[ANSWER]NURS6640:Teaching and Learning in the Clinical Context

TASK DESCRIPTION This course is premised on the understanding that effective clinical teaching and learning can transform practice and practice environments
Course Description | This course is premised on the understanding that effective clinical teaching and learning can transform practice and practice environments. It explores theories relevant to adult learning, models of clinical teaching, how the clinical organisation influences teaching and learning, and contemporary approaches for improving clinical teaching. Students will be provided with opportunities to integrate their developing knowledge and skills into their own clinical practice and to reflect on and learn from this experience. |
Assumed Knowledge | Foundations of nursing/midwifery knowledge, nursing/midwifery theory, legal and ethical issues, fundamentals of research, human bioscience, psychology, sociology related to practice. Principles of investigative approaches in nursing/midwifery, concepts and theories relevant to practice, contemporary nursing or midwifery issues. Academic reading and writing skills, ability to access and evaluate information from a variety of sources, skills in critical analysis, critical judgement, synthesis and evaluation. Ability to conceptualise practice. Meets Nursing and Midwifery Board of Australia Standards for Practice. |
Contact Hours | Online Online Activity Online 2 hour(s) per Week for Full Term starting Week 1 Self-Directed Learning Self-Directed 8 hour(s) per Week for Full Term starting Week 1 Callaghan Online Activity Online 2 hour(s) per Week for Full Term Self-Directed Learning Self-Directed 8 hour(s) per Week for Full Term starting Week 1 Tutorial Face to Face On Campus 2 hour(s) per Week for 4 Weeks |
Unit Weighting | 10 |
Workload | Students are required to spend on average 120-140 hours of effort (contact and non-contact) including assessments per 10 unit course. |
CONTACTS
Course Coordinator | Kim Taylor Kim.taylor@newcastle.edu.au Availability: Contact via email Consultation: Responses to emails can be expected within 48 business hours. Students are required to check their UoN email account regularly. |
Teaching Staff | Prof Kerry Inder Kerry.Inder@newcastle.edu.au Availability: Contact via email Consultation: Responses to emails can be expected within 48 business hours. Students are required to check their UoN email account regularly. |
School Office | School of Nursing and Midwifery Richardson Wing University of Newcastle University Drive CALLAGHAN NSW 2308 (+61) 2 4921 6304 Web: http://www.newcastle.edu.au/school/nursing-midwifery |
General Enquiries | AskUoN@newcastle.edu.au (+61) 2 4921 5000 |
Program & Enrolment Advice | ProgramAdvice@newcastle.edu.au |
Student Support | For academic and personal support services for students, visit https://www.newcastle.edu.au/current-students/support |
SYLLABUS
Course Content | 1. Teaching and learning in the clinical environment 2. Learning styles 3. Adult learning theories 4. Teaching philosophy 5. Develop learning outcomes 6. Providing feedback and conducting evaluation 7. Challenges to effective clinical teaching 8.Teaching health professionals from diverse cultural backgrounds 9. Information and communication technology for teaching and learning 10. Clinical simulation 11. Mentoring, preceptoring and clinical supervision 12. Continuing professional development |
Course Learning Outcomes | On successful completion of this course, students will be able to: 1. Discuss creating a learning community in the clinical context 2. Recognise different learning styles 3. Discuss and apply adult learning theories to the role of clinical teaching 4. Examine the issue of teaching and learning in terms of nurses’/midwives’ responsibilities for ongoing professional education of themselves and others 5. Discuss the implications of information and communication technology on clinical teaching and learning 6. Describe teaching and learning associated with using clinical simulation in the clinical context 7. Explain why feedback and evaluation are important and appropriate strategies for these components of clinical teaching 8. Discuss strategies to use when teaching people from diverse cultures 9. Discuss challenges to effective clinical teaching and learning and how they can be overcome 10. Discuss mentoring, preceptoring and clinical supervision and how they contribute to teaching and learning in the clinical context 11. Develop a teaching philosophy |
Course Materials | Required Text: Bastable, S.B. (Ed.). (2021). Nurse as educator: Principles of teaching and learning for nursing practice (6th ed.). Jones & Bartlett. Required Reading: Links to required readings can be accessed through Canvas Course site. |
COMPULSORY REQUIREMENTS
In order to pass this course, each student must complete ALL of the following compulsory requirements:
Course Assessment Requirements:
- Assessment 1 – Quiz: Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course.
