Assessment & Teaching to Diverse Learning Styles

Course Description:
This course explores the teaching and learning styles, culture perspectives, and economic and political vulnerabilities
related to a variety of populations. Traditional and non-traditional theories and instructional methods in both the
clinical and didactic settings will be examined. The emerging theories in technology and distance educational programs
will be evaluated.

Course Objectives

Create a course based on sound educational theory and the characteristics of learners
Determine strategies for assessing and evaluating learning outcomes
Evaluate interactive learning environments using media and digital media
Summarize available interactive learning resources using sound educational theory
Apply critical thinking and problem-solving activities to teaching in todays educational environment
Select appropriate assessment strategies to assess student learning

Course Credits: 3 credits

Course Textbook(s):

Billings, D. & Halstead, J. (2016). Teaching and Nursing: A Guide for Faculty (5th ed). St. Louis, MO: Saunders/Elsevier.
ISBN: 9780323290548

Halstead, J. (2007). Nurse Educator Competencies: Creating an Evidence Based Practice for Nurse Educators. New York,
NY: National League of Nursing. ISBN: 9781934758380

The Scope of Practice: For Academic Nurse Educators. (2012 Revision). National League for Nursing. ISBN:
9781934758175

Grade Weighting:

Assessment Percent of Final Grade

Discussions 27%
Assignments 30%
ePortfolio Assignment 3%
Final Project 40%

Below is an at-a-glance look at the weekly course content. In each Getting Started module within the course, you will
find details about your weekly readings, lectures, supplemental resources, discussions and assignment instructions, and
rubrics. You must respond to at least two colleagues posts if there is a discussion question post.
TOPICAL OUTLINE BY WEEK
Week 1: Educational Competencies for Faculty to Meet Learners Needs

Readings/Viewings: Read Billings & Halstead Chapter 1, pp. 1-13, and Chapter 2, pp. 15-31
Read Halstead Chapter 2, pp. 17-40
Read lecture A 360 View of Your MSN Journey

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Discussion: Your RN to BSN course enrollment is comprised of a racially and an ethnically diverse student
population. What are some of the barriers that influence the success of these students?

Assignment(s): Describe some of the different teaching techniques you have encountered during your nursing
education programs. Which teaching technique was the most helpful to your learning? What does this
say about your learning style? Defend your answer.

Week 2: The Role of Outcomes and Competencies in Curriculum Frameworks

Readings/Viewings: Read Billings & Halstead Chapter 6, pp. 89-115, and Chapter 8, pp. 130-141
Read Halstead Chapter 3, pp. 51-78, and Chapter 4, pp. 79-98
Read lecture Formative and Summative Assessment Strategies for Student Learning

Discussion: Provide the definition of a competency statement. Describe the relationship between creating
competency statements and students ability to meet the outcome expectation. Using Blooms Revised
Taxonomy, create two competency statements for each domain. Apply the Cognitive Domain,
Affective Domain, and the Psychomotor Domain levels 1 and 2.

In responding to your peers posts, evaluate their competency statements and make revision
suggestions.

Assignment(s): Using Blooms Revised Taxonomy and the Grantham University Catalog, select one BSN Program
Outcome and one MSN Program Outcome. Evaluate the outcomes for appropriate leveling based on
Blooms Revised Taxonomy. Create an assignment that will assess the students ability to use critical
thinking to meet the outcome expectation in both the BSN and MSN programs.

Week 3: Select Learning Experiences to Achieve Student Outcomes

Readings/Viewings: Review Three Domains of Learning Cognitive, Affective, Psychomotor

Read lecture The Cognitive Domain

Discussion: What types of techniques could an instructor use to evaluate the students ability to analyze and
synthesize information? What techniques could you utilize in the classroom when students are not
interacting or engaged in a discussion? What types of techniques could an instructor use to evaluate
the students ability to evaluate information?

In replying to peers posts, do you agree with their assertions? Why or why not?

