Designing Courses Presentation -Nuesing Education .pptx

The purpose of the curriculum is to create a learning environment that presents students with a cohesive body of knowledge, attitudes, and skills necessary for professional nursing practice.

1. Designing Courses and Learning Experiences Prepared by: Shaimaa Al- Sanona Saknah Habobi Zahra’a Al- Bagshi Supervised by: Dr. Benjo L.Breboneria DNS,MA,MSN,RN,CNE,NEA-BC MSN 721 Curriculum Theory &Design in Nursing Education

2. Outline. Learner-centered courses Course design process Designing learning experiences Structured and Unstructured Learning Experiences Passive and active Learning Domains of learning and learning experiences Affective cognitive psychomotor Evaluating courses and learning experiences Formative Evaluation Summative Evaluation Prior Learning Assessment Developing the course syllabus Constraints to course design and learning experiences

3. Learning Objective At the end of the lecture the learner will be able to Understand the principles and benefits of learner-centered education . Identify the key steps involved in designing a course. Differentiate between cognitive, affective, and psychomotor aspects of learning. Enumerate and differentiate various types of course evaluation and learning experiences Determine the essential elements of a course syllabus Recognize common constraints that affect the selection of and implementation of courses.

4. T he purpose of the curriculum is to create a learning environment that presents students with a cohesive body of knowledge, attitudes, and skills necessary for professional nursing practice. Introduction

5. What is the difference between teacher-centered and learner-centered instruction?

6. Learner-centered courses There is an increased emphasis on learning and learner centered instruction, shifting the focus in education from teacher-centered to learner-centered. The courses with learner-centered designs promote “ teaching focused on learning ” empower students by giving them control over learning, encourage collaboration in the classroom, promote reflection on learning, and involve skills in “ learning instruction ”

7. There are many ways of providing “ teaching focused on learning .” learner-centered course designs require that teachers become familiar with learning theories and instructional strategies that promote four shifts in thinking as outlined by Benner et al Learner-centered courses

8. Shift from a focus on covering decontextualized knowledge to an emphasis on teaching for a sense of salience, situated cognition, and action in particular clinical situations. Shift from an emphasis on socialization and role taking to an emphasis on formation Shift from an emphasis on critical thinking to an emphasis on clinical reasoning and multiple ways of thinking that include critical thinking. Shift from a sharp separation of classroom and clinical teaching to integrative teaching in all settings 1 4 3 2

9. Course design process Predesign Course Objectives, Outcomes, and Competencies Moving From Course Content to Concepts Organizing Concepts and Content Into Learning Modules Designing Lesson Plans Integration of the Course Design Process

10. Designing learning experiences

11. Designing learning experiences The Well-designed learning experiences can provide students with the opportunity to develop higher-order thinking and clinical decision-making skills and helps them synthesize content and concepts in classroom and clinical practice setting

12. Designing learning experiences Principles for Designing Learning Experiences: The three major principles when designing learning experiences: 1. Use of structured or unstructured learning experiences 2. Use of active, passive, or both passive and active learning strategies 3. Use of the learning domains (cognitive, affective, and psychomotor)

13. Structured and Unstructured Learning Experiences

14. Structured Learning Experiences Structured learning experiences are frequently used and are important for fostering students’ cognitive skills (i.e., critical thinking) and propensity for inquiry (Pascarella & Blaich , 2013).

15. Structured Learning Experiences Faculty may choose any one of several methods for students to share the results of their learning experiences. For example, students may be asked to do the following:

16. Structured Learning Experiences

17. Unstructured Learning Experiences Unstructured learning experiences are derived from Bruner’s discovery learning (Bruner, 1977) and in recent times have been called inquiry-based learning ( Lehtinen & Viiri , 2017).

18. Unstructured Learning Experiences Discovery learning is believed to do the following: Promote a disposition toward inquiry. Promote independent thinking and enhanced problem-solving. Stimulate student motivation and interest. Improve knowledge retention. Facilitate transfer of learning by stimulating the student to seek and find relationships between information and the situation at hand.

19. What is the difference between passive and active learning, and how can active learning be incorporated in the classroom?

20. Passive Learning Passive learning occurs when students use their senses to take in information from:(a lecture, reading assignment, or some form of audiovisual media).