- Assessment 2 – Presentation: Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course.
- Assessment 3 – Written Assignment: Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course.
- Assessment 4 – Quiz: Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course.
Postgraduate Courses Assessment and Referencing Advice Assessments 1 If you need to apply for an extension for an assessment: You should follow the process described in your Course Outline under the heading “Adverse Circumstances”. Please note you will be required to submit documents to support your application. Please do not email your tutor or course coordinator to request an extension because they cannot approve applications for extensions unless they have been submitted using the Adverse Circumstances process. 2 Formatting your assessments: General advice – Use standard (default) margins, double line spacing and 12 point font in your assessments.If you have additional instructions about using headings or an essay format or other formats (such as blogs) – please follow instructions provided for individual assessments. 3 Word count: The length of the assessment is an indication of the number of words needed to address the assessment task. This is a guide, however some students have difficulty keeping their writing within the specified word count. If your assessment exceeds the word count by up to 10%, the entire assessment will be marked. Tutors may stop marking if your assessment exceeds the word count by more than 10%. Please note the following information from the UON Course Management and Assessment Procedure Manual (Item 250 and 251): “Word limits include headings, sub-heading, in-text citations and quotes referencing but does NOT include the list of references, appendices and footnotes. The Course Co-ordinator will allow a tolerance of at least 10% of the word limit”. (https://policies.newcastle.edu.au/document/view-current.php?id=183) 4 Referencing: Your assessments must be appropriately referenced. Assessments that are not correctly referenced may have lower marks awarded. Assessments that contain information from other sources that have not been referenced and where it appears that the student is presenting another person’s work or ideas as their own, will be referred to the SACO officer. This constitutes a potential breach of the Student Academic Integrity policy (https://policies.newcastle.edu.au/document/view-current.php?id=35 ) Referencing your Assessments What should be referenced? All sources of published information including textbooks, journal articles, course readings, websites, guidelines, policies and government documents that have been used to prepare an assessment MUST be included in the assessment as an in-text citation AND on the reference list. Any documents provided to you to use in the preparation of an assessment must be referenced.Direct quotes MUST be referenced. However, please note direct quotes should be used sparingly and should not constitute more than 10% of an assessment.Information that you have paraphrased in your assessment must also be referenced.Correct citation of sources and referencing is expected in scholarly writing at Masters level. Assessments that are not correctly referenced may be penalised (lower marks awarded). Correct referencing style You are required to use APA 7th Referencing Style in all of your assessments (unless otherwise stated). Check this link for details about using APA 7th Style: https://libguides.newcastle.edu.au/apa-7thCheck this link for details about referencing your course modules: https://libguides.newcastle.edu.au/apa-7th/course and select the “Course outlines & notes” tab. Making Referencing Easier Referencing your assessments is easier if you use a Reference Management Program such as “Endnote”. There is information in Canvas that will assist you to access and use the Endnote referencing program. Select: “Library Essentials” at the top right of your screen, then select “Referencing” from the list of options on the left side of the screen, and then scroll down to select “Endnote”. Or click on this link: http://libguides.newcastle.edu.au/endnote Academic Integrity All new students must complete the Academic Integrity Module (AIM), which can be accessed via the Dashboard in Canvas. Assessments that contain information from other sources that have not been referenced and where it appears that the student is presenting another persons’ work or ideas as their own, will be referred to the SACO officer. This constitutes a potential breach of the university Academic Integrity policy. The Student Academic Integrity Policy is available via this link: https://policies.newcastle.edu.au/document/view-current.php?id=35 |
SCHEDULE
Week | Week Begins | Topic | Assessment Due |
1 | 8 May | Teaching and learning in the clinical environment. | |
2 | 15 May | Assessing learning needs, readiness to learn, and learning styles. | |
3 | 22 May | Adult learning principles and learning theories. | Online Learning Activity: QUIZ. Due on Friday 26 May 2023 |
4 | 29 May | Teaching philosophy. | |
5 | 5 Jun | Learning outcomes and lesson plans, methods, and materials. | |
6 | 12 Jun | Evaluation, assessment, and feedback. | |
7 | 19 June | Challenges to effective clinical teaching. | Presentation. Due on Monday 19 June 2023 |
8 | 26 June | Teaching health professionals from diverse cultural backgrounds. | |
9 | 3 July | Information and communication technology for teaching and learning. | |
10 | 10 July | Clinical simulation. | Written Assignment: Teaching Philosophy. Due on Monday 10 July 2023 |
11 | 17 July | Mentoring, preceptoring and clinical supervision. | |
12 | 24 July | Continuing professional development. | Online Learning Activity: QUIZ Due on Friday 28 July 2023 |
ASSESSMENTS
This course has 4 assessments. Each assessment is described in more detail in the sections below.
