NLN Nurse Teaching Plan Paper

NLN Nurse Teaching Plan Paper NLN Nurse Teaching Plan Paper Reflective DiscussionIn NSG6003 (Teaching & Learning Strategies) you were provided a teaching plan template and introduced to the importance of a well-developed teaching plan. This same teaching template serves as the resource you will use for the teaching session you will conduct in this practicum.For this assignment, develop a first draft of your curriculum and teaching plan incorporating the QSEN, IOM recommendations and review it with your preceptor. Then, as your journal submission for the week, share your draft and discuss your experiences in developing the plan and consulting with your preceptor. Use this opportunity to seek constructive feedback from your classmates.Be you write this journal “off-line” and then copy/paste to this discussion forum (do not upload as a Word document). This will be something you will want to look back at as you progress forward in your upcoming role as a nurse educator. NSG6203 South University NLN Nurse Teaching Plan Paper NSG6203 South University NLN Nurse Teaching Plan Paper After you incorporate your peer’s feedback from this week into your Curriculum and Teaching Plan you will submit the revised version of the plan to the Submissions Area . You need to understand that you may not proceed with teaching the proposed assignment until you have written approval from your instructor. Teaching in the practicum experience should not occur before Week 7 of this course. Click here to see the rubric that will be used to assess your curriculum and teaching plan.Reflective Discussion Rubric. NLN Nurse Teaching Plan Paper Directions: Discussion Question Response : By the due date assigned , post your response to the appropriate discussion threads in the Discussion Area . Journal Entry Requirements: A personal, introspective, subjective account that focuses on QSEN, IOM recommendations personal goals, course objectives, and ties to NLN’s Nurse Educator Competencies. Connected to South University’s College of Nursing Conceptual Framework Pillars (Caring, Communication, Critical Thinking, Professionalism, and Holism) Connected to prior coursework through reflective analysis. Participation Responses: No later than Wednesday, March 8, 2017, review and comment on the discussion question responses posted by at least two of your peers. Guidelines : Support your responses with scholarly academic references using APA style format. Assigned course readings and online library resources are preferred. Weekly lecture notes are designed as overviews to the topic for the respective week and should not serve as a citation or reference.In your discussion response, provide a substantive response that illustrates a well-reasoned and thoughtful response; is factually correct with relevant scholarly citations, references, and examples; and that demonstrates a clear connection to the readings.In your participation responses to your peers, comments must demonstrate thorough analysis of postings and extend meaningful discussion by building on previous postings. Note: Review South University’s Substantive Participation Policy Criteria, Helpful Tips, and Late Policy available by clicking on the South University Policy and Guidelines navigation tab. The late policy applies to late discussion question responses. XXXXX I have attached the template that she is talking about su_nsg6103_w4a2_manders_a.docx ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Template of Goals, Program Learning Outcomes, and Course Objectives By Arlene Manders Accreditin Standard g Body CON CON CON CON Course Course Program Program Objective Goal Learning Outcome AACN AACN Liberal Anatomy To produce Competent The Learner education for and competent and professional will read Baccalaureate physiology empathetic nurses who literature Generalist (with lab) nurses with a use diverse material and Nursing diverse set of skill set to apply the Practice skills. solve real life knowledge nursing practically in challenges. the lab. Basic Social To produce Nurses who The learner Organizational Science leaders within participate will discuss and Systems the nursing actively in with Leadership for profession. leadership of colleagues Quality Care healthcare requisite skills and Patients institutions. for leading Safety healthcare institutions. AACN Scholarship for Social Integrate Nurses who Learners will evidence Based Science. research into value translate nursing research and evidence into practice. implement strategies for evidence- improving based healthcare practice. quality. Practice. AACN Information Computer The goal is to Nurses with Nurses will management elective. produce nurse skills in the use computer and Application graduates who use of programs as of Patients care use information an aid to Technology. information technology in making technology to improving decisions solve existing quality about a challenges in healthcare particular the nursing services. healthcare environment issue. and improve health outcomes for patients. AACN Healthcare Math and To produce Nurses The nurses policy, finance science. nurse understand would read and regulatory graduates who the regulatory and critically environment. uphold the frameworks analyze regulations and can policies and guiding participate in laws nursing policy regulating practice and reformulation nursing exhibit . practice. financial competence. AACN Interprofessiona Public To produce Nurses The learners l speaking. graduate demonstrate will communication nurses who collaborative collaborativel and exhibit skills that y address a collaboration excellent enable them real-life for improving collaborative to excel while nursing patients’ health and working with challenge and outcomes. communicatio members of make a report. n skills when other working in the professions. healthcare environment. AACN Clinical