Assignment(s): You are an Academic Nurse Educator in a BSN program that is struggling to remain accredited. The
accreditors have identified a weakness in curriculum rigor. Specifically, the curriculum lacks learning
activities designed to challenge the critical thinking abilities of the fourth-year nursing students. You
are asked to participate in a nursing course revision and produce a sample module for an Advanced
Medical/Surgical Nursing course.
Suggest 4 topics to embed within the course
Create 1 activity to assess the learning outcome based on Blooms Revised Taxonomy that
would elevate student thinking to level 4 and/or 5 of the cognitive domain
Justify your rationale for choosing this activity

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 What problems might you encounter?

Week 4: Student Learning Style Preferences and the Use of Interactive Learning Resources

Readings/Viewings: Read Billings & Halstead Chapter 16, pp. 263-279

Read lecture Student Experience with Interactive Learning Resources

Discussion: How does an understanding of the various learning styles influence the design of a curriculum? Take the
Learning Styles Inventory to determine your dominant learning style. Post your learning style in the
discussion forum. Select two learners responses regarding their learning style, and develop teaching
strategies that would incorporate each learning style. Engage in a collegial discussion of this topic with
your peers and instructor.

Assignment(s): Evaluate the three online learning resources from this weeks lecture: Learn about Learning Styles,
Testing Your Knowledge about Blooms Taxonomy, and Identifying Your Leadership Style. Do you feel
that online learning assessments are valuate in nursing education? When would you incorporate
online resources in your lesson plan? Describe how online resources meet certain learning style needs.

Week 5: Competency Assessment

Readings/Viewings: Read Competency assessment: Methods for development and implementation in nursing
education
Read The framework, concepts and methods of the competency outcomes and performance
assessment (COPA) model
Listen to the webinar The Latino experience with prior learning assessment
Read lecture Developing Classroom Tests

Discussion: Discussion A
Read the article Prior learning assessment and competency based education on the competency
continuum. Then, summarize the relationship between PLA and CBE. Should nursing education
programs move toward a competency-based learning model? Defend your answer.

Discussion B
Create an original thread by placing your name and the name of your course for the final project into
the thread. Submit to the discussion forum the following items for peer feedback:
A. Course name and brief description of the course
B. 2 Course Objectives
C. 3 Student Learning Outcomes
Choose two CEU courses submitted by your peers. Provide peer feedback on items A, B, and C.
Answer the following questions on each course:
1. Does the course name and description reflect the course objectives?
2. Evaluate the three Student Learning Outcomes according to Blooms Revised Taxonomy. Are
they written according to expected student behaviors? Are they measurable?

Assignment(s): Choose a competency-based or a problem-based learning activity in the literature and discuss how you
could integrate this activity into a classroom. What are some of the methods used to assess prior
learning experiences in nursing education? Describe the value in using these methods.

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Week 6: Nurse Educator Competencies

Readings/Viewings: Read Billings & Halstead Chapter 1, pp. 1-13, Chapter 2, pp. 18-40, and Chapter 3, pp. 52-71
Read Halstead Chapter 4, pp. 80-93
Read lecture NLN Nurse Educator Competencies

Discussion: Discussion A
NLN CNE Competency 1: Facilitate Learning states that the competent nurse educator uses personal
attributes (e.g. caring, confidence, patience integrity, flexibility) that facilitate learning. Discuss how
nurse educators leverage personal attributes in the learning environment. Reflect on your personal
experience with a nurse educator who possessed these personal attributes. How did that nurse
educator facilitate learning?

Discussion B
NLN CNE Competency 3: Use Assessment and Evaluation Strategies states that the nurse educator uses
extant literature to develop evidence-based assessment and evaluation practices. Based on what you
know, how would you defend the importance of this competency?

Assignment: A Competent Nurse Educator models professional behaviors for learners, including but not limited to:
involvement in professional organizations, engagement in lifelong learning activities, and dissemination
of information through publications, presentations and advocacy. Develop a curriculum vita. Then,
write a one-page reflection on how the content of your vita will help your students see you as a role
model.

Week 7: Developing Rubrics, Problem Solving, and Concept Mapping

Readings/Viewings: Read Chapter 1 of the e-book by Susan Brookhart, What are Rubrics and Why are they
Important?
Read lecture Developing Rubrics

Discussion: The use of rubrics has advantages and disadvantages. Research for both and discuss your thoughts
based upon your knew learning. Discuss the advantages and disadvantages of concept mapping as a
tool for nursing students in an AND program. Is there a difference in the utilization of concept mapping
in a BSN program?

