100% Secure Payment
© 2025 Copyright:
BoutEssays. All rights reserved
Course Description
This course prepares nurse educators to deliver instruction within clinical, professional, and academic settings with specific emphasis on effective methods of facilitating learning and fostering critical thinking skills in diverse student populations. Students apply instructional strategies and methods grounded in evidence-based practice and learning theory and engage in the selection of appropriate strategies to facilitate learning. Students also consider the effective integration of technology and simulation into teaching practice. Students complete 50 direct care practicum hours to integrate advanced nursing knowledge and skills into practice.
ORDER COMPREHENSIVE SOLUTION PAPERS ON NUR-646E Nursing Education Seminar I
Pre-Requisites
Co-Requisites
Description:
Herrman, J. (2015). Creative teaching strategies for the nurse educator(2nd ed.). Philadelphia, PA: F.A. Davis.
ISBN-13: 9780803644687 (available as print text only)
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
page 2 of 19
1.
2.
3.
4.
Shellenbarger, T. (2018). Clinical nurse educator competencies: Creating an evidence-based practice for academic clinical nurse educators. Alphen aan den Rijn, Netherlands: Wolters Kluwer. ISBN-13: 9781975104269 (available as print text only)
Learning Environment Observation
Description:
During your professional career as a nurse educator, you will be asked to teach in various learning environments; including traditional classroom, online, and clinical.
For the assignment in Topic 5 you will be asked to complete a classroom observation.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or patients.
Description
Objectives:
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 1 in Creative Teaching Strategies for the Nurse Educator
Description:
page 3 of 19
1.
2.
3.
Read Chapters 1 and 6 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
Description:
Read “A Day in the Life of a Nurse Educator,” by Brunt from Ohio Nurses Review (2014).
Description:
Read “Nurse Educator Core Competencies,” found on the National League for Nursing website to complete the
assignment.
Description:
Review the “Nurse Educator Electronic Portfolio” resource to the complete the topic assignment.
Practicum Goals
Description:
This assignment requires your collaboration with the course faculty and practicum preceptor early on
to establish goals for successful completion of your practicum requirements.
Develop a 250-500-word narrative for completing your practice hours and how objectives will be met.
Include the following in your narrative:
Description:
page 4 of 19
1.
2.
3.
Prior to starting practicum hours, students are required to arrange a conference with their preceptors
to review the course objectives and discuss the proposed practicum experience.
Students and preceptors will attest to meeting by signing the “Practicum Preceptor, Faculty, and
Student conference” form and submitting it to the instructor in LoudCloud during the first week of
class for approval of the proposed experiences.
Description:
For this program, you will be creating a working electronic portfolio that can be utilized when trying to
obtain a position as a nurse educator. The electronic portfolio will encompass several artifacts from
your practicum courses. Use the “Nurse Educator Electronic Portfolio,” resource to guide you in
collecting the required artifacts for this. You will submit the completed electronic portfolio in
NUR-665E.
Description:
Compare the difference between a traditional faculty role versus the online faculty role. How are the
expectations different for each role? What steps will you need to prepare to be successful in each?
Description:
Referring to the National League of Nursing’s (NLN) Nurse Educator Competencies, choose one
competency and describe how you will achieve this competency in your nurse educator role.
Description
Objectives:
Study Materials
Description:
page 5 of 19
Review Chapter 1 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Description:
Read Chapter 2 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical
Nurse Educators.
Tasks
Description:
The purpose of this assignment is to develop your personal teaching philosophy statement. This will
be included in your e-portfolio to be submitted at the end of this course.
Begin by researching a developed teaching philosophy and use the information to shape your own
philosophy.
In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on
the purpose of education, how students learn, how your beliefs facilitate learning, the role of the
nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek
to integrate the nurse educator competencies into your professional practice.
APA style is not required, but solid academic writing is expected.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are not required to submit this assignment to LopesWrite.
Description:
Select two nursing theories and explain how they can be applied in nursing education. How can the
theories aid in your teaching practices including clinical or patient specific experiences?
Description:
Search the literature and find an example of a research study that uses an educational theory in a
nursing education study. Does the study appear to use the theory appropriately? How does the
research contribute to understanding of the theory? Be sure to cite the article.
page 6 of 19
1.
