Get NURS 6331 Week 2: Addressing Learner Needs With Learning Objectives essay assignment help
NURS 6331 Week 2: Addressing Learner Needs With Learning Objectives essay assignment
NURS 6331: Teaching Learning Strategies: Integrating Technology Into Nursing Education | Week 2 essay assignment
At a recent faculty training, Sandra, the School of Nursing’s Dean, overviewed a new curriculum policy that places an increased emphasis on the development and alignment of learning objectives. Sandra stated that during the assessment committee’s annual review, they noticed a few courses that failed to adequately measure student learning. The administration’s analysis also concluded that a handful of learning needs went unattended due to the misalignment of learning objectives. As Sandra spoke, she reiterated her confidence in her faculty and commended all for the thought and effort that each instructor places into his or her course. Justin, a relatively new instructor to the University, nodded his head in agreement. Justin had always felt the creation of learning objectives to be his weakness and was somewhat relieved to hear that he was not the only one who struggled with this particular skill.
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Not unlike Justin in the scenario above, novice and experienced nurse educators alike often struggle with writing meaningful and measurable learning objectives. In addition, the need to closely align objectives to learning activities adds another layer of complexity. This week, you examine strategies for writing appropriate learning objectives. You will also be introduced to ASSURE, an instructional design model often used for developing courses that incorporate different kinds of media and technology.
- Create learning activities to address specific learning needs
- Construct meaningful and measurable learning objectives
- Analyze the alignment of learning objectives to learning activities
- Design a draft of a lesson plan for the virtual lesson
Discussion: Crafting Meaningful and Measurable Learning Objectives essay asssignment
Medical education uses a range of terms—aims, learning outcomes, learning objectives, competencies—to describe what learners should achieve as a result of educational interventions. This can be confusing, but it is often important that end points are clearly defined before the learning takes place. It is like planning a journey—if you don’t know where you intend to go before you start, you may end up somewhere you don’t want to be.
—McKimm, J., & Swanwick, T.
Learning objectives lay the foundation for a lesson. As the quote above alludes to, they (learning objectives) provide not only a starting point, but also a destination. When crafted meaningfully, learning objectives can provide nurse educators with measurable and observable behaviors. In addition, when communicated early, often, and clearly, learning objectives can better address student, staff, and patient learning needs.
Learning needs, or gaps in knowledge, range from concepts and attitudes to psychomotor skills. In addition, the learning needs of baccalaureate nursing students will differ greatly from the learning needs of doctoral nursing students. Likewise, the learning needs of cardiac patients will differ from those of diabetic patients. In effect, the learning experiences in which each audience engages must be carefully and meaningfully tailored towards their specific needs.
- Select an audience of learners (nursing students, nursing staff, or patients) that you are interested in teaching.
- Reflect on the diverse learning needs of this specific audience and select one to further investigate for your Discussion*.
- Review the article, Writing Learning Objectives that Help You Teach and Students Learn (Part 1), and the links to the Lesson Plan Tutorials, which are located in this week’s Learning Resources. Reflect on the examples and non-examples of action verbs. Then, consider the action verbs that you might select to address the identified learning need.
- Review the Crafting Learning Objectives document, which is located in this week’s Learning Resources. Then, craft at least two learning objectives—relevant to the learning need that you identified, which follow the format required of the Nursing Education specialization.
- Consider learning activities that might align to these learning objectives. For example, if the learning objective is to demonstrate the ability to accurately take a patient’s blood pressure, the activity should involve students practicing the process of blood pressure readings; if the learning objective is to compare learning theories, the activity may include a small group discussion.
- Consider how each activity could be used to meaningfully assess student, staff, or patient learning.
- Keeping the audience and learning need in mind, create a description of a learning activity that aligns to the objectives.
* Select an audience and learning need about which you are genuinely interested. You will keep this focus (audience, learning need, learning objectives) and expand on it over the next three Discussions.
By Day 3
Post the audience and learning need that you have selected. Describe the learning activity that you might use to address this need and identify at least two appropriate learning objectives. Explain how each objective aligns to the learning activity, as well as how each objective can be used to meaningfully assess student, staff, or patient learning. Justify your response with references to this week’s Learning Resources and current literature.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days using one or more of the following approaches:
- Critique the alignment of a colleague’s learning activity and learning objectives by offering additional insights from this week’s Learning Resources or current literature.
- Critique a colleague’s learning objectives by identifying strengths and/or suggestions for improvement.
- Offer and support an additional activity a colleague could have created to address his or her selected learning need.
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