Assessment Name | Due Date | Involvement | Weighting | Learning Outcomes | |
1 | Online Learning Activity: Quiz* | Friday 26 May 23:00 AEST | Individual | 15% | 1, 2, 3 |
2 | Narrated Presentation* | Monday 19 June 23:00 AEST | Individual | 30% | 1, 2, 3, 4, 5, 6 |
3 | Written Assessment* | Monday 10 July 23:00 AEST | Individual | 40% | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
4 | Online Learning Activity: Quiz* | Friday 28 July 23:00 AEST | Individual | 15% | 7, 8, 9, 10, 11, 12 |
Late Submissions | The mark for an assessment item submitted after the designated time on the due date, without an approved extension of time, will be reduced by 10% of the possible maximum mark for that assessment item for each day or part day that the assessment item is late. Note: this applies equally to week and weekend days. |
Assessment 1 – Quiz
Assessment Type | Online Learning Activity |
Purpose | The purpose of the ‘Online Learning Activity’ is to test your knowledge on the course content covered during weeks 1-2 i.e., Nurse/Midwife educator competencies and skills, learning needs, readiness to learn, learning styles. |
Description | There are 15 Multiple Choices Question that you are required to complete via Canvas. You will only be allowed to have one attempt within the designated week. You will have one hour to complete this assessment. |
Weighting | 15% |
Compulsory Requirements | Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course |
Length | 15 multiple choice questions |
Due Date | Friday 26 May 23:00 Australian Eastern Standard Time (AEST) |
Submission Method | Online. Canvas |
Assessment Criteria | N/A |
Return Method | Online. Canvas |
Feedback Provided | Online |
Opportunity to Reattempt | Students will NOT be given the opportunity to reattempt this assessment |
Assessment 2 – PowerPoint Presentation and Clinical Lesson Plan
Assessment Type | Presentation and lesson plan |
Purpose | The purpose of this assessment is to apply your learnings from weeks 1-6 in the development of a teaching session lesson plan in your clinical context. At the completion of this assessment you should be able to transfer this lesson plan into a teaching session. |
Description | You are required to develop a PowerPoint presentation of a lesson plan focussed on a clinical topic or skill of interest to you. Apply the Nurse Educator Core Competencies (WHO, 2016) or Midwife (WHO, 2014) Educator Core Competencies throughout where applicable. Your presentation is to include a minimum of 7 slides and no more than 9 slides. Slides are to be visually appealing – you can use the designer tool in PowerPoint to help. Dot points and graphics are acceptable. Please avoid slides with lots of text (not everything you would say needs to be written on the slide). Please include references in-text on a slide when you source or refer to the work of others. A guide to the content is: a. First slide –State the title of your presentation, your name, student ID and course (NURS6640). b. Second slide – Outline the content area of the presentation and the lesson plan. Include the focus and purpose of the teaching session, audience, proposed location, proposed length of the session, methodology, resources and materials required. c. Third slide – Provide a background to the clinical topic or skill including the learning needs and why this topic or skill is important. d. Fourth slide – Provide the learning outcomes of your proposed teaching session. e. Fifth – up to eighth slide – Provide an outline of the lesson content addressing the learning outcomes and how you will evaluate the session. f. Final slide –Include a list of references. Students are required to submit a word document of the narration that would accompany each slide. Please include references in the narration document to demonstrate academic integrity. The duration of the narration should be no more than 10 minutes. |
Weighting | 30% |
Compulsory Requirements | Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course |
Length | Seven to nine slides with a narration of no longer than 10 minutes duration |
Due Date | Monday 19 June 2022 23:00 Australian Eastern Standard Time (AEST) |
Submission Method | Online. Canvas |
Assessment Criteria | See Appendix A |
Return Method | Online. Canvas |
Feedback Provided | Online. Feedback will be provided online within three weeks of the date you submitted the assessment |
Opportunity to Reattempt | Students will NOT be given the opportunity to reattempt this assessment |
Assessment 3 – Teaching Philosophy
Assessment Type | Written Assignment |
Purpose | The purpose of this assessment is to consolidate your learnings from this Course and demonstrate what you envisage will underpin your teaching and learning activities in the clinical context in the future. |
