Overview
This course provides you with a comprehensive framework for planning, guiding and evaluating learning activities in the clinical setting. You will explore theories and concepts that underpin adult learning to support your teaching in the clinical environment. You will develop the skills and knowledge to foster a culture of learning that includes engagement with health professionals and others in the clinical setting, to share knowledge and practices that support person-centered care.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Apply clinical education theoretical frameworks to your specialty
- Explain a philosophy for teaching practice relevant to the clinical context
- Construct an educational plan for a specific health/patient education context
- Conduct and evaluate a clinical educational session
- Examine the ethical and legal issues related to clinical teaching and learning.
NA
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Workplace Project - 50% | |||||
| 2 - Reflective Practice Assignment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Workplace Project - 50% | ||||||||
| 2 - Reflective Practice Assignment - 50% | ||||||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
a.baldwin@cqu.edu.au
j.m.shaw@cqu.edu.au
Module/Topic
Introduction to learning and teaching in the clinical setting
Clinical learning and teaching in the international and
national context
Chapter
Events and Submissions/Topic
- Readings related to the topic
- ZOOM tutorial - Introducing the unit of study, identifying
milestones, discussion on the assignments
- Discussion Forum – Tell us a little about yourself and what
you hope to learn from this unit of study.
Module/Topic
The teaching and learning cycle
Teaching principles
Gibbs cycle for reflective practice
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial - Planning your workplace project
Module/Topic
Teaching principles
Fundamentals of learning success
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- Discussion Forum - Reflection on practice
Module/Topic
Strategies for adult learning
Planning the learning experience
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- Discussion Forum - Reflection on practice
Module/Topic
The importance of communication in learning and teaching
Considering a personal model of teaching
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial – Knowing yourself
Module/Topic
Nil
Chapter
Events and Submissions/Topic
Module/Topic
Teaching methods in clinical practice
- Simulation
- Peer learning
- Mentoring in practice
- Problem based learning
- Reflections
- Case studies
- Ward rounds and hand over
- The teaching moment
Chapter
Nil
Events and Submissions/Topic
- Literature search on one teaching method
- Discussion Forum - Reflection on practice
ASSESSMENT 1 DUE: FRIDAY 26TH APRIL
Workplace Teaching Project Due: Week 6 Friday (26 Apr 2019) 11:55 pm AEST
Module/Topic
Developing a positive environment for teaching
·
Using learner strengths and abilities
·
Organisational space and place
·
Preparation
Chapter
Nil
Events and Submissions/Topic
- Prescribed readings
- ZOOM Tutorial – Identifying learning strengths – avoiding the square peg in a round hole
Module/Topic
Using evidenced based practice in teaching
Testing learner knowledge
Setting learning goals
Teaching clinical skills
Chapter
Nil
Events and Submissions/Topic
- Discussion Forum - Reflection on practice
Module/Topic
Providing effective feedback
Planning next steps
Managing performance
Chapter
Nil
Events and Submissions/Topic
ZOOM Tutorial – Managing difficult situations
Module/Topic
Barriers to effective teaching and learning
Common challenges
Finding solutions
Workplace conflict
Chapter
Events and Submissions/Topic
Discussion
Forum - Reflection on practice
Module/Topic
Clinical leadership
Clinical governance
Chapter
Nil
Events and Submissions/Topic
ZOOM Tutorial – Continuing practice development for quality care
ASSESSMENT 2 DUE: WEDNESDAY 29TH MAY
Reflective Practice Assignment (50%) Due: Week 11 Wednesday (29 May 2019) 11:55 pm AEST
Module/Topic
Monitoring and evaluating learning outcomes
Planning the annual learning cycle
Chapter
Nil
Events and Submissions/Topic
Discussion Forum - Reflection on practice
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Workplace Project
Task Description
This assessment has three parts and all three parts are required to be submitted.
Part A requires you to submit a 1000 word essay explaining and justifying your teaching philosophy and the education theoretical framework that will underpin your planned teaching session (20%).
Part B requires you to submit a lesson plan for an educational session on a topic related to your specialty using the given Proforma (up to 300 words) plus a 15 min video/zoom recorded education session presenting that topic (25%).
Part C requires you to submit your assessment of five (5) colleagues’ recorded presentations, inclusive of constructive feedback, using the given assessment criteria (5%).
Task Instructions
STEP 1:
PART A: ESSAY
The aim of this essay is to provide insight into your educational philosophy and how combined with the use of the selected theoretical framework used in the unit, supports the presentation of your chosen topic.
