be covered in the lesson plan.

This resource requires a minimum of 2-3 scholarly sources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 9 Assignment

Lesson Evaluation

The effective nurse educator employs a variety of formative and summative techniques during curriculum implementation to monitor student learning. A well-developed lesson plan employs both formative and summative assessments GCU NUR-665E Nursing Education Practicum All Assignments. A nurse educator should plan to use data from these assessments to guide instruction.

Concept maps describe the relationships between concepts and allow for an improved understand through critical thinking and analysis. To understand the link between formative and summative assessment strategies, develop a concept map describing the flow of assessment strategies throughout your own lesson plan. Be creative in your design GCU NUR-665E Nursing Education Practicum All Assignments. A rationale should be included for your choice of assessments.

Use the Topic Materials and your own research, to develop your concept map. Include the following criteria to create your concept map for this assignment:

• Description of one formative assessment strategy to be used in lesson plan with rationale.
• Explanation of how the data from the formative assessment will guide your instruction.
• Description of one summative assessment strategy to be used in the lesson plan with rationale.
• Explanation of how the data from the summative assessment will guide your future lesson plan revisions.
• Description of the instructor satisfaction survey to be administered to students.
• Explanation of how data from the instructor satisfaction survey will guide your teaching practice.
• Cite two or three peer-reviewed/scholarly resources no more than 5 years old in your paper.

Prepare this assessment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric GCU NUR-665E Nursing Education Practicum All Assignments. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 10 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin GCU NUR 665 Nursing Education Practicum All Assignments. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you.

Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

• Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.
• The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Functions of a Change Agent and Leader.
• Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 12 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you. Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately GCU NUR 665 Nursing Education Practicum All Assignments.

The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Pursuit of Continuous Quality Improvement in the Nurse Educator Role.

• Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 13 Assignment

Implementation Reflection

An effective nurse educator participates in continuous reflection of instruction. Reflection allows the nurse educator to identify areas of needs in order to improve practice and student success.

The purpose of this assignment is to reflect on lesson plan implementation in the practicum setting.

After implementing your lesson plan, write a 350-500 word short answer reflection on the following questions:

• Were students actively engaged in the learning? How do you know?
• Did you make changes to your lesson during implementation? What were the changes and why did you make that change?
• What refinements will be necessary before implementing this lesson again? Support your answer with at least one evidence-based practice.
• What went well that you will repeat in future lesson plan implementations?
• This assignment requires 2-3 scholarly sources.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 14 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you.

Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills GCU NUR 665 Nursing Education Practicum All Assignments.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written appropriately.

• The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Engagement in Scholarship.
• Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 15 Assignment

Benchmark – Reflective Analysis

The effective nurse educator reflects on their practice through analysis of feedback from mentors, peers, and students. Feedback from all stakeholders within education guide a nurse educator towards effective instruction, the realization of career goals, and success in student learning.

The purpose of this assignment is to analyze the lesson plan feedback provided by your preceptor and students in the practicum setting. Write a 500-800 word analysis with the following information:

• A description of the lesson plan feedback from your preceptor.
• A description of the instructor feedback from your students.
• A comparison of preceptor feedback, student feedback, and your own reflection.
• An explanation of how you will use the feedback from stakeholders to engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.
• Plan for continuing professional development and refinement of practice.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric GCU NUR 665 Nursing Education Practicum All Assignments. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competency:

MSN Nursing with Emphasis in Nursing Education

6.4: Engage in the professional role of the nurse educator through systematic self-reflection, reflective teaching practice, and exploring opportunities for scholarship.

GCU NUR-665E Nursing Education Practicum All Assignments – Week 16 Assignment

Nursing Education Practicum Documentation (NEPD) Form

Using the “Nursing Education Practicum Documentation (NEPD) Form,” write objectives for what you will accomplish in this topic and how you will evaluate your accomplishment.

Be sure to read the instructions (in blue font at the top of the columns on the first page) on how to use the form before you begin. The NEPD form uses the nursing process and follows the format of a nursing care plan, so this should be familiar to you GCU NUR 665 Nursing Education Practicum All Assignments. Under the student weekly reflection addressing the identified competency, reflect on how you met the competency in practicum and how the experience improved your nurse educator skills.

Refer to materials from previous courses in the nursing education track to be sure that your objectives are written using Bloom’s taxonomy.

• The written objectives, resources, and criteria for evaluation columns (first three columns) must be posted prior to the clinical experience for this topic’s competency – Functioning Within the Educational Environment.
• Complete the fourth column (evaluation) at the end of each topic’s clinical experience as you evaluate how you met the objectives you wrote.
• In addition, based on the weekly objectives that you wrote, document how you met your overall practicum goals.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to LopesWrite.

GCU NUR-665E – Nursing Education Practicum Documentation (NEPD) Form: Competency 1, 2, 3, 4, 5, 6, 7, 8

Nursing Education Practicum Documentation (NEPD) Form: Competency 1 and 2

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your nursing education practicum activities.

Consider reviewing course textbooks for suggested nursing education practicum activities.

Nursing Education Practicum Documentation (NEPD) Form: Competency 3

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your nursing education practicum activities.

Consider reviewing course textbooks for suggested nursing education practicum activities.

GCU NUR-665E Nursing Education Practicum Documentation (NEPD) Form: Competency 4

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your nursing education practicum activities.

Consider reviewing course textbooks for suggested nursing education practicum activities.

GCU NUR-665E Nursing Education Practicum Documentation (NEPD) Form: Competency 5

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your nursing education practicum activities.

Consider reviewing course textbooks for suggested nursing education practicum activities.

GCU NUR-665E Nursing Education Practicum Documentation (NEPD) Form: Competency 6

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your activities.

Consider reviewing course textbooks for suggested nursing education practicum activities.

GCU NUR-665E Nursing Education Practicum Documentation (NEPD) Form: Competency 7

NUR-665E Nursing Education Practicum

Directions: Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your nursing education practicum activities.

Consider reviewing course textbooks for suggested nursing education practicum activities.

GCU NUR-665E Nursing Education Practicum Documentation (NEPD) Form: Competency 8

NUR-665E Nursing Education Practicum

Directions:Complete the documentation form. Type in your response in the unshaded box below each question. The form will expand for as long as you type.

The purpose of this assignment is to document meeting the competency and to promote deep reflection on your nursing education practicum activities.

Consider reviewing course textbooksfor suggested nursing education practicum activities.

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NUR-649E Nursing Education Seminar II Course Assignments & Discussions Study Guide

NUR-648E Nursing Education Seminar II Course Description

This course incorporates technology into the educational process from the use of personal technology to institutional technology. Students have the opportunity to develop (or convert) educational programs to be delivered in an online format. Principles of curriculum development, teaching/learning theories, and implementation of evaluation strategies will be modified to the online learning environment. This course also examines professional regulatory and accreditation standards as an evaluation framework for curriculum design in nursing education in all settings. Strategies to assess learning are included from the assignment evaluation to the program evaluation based on outcomes. Prerequisite: NUR-647E.