Assignment(s): To begin this assignment you will create an original student research paper assignment for fourth-year
BSN students.
Describe what the student assignment will be.
What is the topic?
What questions do students need to answer?
Do you require APA format?
How many articles will students need to use?

Develop a rubric for the assignment. You may construct your rubric similar to the Written Assignment
Rubric used for this course. Using the iRubric website to guide you, assess the following criteria in your
rubric: Comprehension of Assignment, Application of Course Knowledge & Content, Organization of
Ideas, Writing Skills/APA & Research Skills.

Include both your assignment and your rubric in your submission.

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Final Project: Select a specific learning community or audience to deliver a 3-week continuing education course.
Describe the audience in an introductory narrative that precedes your syllabus. The introduction must
identify the communitys learning needs and styles. Target your activities and assessments toward that
audience.

Your 3-week continuing education course will contain:

1. Introductory Narrative
2. Syllabus
3. Course name and brief description of the course
4. 2 Course Objectives for the entire course
5. 3 Student Learning Outcomes per week
6. 2 Activities per week 1 activity should take the student onto the web to experience an
interactive learning resource
7. 1 Formative Assessment in Week 2
8. 1 Summative Assessment in Week 3

Week 8: Reflection

Readings/Viewings: Read lecture Explore the world of Technology Integration

Discussion: Discussion A
Openly discuss your experience with regard to this course:
a) What aspects of the course did you find most beneficial? What was least beneficial?
b) What would you change in order to improve the course?
c) Which assignment(s) did you find furthered your understanding of the subject matter more
than others?
Discussion B
Create a new thread in the discussion forum and attach your course as a Word document for peer
review. Provide feedback and suggestions to other learners related to their course development.

Assignment(s): The programmatic outcome that you are to address for this course is: Design strategies that address
the unique learning needs of diverse students and assist in the socialization into the role of the nurse.

Reflect back on this course and think of ways in which the readings, discussions, and assignments
assisted in meeting this program outcome.
Choose an artifact (assignment) that showcases you have met the programmatic outcome.
Create 2-3 PowerPoint slides that reflect on the programmatic outcome for this course and
explain how your artifact helped you meet the outcome.
Add Speakers Notes to the PowerPoint slides to function as a narrative.
Place the artifact and the slides in your ePortfolio.
Place the Week 7 Final Project in your ePortfolio as well, if it was not already your artifact.

The following table outlines the academic effort required by students to be successful in this course. While the times in
the table are approximate, it is presented to help students with their time management. Please note, depending on the
student's background knowledge and experience of the course subject and an individual student's academic capabilities,
these times will vary. If you have any questions or concerns, please direct them to your instructor or student advisor.

Week Type of Activity Activity Estimated Hours Required

1 Online Readings/Lectures 0.1

5
 Discussions 2.0
Assignments 0.0
Readings 1.9
Discussions 0.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.1
Online Discussions 2.0
Assignments 0.0
2 Readings 3.1
Discussions 0.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.0
Online Discussions 4.0
Assignments 0.0
3 Readings 0.3
Discussions 0.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.0
Online Discussions 2.0
Assignments 0.0
4 Readings 1.6
Discussions 1.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.9
Online Discussions 4.0
5 Assignments 0.0
Readings 0.6
Preparation
Discussions 1.0

6
 Assignments 15.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.0
Online Discussions 4.0
Assignments 0.0
6 Readings 3.0
Discussions 1.0
Preparation
Assignments 9.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.0
Online Discussions 2.0
Assignments 0.0
7 Readings 1.0
Discussions 0.0
Preparation
Assignments 13.0
Clinical/Lab Hours 0.0

Week Type of Activity Activity Estimated Hours Required

Readings/Lectures 0.0
Online Discussions 4.0
Assignments 0.0
8 Readings 1.0
Discussions 0.0
Preparation
Assignments 5.0
Clinical/Lab Hours 0.0

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