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  2. Developing Resources for Clinical Education [CCA6100]

Faculty of Health, Engineering and Science

School: Nursing and Midwifery

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Developing Resources for Clinical Education

  • Unit Code

    CCA6100

  • Year

    2015

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This unit enables the student to plan a training program for a specific target group within the health care setting. It examines a variety of teaching and learning tools to undertake gap analysis and provides the student with the knowledge and skills to plan, conduct, review and monitor an educational program at group and individual level.

Learning Outcomes

On completion of this unit students should be able to:

  1. Construct a self-directed learning package.
  2. Create an audio-visual record of a presentation delivered to a group of learners.
  3. Critically review training data generated from group and individual education sessions.
  4. Critique assessment procedures in a specific context.
  5. Design a lesson plan.
  6. Design a sustainable training program for a clinical team.
  7. Design experiential, group and individual competency assessment activities.
  8. Produce training sessions for a group of learners and deliver them in the clinical setting.

Unit Content

  1. Competency assessment and assessment tools.
  2. Gap analysis and training needs analysis.
  3. Group presentation skills.
  4. Lesson plans.
  5. Program and individual teaching evaluation.
  6. Self-directed learning packages.
  7. Steps in developing a sustainable training program.
  8. The learning process.

Additional Learning Experience Information

Online modules, guided reading, tutorials and discussion forums.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ONLINE
TypeDescriptionValue
PerformanceWritten and video evidence of teaching presentation50%
AssignmentReflective journal of teaching performance50%

Text References

  • Killen, R. (2005). Programming and assessment for quality teaching and learning. Southbank, Australia: Thomson Learning.
  • Noe, R. A. (2008). Employee training and development. New York, NY: McGraw-Hill/Irwin.
  • Helmut, L.R., & Evans, D. (2006). Models, strategies, and methods for effective teaching. Boston, MA: Pearson/A & B.
  • Gaberson, K. B., & Oermann, M. (2007). Clinical teaching strategies in nursing (2nd ed.). New York, NY: Springer Co.
  • Cooper, L., & Briggs, L. (2003). Fieldwork in the human services [electronic resource]: theory and practice for field educators, practice teachers and supervisors. Sydney, Australia: Allen & Unwin.

Journal References

  • Journal of Staff Development
  • The Teacher Trainer Journal
  • Nurse Education Today
  • International Journal of Training

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CCA6100|2|1

Faculty of Health, Engineering and Science

School: Nursing and Midwifery

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Developing Resources for Clinical Education

  • Unit Code

    CCA6100

  • Year

    2015

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    Online

Description

This unit enables the student to plan a training program for a specific target group within the health care setting. It examines a variety of teaching and learning tools to undertake gap analysis and provides the student with the knowledge and skills to plan, conduct, review and monitor an educational program at group and individual level.

Learning Outcomes

On completion of this unit students should be able to:

  1. Construct a self-directed learning package.
  2. Create an audio-visual record of a presentation delivered to a group of learners.
  3. Critically review training data generated from group and individual education sessions.
  4. Critique assessment procedures in a specific context.
  5. Design a lesson plan.
  6. Design a sustainable training program for a clinical team.
  7. Design experiential, group and individual competency assessment activities.
  8. Produce training sessions for a group of learners and deliver them in the clinical setting.

Unit Content

  1. Competency assessment and assessment tools.
  2. Gap analysis and training needs analysis.
  3. Group presentation skills.
  4. Lesson plans.
  5. Program and individual teaching evaluation.
  6. Self-directed learning packages.
  7. Steps in developing a sustainable training program.
  8. The learning process.

Additional Learning Experience Information

Online modules, guided reading, tutorials and discussion forums.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ONLINE
TypeDescriptionValue
PerformanceWritten and video evidence of teaching presentation50%
AssignmentReflective journal of teaching performance50%

Text References

  • Killen, R. (2005). Programming and assessment for quality teaching and learning. Southbank, Australia: Thomson Learning.
  • Noe, R. A. (2008). Employee training and development. New York, NY: McGraw-Hill/Irwin.
  • Helmut, L.R., & Evans, D. (2006). Models, strategies, and methods for effective teaching. Boston, MA: Pearson/A & B.
  • Gaberson, K. B., & Oermann, M. (2007). Clinical teaching strategies in nursing (2nd ed.). New York, NY: Springer Co.
  • Cooper, L., & Briggs, L. (2003). Fieldwork in the human services [electronic resource]: theory and practice for field educators, practice teachers and supervisors. Sydney, Australia: Allen & Unwin.

Journal References

  • Journal of Staff Development
  • The Teacher Trainer Journal
  • Nurse Education Today
  • International Journal of Training

Website References

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

CCA6100|2|2