a Khyber Medical University Peshawar Post RN BSc Nursing program Year |, Semeste |, 2017) Course Grid Title: s and Practices Credit Hours Time. 100 Hours) Faculty is Course introduces the basic concepts of teaching learning pri learning process and promote strategies to fa: te the learning of self and others. Moreover hy care settings. An underlying premise is lective practitioner in health education enable learners for being a Course Obj (On completion of this course students will be able to: Analyze various teaching learning theories -s of adult learners, s of good teacher Describe the complexity of con hat impact on learning, Reflect cri ly on one’s own learning and the situation in which the learner is engaged. Select appropriate teaching strategies for diverse settings and di conduct teaching project after identifying the need of group/individual ent group of people. Teaching/Learning Strategies lectures, discussions, small group work, individual assessment acti readings, presentations, les. This course will provide an opportu Scanned with CamScanner for analyzing one's individual Prepare the learners for challenges invaluation Criteria 15% Midterm ‘Written Assignment/ Reflection 15% Teaching Project 30% Final Exams 40% 100% Total UNIT OBJECTIVES: UNIT 02:REFLECTIVE WRITING AND CRITICAL THINKING By the end of class students will be able to” 1. Discuss thinking process; to understand the process of reflective observation List and Compare types of thinking Define critical thinking Discuss the components of critical thinking Discuss types of reflections Discuss process of reflection, 2 3. 4 5. Define reflection 6. 7. 8 of eritical thinking in reflective practice, Analyze the role unit 02:8L00M'S TAXONOMY By the end of class students will be able to: 1. Discuss the domains of bloom’s taxonomy fer thinking to higher thinking order, for 2. Develop learning objectives ranging from low their teaching learning projects/or given in an activity form vvel of cognition. 3, Identify the strategies to respond to the le’ UNIT 03:LEARNING THEORIES AND MODELS By the end of class students will be able to: 1. Define learning Discuss learning process Discuss learning theories Discus the Kolb’s and Tyler learning model 2 3 4, 5, Analyze learning theories and models in daily learning activities Scanned with CamScanner 76. Compare are teaching learning strategies which enhance learning Untrostzanune sr E58 cUARACTER! By the end of class students will be able “ee er 1. iscss ferent earning tes 2 Arpimstones trons Discuss the characteris of hl the adult group of learner we ea ea UNIT 05:PRINCIPLES OF TEACHING AND LEARNING By the end of class students will be able to: 1. Identified the characteristics of good teacher 2. Define the role of teacher in nursing education 3. Discuss the different Principles of teaching and learning 4, 5 Identify factors that influence learning Compare relationship between teaching and learning UNIT 06:STAGES IN LEARNING & PHYSICAL ENVIRONMENT By the end of class students will be able to 1. Discuss the stages in learning 2. Compare different stages of development with learning 3 piscuss the impact of physical environment and emotional wellbeing on learning with physical and emotional wellbeing. tic, dialectical learning theories 1e stage of learning 4, Relate the humanist 5, Apply the learning strategies according to th UNIT07: DESIGNING TEACHING PROGRAM: NEED ASSESSMENT By the end of class students will be able to: Define need assessment Discuss the phases of need assessment 1 2 3. Compare the types of need assessment a Discuss the importance of need assessment in developing 2 program 5, List the important element in reporting the need assessment UNIT 08:DEVELOPING TEACHING PLAN Scanned with CamScannerBy the end of class students will be able to: 1. Define Teaching plan 2. Appreciate the importance of teaching Plan 3. Discuss the components of teaching Plan 4. Uist important consideration while preparing a teaching plan 5. Develop the teaching Plan for target group UNIT 09:TEACHING LEARNING STRATEGIES/TECHNOLOGIES AND IMPLEMENTATION By the end of class students will be able to: 1. List and discuss various teaching strategies 2, Discuss relevance of teaching strategies in developing critical thinking and increasing learner's participation 3. Rationalize the Selection of a particular teaching learning strategies in given target group/scenario UNIT 10:EDCATIONAL ADMINISTRATION:EVALUATION OF PROGRAM/LEARNERS By the end of class students will be able