Your essay should introduce the reader to the discussion of your teaching philosophy and the educational philosophy that underpins your education session; explain why these are important in education; and provide the outline the way in which your discussion of the topic will be presented.
· The content of the essay:
- should describe your teaching philosophy and justify how it supports the topic you have presented
- describe the educational framework and justify how it supports the topic you presented and how it relates to your educational philosophy
· The essay should conclude with an overview of your discussion and an opinion on the appropriateness and usefulness of your teaching philosophy and educational framework in supporting the education session.
Essay Format
Font size is Calibri 11 or Times New Roman 12 and double spaced
You should use APA 2016 edition referencing style - URL https://www.cqu.edu.au/__data/assets/pdf_file/0019/244045/APAGuide.pdf
Your essay should be page numbered and include a title page
The word count Part A Step 1: 300 maximum; Step 2: is 1000 (+/- 10%).
Refer to the marking rubric prior to writing.
STEP 2 - PART B
LESSON PLAN:
Using the given lesson plan proforma,- Identify the topic from your specialty on which you will educate your learner
- Identify your learner/audience characteristics that will affect the lesson delivery. The learner may be a colleague/student nurse/patient.
- Identify the context of delivery
· List the learning outcomes (maximum 5) of the education sessions using Bloom’s taxonomy (Adams, 2015; Su, 2011)
· Identify the content of the education sessions
· List the learning resources you will require for the education session
· Identify how you will assess the learning
Bloom’s Taxonomy references
Adams, N. (2015). Bloom's taxonomy of cognitive learning objectives. Journal of the Medical Library Association, 103(3), 152-153. doi: 10.3163/1536-5050.103.3.010
Su, Whei Ming, & Osisek, P. (2011). The revised bloom's taxonomy: Implications for educating nurses. The Journal of Continuing Education in Nursing, 42(7), 321-7. http://dx.doi.org.ezproxy.cqu.edu.au/10.3928/00220124-20110621-05
STEP 3: PART B
RECORDED EDUCATION SESSION
The aim of this session is to demonstrate your skills and ability to provide education
After developing your lesson plan organise your venue and the necessary equipment to provide and record your education session – this may also include a learner.
· Your recording may be a video or a Zoom recording.
· Record the education session
· Introduce yourself to the learner and provide the overall aim of the education session
· Ensure that your learning outcomes and required content are addressed
· Ensure that your learner is engaged in the session
· Demonstrate assessment in the education
· Provide feedback on learning
· Conclude the learning session
STEP 4: PART C
ASSESSMENT OF EDUCATION SESSIONS
This activity provides you with the opportunity to demonstrate your ability to provide objective and constructive feedback in the critique of peer education presentations.
Using the provided presentation marking criteria forms, objectively assess the five given education sessions
Provide a summary of your assessment: what was good/what needs work?
Ensure that your written feedback is objective and constructive
Week 6 Friday (26 Apr 2019) 11:55 pm AEST
Please upload your Project here
Week 8 Friday (10 May 2019)
Results will be uploaded with feedback.
NURS20166 Assessment 1 Part A Essay Rubric
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 50% | |
| Structure 30% | |||||
| Efficiency and organization10% | |||||
| The essay has a very clear and succinct introduction and conclusion. The introduction outlines the direction of the essay and the conclusion very clearly brings it to a logical close. | The essay has a clear introduction/conclusion. The topic is introduced and outlines the direction of the essay. The conclusion brings the essay to a logical close. | The essay has an appropriate introduction and conclusion, however it is not clearly presented. | The essay has an introduction and conclusion which are confusing and difficult to follow. | The essay does not have an introduction and/or a conclusion. | /10 |
| Presentation 10% | |||||
| The essay has an excellent presentation. The essay demonstrates an expert command of the topic and is well well-paced, confident and compelling. The essay is very well-presented and free from errors. | A very good presentation. The essay demonstrates a very sound understanding of the topic. The written material has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). | The essay is presented well however is has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). | The presenter demonstrates an understanding of the topic and the presentation conveys this. The written material has 5 or 6 inconsistent errors (spelling, grammar and paragraph structure). | Poorly presented assignment. The essay has many inaccuracies in spelling, grammar and paragraph structure. (> 7 errors). | /10 |
| Referencing use 5% | |||||
| Consistently integrates up-to- date references to support and reflect all ideas, factual information and quotations. | Generally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date refs to support and reflect ideas, factual information and quotations. | /5 |
| Referencing | |||||
| There are no errors in the use of references in the essay. | There are 1-2 errors in the use of references. | There are 3-4 errors in the use of references. | There are 5-6 errors in the use of references. | There are more than 7 errors in the use of references. | /5 |
