| MHST/NURS 623 - Clinical Teaching and Learning | |
1.0 Introduction | 2.0 Course Goals | 3.0 Course Materials | 4.0 Course Structure | 5.0 Course Outline | 6.0 Assessment Structure
1.0 Introduction  This course is designed for education and service practitioners in the health care field who are interested in increasing their knowledge and skills as they relate to teaching and learning in the clinical setting. Course topics will include models of teaching and learning, the clinical learning environment, planning learning experiences, evaluation of learning, and professional socialization. The theoretical perspectives that guide the course are drawn from research related to how knowledge is constructed, what factors promote and sustain student motivation and what issues instructors need to acknowledge within the social context of clinical teaching and learning. The nature of the instructional approach will be participant centered, emphasize a humanist educational philosophy and highlight constructivist and facilitative teaching strategies.
2.0 Course Goals After completing this course, students should be able to: -
To critically examine clinical teaching and learning in one's practice environment. -
To reflect upon one's own teaching and learning strategies. -
To gain an understanding of clinical teaching and learning in other health care disciplines. - To promote interdisciplinary networking among clinical teachers.
3.0 Course Materials MHST/NURS 623 is comprised of both Online and Print-based course materials. Online Materials - Introduction: Provides essential information about the course materials, the design of the course, and the procedures you should follow to complete the course successfully.
- Schedule: Outlines the timing of course activities
- Units: Contains the six units that comprise the course
- Assessment: Outlines the assignments/evaluation procedures of the course.
- Reference: Listing of required readings, web sites, and citations included in the units
Print Materials - Reading File: A collection of articles, excerpts, and other sources of information that you will be directed to read in this course.
- Textbooks: The textbook listed below is used in this course.
Gaberson, K. & Oermann, M. (1999 ). Clinical teaching strategies in nursing. New York: Springer:
4.0 Course Structure The course includes Internet access to health-related Web sites around the world, participation in electronic mail, and computer conferencing with students from across the country. Students are expected to connect to an Internet Service Provider at their own expense.
5.0 Course Outline
MHST/NURS 623 consists of the following 6 units
Unit 1- Models of Teaching and Learning
Time Frame: Weeks 1 to 4
Unit 2- The Clinical Learning Environment
Time Frame: Weeks 5 to 7
Unit 3- Planning Learning Experiences
Time Frame: Weeks 8 and 9 Unit 4- Evaluation of Learning
Time Frame: Week 10 and 11
Unit 5- Professional Socialization
Time Frame: Weeks 12 to 14
6.0 Assessment Structure To receive credit for MHST/NURS 623, students must achieve a course composite grade of at least 60 per cent. The weighting of the composite grade is as follows:
| Assignment 1 | Paper: Philosophy of Teaching and Learning | 10 marks | | Assignment 2 | Literature Review: Clinical Teaching Approaches | 35 Marks | | Assignment 3 | Create a Teaching Guide | 35 Marks | | Assignment 4 | Self Evaluations | 20 Marks | | Total | 100% | Assignment 1 - Paper: Philosophy of Teaching and Learning | 10 marks Describe your philosophy of teaching and learning. Include an inventory of learning events that have been useful and not useful.-
Submit a non-referenced 3-page (maximum) paper on Monday of Week Four by e-mail attachment to your instructor. -
Frame your thinking from the resources presented in Week Three as well as from any prior reading on philosophies of adult education, teaching perspectives or frameworks of educating with the health professions that you have found useful. -
You are invited to share personal experiences, perceptions and “stories.” -
Please note, as is customary with graduate level papers, grading criteria will address the clarity, organization, originality, style and overall impact of your writing. To this end, frame the discussion within your paper around a succinct introduction noting what you will do, a middle containing a logical sequence of points and a conclusion summarizing your main thesis statements or arguments.