2.
3.
Description
Objectives:
Creative Teaching Strategies for the Nurse Educator
Description:
Read Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 3 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered
Strategies
Description:
Read “College Success: A Fresh Look at Differentiated Instruction and Other Student-Centered Strategies,” by
Lightweis, from College Quarterly (2013).
Differentiation Through Blended Learning
Description:
Read “Differentiation Through Blended Learning,” by Kleber, from Leadership (2015).
The Learning Environment and Learning Styles: A Guide for Mentors
Description:
Read “The Learning Environment and Learning Styles: A Guide for Mentors,” by Vinales, from British Journal of
Nursing (2015).
Tasks
page 7 of 19
1.
2.
SBAR Clinical Log
Description:
Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient you
have assessed during your clinical experience thus far.
Description:
Discuss an experience working with a diverse patient or student population or students with
diverse learning needs. Using evidence-based literature, develop a strategy to increase the
success of these students in a classroom setting.
Description:
Do you think it is practical and relevant to use a learning style inventory with patients or students in
your selected area of education? Support your response with literature.
Description
Objectives:
Prepare optimal instructional plans for the diversity of the student nurse population.
Describe educational laws that impact student diversity and instruction.
Study Materials
Description:
Review Chapter 5 and read Chapter 6 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
page 8 of 19
Review Chapter 3 and read Chapters 4 and 6 in Clinical Nurse Educator Competencies: Creating an
Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice
Description:
Read “Translation of Knowledge and Skills from Controlled Learning Environment to Clinical Practice,” by Ali and Manokre, from International Journal of Nursing Education (2016).
Tasks
Description:
Complete the Preceptor-Faculty-Student Conference and Evaluation, including applicable
signatures for each preceptor.
Midterm Clinical Evaluation
Description:
Teachers worldwide strive to give their best to their learners by using various teaching strategies that enable them to deliver the content appropriately. Similarly, teaching nursing students requires the implementation of various strategies to make learners understand and later serve the community (Farzi et al., 2018). Among the various teaching strategies, the use of pretesting, show and tell, and productive group work are my favorites. These strategies have pros and cons to be addressed hereafter.
Pretesting is a teaching strategy that teachers use to assess the level of knowledge of learners before teaching them. A teacher uses a set of questions about a topic or a course and administers them to learners who will provide the feedback (Horntvedt et al., 2018). The feedback helps the teacher understand the learners’ needs, understand their misunderstandings, and help the teacher devise an appropriate plan to deliver the contents in a way learners understand. However, teachers should be wary of using identical pretests and post-tests as this can impair students’ creative thinking while limiting students’ input.
Productive group work is a strategy that allows learners to share knowledge with each other and improve learning and understanding (Horntvedt et al., 2018). Learners are allowed to contribute to each other and help to solve difficult tasks. Allowing immediate neighbors to discuss questions in large classes can help achieve group work. However, proper group organization is paramount and close supervision is necessary as some learners may opt to leave the tasks to a selected few, thus impairing learning.
Finally, the show-and-tell model is achieved by efforts from both learners and teachers. Teachers provide explicit verbal instructions and meaningful visuals (Roshni & Rahim, 2020). The explanation dictates what students should understand, while demonstrations acquit learners with skills to demonstrate. This model helps in the retention of knowledge while allowing creativity (Roshni & Rahim, 2020). However, some learners may be slow to grasp the knowledge immediately, affecting their overall performance.
