NGR6150 Course Introduction
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NGR6150 Course Description
Course Description for NGR6150-Nursing Education in the Clinical Setting (NURS6090)
Monday, Tuesday, Thursday 11:10 AM – 12:00 PM
Thursday 3:30 PM – 4:30 PM
This course will cover evidence-based practice as it relates to nursing education. The students will analyze and synthesize current knowledge on contemporary issues related to teaching and learning in the clinical setting. This course will be based on competency based standards (NCLEX-RN). The skills addressed are nursing documentation, assessment, communication and critical thinking. Emphasis is placed on the development of skills through evidence-based research.
NGR6300-Nursing Education Assessment
Course Learning Outcomes
Upon successful completion of this course, the student should be able to:
1. Analyze and synthesize current knowledge on contemporary issues related to teaching and learning in the clinical setting;
2. Develop skills through evidence-based research.
3. Demonstrate competence by completing assignments with a standardized approach to classroom instruction;
4. Evaluate performance through observation of clinical experiences using a standardized approach;
5. Provide clear and concise communication about patient care plans; and
6. Demonstrate critical thinking about clinical situations.
The work load for this course is approximately 8 hours per week which includes at least one hour of class time per week. Attendance at class meetings is mandatory.
This course is delivered by lecture or discussion format using a variety of delivery methods including but not limited to group discussions, role plays, demonstrations and simulations.
Grading & Evaluation Methods
The grade given will be determined by an evaluation process that includes written assignments, participation grade (observations), quizzes (multiple choice and true/false), unit final exam etc… Other factors that will contribute to your grade include but are not limited to:
– Oral assessments (Demonstration/Role Plays)
– Written Assignments
– Participation Grade
– Quiz grades
– Final Exam score
– Continuous Assessment Grading System Scores of students who complete all components successfully receive a comprehensive final grade for the course.
Assessment Items Grading Scale % Points
Presentation presentation conducted during class Discussion topic presentation %50
Daily reflections discussion %20
Assignment assignments submitted according to instructor schedule %10
Total Total points awarded for assignment completed %100
There are no examinations in this course.
Assignments were distributed via Moodle®.
Grading Scale Grade Point Value Points Percentage Grade Notes
Examinations No final exam Total possible points = total points available – midterm + mid-term exam ^3 = total points available = total points available – total points given – midterm + mid-term exam ^2 = total points available = total points available – test result score Midterm Exam^1 First Midterm Exam^2 Midterm Exam^3 Final Exam Score Result
Midterm Examination * First Midterm Examination Second Midterm Examination Final Examination ^1 Final Examination ^2 Final Examination ^3 Midterm Exam^1 Third Midterm Examination Fourth Midterm Examination Fifth Midterm Examination Sixth Midterm Examination Seventh Midterm Examination Eighth Midterm Examination Ninth Midterm Examination Tenth Midterm Examination Eleventh/Midwinter Exams Twelfth/Midwinter Exams Thirteenth/Midwinter Exams Fourteenth/Midwinter Exams Fifteenth/Midwinter Exams Sixteenth/Midwinter Exams Seventeenth/Midwinter Exams Eighteenth/Midwinter Exams Nineteenth/Midwinter Exams Twentieth/Midwinter Exams Twenty-first(Midwinter) Exams Twenty-second(Midwinter) Exams Twenty-third(Medical) Exam ^9 Twenty-fourth(Medical) Exam ^9
Final Exam Results For more information about assessing student progress please refer to http://www.usc.edu/depts/gradstudies/finalexa.pdf#search=%22USC%20Graduate%20Programs%20Evaluation%20System%20FESS%22&results=17#search=%22USC%20Graduate%20Programs%20Evaluation%20System%20FESS%22&results=15#search=%22USC%20Graduate%20Programs%20Evaluation%20System%20FESS
Universities Offering the NGR6150 Course
course at University of North Texas (UNT) on Infofam is currently 100% ONLINE.
In the absence of any information on the same, you can contact UNT.
To know about UNT NGR6150-Nursing Education in the Clinical Setting Course details, eligibility, admission process & other details click on the link below. Also know about fees structure, placements, ranking & other details.