Description | This assessment item has two parts: Part 1: Reflecting on your teaching session in assessment 2 and your own experiences as a teacher and a student provide your vision and philosophy of teaching and learning in the clinical context, with references. [500 words]. Part 2: With reference to the WHO Nurse (2016) or Midwifery (2014) Educators Core Competencies select two core competency statements from the eight domains that you need to strengthen to improve your teaching in the clinical context. Critically examine one evidence-based strategy or approach for each competency statement selected and describe how you would apply this to support your learning and to strengthen your teaching. Please apply the cognitive(knowledge), affective (attitude and behavior) and psychomotor (skills and ability) domains for each selected competency. [1000 words] Please reference both parts of this assessment. |
Weighting | 40% |
Compulsory Requirements | Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course |
Length | 1,500-word limit (excluding tables, figures and the reference list) |
Due Date | Monday 10 July 23:00 Australian Eastern Standard Time (AEST) |
Submission Method | Online. Canvas |
Assessment Criteria | See Appendix B |
Return Method | Online. Canvas |
Feedback Provided | Online. Within 3 weeks from submission date. |
Opportunity to Reattempt | Students will NOT be given the opportunity to reattempt this assessment |
Assessment 4 – Quiz
Assessment Type | Online Learning Activity |
Purpose | The purpose of the ‘Online Learning Activity’ is to test your knowledge on the course content covered during weeks 6-11. |
Description | There are 15 Multiple Choices Question that you are required to complete via Canvas. You will only be allowed to have one attempt within the designated week. You will have one hour to complete this assessment. |
Weighting | 15% |
Compulsory Requirements | Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course |
Length | 15 multiple choice questions |
Due Date | Friday 28 July 23:00 Australian Eastern Standard Time (AEST) |
Submission Method | Online. Canvas |
Assessment Criteria | N/A |
Return Method | Online. Canvas |
Feedback Provided | Online |
Opportunity to Reattempt | Students will NOT be given the opportunity to reattempt this assessment |
ADDITIONAL INFORMATION
Grading Scheme: This course is graded as follows:
Range of Marks | Grade | Description |
85-100 | High Distinction (HD) | Outstanding standard indicating comprehensive knowledge and understanding of the relevant materials; demonstration of an outstanding level of academic achievement; mastery of skills*; and achievement of all assessment objectives. |
75-84 | Distinction (D) | Excellent standard indicating a very high level of knowledge and understanding of the relevant materials; demonstration of a very high level of academic ability; sound development of skills*; and achievement of all assessment objectives. |
65-74 | Credit (C) | Good standard indicating a high level of knowledge and understanding of the relevant materials; demonstration of a high level of academic achievement; reasonable development of skills*; and achievement of all learning outcomes. |
50-64 | Pass (P) | Satisfactory standard indicating an adequate knowledge and understanding of the relevant materials; demonstration of an adequate level of academic achievement; satisfactory development of skills*; and achievement of all learning outcomes. |
0-49 | Fail (FF) | Failure to satisfactorily achieve learning outcomes. If all compulsory course components are not completed the mark will be zero. A fail grade may also be awarded following disciplinary action. |
Communication Methods | Communication methods used in this course include: Canvas Course Site: Students will receive communications via the posting of content or announcements on the Canvas course site. Email: Students will receive communications via their student email account. Face to Face: Communication will be provided via Zoom, face-to-face meetings or supervision |
Course Evaluation | Each year feedback is sought from students and other stakeholders about the courses offered in the University for the purposes of identifying areas of excellence and potential improvement. As a result of student feedback, the following changes have been made to this offering of the course: The assessments and marking criteria were changed. |
