NSG4028: Concepts of Teaching and Learning Course Assignments & Discussions Study Guide

NSG4028: Concepts of Teaching and Learning Course Assignments & Discussions Study Guide

NSG4028: Concepts of Teaching and Learning Course Description

Credits 4.0

This course gives the registered nurse the opportunity to enhance his/her patient teaching skills and develop skills for staff education. Principles of learning, teaching strategies, communication and preparation of continuing education programs will be included. Considerations for teaching and learning with a diverse population will be explored.

Prerequisites

None

Corequisites

None

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NSG4028: Concepts of Teaching and Learning Course Syllabus & Assignments Summary

NSG 4028 Week 1 Discussion sample paper

NSG 4028 Week 2 Discussion sample paper

NSG 4028 Week 2 Project – Course Project – Part 1 – Introduction sample paper

NSG 4028 Week 3 Discussion sample paper

NSG 4028 Week 4 Discussion sample paper

NSG 4028 Week 4 Project – Course Project – Part 2 – Instructional Unit sample paper

NSG 4028 Week 5 Discussion sample paper

NSG 4028 Week 1 Assignment 3 Project identification of Learners

• Contained the title of the lesson and identified the learner[s].
• Described the learner[s] and educational setting.
• Included learner assessment.
• Supported answers with relevant examples and journal articles.

NSG 4028 Week 2 Assignment 2 Providing a Rationale for the Lesson

• Provided a purpose for selecting the lesson(s) and included all learners identified in Week 1.
• Provided the rationale for selecting the lesson(s) and included all learners identified in Week 1.
• Described the philosophical or theoretical basis for teaching approaches used in the lesson.
• Supported answers with relevant examples and journal articles.

NSG 4028 Week 3 Assignment 2 Goals and Objectives New

• Listed several broad instructional goals for the educational experience and included all learners identified in Week 1.
• Listed learning objectives that addressed the cognitive capabilities of the learner and included all learners identified in Week 1.
• Listed learning objectives that addressed the affective capabilities of the learner and included all learners identified in Week 1.
• Listed learning objectives that addressed the psychomotor capabilities of the learner and included all learners identified in Week 1.

NSG 4028 Week 4 Assignment 2 Instructional Methods and Evaluation of Learning

• Provided an appropriate description of the lesson content.
• Provided a sequence for teaching activities and time allotted for each activity.
• Described the instructional strategies.
• Identified and described the instructional resources and technology.
• Provided an evaluation methodology.

NSG 4028 Week 5 Assignment 2 Lesson Plan Presentation

Develop a PowerPoint show with 25 or less slides consisting of the following information noted in the Grading Criteria. A title and reference slide is required. The title slide must include the title of the unit, your name, course number, and date. Cite all sources using APA Style Writing.

Week 4 Discussion: NSG 4028 Patient Education Material Discussion

Topic 1:

• Create a pamphlet to be used as patient education material on a topic of your choice that is relevant to your nursing practice.
• Evaluate the readability of the pamphlet using two different readability tests: the Fog Index and the SMOG formula.
• Describe and compare the results of these tests.

OR

Topic 2:

• Identify an experience in which you assessed the needs, interests, and goals of a patient from an ethnic background different from your own.
• Discuss how this interaction led to a positive learning experience.
• Reflect on whether you encountered or dealt with any stereotypical beliefs during the process.

NSG 4028: Patient Education Material Discussion Overview

Due to the increasing demand for high-quality patient education materials, AFP has ventured into publishing patient information handouts. However, developing educational materials for patients differs greatly from writing for healthcare professionals. Initially, we assumed that most patients could read at a high-school level. Literacy studies, however, reveal that most Americans read at a fifth- to eighth-grade level.

With this understanding, we now aim to target educational materials at this reading level. Simplifying complex medical subjects into easy-to-understand language is a challenging task. Most of AFP’s patient information handouts are written by physician authors to complement their clinical review articles. While these experts understand the importance of writing at an appropriate reading level, there is often an overestimation of average reading ability. Editing these materials for clarity requires collaboration between staff editors, patient information specialists, and authors.

