- Home Page
- Table of Contents
- Tab 1) Philosophy Statements
- Tab 2) Summary of Personal Information
- Tab 3) Competency I: Facilitate Learning
- Tab 4) Competency II: Facilitate Learner Development and Socialization
- Tab 5) Competency III: Use Assessment and Evaluation Strategies
- Tab 6) Competency IV: Participate in Curriculum Design & Evaluation of Program Outcomes
- Tab 7) Competency V: Function as Change Agent & Leader
- Tab 8) Competency VI: Pursue Continuous Quality Improvment in the Nurse Educator Role
- Tab 9) Competency VII: Engage in Scholarship
- Tab 10) Competency VIII: Function within the Educational Environment
- Tab 11) Summary of Relevant Information
- Appendix A
- Appendix A
- Appendix B
- Appendix C
- Appendix D
- Appendix D continued
- Appendix E
- Appendix E Continued
Examples of Nurse Educator Materials
During my graduate school clinical practicum in the fall of 2010 I had the opportunity to develop and instruct two PowerPoint presentations. The first was Infections of the Lower Respiratory Tract which included Tuberculosis, Lung cancer, Bronchiectasis, and pneumonia. These presentations are included in Appendix A8-A9. These presentations include multiple teaching strategies to enhance student learning such as the use of video media, case studies, lecture, and handouts. The students were asked to provide an evaluation of my instructional techniques and these are included in Appendix D.
The Quality of care PowerPoint presentation was also developed during my graduate practicum. My preceptor assigned me this topic as I have hospital and home care experience in quality abd safety. Again, the PowerPoint was developed to as a guide for my instruction while the students took notes in their syllabus. Teaching strategies included video media, case studies, lecture, and handouts. This presentation is also located in Appendix A-10 and the student evaluations in Appendix D.
Grounds teaching strategies in educational theory and evidence-based teaching practice
The Orem model of nursing, also known as the self care deficit model theory is one of the most frequently used theories in general nursing practice (Timmins & Horna, 2007). The aim of professional nursing within the supportive-educative program of Orem's theory is to focus on each individual's ability to perform self care and help patients meet their own therapeutic self care demands. Through patient education nurses can influence patient's decisions related to the concept of self care and adherence to treatment should occur as a result (Herber, Schnepp, & Rieger, 2008).
References:
Herber, O., Schnepp, W., & Rieger, M. (2008). Developing a nurese-led education program to
enhance self-care agency in leg ulcer patients. Nursing Science Quarterly, 21 (2), 150-155.
Timmons, S., & Horan, P. (2007). A critical analysis of the potential contribution of Orem's (2001)
self-care deficit nursing theory and contemporary coronary care nursing practice. European
Journal of cardiovascular Nursing, 61 (1), 32-39.
During my graduate school clinical practicum in the fall of 2010 I had the opportunity to develop and instruct two PowerPoint presentations. The first was Infections of the Lower Respiratory Tract which included Tuberculosis, Lung cancer, Bronchiectasis, and pneumonia. These presentations are included in Appendix A8-A9. These presentations include multiple teaching strategies to enhance student learning such as the use of video media, case studies, lecture, and handouts. The students were asked to provide an evaluation of my instructional techniques and these are included in Appendix D.
The Quality of care PowerPoint presentation was also developed during my graduate practicum. My preceptor assigned me this topic as I have hospital and home care experience in quality abd safety. Again, the PowerPoint was developed to as a guide for my instruction while the students took notes in their syllabus. Teaching strategies included video media, case studies, lecture, and handouts. This presentation is also located in Appendix A-10 and the student evaluations in Appendix D.
Grounds teaching strategies in educational theory and evidence-based teaching practice
The Orem model of nursing, also known as the self care deficit model theory is one of the most frequently used theories in general nursing practice (Timmins & Horna, 2007). The aim of professional nursing within the supportive-educative program of Orem's theory is to focus on each individual's ability to perform self care and help patients meet their own therapeutic self care demands. Through patient education nurses can influence patient's decisions related to the concept of self care and adherence to treatment should occur as a result (Herber, Schnepp, & Rieger, 2008).
References:
Herber, O., Schnepp, W., & Rieger, M. (2008). Developing a nurese-led education program to
enhance self-care agency in leg ulcer patients. Nursing Science Quarterly, 21 (2), 150-155.
Timmons, S., & Horan, P. (2007). A critical analysis of the potential contribution of Orem's (2001)
self-care deficit nursing theory and contemporary coronary care nursing practice. European
Journal of cardiovascular Nursing, 61 (1), 32-39.
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