Oral Interviews (Vivas) | As part of the evaluation process of any assessment item in this course an oral examination (viva) may be conducted. The purpose of the oral examination is to verify the authorship of the material submitted in response to the assessment task. The oral examination will be conducted in accordance with the principles set out in the Oral Examination (viva) Procedure. In cases where the oral examination reveals the assessment item may not be the student’s own work the case will be dealt with under the Student Conduct Rule. |
Academic Misconduct | All students are required to meet the academic integrity standards of the University. These standards reinforce the importance of integrity and honesty in an academic environment. Academic Integrity policies apply to all students of the University in all modes of study and in all locations. For the Student Academic Integrity Policy, refer to https://policies.newcastle.edu.au/document/view-current.php?id=35. |
Adverse Circumstances | The University acknowledges the right of students to seek consideration for the impact of allowable adverse circumstances that may affect their performance in assessment item(s). Applications for special consideration due to adverse circumstances will be made using the online Adverse Circumstances system where: 1. the assessment item is a major assessment item; or 2. the assessment item is a minor assessment item and the Course Co-ordinator has specified in the Course Outline that students may apply the online Adverse Circumstances system; 3. you are requesting a change of placement; or 4. the course has a compulsory attendance requirement. Before applying you must refer to the Adverse Circumstance Affecting Assessment Items Procedure available at: https://policies.newcastle.edu.au/document/view-current.php?id=236 |
Important Policy Information | The Help button in the Canvas Navigation menu contains helpful information for using the Learning Management System. Students should familiarise themselves with the policies and procedures at https://www.newcastle.edu.au/current-students/no-room-for/policies-and-procedures that support a safe and respectful environment at the University. |
Appendix A. Assessment 2 PowerPoint Presentation – Marking Rubric (30%) | ||||||
Criteria | High Distinction (100-85%) | Distinction (84-75%) | Credit (74-65%) | Pass (64-50%) | Fail (49-0%) | Score |
Criterion 1a (2 marks) Slide 2 of the presentation clearly outlines the content of the clinical teaching session and lesson plan | Range: 2.0-1.7 marks Outstanding introduction of the clinical teaching session – introduces topic and states name | Range: 1.6-1.5 marks Excellent introduction of the clinical teaching session | Range: 1.4-1.3 marks Appropriate introduction of the clinical teaching session | Range: 1.2-1.0 marks Satisfactory introduction of the clinical teaching session | Range: 0.9-0.0 marks Inadequate introduction of the clinical teaching session. 0 marks if not attempted | /2 |
Criterion 1b (2 marks) Slide 2 notes section/ lesson plan: Identifies the learner(s) who will receive the clinical teaching session and the context | Range: 2.0-1.7 marks Outstanding identification of learners and context | Range: 1.6-1.5 marks Excellent identification of learners and context | Range: 1.4-1.3 marks Appropriate identification of learners and context | Range: 1.2-1.0 marks Satisfactory identification of learners and context | Range: 0.9-0.0 marks Inadequate identification of learners and context. 0 marks if not attempted | /2 |
Criterion 2a (3 marks) Slide 3 of the presentation: Describes the subject/skill being taught and the background to why this is important, including the learning needs | Range: 3.0-2.6 marks Outstanding description of the subject/skill and explanation of the learning outcomes | Range: 2.5-2.3 marks Excellent description of the subject skill and explanation of the learning outcomes | Range: 2.2-1.9 marks Appropriate description of the subject skill and explanation of the learning outcomes | Range: 1.8-1.5 marks Satisfactory description of the subject skill and explanation of the learning outcomes | Range: 1.4-0.0 marks Inadequate description of the subject skill and explanation of the learning outcomes. 0 marks if not attempted | /3 |
Criterion 2b (3 marks) Slide 3 notes section/ lesson plan: Describes the background and identifies and justifies learning needs | Range: 3.0-2.6 marks Outstanding identification and/justification of learning needs and explanation of the outcomes of the session | Range: 2.5-2.3 marks Excellent identification and justification of learning needs | Range: 2.2-1.9 marks Appropriate identification and justification of learning needs | Range: 1.8-1.5 marks Satisfactory identification and justification of learning needs | Range: 1.4-0.0 marks Inadequate identification and justification of learning needs. 0 marks if not attempted | /3 |
