Assignment: Teaching Plan

Assignment: Teaching Plan

Assignment: Teaching Plan

General Subject: Nursing Informatics

Topic: Informatics Theory Practice

Assignment Guidelines

Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. Your teaching plan should guide your teaching presentation during week 7 (see guidelines for the presentation in week 7). While there are many formats for a teaching plan, the following sections should be included in your plan:

The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.

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Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)
Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.
Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.
Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.
Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).
Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
List the criteria that will be assessed (a breakdown of the assignment parts).
Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).

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Teaching Plan

Subject or topic	General: Nursing Informatics Specific: informatics Theory and Practice
Level of Instructions	Junior
Methods of Delivery Teaching Presentations	PowerPoint presentations Virtual learning Incorporation of visual aids Classroom teaching
Learning Objectives	Learners will identify informatics theories Learners will discuss the applicability of these theories in the current healthcare systems Learners will explain define, explain, and analyze theories of nursing informatics Learners will critique each theory and justify its application in nursing practice.
Content Outline	Overview and introduction to informatics theories Critical theories supporting nursing informatics Informatics specialties within the healthcare Informatics competencies for healthcare practitioners
Skills	Comprehension (remembering skills) Application skills Analytical skills Evaluation skills Critical thinking skills
Teaching Strategies and Learning Activities	Teaching Strategies Lectures Asynchronous strategies Visualization Differentiated instructions Video conferencing Learning Activities Open forum discussions Field visits Listening to nursing informatics specialists
Plan for Individual Learning Differences	Adopting group learning sessions Differentiating instructions Using simple language to improve learning for bilinguals Incorporating visual aids to promote comprehension of the class content Incorporating technology and multi-sensory teachings, including auditory and kinesthetics
Evaluation Process	Formative Open forum discussions End-of-class question sessions Assessing the effectiveness of group sessions Summative Quizzes Tests Individual and group assignments (essays and presentations)

A Rubric for Assignment One

Task: Discuss fundamental points for a theory of nursing informatics of your choice and justify their application in nursing practice

Total weight: 30 points

Description of the Expectations from the Assignment

	Excellent (25-30)	Good (20-24)	Average (15-19)	Below Average (10-14)	Poor (0-9)
Content	Comprehensive review and synthesis of informatics theories and their application to nursing practice. Excellent development of ideas and arguments	A relatively good grasp of the topic with support for ideas and arguments	Superficial development of the topic with inadequate scholarly support. Inconsistent and vague arguments based on primarily opinion.	Weak awareness of the assignment instructions. Unclear ideas and arguments that lack scholarly insights	Out-of-context ideas. Poorly-developed ideas. Lack of awareness of scholarly thresholds for an essay-formatted paper.
Organization	Logical organization, clear topic sentences, thesis statement with little-to-no identifiable mistakes	A clear focus of the paper, good organization, and mild errors. Transitions are reasonably clear	The paper is understandable but lacks coherence and evident transitions.	A weak organization with a random focus. Does not respond to assignment prompts	Disorganized and difficult to follow. Does not adhere to paper instructions and testable competencies.
Grammar/Spelling/Punctuation	Good grammar, limited errors, correct punctuation, and spelling. Adheres to all writing mechanisms.	Notable adherence to writing mechanics. Only minor errors in grammar, Spelling, and punctuation.	Several mechanical errors in grammar, Spelling, and punctuation. Struggles to comply with the use of standard English	Significant errors that interfere with the communication of ideas.	Inappropriate grammar, erroneous spelling, and a complete non-adherence to writing mechanics. Inappropriate for a scholarly audience.
APA/References	Total adherence to APA format, including various levels of headings and references	Very few lapses in the APA format	Identifiable mistakes in APA format, including in references and in-text citations	Reference errors are significant, signaling a non-adherence to APA format.	References are incomplete or lacking, a gross violation of APA format thresholds, including in-text citation entries and alignment of headings and subheadings.