Getting Started in Teaching for Nursing and the Health Professions

1st Edition - March 13, 2023
Authors: Judith A. Halstead, Diane M. Billings
Language: English
Paperback ISBN:
9 7 8 - 0 - 3 2 3 - 8 2 8 9 8 - 7
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 8 2 8 9 9 - 4

Make a successful transition into teaching for nursing or the health professions! A concise, practical handbook, Getting Started in Teaching for Nursing and the Health Profe… Read more

Getting Started in Teaching for Nursing and the Health Professions

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Make a successful transition into teaching for nursing or the health professions! A concise, practical handbook, Getting Started in Teaching for Nursing and the Health Professions helps you take those first steps in becoming an effective educator. The book provides a foundation for new instructors, with a focus on need-to-know content. It helps you quickly learn and apply strategies for teaching in the classroom, teaching in the clinical setting, using technology to enhance learning, and evaluating the effectiveness of your efforts. Written by Judith A. Halstead and Diane M. Billings, bestselling authors and leading figures in nursing and health professions education, this practical handbook addresses the key topics that concern clinicians or beginning educators just like you.

Cover image
Title page
Table of Contents
Contents
Copyright
Dedication
Preface
List of Illustrations
List of Tables
Part 1. Participating in Curriculum Development
Introduction
1. Introduction to curriculum development
Faculty role and responsibilities in curriculum development
Educator competencies related to curriculum development
Chapter summary
References
2. Getting started with curriculum development
Understanding your institution/program’s curriculum development process
Knowing the key players in curriculum development in institution and program
Articulating the mission and philosophy of the institution and program
Understanding how your courses fit within the curriculum
Applying curriculum policies to your courses
Reviewing your program’s curriculum evaluation plan
Chapter summary
References
3. Key components of curriculum development
Professional issues affecting curriculum development in health professions programs
The purpose of curriculum
Identifying curriculum outcomes for the program
Developing competency statements related to program outcomes
Course design and writing course outcomes
Designing learning experiences to meet course outcomes
Chapter summary
References
4. Common issues related to curriculum development
Curriculum development and faculty dynamics
Navigating the curriculum approval process
Legal and ethical implications related to curriculum development
Chapter summary
References
5. Curriculum evaluation strategies
Introduction to curriculum evaluation
Evaluating curriculum: Program mission and philosophy
Evaluating curriculum: Program outcomes and competencies
Evaluating curriculum at the course level
Using evaluation data to revise your course
Chapter summary
References
Part 2. Teaching in the Classroom
Introduction
6. Introduction to teaching in the classroom
Faculty role and responsibilities when teaching in the classroom
Educator competencies for teaching in the classroom
Self-assessment of competencies related to teaching in the classroom
Chapter summary
References
7. Getting started with teaching in the classroom
Understanding the academic program, curriculum, and your course
Meeting your colleagues, staff, and student support services personnel
Understanding your students
Understanding legal implications of teaching in the classroom
Establishing an inclusive and productive classroom
Recognizing, preventing, and managing student misconduct and academic dishonesty
The first day of the course
Chapter summary
References
8. Using teaching and learning strategies in the classroom
Knowledge dimensions and domains of learning
How students learn
The teaching-learning process
The lesson plan
Teaching-learning strategies
Chapter summary
References
9. Evaluating teaching and learning in the classroom
Assessment, evaluation, and grading
Strategies to assess student learning
Strategies to evaluate student learning
Monitoring student progress
Evaluation of the course and faculty teaching effectiveness
Chapter summary
References
Part 3. Teaching in the Clinical Setting
Introduction
10. Introduction to teaching in the clinical setting
Faculty role and responsibilities in teaching in the clinical setting
Educator competencies related to teaching in the clinical setting
Self-assessment of competencies related to teaching in the clinical setting
Chapter summary
References
11. Getting started with teaching in the clinical setting
Understanding the academic program, curriculum, and your course
Meeting your colleagues, staff, and student support personnel
Understanding your students
Establishing an inclusive and productive learning environment