Number of Seats: 40
Duration: 2 years
It is a full-time program. The duration of this program is 2 years.
The curriculum includes learning to learn and active learning with case studies and experiential learning. These courses prepare you for nursing practice in diverse settings including hospitals, clinics and home health care settings.
With NGR6150-Nursing Education in the Clinical Setting, students will learn how to:
1. Analyze human responses and behaviors during critical clinical situations and identify their factors;
2. Use technical skills to manage a clinical situation;
3. Identify and apply evidence-based standards for patient management;
4. Develop therapeutic plans that are based on current research findings
5. Apply evidence-based practices that promote client-centered care;
6. Identify the impact of culture in professional nursing practice; and
7. Apply leadership skills to enhance clinical outcomes.
University of North Texas offers many majors such as:
Business Administration and Management Studies
Health Information Management
Individuals who want to take admission must have a minimum qualification of 12th Standard examination from any recognized Board/ University/ Institute recognised by AICTE or equivalent or at least 10+2 examination from any state government recognised Board/University/ Institute recognised by AICTE or equivalent with science stream from CBSE or CISCE board plus one year course in nursing education from an institution which is recognised by NMC along with age relaxation as per norms laid down by government of India.
Students who have passed Class XII examination (10+2) with science subject from CBSE/ISC or equivalent or at least HSC examination plus two years nursing education course from recognized institutions/universities under Ministry of Health & Family Welfare/National Council for Teacher Education (NCTE)/Central Council for Research Education (CCRE)/Indian Nursing Council(AIIMS)or equivalent recognised under any national law shall be eligible to apply.
For applying students must have passed class XII examination with Science stream from CBSE or ISC or Indian certificate of secondary education (ICSE),or comparable exam like State Boards(HS/SSC)
Indian Nationals (born after 31 December 1989).
Age Limit :
Min Age: 18 Years Maximum 26 Years As on July 1st of the year in which admission is sought
Max Age Relaxation : Age relaxations applicable as per rules
Candidates must have completed their degree/ diploma/certificate in nursing education i.e., B.Sc.(Nursing)/ Diploma in Nursing (with minimum 50% marks) taken before July 1st yearof admission.
Candidates applying for this program should be graduates in nursing recognized by National Council for Technical Education (NCVT)/All India Council for Technical Education( AICTE)
i.e., B.Sc.(Nursing)/Diploma in Nursing (with minimum 50% marks)
Maximum Age Limit: For SC/ST/OBC candidates: not more than 32 years for PG programmes; M.Phil; Ph.D.; Pharm.D.; M.Sc.-P.H./ Pharmacology; D.Pharm.; Pharm-D./D.N.B.D./D.Pharma./Pharmacology; D.Ed./ M.Ed.; M.A/M.Sc.-Psychiatry; B.Pt.-BPT/B.A.M.S/B.M.S./B.H.M.S./B.Sc.I.M.S.; M.Pharm/BHMS/B.Tech./MCA/B.Tech-I.Tech/M.C.A./ Computer Application/ I.T.I.N.G.; MCA-B.Sc.Computer Science/
Minimum Percentage requirement : Candidates are required to get at least three years’ experience after passing class XII Examination.
Minimum Percentage Requirement : Graduate level: Minimum percentage required:
For general category candidates-50%.
For SC category candidates-45%.
For ST category candidates-40%
For OBC category candidates-42%
Admission Process :
Application forms will be available online at: www.universityofntexas.edu/tc/main.nsf/webpages/ngr6150.html?Open&RCO=NGR6150&LR=PG&E&RC=FGUAN&LC=FCXQJLWCFCQPPGCJLSQNC&AT=7&RD=2013-07-01T17%3A20%3A06Z&RS=LXK36&RCO=NGR6150T01#RGNA#PrincipalSearchRT2
Online application form filling complete online process. Applicant need to submit all required documents through online mode only. Payment can be made only through Online Mode using Debit Cards / Credit Cards / Net Banking / e-wallets etc .
Selection Procedure :
Undergraduate Program : Students will be selected according to merit list prepared on the basis of entrance test conducted by the university .
Postgraduate Program :Students will be selected according to merit list prepared on the basis of entrance test conducted by the university .