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 50% | |
| Approach and Argument 70% | |||||
| Relevancy 35% | |||||
| Content is entirely relevant to | Content is very relevant to the topic, the approach clearly addresses the task and proceeds logically and is within the word limit. | Content is appropriate to the | Content is irrelevant and | ||
| the topic, the approach | topic, the approach mostly | Content addresses the topic | or does not address the | ||
| comprehensively addresses the topic and proceeds logically and is within the word limit. | addresses the task and for the most part proceeds logically and is within the word limit. | but is at times repetitive or lacks cohesion and is within the set time/ word limit | topic and lacks cohesion. The word limit has not been adhered to | /35 | |
| . | |||||
| Critical analysis 35% | |||||
| There is very clear critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the education session | There is clear critical analysis in the justification of the teaching philosophy and theoretical education framework in supporting the education session | There is evidence of analysis in the justification of the teaching philosophy and theoretical education framework in supporting the education session research | There is little analysis evident in the essay. | There is no evidence of analysis in the essay. | /35 |
| TOTAL | /100 | ||||
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 50% | |
| Lesson Plan | |||||
| The lesson plan is presented concisely and logically | There is clear evidence that the lesson plan is presented clearly and concisely | There is evidence that there has been some attempt to present the lesson plan concisely and logically | There is little evidence that the lesson plan is either concise or logical in presentation | Neither concise or logically presented | /5 |
| All 5 sections of the lesson plan have been clearly addressed | There is clear evidence that all five sections of the lesson plan have been addressed | There is evidence that there has been some attempt to address all five sections of the lesson plan | There is little evidence that all 5 sections of the lesson plan have been addressed | There is no evidence that the 5 sections of the lesson plan have been addressed | /5 |
| Education Session | |||||
| Content | |||||
| The education session clearly follows the lesson plan with the content being very clearly appropriate to the topic and the audience. There has very clearly been appropriate use of relevant resources for the context of the session. Assessment of learning was clearly evident | The education session follows the lesson plan with the content being clearly appropriate to the topic and the audience. There has clearly been appropriate use of relevant resources for the context of the session. Assessment of learning was clearly evident | There is evidence that the education session follows the lesson plan with aspects of the content being appropriate to the topic and the audience. There has been some appropriate use of relevant resources for the context of the session. There was limited evidence of assessment of learning | There is little evidence that the education session follows the lesson plan or that the content is appropriate to the topic or the audience. There has been appropriate little use of relevant resources for the context of the session. There was limited evidence of assessment of learning | There is no evidence that the presentation follows the lesson plan. | /10 |
| Presentation Style | |||||
| The presenter very clearly engaged with the learner/s in a respectful and safe manner effectively communicating both verbally and non-verbally. The presentation very clearly flowed logically | The presenter clearly engaged with the learner/s in a respectful and safe manner effectively communicating both verbally and non-verbally. The presentation clearly flowed logically | There is evidence that the presenter engaged with the learner in a somewhat respectful and safe manner and attempted to communicate both verbally and non-verbally. The presentation flowed logically | There is little evidence that the presenter engaged with the learner in a respectful and safe manner. There is little evidence of effective communication, verbally and non-verbally. The presentation did not continuously flow | There is no evidence o learner engagement. There is no evidence of respectful communication. The presentation did not flow | /5 |
| TOTAL | /25 | ||||
- Apply clinical education theoretical frameworks to your specialty
- Construct an educational plan for a specific health/patient education context
- Conduct and evaluate a clinical educational session
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
2 Reflective Practice Assignment
This assessment addresses the following Unit learning outcomes:
4. Conduct and evaluate a clinical educational session
5. Examine the ethical and legal issues related to clinical teaching and learning.
The aim of this assessment is for you to reflect on and demonstrate your knowledge and skills in the evaluation of lesson plans and related education sessions.
Task Steps
Step 1: Gather your Lesson Plan and the feedback from your lesson plan and presentation, including student feedback, from Assessment 1.
Step 2: Introduce the essay by identifying the topic of discussion, why it is relevant, and the approach you will take in discussing the topic
Step 3: Following the approach identified in the introduction and using the Assessment 1 feedback reflect on your lesson plan and education session from Assessment 1 and evaluate both.