21. Advantage Disadvantage Efficient delivery of large amount of information within a short period. provide controlled environment for faculty to present the information. lower anxiety levels of students. Limited opportunity to assess student understanding Lack of time for questions, clarification, or discussion Difficulty in articulating what is not understood Low cognitive effort and lack of higher-level cognitive skills Passive Learning

22. Active Learning Active learning involves helping learners actively process incoming information

23. Advantage Disadvantage increased attentiveness to and greater interest in learning desire to use multiple ways of learning with greater assimilation of learning. increased retention and deeper understanding of the course material. increased critical thinking and problem-solving skills. enhanced teamwork skills. greater sense of accomplishment in learning. Faculty need to be aware of content areas and concept relationships that usually pose difficulty for students. The shift to active learning paradigms may be stressful for faculty, particularly when trying these approaches with large groups of students. Faculty may also have concerns about receiving less favorable evaluations of instruction. Active Learning

24. Active Learning

25. Domains of learning and learning experiences

26. Domains of learning and learning experiences Historically, the faculty used Bloom's taxonomy to assess students' cognitive, psychomotor, and affective domains and determine their competency levels to meet learning outcomes. They also need to develop measurable learning outcomes using action verbs to express the desired domain behavior

27. Cognitive Domain The emphasis in the cognitive domain of learning is on knowledge Example action verbs are as follows: ■ Remembering: Define, list, label, select, locate, match ■ Understanding: Explain, describe, interpret, summarize, predict ■ Applying: Solve, apply, use, calculate, relate, change ■ Analyzing: Compare, classify, differentiate ■ Evaluating: Reframe, critique, support, assess ■ Creating: Design, compose, create, formulate, develop

28. Identify leadership and management theories applicable in an acute care setting ( Remembering ) Compare the role of a nurse manager in an acute care setting with the role of a nurse manager in along –term care facility (Analyzing ) Describe conflict resolution strategies to promote teamwork in an acute care setting (Understanding ) The following examples of learning outcomes in a nursing leadership and management course demonstrate how the cognitive domain can be used to depict varying levels of complexity :

29. Cognitive Domain example for a community health nursing clinical learning experience illustrates a learning outcome in the cognitive domain with a corresponding learning experience. Learning outcome: Apply principles of population health to fall prevention in a community-based setting for older adults . Learning experience : In preparation for your first community based clinical experience in a respite center for older adults, read at least two evidence-based articles about fall prevention scales designed to assess fall risk in older adults, and be prepared to discuss clinical settings where they are most applicable for assessing fall risk among older adults.

30. Affective Domain

31. The affective domain of learning encompasses attitude , beliefs, value , feelings, and emotions. Example action verbs are as follows: ■ Receiving: Ask, choose, select, locate ■ Responding: Discuss, perform, recite, read, help ■ Valuing: Differentiate, form, justify, report, share ■ Organizing: Alter, arrange, formulate, order, synthesize ■ Characterizing: Consistent, revise, judgment, change behavior, reorder priority Affective Domain

32. Choose appropriate professional communication skills when interviewing a client. (Receiving) Revise assessment approaches based on the uniqueness the person in their environment. (Characterizing) Justify the need for applying cultural competence skills when conducting health assessments. (Valuing) The following examples of learning outcomes in a health assessment course demonstrate how the affective domain can be used to illustrate the acquisition of professional values, attitude and so on :

33. example for a community health nursing course illustrates a learning outcome in the affective domain with a corresponding learning experience. Learning outcome : Arranges for patients and families to participate in decisions about self-care practices in the management of chronic illness. Learning experience : Before class read the assigned article about a patient newly diagnosed with diabetes. The patient describes the importance of learning to care for his diabetes from family members who also have diabetes. Focus on what the patient values most in learning from his family about how to manage his self-care. Affective Domain

34. Psychomotor Domain

35. The psychomotor domain of learning addresses the development of manual or physical competencies and is the domain that faculty use most often in developing nursing skills and competencies related to clinical practice. Example action verbs are as follows: ■ Imitation: Repeat, imitate, follow, show ■ Manipulation: Move, manipulate, assemble, display ■ Precision: Consistent, precise, demonstrate ■ Articulation: Adapt, alter, change, connect, display ■ Naturalization: Create, revise, vary, alter Psychomotor Domain

36. Assemble the supplies needed to safely and aseptically change intravenous tubing for a given patient following demonstration by a nurse preceptor. (Manipulation) Adapt psychomotor skills to provide patient-centered care based on patient needs. (Articulation) Demonstrate safe technique in the insertion of a Foley catheter on assigned patients. (Precision) The following examples of learning outcomes in a medical– surgical nursing course demonstrate how the psychomotor domain promotes skill competency development:

37. example of a simulated learning experience illustrates a learning outcome in the psychomotor domain with a corresponding learning experience. Learning outcome : Demonstrate administration of an intravenous (IV) infusion. Learning experience: Before demonstrating the administration of IV fluids in a simulated learning scenario, review the steps involved IV fluid administration. During a simulated patient-care scenario, demonstrate administering a primary maintenance IV solution, including inserting the IV tubing into the IV pump, setting the appropriate rate and assessing the IV site. Be prepared to discuss possible complications of IV fluid administration. Psychomotor Domain