How To Apply For NGR6150-Nursing Education in the Clinical Setting Course For Admission In University Of North Texas?
Step-1 Check Admission Details Visit www.universityofntexas.edu/tc/main.nsf/webpages/ngr6150.html?Open&RCO=NGR6150 . Here provide your Allotted College Name ,Faculty Name ,Pass Year ,Year Roll Number ,Email ID ,Registration No ,Candidate name etc..if you have already Registered .If not registered then Registration no .you need now Click here .
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Step-3 Submit Your Application After completing these steps go back and click on “Apply Now” option below.This option is only for those candidate’s who applied earlier.Now enter all necessary details correctly verify it.If everything correct then click on Submit button.You can take printout copy directly generated after submission.More information check here NGR6150 Registration Form .
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NGR6150 Course Outline
Nursing Education in the Clinical Setting (NGR6150) Course Information
Upon completion of this course, students should be able to:
– Understand the theory and concepts related to nursing education in an academic setting. – Describe the role of the instructor and the relationship between student and professor. – Demonstrate effective teaching strategies appropriate for students in different learning environments. – Evaluate the effectiveness of teaching methods used by faculty members in a clinical setting. – Communicate effectively with staff members and patients through different communication methods, including e-mail. – Apply knowledge of classroom management strategies to successfully work with diverse groups of learners in an educational setting. Required Textbook(s):
Introduction to Nursing Education: Theory and Concepts
– Teaching Methods
Nursing Education: Critical Thinking and Professionalism
– Why Think Critically?
– Thinking Critically About Education
– Critical Thinking and Application (5 Core Competencies)
Teaching Strategies and Classroom Management for Clinical Nursing Practice
Student Learning Activities
Clinical Teaching Methods
Clinical Settings I – Observation Skills
Anatomy & Physiology I – Integrated Human Anatomy & Physiology I (NGR6123)
Anatomy & Physiology II – Integrated Human Anatomy & Physiology II (NGR6124)
Psychology I – Introduction to Psychology (NGR5921)
Health Care Ethics, Law, & Administration – Ethics (NGR5932)
Professional Development/Management – Communication Skills (NGR5935)
Scientific Inquiry – Experimental Design & Data Collection Techniques (NGR5962)
Scientific Inquiry – Quantitative Analysis/Statistics/Research Methods/Critical Thinking/Supervised Practice (NGR5952)
Medical Terminology/Biology/Social Science Concepts – Basic Sciences/Medical Sciences/Social Science Concepts (NGR5911)
Basic Nursing Skills/Digital Assessment/Nursing 101 Prep/Patient Care Skills/Digitization: Digital Assessment/Using ECG Machine / Electronic Medial Record /Electronic Records (NA, NGD, DCP) (NA, NGD, DCP) /Use of Patient/Family/Guardian Consent Forms/Clinical Practicum for Students /Nursing 100 Prep – CPN Exam prep/Electronic Medial Record/Electronic Records/Electronic Health Records/EHR/EHR Development/Information Technology/Electronic Medical Record software (EHRS) /Visual Assignments/Hospitalization/Upper GI Stimulation/Palliative Care Exams/Palliative Care Practicum/Nurses’ Role on Palliative Unit/Nurse Educator’s Role on Palliative Unit
Principles of Pharmacology/Ionizing Radiation/Bloodborne Pathogens/Lab Safety/Emergency Procedures/Guidelines for Safe Work Practices/Organizational Policies & Procedures/Clinical Infection Control Guidelines/Clinical Microbiology/Aseptic Technique/Aseptic Technique Guidelines/Aseptic Technique Guidelines for Infection Control Practices/Hepatitis B Vaccine/Vaccination Formulation/Formulation Guidelines/Vaccine Storage/Clinical Pharmacy Guidelines
Diagnostic Reasoning/Medical Imaging/Data Acquisition/Trauma Classification/Diagnostic Imaging/Psychosocial Issues/Safety Considerations
Microbiology/Test Interpretation/Microbiology Lab Methods/Bloodborne Pathogens/Lab Safety
