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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
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Request a sales quoteMake 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.
- Comprehensive, practical approach includes examples demonstrating immediate, "how-to" application for those new to the faculty role.
- Consistent organization includes an Introduction to each topic, a Getting Started overview, and chapters focused on key concepts, common issues, and evaluation strategies.
- Learning aids include step-by-step boxes, application activities, self-assessment activities, and a glossary of common terms used in nursing and health professions education.
- Chapters on how to evaluate effectiveness are provided for each topic area.
- Easy-to-read, conversational writing style helps you understand and apply the material.
- 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
- No. of pages: 328
- Language: English
- Edition: 1
- Published: March 13, 2023
- Imprint: Elsevier
- Paperback ISBN: 9780323828987
- eBook ISBN: 9780323828994
JH
Judith A. Halstead
Affiliations and expertise
Professor Emeritus, School of Nursing, Indiana University, Indianapolis, IndianaDB
Diane M. Billings
Affiliations and expertise
Chancellor's Professor Emeritus, Indiana University School of Nursing, Indianapolis, Indiana