NUR-649E Nursing Education Seminar II Entire Course Assignments & Discussions

• NUR 649E Topic 1 Discussion Question 1
• NUR 649E Topic 1 Discussion Question 2
• NUR 649E Topic 2 Discussion Question 1
• NUR 649E Topic 2 Discussion Question 2
• NUR 649E Topic 3 Assignment: Application of Technology in Nursing and Patient Education
• NUR 649E Topic 3 Discussion Question 1
• NUR 649E Topic 3 Discussion Question 2
• NUR 649E Topic 4 Discussion Question 1
• NUR 649E Topic 4 Discussion Question 2
• NUR 649E Topic 5 Assignment: Distance Education Learning
• NUR 649E Topic 5 Discussion Question 1
• NUR 649E Topic 5 Discussion Question 2
• NUR 649E Topic 6 Discussion Question 1
• NUR 649E Topic 6 Discussion Question 2
• NUR 649E Topic 7 Assignment: Personal Class Design Project Part 2
• NUR 649E Topic 7 Discussion Question 1
• NUR 649E Topic 7 Discussion Question 2
• NUR 649E Topic 8 Assignment: CLC — Critical Thinking Strategies Case Study
• NUR 649E Topic 8 Discussion Question 1
• NUR 649E Topic 8 Discussion Question 2

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NUR-649E Nursing Education Seminar II Topic 1

Discussion Question 1

Description:

Find a research article on designing learning activities that promotes critical thinking. Summarize the article for your classmates in 1–2 paragraphs. Explain why you chose this study and how this information could be used in your selected area of education (academic, staff, or patient).

You can also read another study guide on nursing assignments for students from another post on NUR-647E Nursing Education Seminar I Course Assignments & Discussions.

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NUR-649E Nursing Education Seminar II Topic 1 Discussion Question 2

Description:

Teaching in Nursing: A Guide for Faculty lists several principles for selecting learning activities. Select one of the principles and explain why it would be important to you in your selected area of education (academic, staff, or patient).

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NUR-649E Nursing Education Seminar II Topic 2

Discussion Question 1

Description:

Review “Code of Fair Testing Practices in Education,” located on the American Psychological Association:

https://www.apa.org/science/programs/testing/fair-testing.pdf

What are your thoughts after reading the document? Did you realize it existed? How does the code apply to nursing education? The “Code of Fair Testing Practices in Education” is over 10 years old. Is it still relevant today? Why? If not, how should it be revised?

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NUR-649E Nursing Education Seminar II Topic 2 Discussion Question 2

Description:

What would be a reasonable evaluation strategy for patient education?

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NUR-649E Nursing Education Seminar II Topic 3

Assignment: Application of Technology in Nursing and Patient Education

Description:

Each student will select one technology application and describe its use within nursing in general or in patient education. Address the significance of the selected technology, attributes of the selected technology (i.e., accuracy, cost, accessibility, etc.), and provide specific examples with rationale of situations in which the technology application as an educational tool would provide advantages as well as disadvantages. In addition, relate the use of the selected technology application to the appropriate professional standards and competencies. This assignment may be completed in one of the following formats (with quantitative criteria) listed below:

1. APA-formatted paper (1,000–1,250 words)
2. PowerPoint presentation with comprehensive speakers’ notes (12–15 slides)
3. Podcast (10–15 minutes)
4. Blog or Web page (1,000–1,250 words)
5. Any other technology application as approved by the instructor In addition to the course materials, you are required to use a minimum of three current scholarly, peer-reviewed resources (less than 5 years old).

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NUR-649E Nursing Education Seminar II Topic 3 Discussion Question 1

Description:

The assigned reading from Teaching in Nursing: A Guide for Faculty discusses the use of technology in nursing education. Consider the types of technology devices available today such as eReaders, smartphones, and net books, to name just a few. Select one type of technology application and explain how it is changing the nature of the learning environment and/or the learner’s experience in it.

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NUR-649E Nursing Education Seminar II Topic 3 Discussion Question 2

Description:

Select a specific technology and describe how the use of that technology in nursing education would differ with different types of students. Note: You may not select a technology that has already been posted by another student; you must select a different one.

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NUR-649E Nursing Education Seminar II Topic 4

Discussion Question 1

Description:

Review four new technology applications posted that you have not had experience with in the nursing environment. For each technology application, explain how it may be modified or adapted for your specific field or patient population. Feel free to ask questions about the application as well. As classmates post to your assignments or ask questions, respond to each.

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NUR-649E Nursing Education Seminar II Topic 4 Discussion Question 2

Description:

Present the history of one form of distance learning (other than online learning). Explain how the distance learning format originated. Would you consider using it in your practice? Address the advantages and disadvantages of the selected distance education format.

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NUR-649E Nursing Education Seminar II Topic 5

Assignment: Distance Education Learning

Description:

Describe an issue that impacts distance-education learning. The selected issue can be a faculty issue, student issue, or administrative issue. Examine the issue and its significance to distance education.

Assume that you are in a leadership position for the development of either nursing or patient education. Propose strategies on how your organization can meet challenges posed by the issue you selected in order to continue providing quality distance-education learning. Support your proposal by incorporating evidence-based literature and relevant professional standards. This assignment may be completed in one of the formats (with quantitative criteria) listed below ( Note: You must select a format different than the format you submitted for the Topic 3 assignment):

1. APA-formatted paper (1,000–1,250 words)
2. PowerPoint presentation with comprehensive speakers’ notes (12–15 slides)
3. Podcast (10–15 minutes)
4. Blog or Web page (1,000–1,250 words) 5. Any other technology application as approved by the instructor

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NUR-649E Nursing Education Seminar II Topic 5 Discussion Question 1

Description:

Identify the personal characteristics of a student that would support his/her success in distance education. Faculty and students may need different competencies. Choose to discuss the competency needed by either faculty or students; you do not have to do both.

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NUR-649E Nursing Education Seminar II Topic 5 Discussion Question 2

Description:

What is the role of faculty in distance education?

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NUR-649E Nursing Education Seminar II Topic 6

Discussion Question 1

Description:

How might assessment of quality in distance education differ from assessment of quality in a traditional classroom setting?

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NUR-649E Nursing Education Seminar II Topic 6 Discussion Question 2

Description:

Many schools hire adjunct faculty to fill online teaching positions. How might that practice impact the quality of the online education?

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NUR-649E Nursing Education Seminar II Topic 7

Assignment: Personal Class Design Project Part 2

Description:

Using the Personal Class Design Project — Part 1 assignment you began in NUR-647E, you will complete the course design to include learner objectives, outline, teaching strategies, and associated evaluation, and method.