Farzi, S., Shahriari, M., & Farzi, S. (2018). Exploring the challenges of clinical education in nursing and strategies to improve it: A qualitative study. Journal of Education and Health Promotion, 7, 115. https://doi.org/10.4103/jehp.jehp_169_17
Horntvedt, M.-E. T., Nordsteien, A., Fermann, T., & Severinsson, E. (2018). Strategies for teaching evidence-based practice in nursing education: a thematic literature review. BMC Medical Education, 18(1). https://doi.org/10.1186/s12909-018-1278-z
Roshni, M., & Rahim, A. (2020). Small group discussions as an effective teaching-learning methodology for learning the principles of family medicine among 2nd-year MBBS students. Journal of Family Medicine and Primary Care, 9(5), 2248–2252. https://doi.org/10.4103/jfmpc.jfmpc_1228_19
The concept of preceptorship, otherwise nurse educator, is an old practice. Nurse educators are tasked with a lot of responsibilities, among them is to provide a safe environment for students. Nurse educators prepare graduates for the ever-changing, complex healthcare environment by using up-to-date information and building close relationships with learners. Furthermore, they constantly communicate, meet learners, and motivate them to foster a safe environment that encourages learning while bridging the gap between the realism of the workplace and the idealism of academic requirements (Coffey & White, 2019). Grand Canyon University‘s (GCU) mission integrates with the Christian worldview’s values to provide a positive environment that enhances learners` innovation and acquisition of skills and values of being good servant leaders (GCU, 2021). Incorporating faith with compassion and kindness in the teaching curriculum allows learners to be mindful of the needs of others while working with preceptors to prepare for future practices. Furthermore, learners appreciate the value of integrity, which is essential in nursing in the nursing profession.
Because nurses work in a difficult work environment that is often faced with a conflict between choosing civilized and uncivilized behaviors, integrity is paramount in such circumstances. Nurse educators are required to train nurses with integrity and acquire skills to face challenges that may arise in future practice (Coffey & White, 2019). The use of simulated situations when teaching nurses is an integral part of preparing nurses to adopt various skills, including teamwork and communication, that are essential in future practice.
The clinical setting is another environment that requires nurse educators to provide a positive learning experience. Despite the challenges in clinical settings, preceptors can create a memorable learning experience for learners in various ways. Adopting simulation, practicing clinical scenarios, and use of reflective journaling are some of the methods that can be used to facilitate learning. Clinical simulations and practical scenarios allow learners to think critically, reflect on the situation, and make decisions (Izadi et al., 2020). These methods are as effective as interacting with the real clinical situation. Likewise, reflective journaling allows learners to think critically and reason appropriately and allows teachers to understand the thought processes of learners.
Reference
Coffey, J. S., & White, B. L. (2019). The clinical nurse educator role: A snapshot in time. Journal of Continuing Education in Nursing, 50(5), 228–232. https://doi.org/10.3928/00220124-20190416-09
Grand Canyon University. (2021). Integration of faith, learning, and work at Grand Canyon University. https://www.gcu.edu/sites/default/files/media/Documents/IFLW.pdf
Izadi, F., Bijani, M., Fereidouni, Z., Karimi, S., Tehranineshat, B., & Dehghan, A. (2020). The effectiveness of teaching nursing ethics via scenarios and group discussion in nurses’ adherence to ethical codes and patients’ satisfaction with nurses’ performance. TheScientificWorldJournal, 2020, 5749687. https://doi.org/10.1155/2020/5749687
Description:
What culture and diversity issues have you experienced when working with current student or
patient populations? What strategies do nurse educators use to bridge culture and diversity
barriers? How do these strategies aim to create a positive learning environment
Description:
Choose an experience from your clinical practicum that demonstrates engagement and teaching
strategies utilized to teach clinical experience in other education setting. How could you implement
engagement or teaching strategies with learning theories to teach students or patients about the
experience in a didactic or online classroom?
page 9 of 19
1.
2.
3.
Description
Objectives:
Study Materials
Description:
Read Chapter 4 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 5 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic Clinical Nurse Educators.
Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice
Description:
Review “Translation of Knowledge and Skills From Controlled Learning Environment to Clinical Practice,” by Ali and Manokore fromInternational Journal of Nursing Education (2016).
Managing the Higher Education Classroom
Description:
Read “Managing the Higher Education Classroom,” by Clark, from Radiologic Technology (2017).
Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment
and Factors Affecting to Their Clinical Learning Process
Description:
Read “Undergraduate Nursing Students’ Experience Related to Their Clinical Learning Environment and Factors
Affecting to Their Clinical Learning Process,” by Burcu, Ordin, and Yilmaz, from Nurse Education in Practice (2018).
Stress Triggers in the Educational Environment From the Perspective of Nursing Students
Description:
page 10 of 19
1.
2.
3.
4.
Read “Stress Triggers in the Educational Environment From the Perspective of Nursing Students,” by Domingues, Devos, Edison Luiz, Leda, Tomaschewski-Barle,. Lerch, and Ramos, from Texto & Contexto Enfermagem,(2018).