Step 4: Ensure that the evaluation is substantiated using the current reflection and clinical education literature.
Step 5: Conclude with a summary of the discussion and a conclusion regarding your Lesson Plan and Education session.
FORMAT
Font size is Calibri 11 or Times New Roman 12 and double spaced
You should use APA 2016 edition referencing style - URL https://www.cqu.edu.au/__data/assets/pdf_file/0019/244045/APAGuide.pdf
Your essay should be page numbered and include a title page
The word count Part A Step 1: 300 maximum; Step 2: is 1000 (+/- 10%).
Refer to the marking rubric prior to writing.
Week 11 Wednesday (29 May 2019) 11:55 pm AEST
Please upload your assessment here
Review/Exam Week Friday (14 June 2019)
Results will be uploaded online
NURS20166 Assessment 2 Reflective Assignment Rubric
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 50% | |
| Structure 30% | |||||
| Efficiency and organization10% | |||||
| The essay has a very clear and succinct introduction and conclusion. The introduction outlines the direction of the essay and the conclusion very clearly brings it to a logical close. | The essay has a clear introduction/conclusion. The topic is introduced and outlines the direction of the essay. The conclusion brings the essay to a logical close. | The essay has an appropriate introduction and conclusion, however it is not clearly presented. | The essay has an introduction and conclusion which are confusing and difficult to follow. | The essay does not have an introduction and/or a conclusion. | /10 |
| Presentation 10% | |||||
| The essay has an excellent presentation. The essay demonstrates an expert command of the topic and is well well-paced, confident and compelling. The essay is very well-presented and free from errors. | A very good presentation. The essay demonstrates a very sound understanding of the topic. The written material has minor errors (e.g. 1 or 2 errors in spelling, grammar and paragraph structure). | The essay is presented well however is has some errors (e.g. 3 or 4 consistent errors with spelling, grammar and paragraph structure). | The presenter demonstrates an understanding of the topic and the presentation conveys this. The written material has 5 or 6 inconsistent errors (spelling, grammar and paragraph structure). | Poorly presented assignment. The essay has many inaccuracies in spelling, grammar and paragraph structure. (> 7 errors). | /10 |
| Referencing use 5% | |||||
| Consistently integrates up-to- date references to support and reflect all ideas, factual information and quotations. | Generally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 1 or 2 exceptions. | Partly integrates up-to-date references to support and reflect ideas, factual information and quotations, with 3 or 4 exceptions. | Occasionally integrates up-to- date references to support and reflect ideas, factual information and quotations, with 5 or 6 exceptions. | Fails to or infrequent attempts (>7 errors) to integrate up-to-date refs to support and reflect ideas, factual information and quotations. | /5 |
| Referencing 5% | |||||
| There are no errors in the use of references in the essay. | There are 1-2 errors in the use of references. | There are 3-4 errors in the use of references. | There are 5-6 errors in the use of references. | There are more than 7 errors in the use of references. | /5 |
| High Distinction 85 – 100% | Distinction 75 – 84% | Credit 65 – 74% | Pass 50 – 64% | Fail Below 50% | |
| Approach and Argument 70% | |||||
| Relevancy 35% | |||||
| Content is entirely relevant to the topic, the approach comprehensively addresses the topic and proceeds logically and is within the word limit. | Content is very relevant to the topic, the approach clearly addresses the task and proceeds logically and is within the word limit. | Content is appropriate to the topic, the approach mostly addresses the task and for the most part proceeds logically and is within the word limit. | Content addresses the topic but is at times repetitive or lacks cohesion and is within the set time/ word limit | Content is irrelevant and or does not address the topic and lacks cohesion. The word limit has not been adhered to. | /35 |
| Critical analysis 35% | |||||
| There is very clear critical analysis in the reflection of the lesson plan and related education session which is very clearly substantiated by the reflection and clinical education literature | There is clear critical analysis in the reflection of the lesson plan and related education session which is clearly substantiated by the reflection and clinical education literature | There is evidence of analysis in the reflection of the lesson plan and related education session which has been substantiated by the reflection and clinical education literature | There is little analysis evident in the essay. There is little reflection in the essay | There is no evidence of analysis or reflection in the essay. | /35 |
| TOTAL | /100 | ||||
- Explain a philosophy for teaching practice relevant to the clinical context
- Examine the ethical and legal issues related to clinical teaching and learning.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