Becoming familiar with the clinical setting
Understanding legal implications of teaching in the clinical setting
The first day of your clinical course
Chapter summary
References
12. Using teaching and learning strategies in the clinical setting
Strategies to prepare students for clinical practice
Strategies to develop critical thinking, clinical reasoning, and clinical judgment skills
Strategies to facilitate student development of oral and written communication skills
Strategies to teach the use of health care technology and access and use information for patient care
Strategies for developing teamwork, collaboration, and interprofessional practice
Putting it all together: Planning and implementing clinical experiences
Chapter summary
References
13. Evaluating teaching and learning in the clinical setting
Assessment and evaluation of student attainment of course learning outcomes
Conducting the evaluation conference with a student who will receive a failing grade
Evaluation strategies
Evaluation instruments
Student and faculty evaluation of the course, instruction, and clinical setting
Chapter summary
References
Part 4. Using Technology in Teaching and Learning
Introduction
14. Introduction to using learning technology
Faculty role and responsibilities related to using learning technology
Educator competencies for using learning technology
Chapter summary
References
15. Getting started using learning technology in the educator role
Introduction to using technology
Integrating technology into the course and lesson plan
Preparing to use a learning management system
Chapter summary
References
16. Using learning technology in the classroom
Technology to provide course content
Technology to facilitate engagement in learning
Technology to access information
Technology to assess and evaluate student learning
Technology to ensure academic integrity
Putting it all together in the classroom
Chapter summary
References
17. Using learning technology in simulated and clinical learning settings
Technology to simulate patient care experiences
Technology to facilitate development of psychomotor clinical skills
Using technology to manage and monitor patient care in the clinical environment
Putting it all together
Chapter summary
References
18. Using learning technology to facilitate distance learning
The distance education environment
Using distance education technology
Creating a learning community in a distance learning environment
Fostering student engagement and active learning
Evaluating student learning in the distance learning environment
Chapter summary
References
19. Evaluating the use of learning technology
Evaluating the use of learning technologies
Evaluating design and use of online courses
Evaluating distance learning programs
Chapter summary
References
Part 5. Participating in Program Evaluation Processes
Introduction
20. Introduction to program evaluation and accreditation
Purposes of program evaluation
Continuous quality improvement in health professions education
Continuous quality improvement and systematic program evaluation
Continuous quality improvement and the accreditation process
Self-assessment of competencies related to program evaluation
Chapter summary
References
21. Getting started with program evaluation
Understanding the faculty role in program evaluation
Preparing to participate in program evaluation
Chapter summary
References
22. Key components of program evaluation
Evaluating program outcomes
Developing the systematic evaluation plan
Evaluating the program elements in a comprehensive systematic evaluation plan
Using data to support program decisions
Chapter summary
References
23. The accreditation process
Overview of the accreditation process
The faculty role in accreditation
Chapter summary
References
24. Common issues related to program evaluation
Lack of a systematic approach to program evaluation
Ineffective use of data
Lack of participation in the evaluation process
Chapter summary
References
25. Evaluating effectiveness of program evaluation
Evaluation: A collaborative process
Responsible use of evaluation data
Chapter summary
References
Appendix A. Documents and policies to review before getting started with curriculum development activities
Appendix B. Documents and policies to review before getting started with teaching in the classroom
Appendix C. Documents and policies to review before getting started with teaching in the clinical setting
Appendix D. Documents and policies to review before getting started with using learning technology
Appendix E. Documents and policies to review before getting started with program evaluation
Appendix F. Health professions accreditation agencies recognized by the US department of education
Glossary
Index

Life Sciences

Physical Sciences & Engineering

Social Sciences & Humanities

Health

Getting Started in Teaching for Nursing and the Health Professions

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Judith A. Halstead

Diane M. Billings