Using Part I, write and revise the original learner objectives submitted.

Use the A-B-C-D method of writing objectives. The objectives should incorporate Bloom’s taxonomy, be written at the appropriate level for the audience, and include at least two learning domains (cognitive, psychomotor, and affective). Refer to “NUR-649E — Nursing Education Seminar II: A-B-C-D Approach to Objective Writing” and “NUR-649E — Nursing Education Seminar II: Learning Domains.”

Map out a class time frame, outlining when to cover each of the content areas. Refer to “NUR649E — Nursing Education Seminar II: Lesson Plan Template.” In addition to the content area, include the class time frame:

1. Time frame for covering each topic area
2. Teaching strategy for each objective
3. How the learning will be evaluated Include rationale for each selected instruction and the evaluation method used. Support your rationale by citing at least three scholarly, peer-reviewed resources (less than 5 years old) in addition to the course materials.

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NUR-649E Nursing Education Seminar II Topic 7 Discussion Question 1

Description:

Read “Thirty-Two Trends Affecting Distance Education: An Informed Foundation for Strategic Planning”:

http://www.westga.edu/~distance/ojdla/fall63/howell63.html.

Select one of the trends and explain how you think it will impact nursing education. This article was written in 2003. Is there a need to update the trend to make the article relevant for today? How?

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NUR-649E Nursing Education Seminar II Topic 7 Discussion Question 2

Description:

Provide an example of a societal trend that will likely impact nursing education and patient education in the future. Provide a multidisciplinary strategy that would maximize the positive impact the trend will have. There are numerous examples that are available; therefore, it is not appropriate to repeat one that has already been provided, unless approved by the instructor. When responding to a post, provide feedback on the strategy suggested and add an additional strategy that may be effective as well.

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NUR-649E Nursing Education Seminar II Topic 8

Assignment: CLC — Critical Thinking Strategies Case Study

Description:

This is a Collaborative Learning Community (CLC) assignment. Each CLC group will design a case study (1,750–2,000 words) of an educational situation in an academic nursing or hospital-based educational setting. When designing the case study, do the following:

1. Identify the educational setting: Is it an academic setting as in a university, or is it hospital based?
2. Identify the educational needs that will be addressed using distance education.
3. Develop learner objectives and evaluation strategies specific to the case study situation.
4. Explain what technological applications will be utilized.
5. Include an assessment strategy as the basis for the evaluation plan (refer to Chapter 23 in Teaching in Nursing: A Guide for Faculty).

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NUR-649E Nursing Education Seminar II Topic 8 Discussion Question 1

Description:

Discuss whether there should be additional criteria to become a distance nurse educator. Explain your response. If you agree that there should be additional criteria, what standards would you set?

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NUR-649E Nursing Education Seminar II Topic 8 Discussion Question 2

Description:

Predict the career potential for nurse educators in online education. Justify your response by referring to societal trends as studied in Topic 7.

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NUR-646E Nursing Education Seminar I Course Assignments & Examples Study Guide

NUR-646E Nursing Education Seminar I Course Description

This course prepares learners to deliver advanced nursing knowledge within practice, professional, and academic settings. Specific emphasis is placed on effective methods to facilitate learning and fostering critical thinking skills in diverse health care settings. Learners synthesize advanced nursing knowledge of pathophysiology, pharmacology, and assessment within the integration of technology. Learners complete 50 direct patient care clinical hours in a specialty area to integrate advanced nursing knowledge and advanced assessment skills into practice. Clinical hours: 50. Prerequisite: NUR-643E.

NUR-646E Nursing Education Seminar I

NUR-646E Course Materials

• Creative Teaching Strategies for the Nurse Educator

Description:

Herrman, J. (2015). Creative teaching strategies for the nurse educator(2nd ed.). Philadelphia, PA: F.A. Davis.
ISBN-13: 9780803644687 (available as print text only)

Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

page 2 of 19
1.
2.
3.
4.
Shellenbarger, T. (2018). Clinical nurse educator competencies: Creating an evidence-based practice for academic clinical nurse educators. Alphen aan den Rijn, Netherlands: Wolters Kluwer. ISBN-13: 9781975104269 (available as print text only)

You can also read another study guide on nursing assignments for students from another post on NUR-648E Nursing Education Seminar II Course Assignments & Discussions.

Learning Environment Observation

Description:

During your professional career as a nurse educator, you will be asked to teach in various learning environments; including traditional classroom, online, and clinical.
For the assignment in Topic 5 you will be asked to complete a classroom observation.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or patients.

• Typhon Website: Access NUR 646E Nursing Education Seminar I
  Description:
  See the attached document and follow the steps to initiate your Typhon account. If you have difficulty, utilize the tutorial videos on the home page.
• Grand Canyon University requires you to use the Typhon Student Tracking System to log and document clinical hours and patient case logs for all clinical courses.
• You will complete the case logs after each clinical experience.
  http://www.typhongroup.net/gcu

NUR-646E Topic 1: Role of the Nurse Educator in Various Settings

Description

Objectives:

• Identify the teaching role expectations and competencies that define the scholarly nursing position.
• Explore different educational forums to understand the importance of professional nursing
  educators.
• Explore the historical development of the role of nurse educators.
• Formulate practicum goals to meet identified learning needs.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Read Chapter 1 in Creative Teaching Strategies for the Nurse Educator

Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators

Description:

page 3 of 19
1.
2.
3.
Read Chapters 1 and 6 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.

A Day in the Life of a Nurse Educator

Description:

Read “A Day in the Life of a Nurse Educator,” by Brunt from Ohio Nurses Review (2014).

Nurse Educator Core Competencies

Description:

Read “Nurse Educator Core Competencies,” found on the National League for Nursing website to complete the
assignment.

Nurse Educator Electronic Portfolio

Description:

Review the “Nurse Educator Electronic Portfolio” resource to the complete the topic assignment.

Tasks

Practicum Goals

Description:

This assignment requires your collaboration with the course faculty and practicum preceptor early on
to establish goals for successful completion of your practicum requirements.
Develop a 250-500-word narrative for completing your practice hours and how objectives will be met.
Include the following in your narrative:

• Five practicum goals that relate to course objectives, course deliverables, your personal and
  professional development needs, and your practicum setting.
• A proposed schedule to meet your goals and the 50 required practicum hours you must
  accumulate during this course.
• A description of any challenges you expect to encounter, and strategies to help you overcome
  these challenges.
• Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
  Student Success Center. An abstract is not required.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
  familiar with the expectations for successful completion.
• You are required to submit this assignment to LopesWrite. Please refer to the directions in the
  Student Success Center.

Pre-Practicum Preceptor, Faculty, and Student Conferences

Description:

page 4 of 19
1.
2.
3.
Prior to starting practicum hours, students are required to arrange a conference with their preceptors
to review the course objectives and discuss the proposed practicum experience.
Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and
Student conference” form and submitting it to the instructor in LoudCloud during the first week of
class for approval of the proposed experiences.

