NGR6050-Nursing Education in the Classroom NGR6050 – Exclusive Course Details

NGR6050 Course Introduction

Fall 2005 Course Introduction for NGR6050-Nursing Education in the Classroom (NGR6050) Fall 2005
Course Description and Objectives of NGR6050-Nursing Education in the Classroom (NGR6050) Fall 2005
Intended Learning Outcomes of NGR6050-Nursing Education in the Classroom (NGR6050) Fall 2005
Course Content of NGR6050-Nursing Education in the Classroom (NGR6050) Fall 2005
Content of the Course: Theory and Practice, Nursing Process and Strategies for Interprofessional Collaboration, Knowledge Application, Communication Skills, Reflection, Assessment, and Evaluation of Learning Outcomes.
Theories examined include: Holistic Perspective, Personal Health Care Plan, Leadership Development/Problem Solving Approach for Patient Care Delivery, Interpersonal Skills Theory of John Dewey, Acceptance and Commitment Therapy (ACT), Mindfulness Based Stress Reduction.
Intended Learning Outcomes for Students Enrolled in NGR6050-Nursing Education in the Classroom (NGR6050) Fall 2005
Students Enrolled in NGR6077-Introduction to Behavioral Science for Healthcare Professional Practice fall semester -2012
Students Enrolled in NGR6077-Introduction to Behavioral Science for Healthcare Professional Practice spring semester -2013

Secondary School Program

The Middle College High School Program was developed by New York State Department of Education to respond to many factors affecting school district leadership related to poor academic achievement levels among students. To be eligible a secondary school must demonstrate that there is an identified need among students who are at risk to drop out of school or who have not completed high school.

To receive credit towards college entrance requirements students must:

• Be at least age thirteen (13) years old

• Score a minimum score on a prescribed test or pass a course

• Have been enrolled continuously for at least three (3) months within a calendar year

Secondary school students are required to attend class as specified by the Middle College High School Principal. Depending on their educational needs they may also be assigned additional support services.

The Middle College High School Program includes courses designed to prepare students as high school graduates and serve as transitional experiences toward higher education. The program requires about one hundred fifty hours per semester or approximately two hundred sixty hours per year.

Middle College High School Courses Eligibility Requirements

A middle school student enrolled full-time in any New York State public middle school can participate in the program provided that they meet all criteria below:

• Students must be eighteen (18) years old or older by September first

• Students must be currently enrolled full time as a middle school student at another New York State public middle school.

• Middle college high schools enroll students from grades six through twelve each year.

• Middle colleges enroll up to two hundred twenty-four (224) freshmen each year.

Types of Courses Offered

NGR6050 Course Description

Course Details

Credits: 3
Instructor: Van Houten, DVM, MS
Credits per Term: 3.00
Term Start/End Dates:
Not offered in 2017-18.
Institutional Delivery Method:
Offered by:
School of Graduate Studies
Course Attributes:

Social Science (i.e., Sociology); Social Sciences (i.e., Anthropology, Communications, Economics);
Technology and Innovation (i.e., Engineering)

Universities Offering the NGR6050 Course

course is taught by Faculty within the Department of Nursing and Health Studies. Many universities offer NGR6050-Nursing Education in the Classroom (NGR6050) as a streamed online course.

University of Alberta

University of Calgary

University of Guelph

University of Manitoba

University of New Brunswick

York University

Michigan State University

Saskatchewan Polytechnic University

Mount Royal University

North Dakota State University

South Dakota State University

NGR6050 Course Outline

– Fall 2013

The NGR6050 Course Outline was posted on Thursday, January 24, 2013. Please feel free to contact the instructor with questions or comments.

To access the NGR6050 Syllabus click here.

NGR6050 Course Objectives

A. Discussion and analysis of various student teaching experiences during the semester.

B. Presentation of a comprehensive written report on their clinical experiences, which includes an annotated bibliography in the area of nursing education that references relevant scholarship and/or research related to their assigned area of study.