Infectious Diseases/Bacterial Vaginosis/Vaginal Dysbiosis/Candidiasis/Lactose Intolerance/Syphilis
Respiratory Disease/Asthma/Occupational Asthma/Hypersensitivity Pneumonitis/Hepatitis B Virus Infection/Warts/Hiv/AIDS/AIDS Awareness Precepting/Lymphatic Filariasis Test Interpretation/HIV Testing Protocols/Wound Healing/Illness Experience
Clinical Settings II– Observation Skills in Nonclinical Settings
Behavioral Science Foundations/Psychosocial Factors Associated with Disease Process Behavior Principles of Teaching Foundations…
Clinical Settings III– Observation Skills Across Cultures
Cross-Cultural Awareness Psychology Internship/Islamic World Cultural Awareness Community-Based Research
Humanistic Values Neuroscience-I Psychology Internship/Spirituality Psychosocial Intervention/Spirituality Supportive Care Social Determinants of Health Health Literacy Marketing/Public Relations Evidence-Based Practice Risk Management Social Work Ethics Advocacy Counseling Global Public Health
Global Public Health Client-Centered Public Health International Health : Pathways across Cultures Clinical Communication Key Interpersonal Relationships Translating Knowledge into Action Legal Frameworks for International Nursing Practice Global Leadership
Social Determinants of Health Environmental Sustainability Global Environment Governance Healthcare Innovations Global Governance Systems Global Justice Sustainable Development Global Public Policy International Environmental Policy Environmental Sustainability/Diversity Climate Change The Built Environment
Current Issues Impact on a Local Level Developing an Ecological Footprint Creating a Climate Change Action Plan Building Resilient Communities Solutions that Work What is Sustainability? A Systems View Implementing Sustainable Ideas Implementing Sustainable Ideas
Human Resource Training Program Evaluation Using Effective Teaching Strategies Time Management Promoting Positive Teamwork
How can we improve our team’s productivity? Organizational Culture Theories Human Resource Practices Volunteerism Legal Responsibilities
International Student Orientation Orientation Day 1 Orientation Day 2 Annual Reporting Statistics Meeting Student Leaves Meeting Medical Insurance Coverage ^7 2015 Year End Report School Tuition Fess^8 Financial Aid/Fellowships Staff Employment Information New Staff List New Faculty List New Coordinator List Employees Handbook Annual Notice^9 Staff Fitness Center Fundraising
Personnel University Mission Statement Job Descriptions Vacancies Open Positions Salary Schedule ^10
Employee Complaint Procedure Employee Grievance Procedure Internal Investigations Procedures Conflict Resolution Planning
Health Promotion Wellness Policy Delegation Procedures Safety Events Compliance Training Wellness Committee Constitution Wellness Committee Minutes
Physical Plant Campus Master Plan Maintenance Requirements Facility Maintenance Worker Training Materials Specific Plant Needs Special Requests Landscaping Authority Committee Other Facilities Committees Regulatory Requirements Facility Usage Contractual Obligations
Facilities Status Summary System Status Report Weeding Schedule Weed Control Programs Weed Prevention Area Chart Reducing Weeds Crop Specifications Crops With Limits Crop Identification Guide Seasonal Color Chart Winter Greens Winter Green Classes Cutting Schedule
Collaborative Partnerships: Structures & Strategies
Training Teams Project Teams Co-operative Learning Groups Learning Groups Problem Based Learning Collaborative Learning Community Based Service Learning Professional Organizations Interprofessional Collaboration Interprofessional Partnerships Patient Physicians Students Residents Teachers Research Organizations Distance Education Consortium International Collaborations Regional Collaborations National Collaborations National Associations National or Regional Societies Conferences Collaborative Partnerships: Structures & Strategies