Nurse Educator Electronic Portfolio

Description:

For this program, you will be creating a working electronic portfolio that can be utilized when trying to
obtain a position as a nurse educator. The electronic portfolio will encompass several artifacts from
your practicum courses. Use the “Nurse Educator Electronic Portfolio,” resource to guide you in
collecting the required artifacts for this. You will submit the completed electronic portfolio in
NUR-665E.

NUR-646E Nursing Education Seminar I Topic 1 DQ 1

Description:

Compare the difference between a traditional faculty role versus the online faculty role. How are the
expectations different for each role? What steps will you need to prepare to be successful in each?

NUR 646E Nursing Education Seminar I Topic 1 DQ 2

Description:

Referring to the National League of Nursing’s (NLN) Nurse Educator Competencies, choose one
competency and describe how you will achieve this competency in your nurse educator role.

NUR 646E Topic 1: Nurse Educator Competency 1 – Strategies to Facilitate Learning Example Approach Assignment

Part 1 Evidence-Based Teaching Strategies

Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.

Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher understand the learners’ needs, understand their misunderstandings, and help the teacher devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.

Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. Allowing immediate neighbors to discuss questions in large classes can help achieve group work. However, proper group organization is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.

Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit verbal instructions and meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.

References

Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion, 7, 115. https://doi.org/10.4103/jehp.jehp_169_17

Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z

Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19

Part 2

            The concept of preceptorship, otherwise nurse educator, is an old practice. Nurse educators are tasked with a lot of responsibilities, among them is to provide a safe environment for students. Nurse educators prepare graduates for the ever-changing, complex healthcare environment by using up-to-date information and building close relationships with learners. Furthermore, they constantly communicate, meet learners, and motivate them to foster a safe environment that encourages learning while bridging the gap between the realism of the workplace and the idealism of academic requirements (Coffey & White, 2019). Grand Canyon University‘s (GCU) mission integrates with the Christian worldview’s values to provide a positive environment that enhances learners` innovation and acquisition of skills and values of being good servant leaders (GCU, 2021). Incorporating faith with compassion and kindness in the teaching curriculum allows learners to be mindful of the needs of others while working with preceptors to prepare for future practices. Furthermore, learners appreciate the value of integrity, which is essential in nursing in the nursing profession.

Because nurses work in a difficult work environment that is often faced with a conflict between choosing civilized and uncivilized behaviors, integrity is paramount in such circumstances. Nurse educators are required to train nurses with integrity and acquire skills to face challenges that may arise in future practice (Coffey & White, 2019). The use of simulated situations when teaching nurses is an integral part of preparing nurses to adopt various skills, including teamwork and communication, that are essential in future practice.

The clinical setting is another environment that requires nurse educators to provide a positive learning experience. Despite the challenges in clinical settings, preceptors can create a memorable learning experience for learners in various ways. Adopting simulation, practicing clinical scenarios, and use of reflective journaling are some of the methods that can be used to facilitate learning. Clinical simulations and practical scenarios allow learners to think critically, reflect on the situation, and make decisions (Izadi et al., 2020). These methods are as effective as interacting with the real clinical situation. Likewise, reflective journaling allows learners to think critically and reason appropriately and allows teachers to understand the thought processes of learners.

Reference

Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09

Grand Canyon University. (2021). Integration of faith, learning, and work at Grand Canyon University. https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf

Izadi, F., Bijani, M., Fereidouni, Z., Karimi, S., Tehranineshat, B., & Dehghan, A. (2020). The effectiveness of teaching nursing ethics via scenarios and group discussion in nurses’ adherence to ethical codes and patients’ satisfaction with nurses’ performance. TheScientificWorldJournal, 2020, 5749687. https://doi.org/10.1155/2020/5749687

NUR-646E Topic 2: Learning Theory and Educational Philosophies

Description

Objectives:

• Apply learning theories and teaching philosophies to provide structure for the learning process.
• Apply theory to teaching practices to support the ability to effectively teach utilizing evidence-based support.
• Evaluate learning theories and educational philosophies to develop effective learning environments.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

page 5 of 19
Review Chapter 1 in Creative Teaching Strategies for the Nurse Educator.

Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic

Clinical Nurse Educators

Description:

Read Chapter 2 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical
Nurse Educators.

Tasks

Teaching Philosophy Statement

Description:

The purpose of this assignment is to develop your personal teaching philosophy statement. This will
be included in your e-portfolio to be submitted at the end of this course.
Begin by researching a developed teaching philosophy and use the information to shape your own
philosophy.

In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on
the purpose of education, how students learn, how your beliefs facilitate learning, the role of the
nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek
to integrate the nurse educator competencies into your professional practice.

APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.

NUR-646E Nursing Education Seminar I Topic 2 DQ 1

Description:

Select two nursing theories and explain how they can be applied in nursing education. How can the
theories aid in your teaching practices including clinical or patient specific experiences?

NUR 646E Nursing Education Seminar I Topic 2 DQ 2

Description:

Search the literature and find an example of a research study that uses an educational theory in a
nursing education study. Does the study appear to use the theory appropriately? How does the
research contribute to understanding of the theory? Be sure to cite the article.

NUR-646E Topic 3: Individualized Student Learning

page 6 of 19
1.
2.
3.

Description

Objectives:

• Classify student types, learning styles, and learning style frameworks.
• Discover the importance of learning needs in a diversified student population.
• Evaluate teaching strategies useful for understanding and addressing the learning needs of diverse student populations.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Read Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

Read Chapter 3 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.

College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered
Strategies

Description:

Read “College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies,” by
Lightweis, from College Quarterly (2013).

Differentiation Through Blended Learning

Description:

Read “Differentiation Through Blended Learning,” by Kleber, from Leadership (2015).
The Learning Environment and Learning Styles: A Guide for Mentors

Description:

Read “The Learning Environment and Learning Styles: A Guide for Mentors,” by Vinales, from British Journal of
Nursing (2015).

Tasks
page 7 of 19
1.
2.
SBAR Clinical Log

Description:

Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient you
have assessed during your clinical experience thus far.

NUR 646E Nursing Education Seminar I Topic 3 DQ 1

Description:

Discuss an experience working with a diverse patient or student population or students with
diverse learning needs. Using evidence-based literature, develop a strategy to increase the
success of these students in a classroom setting.

NUR 646E Nursing Education Seminar I Topic 3 DQ 2

Description:

Do you think it is practical and relevant to use a learning style inventory with patients or students in
your selected area of education? Support your response with literature.

NUR-646E Topic 4: Student Diversity and Engagement Practices

Description

Objectives:
Prepare optimal instructional plans for the diversity of the student nurse population.
Describe educational laws that impact student diversity and instruction.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Review Chapter 5 and read Chapter 6 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

page 8 of 19
Review Chapter 3 and read Chapters 4 and 6 in Clinical Nurse Educator Competencies: Creating an

Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice

Description:

Read “Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice,” by Ali and Manokre, from International Journal of Nursing Education (2016).