C. Students will prepare a comprehensive oral presentation to present their coursework, including the annotated bibliography that relates to their field of study, as well as discuss the specific issues related to nursing education.
Required Text
Aptekar, S. E., & Huddleston, R. (2006). The quality professional: A handbook for education in the 21st century (6th ed.). Boston, MA: Pearson Education.
Recommended Text
*Additional material may be needed from individual sources; this is not an exhaustive list.
Student Teaching – Sample Course Syllabus


Professor Dr. Adriana Escobar-Leclercq

Professor Dr. Adriana Escobar-Leclercq Office Hours : Monday – Friday 10:30am -12pm Office Hours: Monday – Friday 1:30pm-3pm Skype: adrianavergara25 Email : Telephone : 519-824-4120 x35981 BIOGRAPHY Adriana Vergara was born in Colombia in 1982 and moved to Canada with her family at a young age. She graduated with honours from Universidad de los Andes with a Bachelor’s Degree in Education, specializing in English as a second language (ESL) and Teacher Certification Program (TCP). She continued her education by earning her Master’s Degree at York University and her Doctorate at the University of Guelph, specializing in Curriculum Development and Evaluation. Upon completion of her doctoral studies she worked for seven years as a secondary school teacher at Sir Robert Borden High School where she taught English Language Arts and Diploma Studies courses such as Integrated Arts/Integrated Science/Global Perspectives (ISG) and Business Administration/Technology in Society/Community Living (BT/CLS). She also taught ELL classes during summer vacations to prepare new teachers for Ontario classrooms through intensive ESL training workshops offered by CIEE throughout North America. While working full time, she completed her master’s program while raising two children with my husband Guillermo Vergara who also works part time as principal at St.Joseph Secondary School (Oliver Paquette Campus) where he teaches Business Technology Solutions Level I & II (Biotechnology), Junior Cert Vocational Prep /iTech Fundamentals I & II & Pre-Diploma electives such as Art & Applied Design Level I & II , Digital Imaging Level I & II , English Language Learner Language Proficiency Levels I & II , Liberal Arts and Science Technologies Level I & II . After obtaining my masters degree she became an Early Childhood Educator at Brechin Community College for three years prior to being employed full time by the City of Hamilton, Ontario where she continues to work until today working on developing new programs for high schools.


Bachelor’s degree | Universidad de los Andes Colombia | Bachelor’s degree | Universidad de los Andes Colombia Graduate Certificate | York University Toronto | Graduate Certificate | York University Toronto Master’s degree | York University Toronto | Master’s degree | York University Toronto Teacher Certification Program|York University | Teacher Certification Program|York University Diplomas studies program|Sir Robert Borden Secondary School Ontario Diploma Studies Programs|Sir Robert Borden Secondary School Ontario Computer Applications Course Certificate|Wentworth Institute of Technology Computer Applications course Certificate|Wentworth Institute of Technology IT Technician Specialist-Certification|Centennial College IT Technician Specialist-Certification|Centennial College Hospitality Training Center Computer Applications Courses Certificate National Elective Tutoring Program|Toronto Catholic District School Board National Elective Tutoring Program National Public Speaking Course Suite Class Leader Induction Certificate|”Teaching Is My Profession” Professional Development Course “The Skills That Lead” Professional Development Course “Skills That Open Doors” Professional Development Course “Learning From Each Other”

Curriculum development
Curriculum development is the process by which educators translate content knowledge into effective learning objectives. This implies that curriculum development has been designed using effective instructional strategies and reflective teaching practices based on educational theory.
Curriculum design
In curriculum design, educators develop curriculum items and make decisions about appropriate content or themes necessary to achieve learning outcomes identified through assessment data collected from students.


Instructional Strategies
Instructional strategies are considered by most educators to be essential components within successful curricula because they provide methods or ways of achieving learning goals.