Culturally Relevant Practice Patients Group Sessions Preceptorships Student-Led Consultation Procedural Simulations Natural Disasters Psychological Emergencies Surgeons Teachings Labs Anesthesia Surgical Simulation Lab Simulation Lab Rotation in AHS Raptor Surgery Room Food Demands Regarding Activity Goals Medication Demands Regarding Activity Goals Facilities Demands Regarding Activity Goals Navigation Room Exercise Equipment Duration Skill Stations Workshop Tables For Surgery Areas Building A Raptor Hospital Room Airway Equipment Room Clinical Apparatus Room Survival Bunk Bed Technical Room Emergency Response Mass Casualty Incident Suction Simulator Occupational Exposure Radiographic Imaging Diagnostic Imaging Chest Radiography CT Scan MRI Nuclear Medicine X-Ray EKG Ambulatory Monitor Stroke Neuroimaging IVs Ventilation Respiratory Therapy Mechanical Ventilation Oxygen Therapy Computerized Physician Order Entry Electronic Medical Record Electronic Medial Record Electronic Records Medial Record Related Components Office Manager Administrative Assistant Patient Portal EPIC CCD Versus RIS EHR Versus RIS EHR Implementation Project Workflow Intranet Workflow Improvements Paperless Reports EMRs Versus RIS EMRs vs RIS Institutionalized Disabilities Discharge Planning Resident Ladder Resident Stages Resident Upward Mobility Resident Circulation ICU Versus CCU CCU Rotations CCU Staff Structure CCU Conference Structure CCU Intern Hourly Rates CCU Travel Cost CCU Blood Draws CCU Residency Counts Pharmacy Department Structure Pharmacy Staff Structure Pharmacy Departments Workflow Pharmacy Operating Hours Pharmacy Supply Chain Workflow Pharmacy Function Areas Retail Outlets Pharmacist-to-Patient Ratio Home Dialysis Home Dialysis Services
 American Association for Colleges of Nursing . Code of ethics for nurses with interpretive statement . American Association for Colleges of Nursing Press , Washington , DC .  Michelson , G , Crenshaw , S . The usefullness of the LOINC language in communication among health care professionals . Journal Of Interprofessional Care 2007 ; 21 : 11 -14. http://dx.doi.org/10.1080/13561820600868301  Wong , S , Nijsenbier , L . Evaluating LOINC applications : state-of-the-art . Journal Of Biomedical Informatics 2013 ; 46 : 75 -86. http://dx.doi.org/10.1016/j.jbi.2013.03.012  Loznicki , D . Getting started with LOINC codes — practical steps toward quality data collection . Journal Of Biomedical Informatics 2008 ; 41 : 635 -42. http://dx.doi.org/10.1016/j.jbi.2008.03.005  Schaefer-Bullard , J , Niamathongwattanaepong , S . Applying food safety compliance standards to medical records systems: a case study using the UNIFORM MULTIFUNCTIONAL CODE SYSTEM-MEDICAL RECORDS VERSION PCMH13 codes as examples . Journal Of Medical Systems 2014 ;38 :47.http://dx.doi.org/10.1007/s10916-014-9829-z  Chiarelli-Mishara , M.D., Ph.D., M.S.E., C.P.T.A., A.S.C.P.T.M.-P.H.R.P.-B.C.N.E.R.N.E.D.M.-M.S.H.T.F.-M.I.P.I.-I.M.A.M.A.-C.O.B.I.-I.A.I.F.A.-I.I.R.A.–I.A.C.L.E.–I.F.C.–I.L.B.Y.–L.E.C.T.O.R.–A.N.V.L.–A.S.T.G.F.–A.N.V.I.F..], Attorney-at-Law; Drucilla Kozloff MScPT(R), Diplome de la Faculte de Pharmacie et des Sciences Physiques de Grenoble; Professor Emeritus at McGill University; MD Doctorate degree from McGill University; Board Certified Orthopedic Physical Therapist from American Physical Therapy Association(Certified); Certified Industrial Hygienist from American Industrial Hygiene Association Certified; Registered Nurse from American Nurses Credentialing Center(Certified); Registered Dietitian from American Dietetic Association(Certified); Licensed Acupuncture Physician(Acupuncture Technician) from Canadian Acupuncture Council(Certified); Licensed Acupuncturist(Better Living Acupuncture Clinics Ltd.) British Columbia Canada(SootherLife Clinic); registered dietary therapist from College of Dietitians BC(Certified) Canada; Nutrition Counsellor(Organic Nutrition International Inc.) Canada(http://www.organicnutritioninternational.com); Registered Private Duty Nurse(Havens Hospice Society Inc.) Canada(http://www.havenshospicesociety.ca); Registered Home Care Worker(Amedicare Home Health Corp.) Canada(http://amedicarehomehealth.com); Registered Psychiatric Nurse(Royal Hospital For Sick Children Hospital Specialty Hospital Toronto ) Ontario Canada(http://www.rhscht.com)/Registered private duty nurse(Royal Victoria hospital ) Ontario Canada(http://www.rvh.ca/index.php?option=com_content&view=article&id=7&Itemid=29⟨=en&catid=49).
