Organizing the course outline edited with new template

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  • 1. ORGANIZING THE COURSE OUTLINE Adrian Michael D. Agulto, RN UST Graduate School
  • 2. COURSE SEQUENCING
  • 3. Sequencing• Sequencing instruction/objectives helps ensure that learners are introduced systematically to what they must know and do to perform competently.• There are six approaches to sequencing performance objectives. The approach to use is dependent on the learning objectives and the instructional environment and at times the learners themselves.
  • 4. Sequence the Different Units and Topics• Chronological – for time sequenced content past – present –future• Topical – by concepts, problems or issues• Whole to part – from a complete description of a model or objects to each related parts• Part to Whole – from each part of a larger object or abstraction to form a whole• Known to Unknown – from what learners know and gradually led into what they do not know• Step-by-step linear – used for tasks/process/procedure/methodology
  • 5. Chronological sequencing• The content is arranged by time sequence with the presentation of later events preceded by discussion of earlier ones. Instruction is sequenced from past to present to future.
  • 6. Topical sequencing• When performance objectives are sequenced topically, learners are immediately immersed in the middle of a topical problem or issue.• Learners are then led back in time to see how the problem originated and at times forward to see what will happen if the problem is not solved.• Case scenarios, case studies, problem – solving.
  • 7. Whole-to-part sequencing• Learners are presented with an overarching logic to govern what they should know.• In this way, they can see how each part relates to a larger conceptual system.• Learners are first presented with a complete model or a description of the full complexities of a physical object, abstraction or a work duty.• For example we study about anatomy of body then we study about disease.
  • 8. Part-to-whole sequencing• Learners are presented with each part of a larger object, abstraction, or work duty.• By the end of instruction, they should be able to conceptualize the entire object or abstraction or be able to perform the entire duty.• For the example immediately when we do nursing care to the patient we ask about anything to diagnose the problem and determine the disease.
  • 9. Known-to-unknown sequencing• Learners are introduced to what they already know and are gradually led into what they do not know.• For example in teaching how to develop Web pages using HTML, the instructor finds out how much the students know about the Windows environment and how experienced they are with the Internet before launching into instruction on HTML.
  • 10. Step-by-step sequencing• Learners are introduced to a task by either the steps in the task itself or the knowledge they must possess to perform competently.• Performance objectives are sequenced around each “chunk of knowledge” or “specific skill.”
  • 11. COURSE BLOCKING
  • 12. Course Blocking• Premise of sequencing specific courses and corresponding clinical learning experiences• Consist of blocks of content that are structured around particular clinical specialty areas• Content can relate to specific practice settings and content areas• Ideas of blocking brings order or organization to both teaching and learning• Too much course blocking can sometimes cause content to become isolated from previous or following courses and can impede the learner’s ability to integrate the information
  • 13. COURSE CONTENT
  • 14. Course Content• Content can be delivered in many ways depending on the audience and the type of content. Constructing modules that can accommodate larger groups with various sub audiences is often the best strategy.  Introduction to a Topic • This would be a course or workshop on the basics of the topic. This content would suit beginners who have no or little prior knowledge of the subject  Topics Delivered at an Intermediate Level • If the learners have had some exposure to the topic either by prior experience or education  Topics Delivered at an Advanced Level • advanced audience
  • 15. TYPES OF KNOWLEDGE
  • 16. Types of Knowledge• Logical  understanding of the relationship of ideas to one another. • If a is more than b, and b is more than c, then a is more than c.• Semantic  learning the meaning of words/word definition. • A bachelor is an unmarried male.• Systemic  knowledge of Mathematics and Geometry that applies rules. • There are three sides to a triangle. The sum of their angles is 180 degrees.• Empirical  knowledge that comes through our senses. • There is a computer in front of you right now.