Evaluative Curricula Process
In evaluation curricula process educators develop evaluation instruments to assess performance levels following the standards-based model used within nursing education systems worldwide.

Evaluation Curricula Process
In evaluation curricula process educators develop evaluation instruments to assess performance levels following the standards-based model used within nursing education systems worldwide.

Evaluation Methods
In evaluation methods educators collect information about students’ learning progress using multiple means including surveys, observations, tests, portfolios or interviews.

Assessment Instruments/Methods
Assessment instruments are valuable tools that have been developed for use within assessment processes used within nursing education.

Assessment Instruments

*Additional material may be needed from individual sources; this is not an exhaustive list.* Additional material may be needed from individual sources; this is not an exhaustive list.*


Pedro Escamilla Kozol (1997). Savage Inequalities: Children in America’s Schools. New York: Harper Perennial Modern Classics.
Diane Ravitch (2011). The Death and Life of the Great American School System: How Testing-and Choice-and Hypercompetition-is Undermining Education.Presser Books.
James J Stoltzfus III,(Ed.) (2007).Common Core State Standards For Mathematics:

NGR6050 Course Pre-requisites

is a 1 credit course designed to provide the novice and experienced educator with an opportunity to share their knowledge, skills, and experiences related to the

Nursing Education in the Classroom (NGR6050) NGR6050 Course Pre-requisites for NGR6050-Nursing Education in the Classroom (NGR6050) is a 1 credit course designed to provide the novice and experienced educator with an opportunity to share their knowledge, skills, and experiences related to the fundamental processes of teaching nursing. The content taught in this course will allow educators to have an appreciation of the history, current research, issues, theory, strategies and approaches for learning environments that will support both individualized instruction and collaborative learning. (Recommended Texts: Bresler & Johnson: Foundations of Educational Research). Although not required, students are strongly encouraged to attend all scheduled classes. Visit our website at for additional information on this course.

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NGR6050 Course Duration & Credits

3.0 NGR6050-Nursing Education in the Classroom (NGR6050) 3.0

5. Learn more about this course.

Recommended Related Courses

– Graduate Certificate in Aboriginal Health (GCAT005)
– Bachelor of Nursing (Honours) (BACHELORNURS)

NGR6050 Course Learning Outcomes


1. Identify the three types of evaluation in the nursing process. 2. Demonstrate knowledge and understanding of the roles of professionals in providing care to clients with acute and chronic health problems related to mental illness and substance abuse.

3. Demonstrate knowledge of the basic functions of the interprofessional team in delivering quality patient care in a mental health setting, including advocacy for clients and their families.

4. Discuss how advanced practice nurses can integrate interprofessional education into clinical practice settings.

5. Describe various roles for advanced practice nurses within the mental health field.

6. Apply an ethical framework to all aspects of your nursing practice, including use of technology as a tool to support client care delivery.

7. Discuss professional responsibility in caring for individuals with mental health conditions

8. Describe the impact of social and cultural diversity on evidence-based nursing practice

9. Demonstrate knowledge and understanding of concepts related to aging, gerontology, physical disabilities, developmental disabilities, elder abuse and neglect.

10.Apply strategies for managing difficult situations when working with clients with diverse needs

11.Demonstrate ability to communicate effectively with others both verbally and nonverbally

12.Apply oral communication skills using appropriate grammar, spelling, punctuation, vocabulary or stylistic style

13.Demonstrate ability to listen skillfully using appropriate techniques such as active listening, paraphrasing or summarizing and responding appropriately to client concerns

NGR6050 Course Assessment & Grading Criteria

NGR6050 Course Assessment & Grading Criteria for NGR6050-Nursing Education in the Classroom (NGR6050)

Course Evaluation Methods and Procedures
This course is assessed using the following methods:

Final Written Examination

In-class exams


This course has five assignments. The final exam will be a proctored final exam which will be administered by the college.

