N 582 Module 3: Setting the Stage: Planning and Conducting Classes
Start by reading and following these instructions:
You are responsible for minimally at least 3 posts for each question in your discussion boards; your initial post and reply to two of your classmates. Your initial post(s) should be your response to the questions posed in the discussion question. You should research your answer and cite at least one scholarly source when appropriate, and always use quality writing. The discussion board is never a place to use text language or emoticons. You will also be asked to respond to your classmates. This is designed to enhance the academic discussion around the topic. It is all right to disagree with something posted by another, however your responses should always be thoughtful and respectful and reflect your opinions professionally.
Gather a list of objectives from a recent healthcare conference brochure (usually can be located online—examples: PriMed, Contemporary Forums, etc). Examine the objectives that the learners are to accomplish after attending the program. Determine if the objectives are well written (based on the guidelines for writing good behavioral objectives) as well as appropriate and complete based on the content of the conference. If the objectives are unsatisfactory, suggest alternative wording.
When you are ready for the discussion, do the following:
- Click on the discussion link above.
- Start your answer by clicking “Start a New Thread” button with the title of your answer and the body of text following the guidance above.
- To properly post your answer, please click on the “Post” button.
- After posting your contribution, you must read what others have posted, reply to at least two of those posts, and respond (when appropriate) to those you have responded to you.
To reply to a classmate’s post:
- Click on the title of another student’s post.
- Click “Reply to Thread” and type your response to the student.
- Click the “Post” button to post your reply.
N 582 Module 3: Assignment
Remember to submit your work following the file naming convention FirstInitial.LastName_M01.docx. For example, J.Smith_M01.docx. Remember that it is not necessary to manually type in the file extension; it will automatically append.
Start by reading and following these instructions:
1. Quickly skim the questions or assignment below and the assignment rubric to help you focus.
2. Read the required chapter(s) of the textbook and any additional recommended resources. Some answers may require you to do additional research on the Internet or in other reference sources. Choose your sources carefully.
3. Consider the discussions and the any insights gained from it.
4. Create your Assignment submission and be sure to cite your sources, use APA style as required, check your spelling.
Critical Thinking Exercises:
- Explain the difference between goals and objectives.
- Rate one of the required textbooks for this course using the Texas Textbook Evaluation Tool:
- Using the sample teaching plan (Bastable, Appendix C. p. 661-665), develop a complete teaching plan based on a topic for instruction of your choosing.
- Develop a learning contract for self-directed study
Case Study: You are a community educator for a large health care system. You are preparing a series of two classes on smoking cessation that will be followed by a support group for people who want to quit smoking.
a) What resources might you use to help you with the content of the course?
b) Write objectives for the course in all three learning domains. Indicate how you plan to measure each of them.
c) Write objectives for the first class, with one at each of the six levels of the cognitive domain.
d) What teaching methods would you use in these classes? What resources/materials would you need for these methods?
Setting the Stage: Planning and Conducting Classes
The focus of Module 3 is on the planning phase of course development. The planning sequence is outlined, which can be applied in
academic and healthcare learning environments. Educators need to formulate objectives, select and organize content, choose teaching methods and materials, design assignments, and determine how to evaluate the learning objectives. This module also outlines the development of teaching plans and learning contracts for optimal structuring of the learning experience.
The amount of time required to complete assignments in this module is approximately 17 to 20 hours.
After completing this module, students should have the knowledge and skills to:
- Demonstrate the ability to write behavioral objectives accurately and concisely using the four components of condition, performance, criterion, and who will do the performing.
- Explain the instructional methods appropriate for teaching in the cognitive, affective, and psychomotor domains.
- Develop teaching plans that reflect internal consistency between elements
- Recognize the role of the nurse educator in formulating objectives for the planning, implementation, and evaluation of teaching and learning
- Assess the importance of learning contracts as an alternative approach to structuring a learning experience.
- Apply evidence-based criteria for selecting teaching methods and materials.
- Bastable, S. B. (2014). Nurse as educator: Principles of teaching and learning for nursing practice (4th ed.).
- Chapter 10
- DeYoung, S. (2015). Teaching strategies for nurse educators (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
- Chapter 4
Recommended Supplemental Reading
- Emerson, R. J. (2007). Nursing education in the clinical setting. St. Louis: Mosby.
- Chapters 9 and 10
- McDonald, M. E. (2013). The nurse educator’s guide to assessing learning outcomes (3rd ed.). Boston: Jones & Bartlett.
- Chapter 3
Adequate planning can create a positive and productive educational experience. The planning sequence begins with the development of learning objectives. This module examined the importance of behavioral objectives for effective teaching; described how to write clear and precise behavioral objectives; and explored the levels of achievement in the taxonomic hierarchy of cognitive, affective, and psychomotor domains. The development of teaching plans and learning contracts was explored. Teaching plans provide the blueprint for organizing and presenting information in a coherent manner. Learning contracts provide for self-directed study, thereby encouraging active involvement and accountability on the part of the learner. An overview of teaching methods and materials was provided, with general guidelines for the selection process. Within the academic classroom environment, attention was given to planning learning assignments that will enrich and compliment the learning objectives.