NURSING 1112NA - Teaching in Nursing Practice

Ngee Ann Academy - Semester 2 - 2018

This course is designed for students to explore clinical and patient education in the healthcare environment. There is an emphasis on the evidence base for practice. The role of the Registered Nurse in relation to patient education, staff education and student supervision s also explored. Student will gain practical experience and develop competency in learning and teaching methods used in health care education.

  • General Course Information
    Course Details
    Course Code NURSING 1112NA
    Course Teaching in Nursing Practice
    Coordinating Unit School of Nursing
    Term Semester 2
    Level Undergraduate
    Location/s Ngee Ann Academy
    Units 3
    Contact 20 hours of Lectures and 20 hours of Tutorials. Lectures will be delivered in 3 intensives, Tutorials will be every 2 weeks
    Available for Study Abroad and Exchange N
    Course Description This course is designed for students to explore clinical and patient education in the healthcare environment. There is an emphasis on the evidence base for practice. The role of the Registered Nurse in relation to patient education, staff education and student supervision s also explored. Student will gain practical experience and develop competency in learning and teaching methods used in health care education.
    Course Staff

    Course Coordinator: Mr Paul McLiesh

    Course Coordinator: Paul McLiesh
    Phone: +61 8 8313 6286
    Email: paul.mcliesh@adelaide.edu.au
    Location: School of Nursing, The University of Adelaide
    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1 Examine the art and science of education
    2 Evaluate the role of learning theory in contemporary clinically based education
    3 Discuss best practice in contemporary practice in health education
    4 Experience and cultivate an understanding of innovative strategies to promote staff and patient learning
    5 Apply strategies for learning and teaching in clinical settings and with a variety of other health professionals.
    6 Debate the impact of and how to consider ethical, social and cultural issues when adapting the learning and teaching environment to ensure quality outcomes.
    7 Discuss personal learning styles and to apply this knowledge to a range of learning contexts.
    8 Demonstrate how to provide student with feedback that maximises learning outcomes
    University Graduate Attributes

    This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)
    Deep discipline knowledge
    • informed and infused by cutting edge research, scaffolded throughout their program of studies
    • acquired from personal interaction with research active educators, from year 1
    • accredited or validated against national or international standards (for relevant programs)
    1, 2, 3
    Critical thinking and problem solving
    • steeped in research methods and rigor
    • based on empirical evidence and the scientific approach to knowledge development
    • demonstrated through appropriate and relevant assessment
    2, 4,5
    Teamwork and communication skills
    • developed from, with, and via the SGDE
    • honed through assessment and practice throughout the program of studies
    • encouraged and valued in all aspects of learning
    5,6,7
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    4,5,7,8
    Intercultural and ethical competency
    • adept at operating in other cultures
    • comfortable with different nationalities and social contexts
    • Able to determine and contribute to desirable social outcomes
    • demonstrated by study abroad or with an understanding of indigenous knowledges
    6,7
    Self-awareness and emotional intelligence
    • a capacity for self-reflection and a willingness to engage in self-appraisal
    • open to objective and constructive feedback from supervisors and peers
    • able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
    7,8
  • Learning Resources
    Required Resources
    RECOMMENDED TEXT
    McKenna, L & Stockhausen, L 2013, Introduction to Teaching and Learning in Health Professions, Lippincott Williams & Wilkins.
    Online Learning
    MyUni will be used to provide electronic copies of the Study Guide for this course and other resources. Completion of 2 online quizzes is required
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures supported by problem-solving tutorials developing material covered in lectures
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    There will be 20 hours of face to face lectures and 10 hours or tutorials. It is expected that you will need to invest about 12 hours per week of study to successfully complete this course. It is recommended that you plan your time commitment to the course at the beginning of the semester. This includes all study activities, attendance at lectures and tutorials, readings and assessment. Thus some weeks it will be more and others less. It is recommended that you plan your time commitment to the course at the beginning of the semester.
    Learning Activities Summary
    Principles of learning and teaching
    The art and science of education
    Educational theories.
    Educational design -
    Contemporary practice
    Learning styles
    Learning and teaching methods - an overview
    Engaging learners & teachers in learning
    Transmitting knowledge to specialist and non-specialist audiences. (Patient education)
    Mentoring and preceptoring
    Inter-professional learning
    Using learning and teachingtechnologies
    Learner management Dealing with challenging situations
    Evaluating learning outcomes
    Feedback: Responding to and providing learner feedback




  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    Assessment Task Assessment Type Weighting Learning Outcome(s) being addressed
    Online quiz x 2
    Due week 2 and 4
    Formative N/A 1, 5-8
    Presentation
    Due week 9
    Summative 20% 2-6
    Presentation report
    Due week 12
    Summative 50% 1-3, 7-8
    Learning portfolio
    Due week 5
    Summative 30% 1-8
    Assessment Detail
    Formative Assessment. Students are required to complete 2 online quizzes relating to learning styles and potential barriers to learning

    Assessment 1 Presentation: Identify an educational resource for either staff or patients in the practice area. This could be a training package, an educational tool or some other type of resource. Describe the resource and provide a reason for the choice. Critique this resource for its appropriateness for adult learning. Describe the feedback that will be provided to the developer of the resource. The presentation should be no more than 15 minutes including time for questions.

