Teaching-Learning Plan

Teachin" rel="nofollow">ing-Learnin" rel="nofollow">ing Plan Order Description This course examin" rel="nofollow">ines the theory and method of effective teachin" rel="nofollow">ing in" rel="nofollow">in nursin" rel="nofollow">ing with an emphasis on teachin" rel="nofollow">ing the adult learner. To facilitate active learnin" rel="nofollow">ing, the educator must be able to identify the needs of the learner as well as strategies that will in" rel="nofollow">involve the learner as a lively participant in" rel="nofollow">in the learnin" rel="nofollow">ing environment. In this course, traditional and contemporary teachin" rel="nofollow">ing approaches will be evaluated for use with diverse populations of learners in" rel="nofollow">in various settin" rel="nofollow">ings: classroom, community healthcare facilities and clients’ homes. Learnin" rel="nofollow">ing theories, curriculum theory and design, teachin" rel="nofollow">ing strategies and evaluation methods will be explored. 1. Develop an efficient, effective needs assessment process. 2. Describe the characteristics of learnin" rel="nofollow">ing styles and effective teachin" rel="nofollow">ing methods for each style. 3. Integrate and apply the prin" rel="nofollow">inciples of teachin" rel="nofollow">ing-learnin" rel="nofollow">ing used in" rel="nofollow">in nursin" rel="nofollow">ing education. 4. Discuss ways to in" rel="nofollow">incorporate cultural diversity in" rel="nofollow">in the teachin" rel="nofollow">ing-learnin" rel="nofollow">ing process. 5. Identify methods of motivatin" rel="nofollow">ing resistant learners. 6. Describe in" rel="nofollow">innovative teachin" rel="nofollow">ing strategies usin" rel="nofollow">ing technology. 7. Evaluate the effectiveness of selected teachin" rel="nofollow">ing strategies. 8. Ensure the education of students results in" rel="nofollow">in delivery of safe, quality patient care. Rubric for Analytic Scorin" rel="nofollow">ing of Writin" rel="nofollow">ing Score A Purpose & Audience B Organization C Development D Language 4 Addresses purpose Focuses consistently Explores ideas Employs words with effectively, uses assignment to explore topic’s in" rel="nofollow">intrin" rel="nofollow">insic in" rel="nofollow">interest, shows full understandin" rel="nofollow">ing of issues, engages audience, establishes credibility, uses headin" rel="nofollow">ings, format, and citations (where relevant) effectively. on clearly expressed central idea, uses paragraph structure and transitions to guide reader effectively. vigorously, supports poin" rel="nofollow">ints fully usin" rel="nofollow">ing an appropriate balance of subjective and objective evidence, reasons effectively makin" rel="nofollow">ing useful distin" rel="nofollow">inctions. fluency, develops concise standard English sentences, balances a variety of sentence structures effectively. 3 Adheres to purpose, fulfills Central idea is clear, Supports most ideas Word forms are assignment, shows adequate understandin" rel="nofollow">ing of key issues, style is appropriate to in" rel="nofollow">intended audience, presentation is readable, format is correct. paragraph structure is adequate, some problems with consistency, logic, or transitions. with effective examples and details, fin" rel="nofollow">inds suitable balance between references to personal and external evidence, makes key distin" rel="nofollow">inctions. correct, sentence structure is effective, applies standard English grammar & mechanics, presence of a few errors is not distractin" rel="nofollow">ing. 2 Wavers in" rel="nofollow">in purpose, Loose focus on Presents ideas in" rel="nofollow">in Word forms & in" rel="nofollow">incompletely addresses assigned topic or directions, shows need for more study of issues, style varies, visual presentation ragged. central idea contain" rel="nofollow">ins some repetition & digression, structure needs work. general terms, support for ideas is in" rel="nofollow">inconsistent or unsuitably personal or distant, some distin" rel="nofollow">inctions need clarification, reasonin" rel="nofollow">ing unclear. sentence structures are adequate to convey basic meanin" rel="nofollow">ing. Errors cause noticeable distraction. 1 Purpose unclear, No central idea, no Most ideas Word use unclear, failure to address topic or clear logic or focus, unsupported, sentence structures directions, weak grasp of issues, in" rel="nofollow">inappropriate style, and careless or messy visual presentation. many repetitions or digressions, lack of structure. confusion between personal and external evidence, unclear use of distin" rel="nofollow">inctions or levels of generality, reasonin" rel="nofollow">ing flawed. in" rel="nofollow">inadequate for clarity, errors seriously distractin" rel="nofollow">ing. Instructions: Paper: Teachin" rel="nofollow">ing-Learnin" rel="nofollow">ing Plan: Choose and describe a topic for your teachin" rel="nofollow">ing/learnin" rel="nofollow">ing plan. Describe your audience. Describe the needs assessment process. Write three objectives usin" rel="nofollow">ing cognitive, psychomotor and affective domain" rel="nofollow">ins. Describe teachin" rel="nofollow">ing strategies for each objective. In describin" rel="nofollow">ing your teachin" rel="nofollow">ing strategies, you can use Internet lin" rel="nofollow">inks to Web addresses, articles, and videos for the nursin" rel="nofollow">ing student to use to learn the topic. State the evaluation methods to be used for each objective. A min" rel="nofollow">inimum of 6 references is required for this assignment. This paper should be about ten pages excludin" rel="nofollow">ing your title page, abstract and references. references DeYoung, S. (2014). Teachin" rel="nofollow">ing strategies for nurse educators (3rd edition). Upper Saddle River, N.J.: Pearson Prentice Hall. ISBN-13 9780133565232