Here are a few tips for writing effective patient education materials that we’ve learned over the years:

1. Focus on a few key points.
2. Write as if you’re speaking directly to a patient.
3. Keep words, sentences, and paragraphs short.
   • Use fewer than 15 words per sentence.
   • Use one- or two-syllable words.
   • Focus each sentence on a single idea.
4. Use simple punctuation. Avoid colons and semicolons.

How well do AFP’s patient information handouts meet patient needs? Check the handouts in this issue on pages 2148, 2169, 2189, and 2207. We welcome your feedback and any additional tips you might have for authors creating patient education materials.

Week 4 Project Assignment: Goals, Objectives, and Teaching Plans (NSG 4028)

Course Project—Part 2: Instructional Unit

This week, you will submit your instructional unit, which should include three lesson plans:

• One focused on patient education
• One on family education
• One on staff development

These lesson plans should:

• Demonstrate a logical approach to teaching
• Clearly communicate what is to be taught and how
• Outline how objectives are to be evaluated

Reminder: Click here for a refresher on what each final lesson plan should include.

Instructions:

Building on the work you started in Week 2, for each of the three groups of learners (patients, families, and staff), you need to:

1. Write broad instructional goals for the educational experience.
2. Write behavioral objectives based on Bloom’s taxonomy.
3. Describe the lesson content for each group.
4. Provide a sequence for teaching activities.
5. Describe instructional methods to be used.
6. Indicate the time allotted for each activity.
7. Identify and describe instructional resources (materials, tools, technology, etc.) to be used.
8. Describe how learning will be evaluated for each group.

APA Formatting and Citation:

• On a separate references page, cite all sources using APA format.
• Use the APA Citation Helper for a convenient reference on proper citation.
• Follow the APA style guidelines provided in the formatting handout.
• You may create your essay using the APA-formatted template provided.

Submission Details:

• Submit your response as a 6- to 7-page paper to the Submissions Area by the assigned due date.
• Ensure you use appropriate APA formatting throughout the paper.

Goals vs. Objectives:

• Once a teacher determines the content to be taught, they can develop specific goals for the course.
• These goals can then be translated into objectives.
• The difference between a goal and an objective is that a goal provides a general direction, whereas an objective is measurable.
• Objectives help assess students’ progress and define the scope of the goal.
• When the teacher sees that the class has mastered the material, they can confidently move on to other teaching points.

Week 4 Course Project—Part 2

Instructional Unit: Goals, Objectives, and the Teaching Plans

In a Microsoft Word document of 6-7 pages formatted in APA style, submit your instructional unit, which should include three lesson plans: one focused on patient education, one on family education, and one on staff development. Remember, your plans should demonstrate a logical approach to teaching, communicate what is to be taught and how, and outline how objectives are to be evaluated. Click here for a refresher on what each final lesson should include.

Building on the work that you started in Week 2, for all three groups of learners:

• Write two broad instructional goals for the educational experience for each group.
• For each learner group, write at least one learning objective related to each of the domains of Bloom’s taxonomy:
  • Cognitive
  • Affective
  • Psychomotor
• Describe the lesson content.
• Provide a sequence for teaching activities.
• Describe instructional methods.
• Indicate time allotted for each activity.
• Identify and describe the instructional resources (materials, tools, etc.) and technology to be used.
• Describe how the learning will be evaluated.

On a separate references page, cite all sources using APA format. Helpful APA guides and resources are available in the South University Online Library. Below are guides that are located in the library and can be accessed and downloaded via the South University Online Citation Resources: APA Style page. The American Psychological Association website also provides detailed guidance on formatting, citations, and references at APA Style.

• APA Citation Helper
  • APA Citations Quick Sheet
  • APA-Style Formatting Guidelines for a Written Essay
  • Basic Essay Template

Please note that the title and reference pages should not be included in the total page count of your paper.

Submission Details:

• Name your document SU_NSG4028_W4_Project_LastName_ FirstInitial.doc.
• Submit your response to the Submissions Area by the due date assigned.

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