    Assessment 2 Presentation report: This report is the summary of the presentation regarding the educational resource.
    Describe the resource, provide the reasons for choosing it and critique its appropriateness for adult learning. Describe the feedback you will provide to the developer of the resource. (2000 words)

    Assessment 3 Learning portfolio: The learning portfolio is comprised of activities designed to help students engage with the course content and to drive student learning. Activity word limit or equivalent approx 300 words. (1000 words)
    For example: Briefly describe the learning styles of the Fleming's VARK model and give an example of how you might engage a student with a particular learning style (300 words).
    Submission
    Assessments, unless otherwise stated in the Study guide, are to be submitted electronically via Assignments in MyUni on the due date identified in the Study guide. Instructions for assignment submission are available for all students under Tutorials at www.adelaide.edu.au/myuni/. Formatting and presentation of assignments must comply with School policy as indicated in the School Academic Manual.

    An assessment submitted via MyUni must be submitted as a .doc, .docx or .rtf file (or unless otherwise specified, i.e. PowerPoint). It is also important to submit your file under the student surname and id number, such as surnamestudentid (i.e. knight1234567). MyUni stamps all the other details against the filename once you submit your assessment.

    The assessment must include an Assignment Coversheet. The assignment should be submitted as one file, with the coversheet being the first page. A word version and rich text format of the Assignment Coversheet is available to download at http://health.adelaide.edu.au/nursing/current-students/. The Plagiarism Statement must be signed and dated for the assessment to be marked (signature is not required for electronic submission). More information on avoiding Plagiarism is available at www.adelaide.edu.au/writingcentre/plagiarism/.

    If students have difficulty submitting their assignment, they can call the MyUni helpdesk Monday to Friday (8am to 6pm) on 08 8313 3335.

    All assessments should be submitted by the specified due date.

    Late submission without an approved extension will be penalised at the rate of 10% of available marks for each day after the due date. Work submitted more than ten days after the due date may be returned unmarked. This action will be taken to prevent students who do get their work in on time being disadvantaged.

    Students are advised to comply with word limits. Students are, of course, not expected to achieve exactly the required length and a 10% leeway on either side is acceptable. However, a penalty of 5% of available marks will apply for word limit in excess of the 10% leeway.

    Written work must comply with the formatting and referencing indicated in the School Academic Manual. Marks will be lost for failing to do so.

    Marked assignments and feedback will be returned via MyUni. For further information relating to assessment refer to the Assessment for Coursework Programs Policy.

    In accordance with University Policy, the guidelines and conditions regarding resubmission are stated below. It should be noted that these guidelines concern work that has been assessed as ‘FAIL’.

    Course coordinators, in consultation with Head of Learning & Teaching and/or the Pre-Registration or Postgraduate Learning and Teaching Sub-Committee Chairperson, are responsible for determining the circumstances in which students may resubmit assessment tasks. In determining these circumstances, the following are considered.

    a)     Students may only resubmit their work when:

    i)              It will allow them to demonstrate that they have understood feedback on their work; and/or

    ii)             They might otherwise be at risk of failing the course; and/or

    iii)            When they have received a Fail grade with an underlying mark of 45-49%; or

    iv)            The final assessment task in the course is weighted at 20% or more of the total course assessment.

    b)    In granting a resubmission, the deadline will be negotiated.

    c)     The resubmitted work will be awarded no more than the minimum pass mark (i.e. 50%).

    d)    If the resubmitted work does not achieve a pass, it cannot be submitted a third time, and a fail will be recorded.

    e)     Students who accept an offer of resubmission must take into account the possible implications, such as eligibility for graduation should the reassessment not be able to be completed in time for their preferred ceremony.

     

    Course Grading

    Grades for your performance in this course will be awarded in accordance with the following scheme:

    M10 (Coursework Mark Scheme)
    Grade Mark Description
    FNS   Fail No Submission
    F 1-49 Fail
    P 50-64 Pass
    C 65-74 Credit
    D 75-84 Distinction
    HD 85-100 High Distinction
    CN   Continuing
    NFE   No Formal Examination
    RP   Result Pending

    Further details of the grades/results can be obtained from Examinations.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

    Final results for this course will be made available through Access Adelaide.

  • Student Feedback

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.