This course will provide a foundation in theory and application of essential knowledge for teaching students, consumers and continuing education in a variety of settings. The course content begins with an introduction to teaching and learning and the history of medical education and traditional education. Content will focus on answering the following questions: what is learning; what do learners need to learn; how is learning organized; and who are the learners.
This course prepares the student to select and implement instructional strategies and media that are appropriate to the learning style of the learner, the content to be taught, the behavioral objectives of the learning material, and the processes of learning. The course includes both didactic and experiential experiences and provides a strong linkage to techniques for evaluating the impact of various instructional strategies on learning. Attention is given to basic measurement principles of reliability and validity, test construction, assessing skill acquisition and competence, and interpreting results from measures.
We live in a time exploding with data. Everything from individual wearable technology to community and national profiles, yet few students are prepared with the quantitative skills to analyze and evaluate that data and draw conclusions. This course will present basic statistical methods to a broad range of medical or public health problems. The course will emphasize the use of these methods and the interpretation of results using bio-medical and health sciences applications; healing clinicians move beyond the data to decisions.
Clinical appraisal skills are now as much a part of the clinician’s toolbox as the ability to diagnose conditions and prescribe treatments. Critical appraisal skills allow clinicians to prioritize evidence that can improve outcomes. It is critical that inter-professional team members all demonstrate this skill and that faculty are adept at teaching this skills as it is now routinely tested in medical, dental, pharmacy and nursing examination.
This course will provide students with a comprehensive overview of the process of writing for scholarly journals. Students will read and analyze articles from a variety of journals, focusing on both the form and content of research articles, case studies, meta-analyses, theoretical articles, and book reviews.
The Impact Institute is an opportunity for students to engage in face-to-face teaching and learning and develop a deeper understanding of the concepts and skills learned over the four online courses. Additionally, this institute will provide the reflection and intergroup dialogue that is integral to leadership development. Students will present their proposed research project and the potential for impact on their profession. 4-day residency requirement.
This elective, online course is designed to offer nursing graduate students opportunities to consider various aspects of the nursing faculty role within the contexts of academic institutions and nursing programs in which faculty function. Role preparation, faculty job market, various avenues for entry, and the teaching, research/scholarship, and service aspects of the role are addressed. Various external influences such as accreditation, faculty shortage, and national initiatives will be explored.
This course will provide a foundation for creating and teaching in online learning environments. The focus areas are pedagogy, infrastructure, design, and teaching online. Topics important for online learning will include re-conceptualizing courses from the traditional classroom to online environments, designing, teaching, and managing online and hybrid learning environments, interacting with learner’s online, assessing student learning, and evaluating courses.
Theoretical knowledge acquired in concepts and strategies courses will be synthesized through seminars and a practicum in an educational setting. Seminars will focus on issues related to the teaching of nursing and health professional. The practicum is a precepted experience with a master teacher selected by the faculty facilitator. Individual aspects and deliverables of the practicum experience will be negotiated between the student, preceptor, and faculty facilitator in a learning contract.
This doctoral course is designed to introduce students to the history, principles, and practice of qualitative research. The course will cover the theoretical and multidisciplinary origins of the methods as well as the application of qualitative methods germane to health professional practice, programs, and policy. This course is an experiential course embedded with the core qualitative methods of observation, interviews and document analysis (including ethnography, narrative analysis text or discourse analysis, visual analysis, case study, grounded theory, oral/life history, focus groups, phenomenology, and action research.
The primary aim of this course is to provide students with a foundation in multivariate data analytic techniques, including advanced linear regression, logistic regression, and analysis of variance. This course is designed as an applied statistics course, meaning that we will move beyond abstract theoretical discussions and focus on the applications of statistical theory and knowledge to real-world data. The course assumes a baseline understanding of introductory statistics and multiple regression.
The purpose of this online elective course is to introduce registered nurses to ways of being safe, efficient, and effective clinical educators. Learning the key role of the clinical educator is achieved through learning and applying concepts to the clinical setting. Content will focus on the foundations of clinical education and the role and responsibilities of the clinical educator. Models that inform clinical learning and practice are examined. Methods and strategies of organizing the clinical learning experience to enhance the desired outcomes are identified. Various methods of student assessment are examined, and a feedback loop to inform and protect the student-patient-faculty triad will be identified. Discussions and case studies will provide opportunities to apply content.
Students will search, critique, compare and contrast the highest quality educational research using an approach consistent with best practices in educational research design and implementation. At the conclusion of this course, the student will be assigned a committee chair, will be allowed to select two qualified committee members. They will submit their proposed research and methods for consideration to progress to the third year. Students must complete an oral presentation and formal examination to progress.
In consultation with a master teacher selected by the faculty facilitator, the 3rd year Ph.D. candidate will mentor a second year NURS 792 student. Individual aspects and deliverables of the practicum experience will be negotiated between the student, preceptor, and faculty facilitator in a learning contract.
This course is designed to create a community of scholar-practitioners working together to explore a variety of constructs, principles, and models of leadership and to apply that learning to current, and future leadership experiences and opportunities. The course encourages a scholar-practitioner analysis of these experiences/opportunities with focused application to academic and professional goals of Ph.D. students. Students are expected to draw on learning from prior life experiences, and new learning acquired in this course to complete the course activities and produce products that focus on context-based problems in urban educational organizations (or others) and demonstrate evidenced-based leadership strategies for leveraging change.
Candidates will work with committee members to advance research and progress of project, dissertation and prepare for publication throughout the semester online and attend a 4-day residency requirement.
This course provides advanced concepts regarding the assessment, design, and implementation of evaluations of educational programs. Topics focus on all aspects of assessment design and implementation of educational evaluations, including considering the clinical context, audience, and purposes for evaluations, developing an evaluation plan, preparing the evaluation design, designing evaluation instruments and measures, collecting, analyzing, and reporting evaluation data, and adhering to professional ethical principles. Students will be expected to apply research methods, conduct data analysis using Microsoft Excel, SPSS, or other statistical software to complete some assignments. There will be written assignments and a final project that requires each student to design an evaluation proposal on an educational topic of personal and professional interest.
Candidates will have completed HPE 851 proposal, literature review, methods, data analysis at this juncture and will continue to work with committee members to advance research and progress of project, dissertation and prepare for publication. Dissertation Boot camp, Defense and publication.