Grading Scale

A = 93 – 100
B = 86 – 92
C = 73 – 85
D = 63 – 72
F = Below 63

Course Policies and Procedures
Nursing education is a challenging and rewarding profession. As part of the required curriculum, students must complete all requirements to receive a Nursing Education major or minor from Hartnell College.

The following policies should be read in conjunction with this syllabus. Students are expected to familiarize themselves with all policies in this syllabus.

In order to receive a passing grade in this course, you must attend class regularly and on time. You will not pass if you do not attend class or take responsibility for your own learning.

Students who are absent will not receive any credit for coursework completed during their absences. Absences may result in an audit or failing grade for that particular course.

The first day of class (the second Monday of every month) students have until noon to log into Moodle to register for classes.

There will be no make-up exams or make-ups on missed days in this course, including absence due to illness, except as noted below:

Late Work
Any work submitted late (at least two business days past the due date) will incur a penalty of one (1) letter grade per day late. For example, if you submit work after the first day of class then one letter grade per day late would result in a letter grade for the entire assignment being reduced one letter grade per day until it is returned at least two business days after its original due date.

Make-up Work
You may receive an incomplete grade for any assignment which is submitted after the due date specified above but before your next scheduled makeup work day unless you agree with Hartnell College administrators prior to submitting your request.
If you are requesting an extension on an assignment, please contact [email protected] no later than two business days before your deadline.
If you are requesting makeup work on an assignment that you have already turned in and received credit for, such as an essay or presentation, please email [email protected] no later than three business days before your deadline.
An incomplete grade cannot be changed into a passing grade; however, it can be dropped down to an F.
No extensions are granted for assignments missed because of illness.

Unexcused Absence/Excessive Absenteeism

Please note: This policy pertains only to absences caused by illness or family emergencies. In such instances there must be documentation from a physician or other medical professional indicating that the student was unable to attend school because they were suffering from an illness.
Absence resulting from illness must occur within two weeks after learning of such absence. Students must submit documentation indicating when their absence occurred.
Student arrives at school after being ill for three consecutive days – documentation from physician needed stating that student had fever over 102 degrees F., sputum present along with pain medications given orally; otherwise full semester pass
Student arrives at school more than three consecutive days after being ill – documentation from physician needed stating that student had fever over 102 degrees F., cough producing blood- coughing up blood; otherwise full semester pass
Student arrives at school more than three consecutive days after taking medication prescribed by doctor – documentation from physician needed stating that patient was sick enough that treatment could not wait another week; otherwise full semester pass

Excused Absences

Students wishing to miss class because they have been invited by their host families should notify their professor in advance so that arrangements can be made regarding missed work. Please see “Late Work” section above regarding late assignments.

During scheduled breaks students may leave campus but students who wish to do so should inform their professors well in advance and follow all rules and regulations pertaining to leaving campus during designated breaks as outlined below:

– During normal breaks schedule hours extended through lunchtime: No excused absences without permission from instructor.
– During assigned study hall hours: Students may use study halls only under the supervision of staff members appointed by instructors. They may come and go only when staff members are present during those hours.
– During scheduled breaks students may leave campus but students who wish to do so should inform their professors well in advance and follow all rules and regulations pertaining to leaving campus during designated breaks as outlined below:
– When approved leave requires advance approval;
– Student leaving campus before noon on exam dates (within two weeks);
– Leaving campus during planned weather emergencies;

For detailed information concerning excused absences see “Late Work” section above.

Students are responsible for checking attendance throughout the term via myHartnell.
College participates in e-mailing monthly attendance updates directly into your faculty email address provided on our web site once registration begins each semester.
Students whose absences exceed four (4) times during any six-month period shall begin receiving progressive disciplinary action pursuant to Board Policy.