Assignment 2 - Literature Review: Clinical Teaching Approaches | 35 Marks
Complete a literature review of a current or current clinical teaching approaches in your discipline. Students can choose to work individually, in pairs or in a small group of 3-5. Provide balanced constructive feedback to one another. - If you are interested in working in pairs or a small group, enter your name and interest area in the Optional Collaborative Work Discussion Area by Monday of Week 4 and your instructor will assist you in connecting with like-minded colleagues. Acquire a collection of between 10 and 20 refereed journal articles, book chapters or other relevant publications that apply to your practice area. Identify the search process you used. For example, note key terms entered in a CINAHL or PROQUEST database and/or how you explored a particular teaching approach or author. Organize your findings into a 15-page (excluding references and appendices) scholarly paper. Please use American Psychological Association (APA) 5th Edition format. For additional tips, further resources to help with academic writing are available at Resources for Writing Create categories or “group” the publications whenever possible. For example, an overarching category might be to distinguish whether the publication is theoretical (describing a philosophy, theory or model), research-based (reporting findings from quantitative or qualitative studies) or anecdotal (commenting on experiences or opinions). Analyze the work that has been done to date in your area. Do not simply present or summarize the articles you choose to include. Rather, identify both what is well known in your area about strong teaching practice as well as “gaps” in existing knowledge. What further educational research needs to be done? Post your paper into the Literature Review Assignments Forum on Monday of Week 8. Respond to at least three of your colleagues’ reviews in the Responses to Literature Reviews Forum during week 8. In short paragraphs only, comment on any new learning that the review provided. Discuss similarities and differences between your own findings.
- For further ideas on constructing literature reviews, see the following sites:
Assignment 3 - Create a Teaching Guide | 35 Marks Create a teaching guide or unique resource for a new educator in your organization. - Extend the insights you gained through exchanging literature reviews, reading course materials and sharing ideas in forum discussions into a practical �user-friendly� guide or unique resource for use in your own workplace.
- Translate the learning that you have discovered, constructed � and most importantly � ENJOYED � in this course into a unique clinical teaching resource. If you are incorporating games or activities, be sure to articulate clear �directions� that enable readers to apply your ideas easily.
- Develop an 8-to10-page (excluding references and appendices) scholarly paper. Again, please use American Psychological Association (APA) 5th Edition format. For additional tips, further resources to help with academic writing are available at Resources for Writing
- Post your paper into the Teaching Guide Forum on Monday of Week 12
- Respond to at least three of your colleagues� work in the Responses to Teaching Guides Forum during week 12. In short paragraphs only, comment on any new learning that the guide provided.
- Consider submitting your product for publication through your professional association library, an educational repository such as Merlot (http://www.merlot.org/Home.po) or a refereed journal.
- For an example of a published teaching guide, see Melrose, S. (2002). A clinical teaching guide for psychiatric mental health nursing: a qualitative outcome analysis project. Journal of Psychiatric and Mental Health Nursing 9, 381-389.
Assignment 4 - Self Evaluations | 10 Marks for each evaluation Submit formative and summative self-evaluations. As active participants in our course, your own evaluation of learning and progress is invaluable. As a way of honoring personally meaningful learning within our course, you are invited to include your own input into the process of assessing your “participation.”- One of your first tasks in this course will be to initiate a file on your own participation. Identify your strengths, areas to grow, goals for the course and strategies for achieving those goals.
- In addition to the well-referenced thoughtful “content” aspects of your weekly messages, how are you attending to group “process” and reaching out to others? How are you intentionally contributing to group maintenance functions within our class?
- Submit your formative or mid-term self-evaluation by e-mail attachment to your instructor on Monday of Week 6 and your final or summative evaluation on Monday of Week 13. The length is up to you.
- Although your instructor reserves the right to assign a final mark, please assign yourself a REALISTIC mark out of 10 on each evaluation. Your instructor will take your comments into consideration when deciding upon your final grade.
- Be sure to include “unfinished business” – or a “to do” list of learning that still needs to be done in your final evaluation.
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Page last edited: July 20, 2004 �Copyright 2000 Athabasca University
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