Microbiolog Impart skills Nurses who Nurses will be prevention and y (with lab). for promotion have skills involved in population of healthy necessary for healthcare health. living in extension of promotion in communities. healthcare communities. into communities. AACN Professionalism Humanities Facilitate the Nurse The learner and professional electives. transition from graduates addresses values. being students who are factious to being nurses ready to nursing and enable confront ethical graduates to practical dilemmas. ethically nursing approach challenges. challenges in the nursing environment. AACN Baccalaureate Human To educate Nurse can The learners generalist growth and nurses who collaborate will read nursing development demonstrate a with patients books and practice. NSG6203 South University NLN Nurse Teaching Plan Paper . diverse set of and their take term skills and who families and papers to value working address demonstrate with patients diverse possession of and their numbers of families to healthcare improve health challenges. outcome. diverse skills. Social Science Social science is one of the cornerstones of the nursing profession (Rafferty, 1998). The course will introduce learners to research and implementation of evidence-based practice. For example, the cause will equip learners with skills useful in translating research findings into practical applications. According to the American Nursing Association (2011), the inability of nurses to translate research into nursing practice is one of the hindrances to the successful implementation of evidence-based practice. Therefore, the social science course is appropriate for the learners because by introducing them to research, it directly promotes the future implementation of evidence-based practice. The course also aims at introducing the learners to other hindrances to evidence-based practice and how they can overcome these. The graduate nurses from the Seven Sea School of nursing will thus be comparatively more competent, competitive and capable of improving the safety and quality of healthcare in their areas of work. Social science introduces learners to issues of economy and sociology (Rafferty, 1998). Knowledge of economy and sociology will be instrumentals in helping learners develop leadership skills. For example, the future nurse will need a bit of economic and sociology knowledge to take leadership of all the departments in healthcare institutions. This course is linked to the outcome of the curriculum, which is to produce nurses who demonstrate excellent leadership skills and who will take leadership of their health institutions in the future. The knowledge of social science would also help the learners to develop critical thinking skills that will enable them to take lead in reforming the health sectors. The ability to demonstrate leadership skills will be evaluated by examining how the learner is participating in a multidisciplinary team in real healthcare set up. Microbiology Microbiology is one of the nursing courses with the greatest impact on the healthcare provision (Durrant et al, 2017). It equips learners with skills that are applicable in the practical nursing environment and give experiences of what nurses do in the healthcare institution. The course is comprised of topics such as the collection of specimens, preparation of the specimen, administration of medicine and communication of laboratory results to patients and other professionals (Durrant et al, 2017). The course is aimed at equipping learners with diverse skills necessary for addressing healthcare challenges in their future professional practice. The course will be taught through lectures and practical experiment in a laboratory set up. The aim is not only to introduce learners to the theoretical knowledge but to afford them the opportunity to relate theory to practice and to enable the learner to begin to find practical application of theoretical knowledge on their own. Microbiology course also introduces learners to techniques for implementation of evidence-based practice (Durrant et al, 2017). For example, learners are introduced to the pieces of evidence available from previous research in the field of microbiology. The learners then begin to appreciate the evidence and device strategies for their practical application in nursing practice. The course introduces learners to topics such as infection control and disease transmission (Durrant et al, 2017). These topics equip learners with skills for the promotion of community health and prevention of transmission of infectious diseases in the community. This course is linked to the outcome of the curriculum which is to produce competent nurses. It is in the microbiology course that the learners are taught in depth the kind of services they will discharge to the community in a practical set up (Durrant et al, 2017). The learner will be evaluated through written examination, oral examination and through his/her participation in addressing nursing issues in a working healthcare institution or a healthcare promotion program. The main challenge for graduate nurses is the difficulty involved in making the transition from being a student to being autonomous nurse professionals (American Nursing Association, 2011). By taking practical microbiology course, the learner should find it easier to make this transition because they have already practiced as students what they are expected to do in a healthcare institution. References American Nursing Association. (2011). Recommendation from IOM on the future of Nursing. Durrant, R. S., Diog, A. K., Buxton, R. L., & Fenn, J. P. (2017). Microbiology education in nursing practice. Journal of Microbiol Edu, 18(2), 18-43. Rafferty, A. M. (1998). Art, Science and Social Science in Nursing: Occupational origin and disciplinary identity. 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