  • 17. UNIT BLOCKING
  • 18. Unit Blocks: NCM 100 - FUNDAMENTALSOF NURSING PRACTICE Existing Revised I. Historical Aspect of I. Nursing as a Profession Nursing II. Professional Aspect of II. Nursing as an Art Nursing III. Health and Illness III. Fundamental Aspects of Nursing Care IV. Ethical and Legal Aspect of Practice
  • 19. Let us examine the structure of each unit. Existing Revised I. Nursing as a I. Historical Aspect of Profession Nursing A. Profession 1. Definition 2. Criteria A. History of Nursing B. Nursing 1. Definition B. Development of modern 2. Characteristics Nursing 3. Focus: Human Responses 4. Personal and professional qualities of a nurse C. History of Nursing 1. In the world 2. In the Philippines
  • 20. K. Levels of Care1. Health Promotion2. Disease Prevention3. Health Maintenance4. Curative5. RehabilitativeL. Basic Interventions to Maintain1. Healthy Lifestyle,2. Oxygenation3. Fluid and electrolyte balance4. Nutrition5. Elimination6. Temperature regulation7. Mobility and exercise8. Hygiene and Comfort,9. Safety, Security and Privacy10.Psychosocial and Spiritual Concerns41Document for Public ConsultationM. Meeting needs related to death and dying/grief and grieving1. Concept of death and dying/grief and grieving2. Care of the terminally ill patients and their families .
  • 21. G. Different Fields in Nursing1. Institutional Nursing ( hospital staff nursing)2. Community Health Nursing ( School nursing / industrialnursing/public health nursing )3. Independent nursing practice4. Nursing in Education5. Nursing in other fields40Document for Public ConsultationH. Communication Skills1. Effective communication2. Purposes of therapeutic communication3. Components of communication4. Criteria for effective verbal communication5. Guidelines for active & effective listening6. Guidelines for use of touch7. Developmental consideration in communication8. Communicating with people who area. Physically challengedb. Cognitively challengedc. Aggressive
  • 22. 9. General guidelines for trans-cultural therapeuticcommunicationI. Nursing Process1. Assessment2. Nursing Diagnosis (as a concept and process)3. Planning (long-term, short-term, priority setting,formulation of objectives)4. Intervention (collaborative, independent nursinginterventions)5. Evaluation (formative, summative)6. Documentation of plan of care /reportingJ. Health and Illness:1. Recall concepts learned about man as an individual and asa member of the family2. Define Health. Wellness and Illness3. Explain the dimensions of wellness4. Discuss the Health-Illness Continuum5. Enumerate the stages of wellness and Illness6. Describe the three levels of Prevention
  • 23. K. Levels of Care1. Health Promotion2. Disease Prevention3. Health Maintenance4. Curative5. RehabilitativeL. Basic Interventions to Maintain1. Healthy Lifestyle,2. Oxygenation3. Fluid and electrolyte balance4. Nutrition5. Elimination6. Temperature regulation7. Mobility and exercise8. Hygiene and Comfort,9. Safety, Security and Privacy10.Psychosocial and Spiritual Concerns41Document for Public ConsultationM. Meeting needs related to death and dying/grief and grieving1. Concept of death and dying/grief and grieving2. Care of the terminally ill patients and their families .