Tasks

Midterm Preceptor-Faculty-Student Conference and Evaluation

Description:

Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable
signatures for each preceptor.

Midterm Clinical Evaluation

Description:

• The clinical faculty will contact the preceptor by phone and review the midterm clinical competencies. The preceptor will perform a midterm clinical evaluation with the clinical faculty.
• The clinical faculty will input the evaluation via the Typhon system.
  Students will access the completed preceptor evaluations in Typhon under the tab for “EASI:
• Evaluation and Survey Instrument” and print out the completed evaluation, sign it, and upload the signed evaluation into LoudCloud.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

NUR 646E Nursing Education Seminar I Topic 4 DQ 1

Description:

What culture and diversity issues have you experienced when working with current student or
patient populations? What strategies do nurse educators use to bridge culture and diversity
barriers? How do these strategies aim to create a positive learning environment

NUR 646E Nursing Education Seminar I Topic 4 DQ 2

Description:

Choose an experience from your clinical practicum that demonstrates engagement and teaching
strategies utilized to teach clinical experience in other education setting. How could you implement
engagement or teaching strategies with learning theories to teach students or patients about the
experience in a didactic or online classroom?
page 9 of 19
1.
2.
3.

NUR-646E Topic 5: Teaching Strategies

Description

Objectives:

• Maintain and manage the learning environment for optimal student or patient outcomes.
• Establish an environment that promotes student participation and engagement.
• Prepare for a variety of learning environments, including online, traditional, and clinical.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Read Chapter 4 in Creative Teaching Strategies for the Nurse Educator.

Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

Read Chapter 5 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice

Description:

Review “Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice,” by Ali and Manokore fromInternational Journal of Nursing Education (2016).
Managing the Higher Education Classroom

Description:

Read “Managing the Higher Education Classroom,” by Clark, from Radiologic Technology (2017).
Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment
and Factors Affecting to Their Clinical Learning Process

Description:

Read “Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment and Factors
Affecting to Their Clinical Learning Process,” by Burcu, Ordin, and Yilmaz, from Nurse Education in Practice (2018).
Stress Triggers in the Educational Environment From the Perspective of Nursing Students

Description:

page 10 of 19
1.
2.
3.
4.
Read “Stress Triggers in the Educational Environment From the Perspective of Nursing Students,” by Domingues, Devos, Edison Luiz, Leda, Tomaschewski-Barle,. Lerch, and Ramos, from Texto & Contexto Enfermagem,(2018).

Effective Learning Environments Observation Tool (ELEOT)

Description:

Use the “Effective Learning Environments Observation Tool (ELEOT),” to complete the assignment.
ELEOT Reference Guide

Description:

Use the “ELEOT Reference Guide,” to assist in completing the assignment.

Tasks

Learning Environment Observation

Description:

During your professional career as a nurse educator, you will be asked to teach in various learning
environments; including traditional classroom, online, and clinical.
The purpose of this assignment is to provide knowledge of establishing an environment that
promotes student participation, engagement, and optimal student outcomes.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or
patients.
Using the “ELEOT Reference Guide” complete the “Effective Learning Environments Observation
Tool (ELEOT).”
Write a 500-750 word summary of the observation. Include the following in your summary.

• Discuss the results of the ELEOT.
• Discuss how the instructor maintained and managed the learning environment.
• Discuss the various engagement and learning strategies that were used and how they could
• be implemented in different learning environments including traditional and non-traditional
  environments.
• Discuss how you could implement some these strategies into your own classroom.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the
Student Success Center.

NUR-646E Nursing Education Seminar I Topic 5 DQ 1

Description:
page 11 of 19
1.
2.
3.
Consider a time as a student, in which you experienced a positive learning environment. What
made the experience a quality learning environment? Why? Support your choice with current
literature.

NUR 646E Nursing Education Seminar I Topic 5 DQ 2

Description:

In nursing, there are several diverse “physical learning environments.” Describe three strategies a
nursing faculty utilizes to ensure a positive student learning experience within a variety of settings.

NUR-646E Topic 6: Facilitating Critical Thinking and Active Learning

Description

Objectives:

• Identify how to develop effective teaching strategies based on individual teaching style.
• Develop teaching strategies for multiple learning styles.
• Apply Bloom’s taxonomy to formulate learning objectives.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Review Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

Review Chapter 4 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educators.
Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course

Description:

Read “Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course,” by
Thomas and Schuessler, from Nursing Education Perspectives (2016).
Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control to
Nursing Students
page 12 of 19

Description:

Read “Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control
to Nursing Students,” by Wiles, Rose, Curry-Lourenco, and Swift, from Nursing Education
Perspectives (2015).
Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory
and Practice: What are Nursing Faculty Using?

Description:

Read ” Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between
Theory and Practice: What are Nursing Faculty Using?,” by Culyer, Love Jatulis, Cannistraci, and
Brownell, from Teaching and Learning in Nursing(2018).

Tasks

SBAR Clinical Log

Description:

Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient
you have assessed during your clinical experience thus far.

NUR 646E Nursing Education Seminar I Topic 6 DQ 1

Description:

Choose three teaching strategies that you feel the most comfortable using. Explain why you think
you are most comfortable with this strategy? Discuss how you think these teaching strategies are
classified according to Bloom’s Revised Taxonomy.

NUR 646E Nursing Education Seminar I Topic 6 DQ 2

Description:

Choose an experience from your clinical practicum that you feel comfortable teaching. Using
Bloom’s Revised Taxonomy, “insert objective writing resource,” and the teaching strategies
learned in this topic, create three learning objectives for the topic you chose. Provide feedback on
your classmates’ objectives as your discussion response

NUR-646E Nursing Education Seminar I Topic 7: Learning Environment

Description

page 13 of 19
1.
2.

Objectives:

Apply knowledge of teaching strategies for critical thinking.
Demonstrate teaching strategies to promote active learning.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Review Chapters 4 and 5 and read Chapter 2, 3, and 6 in Creative Teaching Strategies for the
Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

Read Chapter 9 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educator.
The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review.

Description:

Read “The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review,” by Waltz, Jenkins, and Han, from Nurse Education Prespectives
(2014).

Think Like a Nurse: A Critical Thinking Initiative

Description:

Read “Think Like a Nurse: A Critical Thinking Initiative,” by Ward and Morris, from ABNF Journal,
(2016).
The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students

Description:

Read “The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students,” by Foley, from America Nurse Today (2016).

Visual Literacy: Images of Nurses and Nursing

page 14 of 19
1.
2.
3.
4.
5.
6.