38. Evaluating courses and learning experiences Formative Evaluation Summative Evaluation Prior Learning Assessment

39. H as been defined as “activities undertaken by teachers—and by their students in assessing themselves— that provide information to be used as feedback to modify teaching and learning activities” (Black & Wiliam , 2010, p. 82). Formative Evaluation

40. Faculty Appraise learning experiences while they are developing and using them Assess student learning and ability to apply the content. Identify any difficulties that occur during implementation of the learning experience. Formative Evaluation Goals

41. Formative Evaluation Goals Students : Appraise the effectiveness of their learning strategies Determine the extent to which they are grasping the knowledge, skills, and attitudes presented in the course. Identify the need for additional clarification of the material. Recognize the need for further study.

42. Classroom Assessment Techniques Are informal evaluation tools and procedures used to assess student learning. They involve immediate, continuous interaction between the student and teacher to validate, clarify, and facilitate learning

43. Summative Evaluation Assessments are “cumulative assessments…that intend to capture what a student has learned, or the quality of the learning, and judge performance against some standards” (National Research Council, p. 25).

44. Goals: [To] accurately describe both student achievement and growth of student learning as part of program evaluation and school, district, and state accountability systems; [To] provide valid, reliable, and fair measures of students’ progress toward, and attainment of the knowledge and skills required to be college- and career-ready [To] capitalize on the strengths of computer adaptive testing—efficient and precise measurement across the full range of achievement . Summative Evaluation

45. Different between Formative and Summative Evaluation

46. Prior Learning Assessment Prior Learning Assessment :“the process by which an individual’s experiential learning is assessed and evaluated for purposes of granting college credit, certification, or advanced standing toward further education or training” PURPOSE : An important method for assessing learning and assigning credit for learning that has occurred not only in courses and through examinations, but also in the workplace, military, and through self guided study.

47. Developing the course syllabus A well-developed syllabus serves as a contract between faculty and students and as a student guide to achieving learning outcomes. It is expected that students will receive the syllabus on or before the first day of class so that they will have a clear understanding of course requirements before the class begins. The syllabus also explains how learning will be assessed, evaluated, and graded.

48. Developing the course syllabus Developing a course syllabus involves several components that provide information about the course

49. Evaluation of course design Faculty can request internal and external review from peers and other curriculum experts. Teaching colleagues can review the syllabus for content accuracy, completeness, fit with the curriculum, and compliance with program and institutional policies.

50. What are some common constraints to course design and learning experiences?

51. Constraints to course design and learning experiences Faculty Students Time Resources

52. Faculty Constraints A faculty member’s lack of : Teaching experience or course content Understanding of the cognitive abilities, knowledge base, and life experiences of their intended learners. Personal attributes such as reserved or shy personality or a poor vocal quality Faculty to student ratio. inviting a colleague to aend a class can provide helpful input that can be used to improve classroom performance.

53. Student Constraints The student/faculty ratio Distractions such as uncomfortable classroom temperature and mechanical noise. lack of the prerequisite knowledge and skills required for a course Resistance to participation in learning experiences lack of the skill or experience in using the resources, equipment, or electronic technology

54. Time Constraints Inadequate time for students and faculty to actively plan and participate in the course Inadequate time debriefing after the completion of the learning experiences within courses.

55. Resource Constraints Lack of the appropriate resources needed to implement the experience e.G. : Clinical facilities, learning resource centers, physical examination rooms, classrooms. Instructional supplies and equipment. Audiovisual equipment. Computer-assisted instructional programs, and a variety of information technologies. Inadequate funds . Faculty who teach courses that incorporate the use of technology need to consider how students will be oriented to the technology so that their learning experiences are not negatively affected.

56. Time to Practice https://kahoot.it/ Enter The Code 02847093

57. References Stevens, K., Gerber, D., & Hendra, R. (2010). Transformational Learning Through Prior Learning Assessment. Adult Education Quarterly, 60(4), 377–404. doi:10.1177/0741713609358451  Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the Classroom. Theory Into Practice, 55(2), 153–159. doi:10.1080/00405841.2016.1148989  The Council for Adult and Experiential Learning. Ten standards for assessing learning. Retrieved from hps://www.cael.org/ten-standards-for-assessinglearning. 2017. Bastable, S. B. Nurse as Educator: Principles of Teaching and Learning in Nursing (2019) (5 th ed) Billings, D. M. & Halstead, J. (Eds). (2019). Teaching in nursing (6th ed.). St. Louis, MO: Elsevier Saunders.

58. Thank You For Your Attention "Learning is more effective when it is an active rather than a passive process.“ Daniel Goleman