Schedule Changes: At least five calendar days notice is required if there has been any change in start dates or times of classes scheduled between August through November as follows:

August Classes begin August 16, November Classes begin November

NGR6050 Course Fact Sheet

Course Factor Sheet for NGR6050Nursing Education in the Classroom (NGR6050) is presented in multiple choice, short answer, and essay format to help you study. You have unlimited attempts at each question type with unlimited answers at your disposal.

Question Type

Multiple Choice

Short Answer


Test Format

100 questions; includes a total of 100 minutes of time;

Total possible score of 200 points;

5 hours to complete exam.

Numbered questions for multiple choice, short answer, and essay tests. One or more response choices are given for each question. Some questions may require you to select an answer from a choice grid.

Short Answer Questions:

1. The content and delivery of nursing education encompasses all of the following EXCEPT: A) knowledge B) skill C) beliefs D) values E) knowledge, skill, and values Correct!

2. Nursing education prepares students to be effective as members of the health care team including all the following EXCEPT: A) leadership B) management C) communication D) diagnosis E) treatment Correct!

3. Which one of the following best describes a situation in which a nurse takes responsibility for teaching and instruction after being trained as an undergraduate student? A) Preceptorship B) shadowing C) personal tutoring D) informal learning E)

4. In which clinical setting is the nurse responsible for teaching nursing students? A)

5. Which statement concerning curricular design is TRUE? A)





6. There are three theoretical perspectives on nursing education that influence curricular design including:

A) Cognitive Perspective, Behaviorism, Structuralism B)




7. An advantage of using a paper-based approach to assessment is that it allows nurses to:






8. As part of the curriculum development process, teachers should:





E)( Select all that apply.

9.) When choosing whether to use social media sites such as Facebook or Twitter for educational purposes, teachers should decide whether they will create their own accounts or use existing accounts maintained by other people or groups (e.g., professional associations). Teachers should not:



NGR6050 Course Delivery Modes

B. Course Objectives and Learning Outcomes (HCOs)
Objective 1: Demonstrate the application of nursing process in providing care for individuals and families that includes:
a. assessment, planning, implementation, evaluation, and coordination of care.
b. provide culturally appropriate care for the diverse populations served.
c. promote patient/family well-being.
d. facilitate communication and collaboration between health care professionals and the patients/families, with emphasis on communication skills with diverse groups.
e. identify the role of professional advocacy and interaction with internal and external stakeholders (clients/families).
f. demonstrate clinical judgment skills in providing holistic nursing care for individuals and families.
g. practice in a safe environment using evidence-based research to guide nursing practice.
h. apply professional ethics principles to individualized patient/client/family situations.
i. maintain ethical standards when delivering healthcare services to diverse populations i.e., cultural groups, genders, sexual orientation/ gender identity, age etc.
Objective 2: Demonstrate the importance of interprofessional collaboration in caring for individuals/families.
Objective 3: Identify issues related to diversity within our communities that require specific attention from an ethical perspective.
Objective 4: Apply a variety of strategies to effectively communicate with clients/families about their health status or health conditions including promoting self-care using evidence-based strategies as needed to support their ability to make informed decisions regarding their healthcare needs.
NGR6050 Course Delivery Modes for NGR6050-Nursing Education in the Classroom (NGR6050) 4
C. Performance-Based Assessments/Quizzes (PBA/Q’s)
1) Each student will be required to complete eight (8) PBA/Q’s during the semester; Four (4) PBA/Q’s will be based on lecture material alone; four (4) PBA/Q’s will be based on online assignments only; one (1) PBA/Q will be graded on a combination of lecture material and online assignments only; One (1) PBA/Q will be graded on all materials used throughout the course; Quizzes may include open-ended questions or constructed response questions including but not limited to true/false or multiple choice items; PBA/Q’s may include both direct instruction questions as well as multiple choice questions which require students to critically analyze course content by determining if answers are correct or incorrect based on previous learning outcomes or if each answer is supported by course readings or other sources;
2) The Final Exam will consist of two papers totaling thirty-five hundred sixty-five points:
– one hundred fifty-nine sixty-five-point closed book/open note exam – one hundred fifty-nine sixty-five-point essay examination Subjective exam points available = twenty five percent Final exam point total = fifty percent Averages per paper = seventy-two points per paper COTERACT III Test Points: A passing grade is required to achieve certification within this competency area where applicable:
The RNCI program at UIC is committed to ensuring that all students have equal access to high quality education experiences regardless of race, color, religion, national origin, disability status, gender identity/expression, sexual orientation/gender identity/expression or age in accordance with Title IX regulations of Title IX provisions/legislative requirements under Section 504 regulation and amendments;
Responsible for all aspects of classroom management and grading policies including but not limited to use of textbooks/materials;
Highly qualified teacher who effectively plans instructional activities according to established curricula & objectives;
Demonstrates knowledge & understanding relevant subject matter throughout instruction in order for student achievement in NCLEX-RN examination;
Integrates high impact strategies into teaching practices that contribute significantly towards achieving test scores & evaluations;