Criterion 3a (3 marks) Slide 4 of the presentation describes the learning outcomes | Range: 3.0-2.6 marks Outstanding description of the learning outcomes | Range: 2.5-2.3 marks Excellent description of the learning outcomes | Range: 2.2-1.9 marks Appropriate description of the learning outcomes | Range: 1.8-1.5 marks Satisfactory description of the learning outcomes | Range: 1.4-0.0 marks Inadequate description of the learning outcomes. 0 marks if not attempted | /3 |
Criterion 3b (3 marks) Slide 4 notes section/ lesson plan: Explains the outcomes of the session | Range: 3.0-2.6 marks Outstanding explanation of the outcomes of the session | Range: 2.5-2.3 marks Excellent explanation of outcomes of the session | Range: 2.2-1.9 marks Appropriate explanation of the outcomes of the session | Range: 1.8-1.5 marks Satisfactory explanation of outcomes of the session | Range: 1.4-0.0 marks Inadequate explanation of the outcomes of the session. 0 marks if not attempted | /3 |
Criterion 4a (3 marks) Slides 5-8 of the presentation provides a clear and logical clinical teaching session for the subject/skill. Learning outcomes are met | Range: 3.0-2.6 marks Outstanding clarity and logic in the clinical teaching session for the subject/skill. Learning outcomes are met | Range: 2.5-2.3 marks Excellent clarity and logic in the clinical teaching session for the subject/skill. Learning outcomes are met | Range: 2.2-1.9 marks Appropriate clarity and logic in the clinical teaching session for the subject/skill. Learning outcomes are met | Range: 1.8-1.5 marks Satisfactory clarity and logic in the clinical teaching session for the subject/skill. Learning outcomes are met | Range: 1.4-0.0 marks Inadequate clarity and logic in the clinical teaching session for the subject/skill. 0 marks if not attempted | /3 |
Criterion 4b (3 marks) Slides 5-8 notes section/lesson plan: Clinical teaching lesson plan is clear and logical. Alignment to learning objectives is provided | Range: 3.0-2.6 marks Outstanding clarity and logic in the lesson plan with alignment to the learning outcomes | Range: 2.5-2.3 marks Excellent clarity and logic in the lesson plan with alignment to the learning outcomes | Range: 2.2-1.9 marks Appropriate clarity and logic in the lesson plan with alignment to the learning outcomes | Range: 1.8-1.5 marks Satisfactory clarity and logic in the lesson plan with alignment to the learning outcomes | Range: 1.4-0.0 marks Inadequate clarity and logic in the lesson plan with alignment to the learning outcomes. 0 marks if not attempted | /3 |
Criterion 5 (2 marks) Applies the Nurse (WHO, 2016) or Midwifery (WHO, 2014) Educator Core Competencies (NECC) throughout where applicable | Range: 2.0-1.7 marks Outstanding application of the Nurse Educator Core Competencies | Range: 1.6-1.5 marks Excellent application of the Nurse Educator Core Competencies | Range: 1.4-1.3 marks Appropriate application of the Nurse Educator Core Competencies | Range: 1.2-1.0 marks Satisfactory application of the Nurse Educator Core Competencies | Range: 0.9-0.0 marks Inadequate or absence of application of the Nurse Educator Core Competencies. 0 marks if not attempted | /2 |
Criterion 6 (4 marks) Structured and timed as per requirements in Course outline. Academic Writing and Expression. Slides visually appealing and are clearly supported by the narration document and in logical sequence. Correct spelling throughout | Range: 4.0-3.4 marks Meets all style requirements as per course outline, including number of slides and timing of narration. Exemplary high levels of authenticity and independent thought. Ideas are clearly expressed. Outstanding visually appealing slides; clearly supported by the exemplary narration document and in logical sequence. Exemplary spelling with no errors | Range: 3.3-3.0 marks Meets most style requirements as per course outline. Authentic and original writing that clearly synthesises the key points of the assignment. Expression is clear. Excellent visually appealing slides; clearly supported by the excellent narration document and in logical sequence. Excellent spelling, minor errors | Range: 2.9-2.6 marks Meets most style requirements as per course outline. Authentic and original writing that clearly addresses the key points of the assignment. Expression is appropriate. Appropriate visually appealing slides; clearly supported by narration document and in logical sequence. Minor errors only in spelling | Range: 2.6-2.0 marks Meets some style requirements as per course outline. Authentic attempts to show independent thought. Satisfactory expression. Satisfactory visually appealing slides; clearly supported by narration document and in logical sequence | Range: 1.9-0.0 marks Not structured and timed as per requirements in course outline. Language hinders the effective flow of ideas and meaning. Lacks visually appealing slides and sense of cohesion or alignment. Multiple errors in spelling | /4 |