Effective Learning Environments Observation Tool (ELEOT)
Description:
Use the “Effective Learning Environments Observation Tool (ELEOT),” to complete the assignment.
ELEOT Reference Guide
Description:
Use the “ELEOT Reference Guide,” to assist in completing the assignment.
Tasks
Learning Environment Observation
Description:
During your professional career as a nurse educator, you will be asked to teach in various learning
environments; including traditional classroom, online, and clinical.
The purpose of this assignment is to provide knowledge of establishing an environment that
promotes student participation, engagement, and optimal student outcomes.
The classroom can be a traditional or clinical setting and be directed at students, nurses, or
patients.
Using the “ELEOT Reference Guide” complete the “Effective Learning Environments Observation
Tool (ELEOT).”
Write a 500-750 word summary of the observation. Include the following in your summary.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the
Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to
become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Please refer to the directions in the
Student Success Center.
NUR 646E Nursing Education Seminar I Topic 5 DQ 1
Description:
page 11 of 19
1.
2.
3.
Consider a time as a student, in which you experienced a positive learning environment. What
made the experience a quality learning environment? Why? Support your choice with current
literature.
Description:
In nursing, there are several diverse “physical learning environments.” Describe three strategies a
nursing faculty utilizes to ensure a positive student learning experience within a variety of settings.
Description
Objectives:
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapter 5 in Creative Teaching Strategies for the Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Review Chapter 4 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educators.
Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course
Description:
Read “Using Innovative Teaching Strategies to Improve Outcomes in a Pharmacology Course,” by
Thomas and Schuessler, from Nursing Education Perspectives (2016).
Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control to
Nursing Students
page 12 of 19
Description:
Read “Bringing Learning to Light: Innovative Instructional Strategies for Teaching Infection Control
to Nursing Students,” by Wiles, Rose, Curry-Lourenco, and Swift, from Nursing Education
Perspectives (2015).
Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory
and Practice: What are Nursing Faculty Using?
Description:
Read ” Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between
Theory and Practice: What are Nursing Faculty Using?,” by Culyer, Love Jatulis, Cannistraci, and
Brownell, from Teaching and Learning in Nursing(2018).
Tasks
SBAR Clinical Log
Description:
Complete the “SBAR Clinical Log” to document your total clinical hours completed to date, a
description of observations and tasking completed, and additional comments regarding your
practicum Experience. You will also complete the “SBAR,” section of the form related to a patient
you have assessed during your clinical experience thus far.
Description:
Choose three teaching strategies that you feel the most comfortable using. Explain why you think
you are most comfortable with this strategy? Discuss how you think these teaching strategies are
classified according to Bloom’s Revised Taxonomy.
Description:
Choose an experience from your clinical practicum that you feel comfortable teaching. Using
Bloom’s Revised Taxonomy, “insert objective writing resource,” and the teaching strategies
learned in this topic, create three learning objectives for the topic you chose. Provide feedback on
your classmates’ objectives as your discussion response
Description
page 13 of 19
1.
2.
Objectives:
Apply knowledge of teaching strategies for critical thinking.
Demonstrate teaching strategies to promote active learning.
Study Materials
Creative Teaching Strategies for the Nurse Educator
Description:
Review Chapters 4 and 5 and read Chapter 2, 3, and 6 in Creative Teaching Strategies for the
Nurse Educator.
Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice for Academic
Clinical Nurse Educators
Description:
Read Chapter 9 in Clinical Nurse Educator Competencies: Creating an Evidence-Based Practice
for Academic Clinical Nurse Educator.
The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review.
Description:
Read “The Use and Effectiveness of Active Learning Methods in Nursing and Health Professions
Education: A Literature Review,” by Waltz, Jenkins, and Han, from Nurse Education Prespectives
(2014).
Think Like a Nurse: A Critical Thinking Initiative
Description:
Read “Think Like a Nurse: A Critical Thinking Initiative,” by Ward and Morris, from ABNF Journal,
(2016).
The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students
Description:
Read “The Doorway Assessment: Reducing Anxiety and Promoting Critical Thinking in Nursing
Students,” by Foley, from America Nurse Today (2016).
Visual Literacy: Images of Nurses and Nursing
page 14 o
Place your order to get best research help