A: Students should:
Distinguish between normal & abnormal physical signs & symptoms
Discuss how patient may present with normal & abnormal signs & symptoms
Define normal & abnormal blood chemistry values
Describe different types o

NGR6050 Course Faculty Qualifications

Course Faculty Qualifications for NGR6050-Nursing Education in the Classroom (NGR6050) (PDF)

Program Learning Outcomes

Upon successful completion of NGR6050, students should be able to demonstrate the following:

Understand, assess, and apply the most current research, theory and principles in the area of nursing education.

Utilize knowledge of teaching strategies appropriate to nursing education.

Demonstrate knowledge of human development and health assessment.

Demonstrate understanding of multiculturalism in nursing education.

Demonstrate understanding of the role and importance of collaboration in professional nursing practice.

Describe a student nurse’s role as a teacher as well as student teacher through clinical experiences.

Demonstrate an ability to integrate academic knowledge with clinical experiences to enhance student learning.

Identify and utilize existing resources relevant to nursing education from diverse perspectives including literature, research-based content, and personal experience.

Recite instructional objectives based on identified program learning outcomes.

Develop and analyze curriculum that supports team members’ individual learning needs.

Perform self-evaluation relative to program learning outcomes identified by program faculty/staff.

NGR6050 Course Syllabus

– Fall 2017

Nursing Education in the Classroom (NGR6050) – Spring 2018

Course Reserves

Administrative Structure

Learning Outcomes

Assessment Plan & Methodology

Instructor’s Information Name: Rieko Moriyama, RN, MN (ABD) Degree Program: Master of Science in Nursing School: College of Health Sciences Department: Nursing Grade Level: Graduate Length of Course (week days/semester): Half Day/1.5 Days MWF/WEEKEND Course Type: Required for Fall & Spring Semesters | Required for Summer Term Required # of Credit Hours per Semester: 3 Additional Course Details at University Of Washington Required Texts and Materials for This Course Textbook: McDaniel, J.S. and J.E. White. (2009). Introduction to Nursing Theories and Models. Jones and Bartlett Learning.

Required Websites and Virtual Resources:

Required Documents:

Required References:


Graduate Student Competencies:

The graduate student is expected to have attained the following competencies by the end of the term. These competencies are considered to be part of the ongoing Professional Development process.

Competency Description General Student Skills Students will use these skills to communicate effectively with peers, faculty, staff, students, and clients.

Written communication is free from grammatical errors.

Written communication communicates information clearly.

Verbal communication is clear with appropriate use of grammar and punctuation.

Specific Communication Competencies Students will demonstrate appropriate clinical judgment when providing client care through application of nursing theory and practice.

Students are able to demonstrate application of clinical knowledge related to developmental needs, health promotion, prevention, diagnosis, treatment planning, problem solving and application of research findings related to individualized care plans.

Students understand ethical principles in