Description:

Review the “Visual Literarcy: Images of Nurses and Nursing,” sample lesson plan to assist you in
completing the topic assignment.
NATCEP Daily Lesson Plan

Description:

Review “NATCEP Daily Lesson Plan,” from the Pennsylvania Department of Education, to assist
you in completing the topic assignment.
How Formative Assessment Helps Nursing Students Succeed in the Classroom

Description:

Read “How Formative Assessment Helps Nursing Students Succeed in the Classroom,” by
Lippincott Nursing Education, found on the Nursing Education Blog, (2017).

Tasks

Benchmark – Nurse Educator Lesson Plan

Description:

• As a nurse educator, you will be responsible for creating effective lessons for various settings.
• Choose a teaching and learning experience from your clinical setting. You may use the clinical
  experience from your Topic 4 discussion response.
• Based on the experience you chose, use the engagement, student learning, and creating effective learning environment strategies that you have learned in this course to develop a lesson plan on
  similar content for two additional settings (such as an asynchronous online session and teaching a
  nursing student in the clinical setting, etc.).
• Use the lesson plan examples found in the topic materials to assist you in creating your lesson outlines.
• This assignment will be used as an artifact for your electronic portfolio at the end of the course.
  Include the following in your outline:

Lesson Objectives

• Timeframe and target environment
• Three to four teaching strategies-based on Evidence-Based Practice.
  Activities
• A summary of the types of assessments you would use in your lesson and why?
  Provide rationale for the teaching strategies you implemented into each lesson and why they
  differ.
• Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
  Student Success Center.

page 15 of 19
1.
2.
3.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
This assignment benchmarks the following competency:
Master of Science in Nursing with an Emphesis in Education

6.1: Apply instructional strategies grounded in evidence-based practice and learning theory that meetthe unique needs of learners in diverse environments.

Topic 7 DQ 1

Description:

How can nurse educators encourage critical thinking, clinical reasoning, and clinical judgement in
clinical education and the traditional classroom or clinical setting? How can you differentiate these
instruction pieces for various educational or clinical settings?

Topic 7 DQ 2

Description:

What are common barriers when teaching critical thinking skills? What strategies can nursing
educators use to better promote critical thinking skills in students?

NUR-646E Nursing Education Seminar I Topic 8: Teaching With Evidence-Based Practices (EBP), Technology, and Simulation

Description

Objectives:

• Identify methods to stay current with new technology and EBPs.
• Utilize theory and EBPs to develop effective learning environment.
• Outline the impact of new technology in the classroom to improve dissemination of material and
  address different types of learning styles.

Study Materials

Creative Teaching Strategies for the Nurse Educator

Description:

Read Chapter 7 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators

Description:

page 16 of 19
1.
2.
3.
4.
5.
Read Chapter 7 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educators.

Undergraduates: Infusing Technology Into a Nursing Curriculum

Description:

Read ” Undergraduates: Infusing Technology Into a Nursing Curriculum,” by Villaran and
Matcharadaze, from Nursing Informatics Today (2014).
Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate Nurse
Education

Description:

Read “Enhancing Utility and Understanding of Evidence Based Practice Through Undergraduate
Nursing Education,” by Briggs, Carlisle, Lewis, Reid, and Scott, from BMC Nursing (2017).
Tactics for Teaching Evidence-Based Practice: Improving Self-Efficacy in Finding and Appraising
Evidence in a Master’s Evidence-Based Practice Unit

Description:

Read “Tactics for Teaching Evidence-Based Practice: Improving Self-Efficacy in Finding and
Appraising Evidence in a Master’s Evidence-Based Practice Unit,” by Chang and Levin, from
Worldviews on Evidence Based Nursing (2014).

Tasks

Final Clinical Evaluation

Description:

• Please make sure that all current hours have been entered into Typhon and your preceptor has
  approved all your current hours. This must be done prior to submitting your Final Clinical Evaluation.
• The preceptor will complete the “Final Clinical Evaluation” form. Instructor discretion may vary
  the due date depending on student’s clinical practicum experience.
• Review the evaluation with your preceptor.
• The preceptor will sign electronically in Typhon. The student will then pull this evaluation from
  Typhon and submit to the classroom
• The student must submit a signed copy to the classroom.
• Unsigned submissions or those not submitted appropriately do not meet completion criteria
  and may result in loss of points and/or failure of the course.
• This is a pass/fail assignment. Failure to successfully complete this assignment will result in failure of the course.
• This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
• APA style is not required, but solid academic writing is expected.
• You are not required to submit this assignment to LopesWrite.

page 17 of 19
Final Preceptor, Faculty, and Student Conference and Evaluation

Description:

Complete the “Preceptor-Faculty-Student Conference and Evaluation” resource including
applicable signatures for each preceptor.

Clinical Evaluation of Preceptor by Student

Description:

Evaluate your preceptor using “Evaluation of Clinical Preceptor by Student” form.
Although this is an ungraded submission, it is a requirement for course completion.
Typhon Screen Shot

Description:

You are required to submit 50 hours to be approved by the preceptor and the faculty.
Take a screen shot of your Typhon log and submit in assignment dropbox. Faculty will confirm your
screen shot with Typhon. http://www.typhongroup.net/gcu

Topic 8 DQ 1

Description:

Identify two to three new learning technologies in nursing education. As a nurse educator, discuss
how you would incorporate these technologies into the curriculum?

Topic 8 DQ 2

Description:

How can educator’s best assess student’s learning needs and match those needs with innovative
teaching technologies? Discuss the role of evaluating evidence and best practices when selecting
new technologies to integrate into the learning environment.
Grade Scale

Final Grade Column

page 18 of 19
Letter Grade GPA Value Minimum (%) Maximum (%)

• A 4.0 97.0 100.0
• A- 3.7 93.0 96.99
• B+ 3.3 89.0 92.99
• B 3.0 85.0 88.99
• B- 2.7 81.0 84.99
• C+ 2.3 78.0 80.99
• C 2.0 76.0 77.99
• F 0.0 0.02 75.99
• I 0.0 0.0 0.01

Grade Categories

Assignments (%) Points Percentile

• Midterm Preceptor-Faculty-Student Conference and
• Evaluation 20.0 —
• Final Clinical Evaluation 120.0 —
• Practicum Goals 25.0 —
• SBAR Clinical Log 75.0 —
• Teaching Philosophy Statement 75.0 —
• Typhon Screen Shot 30.0 —
• Midterm Clinical Evaluation 75.0 —
• SBAR Clinical Log 75.0 —
• Learning Environment Observation 100.0 —
• Pre-Practicum Preceptor, Faculty, and Student
• Conferences 20.0 —
• Benchmark -Nurse Educator Lesson Plan 125.0 —
• Final Preceptor, Faculty, and Student Conference and

Evaluation 20.0 —

Discussion Question (%) Points Percentile
Topic 8 DQ 1 5.0 —
Topic 2 DQ 1 5.0 —
Topic 5 DQ 2 5.0 —
Topic 7 DQ 1 5.0 —
Topic 1 DQ 1 5.0 —
page 19 of 19
Topic 8 DQ 2 5.0 —
Topic 6 DQ 1 5.0 —
Topic 3 DQ 2 5.0 —
Topic 4 DQ 1 5.0 —
Topic 3 DQ 1 5.0 —
Topic 2 DQ 2 5.0 —
Topic 4 DQ 2 5.0 —
Topic 7 DQ 2 5.0 —
Topic 5 DQ 1 5.0 —
Topic 1 DQ 2 5.0 —
Topic 6 DQ 2 5.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Participation (%) Points Percentile
20.0 —

Class Effective Start: Sep 12, 2019

NUR-646E_Syllabus

ADDITIONAL INSTRUCTIONS FOR THE CLASS

• Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

• Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

• APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 7^th edition.

• Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

• LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

• Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

• Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NUR-641E Advanced Pathophysiology and Pharmacology for Nurse Educators Course Assignments & Examples Study Guide

NUR-641E Advanced Pathophysiology and Pharmacology for Nurse Educators Course Description

This course focuses on advanced physiology, pathophysiology, and pharmacologic principles. This course will guide the Nursing Education learner in interpreting changes in normal function that result in symptoms indicative of illness and the effects of select pharmacologic substances on that process. Evidence-based research provides the basis for determining the safe and appropriate utilization of medications and herbal therapies on human function. Appropriate education for various prescribed pharmacologic agents is incorporated. Prerequisite: NUR-590

NUR 641E Advanced Pathophysiology and Pharmacology for Nurse Educators

 NUR 641E Week 1 DQ 1 and 2

 Find an article on a genetic disorder and summarize in two or three paragraphs the genetic component causing the disorder and any multifactorial inheritance components that may contribute to the disorder. Discuss the usual age of disease onset and if the sex-specific threshold model fits the disorder. What education could you present to high-risk patients to reduce the risk of disease onset if a multifactorial component exists?

 Dq2

 Genetic screening has become widely available to the public including prenatal screening of the fetus in utero to screening adults for genetic disorders, such as Parkinson’s disease and breast cancer. Share your thoughts on the legal, ethical, and social implications that may be related to genetic screening. How would you educate your patient that is considering having genetic screening?

 NUR 641E Week 2 DQ 1 and 2

  DQ 1

 Choose an FDA-approved prescription medication and discuss the pharmacokinetics and pharmacodynamics of the medication, including any differences that would be expected based on the patient’s age, a condition of pregnancy, or lactation. Address any adverse effects the medication may have based on age, pregnancy, or lactation.

 DQ2

 Active acquired immunity can be achieved through the use of childhood immunizations. Many parents voice concerns regarding the safety of vaccinations. What is your opinion on the current use of vaccinations? How would you educate parents regarding the safety and effectiveness of vaccinations? Defend your answers with evidence-based research.

NUR 641E Week 3 Dq 1 and dq 2

DQ1

 Share a case study of an electrolyte imbalance from your practice or from the literature. Summarize the case study in 1-2 paragraphs. Then discuss the clinical manifestations of the imbalance, the pathophysiology behind the imbalance, normal cell membrane transport of the electrolyte(s), and any alterations in cell membrane transport caused by the imbalance. How was the electrolyte imbalance resolved? Analyze the case study to determine any areas in which patient or staff education may have helped to prevent the electrolyte imbalance.

Use at least three scholarly, peer-reviewed resources less than 5 years old in addition to course materials

 DQ2

 A widespread belief is that caffeine has a diuretic effect when consumed and will induce dehydration if used by athletes or those who perform strenuous exercise. Discuss the pathophysiology behind this belief. Share your thoughts on whether you agree or disagree that caffeine can induce dehydration. Support your answer with evidence-based literature.

 NUR 641E Week 4 DQ 1 and DQ 2

 Compare and contrast the pathophysiology between chronic obstructive pulmonary disease (COPD) and pneumococcal pneumonia. Include any types of cellular injury or cellular adaptation that may occur. Evaluate if an inflammatory response is present and discuss the impact of that response. In the case of COPD, discuss the type of patient education you would implement to help with the patient’s understanding of the disease and to improve compliance with a treatment plan.

DQ 2

 Find an evidence-based journal article on cystic fibrosis and summarize the article in one or two paragraphs. Address why you chose the article and how you might use the findings in your current or future practice setting.

NUR 641E Week 5 DQ 1 and DQ 2

DQ 1

 Atherosclerosis is a common disorder of the arteries. A modifiable risk factor for the development of atherosclerosis is hypertension. Discuss the pathophysiology of both disorders and the mechanisms by which hypertension contributes to atherosclerosis. Discuss the current medications used to treat both disorders and the pharmacologic actions the medications have in altering the pathophysiology. How can you use this information in your current or future practice setting?

 DQ2

 Share a case from your personal practice or from the literature in which alternative therapies were used to facilitate the management of acute or chronic cardiovascular conditions.

NUR 641E Week 6 DQ 1 and DQ 2

DQ1

Find an article on an inflammatory condition of the lower genitourinary tract. Summarize the article in one or two paragraphs. Discuss the pathophysiology of the condition, the pharmacologic agent(s) used to treat the condition, and how the agent(s) alter the pathophysiology. Discuss the role of the nurse educator related to patient education of the reported condition and treatment.

Respond to another student’s posting on an inflammatory condition that is different from the condition you posted, comparing and contrasting the differences between the conditions.

DQ 2

Infertility is considered a disease process of the reproductive tract.  Find an article on an alteration of the genital tract that can lead to infertility.  Summarize the article in two or three paragraphs. Discuss any potential treatments.  What is the potential psychosocial impact for the patient with the condition?

You can also read another study guide on nursing assignments for students from another post on NUR-643E Advanced Health Assessment for Nurse Educators Course Assignments & Examples.

NUR 641E Week 7 DQ 1 and DQ 2

Review the following case study:

Chief Complaint:

A 23-year-old woman presents with complaints of muscle weakness in the face.

History:

The patient is a 23-year-old administrative assistant who complains of intermittent muscle weakness in her face that has been getting worse over the past 3 months. She also states that as she chews, her jaws feel tired. Swallowing has also become difficult. She reports episodes of double vision (diplopia), which seems to occur after reading for a few minutes in the late evening. With certain strenuous activities or after typing for long periods of time at work, she reports problems with bilateral arm weakness.

Physical Examination:

Notable ptosis (drooping) of the eyelids after repeated blinking exercises. When asked to smile, she appears to be snarling. Reflexes and sensation are normal in both upper and lower extremities. There is considerable weakness of the arms noted bilaterally after exercise.

Case Questions:

1. Is the patient’s condition neurological, musculoskeletal, or both? Explain why and support your thoughts with evidence-based literature. What would be a possible neurologic or musculoskeletal condition causing the symptoms?