Criterion 7 (2 marks) Reference slide(s) and in text referencing using APA 7 | Range: 2.0-1.7 marks Complies with all the referencing style requirements. There are no errors in referencing throughout | Range: 1.6-1.5 marks APA 7 referencing style is consistently accurate. Less than 5 minor referencing errors | Range: 1.4-1.3 marks Complies with referencing style requirements. Some referencing errors in in-text and/or referencing list (5-7) | Range: 1.2-1.0 marks Attempts to use APA 7 style. Some errors in in-text and/or referencing list (8-10). | Range: 0.9-0.0 marks In-text referencing may be absent OR reference list and contains major errors (>10). 0 marks if no referencing | /2 |
Total | Note: Assessment is worth 30% of final mark | /30 |
Appendix B. Assessment 3 Written Assessment: Teaching Philosophy (40%) | |||||||
Criteria | High Distinction (100-85%) | Distinction (84-75%) | Credit (74-65%) | Pass (64-50%) | Fail (49-0%) | Score | |
Criterion 1 (4 marks) Provides a vision statement for teaching and learning in the clinical context | Range: 4.0-3.4 marks Outstanding individual vision statement of being of clinical educator | Range: 3.3-3.0 marks Excellent individual vision statement of being a clinical educator | Range: 2.9-2.6 marks Appropriate individual vision statement of being a clinical educator | Range: 2.6-2.0 marks Satisfactory individual vision statement of being a clinical educator | Range: 1.9-0.0 marks Inadequate individual vision statement of being a clinical educator. 0 marks if not attempted | /4 | |
Criterion 2 (10 mark) Provides an individual philosophy of teaching and learning in the clinical context | Range: 10.0-8.5 marks Outstanding individual philosophy of being of clinical educator | Range: 8.4-7.5 marks Excellent individual philosophy of being a clinical educator | Range: 7.4-6.5 marks Appropriate individual philosophy of being a clinical educator | Range: 6.4-5.0 marks Satisfactory individual philosophy of being a clinical educator | Range: 4.9-0.0 marks Inadequate individual philosophy of being a clinical educator. 0 marks if not attempted | /10 | |
Criterion 3 (4 marks) Select 2 core competencies from the eight domains in the WHO Nurse (2016) or WHO Midwifery (2014) core nurse / midwife educator competencies identifying the areas in your own clinical teaching that need to be strengthened according to your own self-assessment | Range: 4.0-3.4 marks Outstanding identification and explanation of 2 core competencies that need to be strengthened in own context | Range: 3.3-3.0 marks Excellent identification and explanation of 2 core competencies that need to be strengthened in own context | Range: 2.9-2.6 marks Appropriate identification and explanation of 2 core competencies that need to be strengthened in own context | Range: 2.6-2.0 marks Satisfactory identification and explanation of 2 core competencies that need to be strengthened in own context | Range: 1.9-0.0 marks Inadequate identification and explanation of 2 core competencies that need to be strengthened in own context. 0 marks if not attempted | /4 | |
Criterion 4 (8 marks) Critically examine one evidence-based strategy or approach for each competency statement selected | Range: 8.0-6.8 marks Outstanding critical examination of one evidence-based strategy or approach for each competency statement selected (two strategies in total) | Range: 6.7-6.0 marks Excellent critical examination of one evidence-based strategy or approach for each competency statement selected (two strategies in total) | Range: 5.9-5.2 marks Appropriate critical examination of one evidence-based strategy or approach for each competency statement selected (two strategies in total) | Range: 5.1-4.0 marks Satisfactory critical examination of one evidence-based strategy or approach for each competency statement selected (two strategies in total) | Range: 3.9-0.0 marks Inadequate critical examination of one evidence-based strategy or approach for each competency statement selected (two strategies in total). 0 marks if not attempted | /8 | |
Criterion 5 (4 marks) Describe how you would apply the chosen strategies to support your own learning and strengthen your teaching | Range: 4.0-3.4 marks Outstanding description of how the chosen strategies would be used to support your own learning and to strengthen your teaching | Range: 3.3-3.0 marks Excellent description of how the chosen strategies would be used to support your own learning and to strengthen your teaching | Range: 2.9-2.6 marks Appropriate description of how the chosen strategies would be used to support your own learning and to strengthen your teaching | Range: 2.6-2.0 marks Satisfactory description of how the chosen strategies would be used to support your own learning and to strengthen your teaching | Range: 1.9-0.0 marks Inadequate description of how the chosen strategies would be used to support your own learning and to strengthen your teaching. 0 marks if not attempted | /4 | |