NGR6150 Course Objectives
Nursing Education for Health Professions (NGR6200)
Admission Requirements to the School of Nursing
-1. Students seeking admission to the nursing program must have a high school diploma or GED equivalent.
-2. Students must be eighteen (18) years of age by the time they enter the school, or must have an approved waiver of the 18-year-old requirement.
-3. The nursing program has a minimum of one hundred (100) total hours of credit with a total number of semester hours needed to earn a Bachelor’s Degree: 120 semester hours, including: twelve (12) semesters of course work at the College level with a minimum grade point average of 2.5 or above, and twenty-six (26) semester hours earned through transfer credits from other accredited colleges and universities.
-4. A grade point average of at least 2.5 in all courses completed at ISU Fort Dodge; however, cumulative GPA is not used for admission purposes.
Each student will attend orientation prior to beginning coursework and will take classes during the summer session.
The Division of Health and Human Sciences offers numerous services for students in our schools, colleges, departments, centers, programs, institutes and centers:
– Computer lab
– Study rooms
– Course planning assistance
– Course selection information
– Access to career counseling services
– Academic advising services
– Student activities
– Testing services
– Career counseling services
– Job placement assistance services
Student Affairs Office
The Student Affairs Office offers several major resources for students including:
A business office that handles tuition payments on behalf of students.
An honor society that assists students with job placement needs by offering career counseling and networking opportunities.
A nursing professional organization that assists students with their academic goals through peer mentoring.
Career Placement Information Services
Career Counseling & Guidance
Monday – Thursday: 8:00 am – 5:00 pm Friday: 8:00 am – Noon
(712) 328 -6680 or Toll free (877) 227 -6670 Email:
email@example.com Web Site:
Career Counseling & Guidance website main page
NGR6150 Course Pre-requisites
is a 3-hour course designed for nursing students to learn about the clinical setting and competencies required of a nurse educator. The three hours of lectures and activities in this course are intended to teach students about the clinical setting and nursing education in general. The content covers various areas, such as ethics, assessment, standards of care, learning theory, student development, diversity, and global health issues.
Upon completion of this course, the student will be able to:
– Identify the influence of professional organizations on nursing education.
– List differences between the pre-licensure and post-licensure nursing programs.
– Describe how characteristics of a typical undergraduate nursing program can impact research.
– List the different methods used in undergraduate clinical teaching.
– Discuss how formative and summative evaluation contribute to student learning outcomes.
Upon completion of this course, the student will be able to:
* Identify influences that have contributed to changes in nursing education over time.
* List differences between prelicensure and postlicensure nursing programs.
* Explain why undergraduate clinical education must be grounded in the foundation of evidence-based practice and research.
* Describe methods used in undergraduate clinical teaching.
* Discuss how formative and summative evaluation contribute to student learning outcomes.
Clinical Education I: Principles (Nursing)
1. Clinical learning environments
2. Fundamental principles of behavior change theory
3. Assessment tools
Patient record review
Problem solving activities
Clinical Education II: Foundations (Nursing)
1. Transforming human needs into educational goals
2. NURSE I: Nursing knowledge foundation
3. NURSE II: Nursing skills foundation
Factors influencing competence
Clinical Education III: Methods (Nursing)
1. Models for effective teaching: summary 2. Learning theory as applied to teaching behavior change 3. Models for effective collaborative practice groups – case studies 4. Models for effective communication in a group environment – case studies ^1. Assessment 2.Gender-specific approaches
5.Teaching practices ^1.Assessment
^1-NG16-SHEA-NGR6 Curriculum Preparation I NGR6150 (NGR6150)
a thorough understanding of content areas including but not limited to each discipline; including principles guiding professional collaboration; interdisciplinary collaboration; health promotion; evidence based practice; quality assurance/reliability; evidence based information systems; patient/family centered care; communication acro