to: 1. Define evaluation 2. Explain the purposes of evaluation 3, Interpret Kirkpatrick's Model of evaluation 4, Discuss the steps of doing an evaluation 5. Challenges while performing an evaluation UNIT 11: INTRODUCTION TO CURRICULUM PLANNING AND DESIGNING 1. Understand how assessment is done 2. Define input, through put and output of curriculum design 3. Plan a curriculum 4, Evaluate/critique curriculum 5. Review PNC/HEC nursing curriculum guidelines UNIT 12: CLINICAL TEACHING AND SUPERVISION 1. List characteristics of an effective clinical teacher 2. Discuss models of clinical teaching and supervision 3. Evaluate clinical teaching 4, Introduce to writing anecdotal notes, signing of checklist 5. Introduce to pre and post conferences Scanned with CamScannerce pers the role of nurse as educator and discuss its evolution nalyze the purpose of staff and patient education ; Assessment Guidelines Guidelines for reflective paper When you are ready to start writing your reflective paper: 3. Re-read all your daily or weekly reflections 2. Analyze your reflections by identifying recurrent themes and patterns 3. Make sense of your reflections by situating your analysis within the ideas you gain in Readings and other resources (e.g discussions and conversations with peers,Facilitators and others) 4 Determine a focus for your reflective paper. This would involve selecting a topic (from above} that you topic a particular issue 5. Prepare an outline and start developing Make sure your paper includes appropriate descriptions, analysis and synthesis. Description - of the issue, behavior, action, or answers to guiding questions Analysis - of causes, factors contributing, effects, own feelings or bias and ow to prevent modify them in the future Synthesis - propose way forward with happens again. 7. Include appropriate reference details 8. Re-read the paper carefully to address any typographical or other linguistics errors, 8. 1 wish to reflect on, and then within the i proactive, anticipate challenges, and suggest new learnt ways to deal with the issue if it ). Format the paper according to the APA guidelines 10. Submit it by the due date using the Assignment Submission * Rubric is attached for marking reflection Teaching Project (30%) Learners will work towards identifying a health concern / learning needs of a selected audience (Community) ina given field site (residential/ hospital / clinic / community/ school / university). In a group of 8 ~ 10, learners will develop and conduct a parti principles of effective teaching, health promotion and program planning fatory health session using the Scanned with CamScanner{Criteria Clarity and — relevance of the description he events, ideas, concepts or issues are clearly described so that a reader Can create a mental picture of the situation described, The experiences being reflected upon are relevant and meaningful to the studlent and the course concepts and learning | outcomes 5-45 marks | Practical Reflection | Minor lapses in clarity of the description. Student makes an | attempt to demonstrate relevance of 'e events, ideas, concepts or issues, but the relevance is unclear in reference to course concepts and learning outcomes. | student or the course concepts and learning outcomes. [Technical Reflection Frequent lapses in clarity of description. The event, idea, concept or issue is either not described or is presented inaccurately. Most of the reflectio [Marks | 05 | Analysi he reflection moves beyond simple description of the experience to an analysis of how the experience contributed to the student nderstanding of self, others, and/or course concepts. 8-6.5 marks 4.3.5 marks * ee “The reflection demonstrates Student makes atiempts at student attempts to analyze the applying the learning | experience to understanding of self, | experience to understanding of | but analysis lacks depth self, others, andor course | | concepts but fails to 6.5-5.5 marks demonstrate depth of analysis The jemonstrates ability of the student to question his/her own biases,stereotypes, preconceptions, and/or assumptions and define new | modes of thinking asa result. 7- 6.5 marks | The reffection demonstrates here is some attempt ity of the student to question —_| at self-criticism, but a | his/her own biases, stereotypes, _| the self-reflection fails | preconceptions, and/or assumptions | to demonstrate a new awareness. and define new modes of thinking as_| of personal aresult. | biases, etc. 0-4.5 points 7-6.5 marks. Scanned with CamScanner