2.Explain the pathophysiology behind the condition.

3.What pharmacological agent(s) are commonly used to treat the disorder and how do the agent(s) alter the pathophysiology of the condition?

4.What would be your educational plan for the patient?

DQ 2

Parkinson’s disease is a progressive neurodegenerative disorder. The current treatment options for the disorder have focused on symptom control. Research is now focusing on developing ways to modify the disease progression and possibly provide a cure. Investigate the current research on Parkinson’s disease treatments, including stem-cell research and the use of fetal tissue implants. Share your thoughts on the evolving therapies. What are the current controversies?

NUR 641E Week 8 DQ 1 and DQ 2

DQ 1

Share a case study from your clinical practice or from the literature on an endocrine disorder. Discuss the pathophysiology of the disorder, including the effects on the endocrine feedback system, and the role of the hypothalamic-pituitary axis. Identify the pharmacologic agent(s) used to treat the disorder and how the pharmacologic agent(s) alters the pathophysiology.

DQ2

Human chorionic gonadotropin (HCG) is currently being used as an aid to weight loss in conjunction with an extremely restricted caloric intake of 500 calories per day. Many people are buying the HCG through the Internet with no medical surveillance. Research the HCG diet and share your thoughts on the efficacy, safety, and validity of the diet. What strategies would you use to educate patients on the diet?

NUR 641E Week 2 Patient Educational Flyer

Design a 1-2 page patient education flyer/pamphlet for an alternative medicine/herbal product.

Describe the product, its intended use, side effects, adverse reactions, and safety issues (risks and benefits of using an alternative medication/herbal product versus a prescription medication).

The flyer should include at least two community and/or online resources for the patient to obtain more information.

APA format is not required, but solid academic writing is expected.

NUR 641E Week 3 Acid-Base Case Study Paper

Read the “Resource 1: Case Study.” Read below

Answer the questions at the end of the case study in a paper of 750-1,000 words.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Case Study =

A 22-year-old woman reports being “sick with the flu” for the past 8 days. She is vomiting several times every day, having difficulty keeping liquids or food down, and has been using more than the recommended dose of antacids in an attempt to calm the nausea. She has become severely dehydrated. After fainting at home, she was taken to a local hospital. An arterial blood gas sample was drawn and then an IV was placed to help rehydrate her. The arterial blood gas revealed the following:

Test                                  Result                                 Normal levels

pH                                            7.5                                    7.35 – 7.45

PaCO2                                       40 mm Hg                  35-45 mm Hg

PaO2                                 95 mm Hg                  80-100 mm Hg

SaO2                         97%                           95-100%

HCO3-                                     32 meq/liter                22-26 meq/liter

How would you classify the patient’s acid-base disturbance and explain why?

Given the case study, what are the possible factors causing this acid-base disturbance? Explain the pathophysiology created by these factors.

How would the renal and respiratory systems try to compensate for this acid-base disturbance?

What pharmacologic intervention is commonly used to correct this acid-base disturbance? Describe the pharmacological actions.

Describe the educational needs for this patient and what your approach will be.

NUR 641E Week 4 Patient Interview Paper

Interview a patient with a chronic pulmonary health condition who is on at least two medications.

In a 1,350-1,600-word paper, discuss the following:

1. Obtain a complete health history.
2. Obtain a complete medication history, including prescription and over-the-counter drugs or supplements.
3. Analyze the client’s current knowledge level of medications and compliance with the prescribed dosing and administration.
4. For each medication, identify the pharmacokinetics, pharmacodynamics, dose, route of administration, side effects, adverse reactions, any drug interactions, potential safety issues, and the impact on the client’s health status.
5. Formulate possible interventions related to lack of drug efficacy, lack of client knowledge, or client compliance issues as identified during the interview.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

NUR 641E Week 5 CLC – Staff In-Service Presentation – Part 1

(CLC – Staff In-Service Presentation – Part 1) This is a group assignment. I will instruct the writer as to which part I am assigned to do.

Develop a PowerPoint presentation with complete speaker notes for a staff in-service on the pathophysiology and pharmacologic agents for a select disease process. The total maximum number of slides is 30 (Parts 1 and 2 combined). Your group may determine how to divide the number of slides between Parts 1 and 2.

Each CLC will choose one disease process to present from the following list with the instructor’s approval:

1.Alzheimer’s disease

2.Asthma

3.Diabetes Type 2

4.Epilepsy

5.Gastroesophageal reflux disease (GERD)

6.Hypertension

7.Hypothyroidism

8.Multiple sclerosis

9.Peptic ulcer disease

10.Tuberculosis.

Part 1 of the presentation will focus on the physiology and pathophysiology of the disease, clinical manifestations, and evaluation (e.g., labs, imaging).

Refer to the resource, “Creating Effective PowerPoint Presentations,” located in the Student Success Center, for additional guidance on completing this assignment in the appropriate style.

NUR 641E Week 6 Commercial Critique Paper

In a 1,200-1,500-word paper:

1.Critique a TV or radio commercial, an Internet advertisement, or a print advertisement from a nonprofessional journal/magazine related to an FDA-regulated prescription drug for a gastrointestinal disorder.

2.Critique a TV or radio commercial, an Internet advertisement, or a print advertisement from a nonprofessional journal/magazine related to a non-FDA-regulated over-the-counter medication/herbal for a gastrointestinal (GI) disorder.

Include a description of the pathophysiology of the GI disorder and how the medication/herbal alters that pathophysiology.

Compare and contrast the two commercials, including their stated use of medication/herbal, patient safety issues, analysis of company claims for any drug benefits. Substantiate your thoughts and ideas with evidence-based research/articles.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

NUR 641E Week 8 CLC – Staff In-Service Presentation – Part 2

This is a Collaborative Learning Community (CLC) assignment. This is a group assignment. I will instruct the writer as to which part of the assignment I am assigned.

Part 2 of the presentation will focus on the pharmacologic treatment of the disease, including pharmacokinetics, pharmacodynamics, drug interactions, side effects, adverse reactions, and application of the nursing process in monitoring the drug therapy.

Part 2 will also include the development of a creative patient education tool for the staff to use to assist in increasing patient knowledge of medications and medication compliance.

The total maximum number of slides is 30 (Parts 1 and 2 combined).

An abstract is not required.

Part 2 Class Advanced Pathophysiology and Pharmacology for Nurse Educators: Power Point for Staff In-Service.

(Part 2 focuses on the pharmacologic treatment of the Alzheimer’s disease)

Please include speaker notes with all slides and references (journals preferably)!!!!

• Focus on the pharmacologic treatment of Alzheimer’s disease/ Drug Interactions, Side Effects, Adverse Reactions (5-6 slides). Since it is 6 slides you can do two slides for each underlined section.

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