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  2. Teaching and Learning in the Clinical Setting [NST6101]

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

    Teaching and Learning in the Clinical Setting

  • Unit Code

    NST6101

  • Year

    2016

  • Enrolment Period

    1

  • Version

    2

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines concepts of clinical teaching and learning and provides a comprehensive framework for planning, guiding and evaluating learning activities in the clinical setting.

Equivalent Rule

Unit was previously coded NST5101, NST5149

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse ethical, legal and cultural issues related to clinical teaching.
  2. Analyse models and theories of learning and apply these to the clinical setting.
  3. Appraise the extent of student learning through effective evaluation.
  4. Articulate the process and outcomes of effective clinical teaching.
  5. Clarify the components of an effective clinical learning environment.
  6. Critically evaluate the characteristics of an effective clinical teacher.
  7. Formulate the characteristics of a sustainable education program.
  8. Implement a range of teaching strategies in the clinical setting.

Unit Content

  1. Clinical learning activities.
  2. Ethical, legal and cultural issues in clinical teaching.
  3. Evaluation of clinical competency.
  4. Models and theories of learning.
  5. Philosophy of clinical teaching.
  6. The clinical learning environment.
  7. The process of clinical teaching.

Additional Learning Experience Information

Tutorials, workshops and guided reading.

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.

ON CAMPUS
TypeDescriptionValue
ReportClinical reflection of a teaching session50%
EssayAnalysis of teaching and learning in the clinical setting50%
ONLINE
TypeDescriptionValue
ReportClinical reflection of a teaching session50%
EssayAnalysis of teaching and learning in the clinical setting50%

Text References

  • ^ Gaberson, K.B., & Oermann, M.H. (Eds.). (2010). Clinical teaching strategies in nursing (3rd ed.). New York, NY: Springer Publishing Company.
  • Hays, R. (Ed.). (2006). Teaching and learning in clinical settings. Oxford, England: Radcliffe Publishing Ltd.
  • Hinchcliffe,S. (2009). The practitioner as teacher (4th ed.). London, England: Elsiever.
  • Knowles, M. (1990). The adult learner: A neglected species. Houston TX: Gulf Publishing Co.
  • O'Connor, A.B. (2006). Clinical instruction and evaluation: A teaching resource (2nd ed.). Ontario, Canada: Jones and Bartlett Publishers.
  • Stuart, C.C. (2007). Assessment, supervision and support in clinical practice: A guide for nurses, midwives and other health professionals (2nd ed.). London, England: Churchill Livingstone Elsevier.
  • Taylor, K. (2010). Health care and indigenous Australians: cultural safety in practice. Victoria, Australia: Palgrave Macmillan.
  • DeYoung, S. (2008). Teaching strategies for nurse educators (2nd ed.). New Jersey, NY: Pearson Education.
  • Knowles, M. (1998). The adult learner: The definitive classic in adult education and human resource development (5th ed.). Houston TX: Gulf Publishing Co.

Journal References

  • Journal of Advanced Nursing
  • Journal for Nurses in Staff Development
  • Journal of Nursing Education
  • Journal of Nursing Scholarship
  • Journal of Nursing Staff Development
  • Journal of Professional Nursing
  • Nurse Education Today
  • Research in Nursing and Health
  • Nurse Educator

^ Mandatory reference

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.

NST6101|2|1

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

    Teaching and Learning in the Clinical Setting

  • Unit Code

    NST6101

  • Year

    2016

  • Enrolment Period

    2

  • Version

    2

  • Credit Points

    20

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus
    Online

Description

This unit examines concepts of clinical teaching and learning and provides a comprehensive framework for planning, guiding and evaluating learning activities in the clinical setting.

Equivalent Rule

Unit was previously coded NST5101, NST5149

Learning Outcomes

On completion of this unit students should be able to:

  1. Analyse ethical, legal and cultural issues related to clinical teaching.
  2. Analyse models and theories of learning and apply these to the clinical setting.
  3. Appraise the extent of student learning through effective evaluation.
  4. Articulate the process and outcomes of effective clinical teaching.
  5. Clarify the components of an effective clinical learning environment.
  6. Critically evaluate the characteristics of an effective clinical teacher.
  7. Formulate the characteristics of a sustainable education program.
  8. Implement a range of teaching strategies in the clinical setting.

Unit Content

  1. Clinical learning activities.
  2. Ethical, legal and cultural issues in clinical teaching.
  3. Evaluation of clinical competency.
  4. Models and theories of learning.
  5. Philosophy of clinical teaching.
  6. The clinical learning environment.
  7. The process of clinical teaching.

Additional Learning Experience Information

Tutorials, workshops and guided reading.

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.

ON CAMPUS
TypeDescriptionValue
ReportCritical reflection of a teaching session50%
EssayAnalysis of an education program in the clinical setting50%
ONLINE
TypeDescriptionValue
Reflective PracticeCritical reflection of a teaching session50%
EssayAnalysis of teaching and learning in the clinical setting50%

Text References

  • ^ Gaberson, K.B.,Oermann, M.H., & Shellenbarger, T. (Eds.). (2015). Clinical teaching strategies in nursing (4th ed.). New York, NY: Springer Publishing Company.
  • Hinchcliffe,S. (2009). The practitioner as teacher (4th ed.). London, England: Elsiever.
  • Knowles, M. (1990). The adult learner: A neglected species. Houston, TX: Gulf Publishing Co. Note: Seminal Reference.
  • Knowles, M. (1998). The adult learner: The definitive classic in adult education and human resource development (5th ed.). Houston, TX: Gulf Publishing Co. Note: Seminal Reference.
  • Seabrook, M. (2014). How to teach in clinical settings. Oxford, England: John Wiley and Sons Ltd.
  • Taylor, K. (2010). Health care and indigenous Australians: cultural safety in practice. Victoria, Australia: Palgrave Macmillan.
  • Oermann, M, A. (2013). Teaching in nursing and the role of the educator. New York, NY: Springer Publishing Ltd.

Journal References

  • Journal of Advanced Nursing
  • Journal for Nurses in Staff Development
  • Journal of Nursing Education
  • Journal of Nursing Scholarship
  • Journal of Nursing Staff Development
  • Journal of Professional Nursing
  • Nurse Education Today
  • Research in Nursing and Health
  • Nurse Educator

^ Mandatory reference

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.

NST6101|2|2