  • 24. II. Nursing as an Art II. Professional Aspect of Nursing1. Definition of Arts A. Nursing as a Profession2. Why is nursing an art? 1. Concepts3. Concepts related to the art of 2. Roles and Responsibilities of a nursing Professional nurse4. Self-awareness/concept 3. Criteria (Who am I?) 4. Characteristics5. Self enhancement (How do I 5. Personal and professional qualities become a better person?) of a nurse6. Caring : An Integral 6. Scope of Nursing Practice based on Component of Nursing RA 91737. Nursing – Client Relationship8. Therapeutic communication9. Focus of Nursing
  • 25. *please see hand-out. B. Nursing as an Art 1. Concepts of Nursing as an Art 2. Caring : An Integral Component of Nursing 3. Nursing – Client Relationship 4. Therapeutic communication 5. Focus of Nursing C. Different Fields in Nursing Profession 1. Institutional Nursing ( hospital staff nursing) 2. Community Health Nursing ( School nursing /industrial nursing/public health nursing ) 3. Independent nursing practice 4. Nursing in Education 5. Nursing in other fields
  • 26. III. Fundamental AspectsIII. Health and of Nursing Care Illness A. Nursing as Science1. Recall concepts learned about 1. Health and Illness man as an individual andas a member of the family B. Nursing Process2. Define Health. Wellness and 1. Assessment Illness 2. Nursing Diagnosis3. Explain the dimensions of 3. Planning wellness 4. Intervention4. Discuss the Health-Illness 5. Evaluation Continuum 6. Documentation5. Enumerate the stages of wellness and Illness C. Levels of Care6. Describe the three levels of 1. Health Promotion Prevention 2. Disease Prevention 3. Health Maintenance 4. Curative 5. Rehabilitative
  • 27. No existing Unit IV. IV. Ethico-legal Aspect of Practice A. Overview of the Code of Ethics for Nurses/Filipino Bill of Rights/Legal Aspects B. Professional Aspects of Nursing Practice 1. Bill of Rights 2. Code of Ethics C. Legal Aspects of Nursing Practice 9. Moral accountability/Responsibility D. Growth of Professionalism 1. Profession Development 2. Specialized Education 3. Nursing Autonomy
  • 28. COURSE MAPPING
  • 29. COURSE MAP FUNDAMENTALS OF NURSING PRACTICE UNIT 1: Historical Aspect UNIT 2: Professional Aspect UNIT 3: Fundamental Aspect of UNIT 4: Ethico-legal Aspect of Nursing of Nursing Nursing Care of Practice A. Overview of the Professional Nursing PracticeA. History of Nursing A. Overview of the Code 1. Roles and Responsibilities of a Professional nurse A. Nursing as Science of Ethics forB. Development of Nurses/Filipino Bill of 2. Scope of Nursing Practice 1. Health and Illnessmodern Nursing based on RA 9173 Rights/Legal Aspects B. Nursing Process B. Nursing as an Art 1. Assessment 1. Concepts of Nursing as an B. Professional Aspects 2. Nursing Diagnosis of Nursing Practice Art 3. Planning 2. Caring : An Integral 1. Bill of Rights 4. Intervention 2. Code of Ethics Component of Nursing 5. Evaluation 3. Nursing – Client Relationship 6. Documentation C. Legal Aspects of 4. Therapeutic communication 5. Focus of Nursing Nursing Practice C. Levels of Care 1. Moral 1. Health Promotion accountability/Responsibi C. Nursing as a Profession lity 2. Disease Prevention 1. Definition 3. Health Maintenance 2. Criteria 4. Curative 2. Characteristics 5. Rehabilitative 3. Personal and professional qualities of a nurse
  • 30. UNIT 3: Essential Aspect of UNIT 2: Professional Aspect of Nursing Nursing Care D. Communication Skills D. Growth of Professionalism 1. Effective communication 1. Profession Development 2. Purposes of therapeutic communication 2. Specialized Education 3. Components of communication 3. Nursing Autonomy 4. Criteria for effective verbal communication 5. Guidelines for active & effective listening E. Different Fields in Nursing 6. Guidelines for use of touch 1. Institutional Nursing ( hospital staff nursing) 7. Developmental consideration in communication 2. Community Health Nursing ( School 8. Communicating with people who are nursing /industrial a. Physically challenged nursing/public health nursing ) b. Cognitively challenged 3. Independent nursing practice c. Aggressive 4. Nursing in Education 9. General guidelines for trans-cultural therapeutic 5. Nursing in other fields communication E. Basic Interventions 1. Healthy Lifestyle, 2. Oxygenation 3. Fluid and electrolyte balance 4. Nutrition 5. Elimination 6. Temperature regulation 7. Mobility and exercise 8. Hygiene and Comfort, 9. Safety, Security and PrivacyCOURSE MAP 10.Psychosocial and Spiritual Concerns 11. Post mortem care
  • 31. Activity 2 & 4 - Reorganizing Course Content & Course Mapping