NURSING EDUCATIONAL DESIGN

NSG5NED

2018

Credit points: 15

Subject outline

Nursing Educational design is focused on the utilization of principles and theories of learning and instructional design to design and develop a learning program in the clinical setting. The subject requires learners to complete a needs assessment to identify and then construct effective learning outcomes for the program. Students will identify and develop assessment tasks for the program and formulate teaching and learning activities to enable the participants of the program to meet the identified learning outcomes of the program. A selected variety of learning and teaching approaches are explored and the learning achieved from the various approaches is also investigated. The use of the virtual learning environment and simulation in education in the clinical setting is also discussed. Program evaluation is explored and how evaluation outcomes can be used to redevelop and refine learning programs.

SchoolSchool of Nursing & Midwifery

Credit points15

Subject Co-ordinatorMonica Peddle

Available to Study Abroad StudentsNo

Subject year levelYear Level 5 - Masters

Exchange StudentsNo

Subject particulars

Subject rules

Prerequisites Must be admitted in course HMNSCO - Master of Nursing Science (online).

Co-requisitesN/A

Incompatible subjectsN/A

Equivalent subjectsN/A

Special conditions Where possible, students are encouraged to complete the level 4 subjects prior to enrolment in the level 5 subjects.

Graduate capabilities & intended learning outcomes

01. Apply education theory and instructional design principles to design a program of learning for nursing

Activities:
a. Define the meaning of curriculum in nursing education, b. Explore theories of curriculum design including Constructive Alignment, c. Employ a needs analysis to develop a curriculum or short education program, d. Appraise theories of learning and how they relate to nursing education e. Utilise educational theory to underpin a curriculum for a course or program of learning, and f. Construct valid learning outcomes related to a specific course or educational program
Related graduate capabilities and elements:
Literacies and Communication Skills

02. Appreciate the role of assessment and feedback in the design of a clinical education program

Activities:
a. Explore the concept of assessment and the role assessment plays in learning b. Discuss the basic principles inherent in assessment of and for learning c. Examine various assessment strategies available and how these strategies impact students learning d. Investigate the growing phenomenon of peer feedback and self-assessment in education in the clinical setting e. Explore the principles and models of giving feedback to promote learning
Related graduate capabilities and elements:
Literacies and Communication Skills

03. Examine factors that can impact on teaching and learning in nursing education programs

Activities:
a. Examine how learning styles can impact on learning in nursing education programs b. Identify the influence of context on learning and learning outcomes c. Examine deep and surface approaches to learning d. Appraise different foundational approaches to learning and teaching that could be implemented within your education program e. Appraise the impact of peer assisted learning in nursing education programs
Related graduate capabilities and elements:
Literacies and Communication Skills

04. Effectively plan teaching and learning sessions to meet stated learning outcomes

Activities:
a. Explore how to schedule sessions within a program to promote effective learning within the students. b. Explore the basic skills required by a facilitator in teaching and learning activities. c. Plan teaching and learning sessions to meet stated learning outcomes. d. Identify critical factors that impact on planning a teaching and learning session in the clinical setting e. Investigate a variety of teaching and learning approaches that can be used in small and large groups that can be applied within a clinical setting to promote learning in students f. Investigate ways to manage challenging student behavior in the learning situation
Related graduate capabilities and elements:
Literacies and Communication Skills

05. Recognize the role of specific teaching and learning activities in health professional education including learning through simulation and virtual learning activities.

Activities:
a. Review the benefits to learning outcomes from simulation methods that have been identified b. Explore the factors to consider when constructing a simulation based scenario c. Identify areas for consideration when facilitating simulated learning scenarios d. Examine the role and approaches to debriefing in simulation. e. Explore the principles that guide the design, development and delivery of learning online f. explore the role of the educator to facilitate and moderate learning in an online environment
Related graduate capabilities and elements:
Literacies and Communication Skills

06. Design program evaluation methods to determine effectiveness of a teaching program in nursing education

Activities:
a. differentiate between assessment and evaluation of education programs b. discuss the value of evaluating the effectiveness of an education program c. develop an effective strategy to be used to evaluate an education program
Related graduate capabilities and elements:
Literacies and Communication Skills

Subject options

Select to view your study options…

Start date between: and    Key dates

Online, 2018, Teaching Session 1, Online

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorMonica Peddle

Class requirements

Directed Reading
One 150.0 hours directed reading per study period and delivered via online.
"Fully online equivalent to 150 directed and self-directed learning hours. Delivered over 6 weeks."

Assessments

Assessment elementComments% ILO*
One 1,500-word equivalent multimedia and digital presentation using specified media (or equivalent)30 02, 01, 03, 05, 04
One 1,500-word written task (or equivalent)30 06
One 2,000-word written task or examination (or equivalent)40 01, 02, 04, 03, 05

Online, 2018, Teaching Session 5, Online

Overview

Online enrolmentYes

Maximum enrolment sizeN/A

Enrolment information

Subject Instance Co-ordinatorMonica Peddle

Class requirements

Directed Reading
One 150.0 hours directed reading per study period and delivered via online.
"Fully online equivalent to 150 directed and self-directed learning hours. Delivered over 6 weeks."

Assessments

Assessment elementComments% ILO*
One 1,500-word equivalent multimedia and digital presentation using specified media (or equivalent)30 02, 01, 03, 05, 04
One 1,500-word written task (or equivalent)30 06
One 2,000-word written task or examination (or equivalent)40 01, 02, 04, 03, 05