Criterion 6 (3 marks) For each selected competency describes how the cognitive (knowledge), affective (attitude and behaviour) and psychomotor (skills and ability) domains are met | Range: 3.0-2.6 marks Outstanding description of how the cognitive (knowledge), affective (attitude and behaviour) and psychomotor (skills and ability) domains are met | Range: 2.5-2.3 marks Excellent description of how the cognitive (knowledge), affective (attitude and behaviour) and psychomotor (skills and ability) domains are met | Range: 2.2-1.9 marks Appropriate description of how the cognitive (knowledge), affective (attitude and behaviour) and psychomotor (skills and ability) domains are met | Range: 1.8-1.5 marks Satisfactory description of how the cognitive (knowledge), affective (attitude and behaviour) and psychomotor (skills and ability) domains are met | Range: 1.4-0.0 marks Inadequate description of how the cognitive (knowledge), affective (attitude and behaviour) and psychomotor (skills and ability) domains are met. 0 marks if not attempted | /3 | |
Criterion 7 (3 marks) Academic Writing and Expression – writing is authentic and clearly expresses ideas. Uses correct spelling and paragraph structure throughout. Structured as per requirements in Course outline | Range: 3.0-2.6 marks Exemplary writing with very high levels of authenticity and independent thought. Ideas are clearly expressed. Introductory sentence used at the start of paragraphs. Main subject matter is developed within each paragraph. Concluding sentence used at the end of paragraphs. Exemplary spelling, grammar, and syntax with no errors. Meets all style requirements | Range: 2.5-2.3 marks Evidence of excellent academic writing skills. Authentic and original writing that clearly synthesises the key points of the assignment. Expression is clear. Correct use of paragraphs. Discussion in each paragraph provides sufficient depth to demonstrate understanding. Excellent spelling, grammar, and syntax < 5 minor errors. Meets all style requirements | Range: 2.2-1.9 marks Evidence of sound academic writing. Authentic and original writing that clearly addresses the key points of the assignment. Expression is appropriate. Paragraphs are 5-7 sentences in length and sentences are clear and concise. Minor errors only in syntax, spelling and grammar. Meets all style requirements | Range: 1.8-1.5 marks Authentic writing that attempts to show independent thought. May struggle with written expression. Attempts to use paragraphs. Some sentences may be too long/short. Meets almost all style requirements including spacing, page numbers, font, headings | Range: 1.4-0.0 marks Disorganised and lacks any sense of cohesion or alignment. Language hinders the effective flow of ideas and meaning. Sentences lack structure and are consistently too short or too long. Multiple errors in spelling, grammar, and style. Not structured as per requirements in Course Outline | /3 | |
Criterion 8 (4 marks) Literature sources and referencing – wide range of contemporary relevant sources are used in text and listed in references. Appropriate and consistent use of APA 7 referencing style | Range: 4.0-3.4 marks Sources are appropriate, contemporary and from a range of journals and databases. Complies with all the referencing style requirements. There are no errors in referencing throughout | Range: 3.3-3.0 marks Sources are appropriate, contemporary and from a range of journals and databases. APA 7 referencing style is consistently accurate. Less than 5 minor referencing errors | Range: 2.9-2.6 marks Sources are appropriate, mostly contemporary and from a narrow range of journals and databases. Complies with referencing style requirements. Some referencing errors in in-text and/or referencing list (5-7) | Range: 2.6-2.0 marks Sources are mostly relevant however there are too few to demonstrate wide reading. Attempts to use APA 7 style. Some errors in in-text and/or referencing list (8-10) | Range: 1.9-0.0 marks Sources are inappropriate and/or absent. In-text referencing may be absent and/or reference list and contains major errors (>10). 0 marks if no sources or referencing | /4 | |
Total | Note: Assessment is worth 40% of final mark | /40 |
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