The document discusses the roles and responsibilities of teachers. It defines key terms like role, responsibility, characteristic, competence, function, and quality. It also outlines the various roles of a teacher such as instructional role, administrator role, faculty role, and personal role. The document discusses the desired characteristics of effective nurse educators under various competencies like facilitating learning, learner development, using assessment strategies, curriculum design, pursuing quality improvement, engaging in scholarship, and functioning within the educational environment. It provides examples of qualities that effective teachers should possess.
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Teaching learning Process. Process of Teaching learning Process, ELEMENTS OF TEACHING AND LEARNING,SIGNIFICANCE OF TEACHING LEARNING PROCESS IN NURSING
Master rotation plan is the overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme (4 years in B.Sc.(N) and 3 years in GNM) includes both theory and practice denoting the study block, partial block, placement of student in clinical blocks, team nursing, examinations, vacation, co-curricular activities etc.
Master rotation plan is the overall plan of rotation of all students in a particular educational institution, showing the placement of the students belonging to total programme (4 years in B.Sc.(N) and 3 years in GNM) includes both theory and practice denoting the study block, partial block, placement of student in clinical blocks, team nursing, examinations, vacation, co-curricular activities etc.
3300 W. Camelback Road, Phoenix, AZ 85017 gcu.edu15GCU02.docxrobert345678
3300 W. Camelback Road, Phoenix, AZ 85017 | gcu.edu
15GCU0264
PROFESSIONAL DISPOSITIONS OF LEARNERS
Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and that affect
student learning and achievement, motivation and development, as well as the educator’s own professional growth. If sincerely held, dispositions should lead to
actions and patterns of professional conduct.
For GCU College of Education students, these dispositions flow from the university’s mission statement. A values-based education emphasizing community,
character and citizenship in the context of a Christian worldview seeks to teach, reinforce, support and cause teacher candidates to contemplate certain
foundational values which Christianity contends lead to a good life. These normative Christian values are integral to the development, maturity and education
of ethical and morally respectable citizens who continue on the path of lifelong learning and service. For College of Education students, this is manifested in the
professional dispositions each carries into the educational community.
High Expectations
Educators should believe that all students could learn and should set and support realistic expectations for student success.
These expectations should be communicated in positive ways. Educators within the College of Education believe that all students have the capacity to be successful
in their academic endeavors. To that end, they support rigorous, but realistic expectations for student success. Goals for teacher candidates’ achievement are
based on the tenets of critical thinking and a global perspective of the educational community as a whole. Further, goals are stipulated to include the skillsets
and best practices regarding educational theory, methodology and assessment in order to assure teacher candidates complete their programs with a highly
developed and effective pedagogy. Goals and expectations are communicated in a positive and proactive manner with the recognition that teacher candidates
are capable of constructively reaching their goals. Collaboration and teamwork are emphasized in this process, in that the entire educational process is a
collaborative effort directed at a successful and prudent result.
High Expectations is demonstrated by the following behaviors:
• Identifying both strengths and weaknesses in students through assessments
• Using the knowledge to individualize instruction for each student
• Monitoring and assessing in real-time and changing practice almost as quickly
• Knowing students and their interests and abilities
• Communicating expectations positively through a variety of methods
• Including students in the planning of the classroom goals
Respect for the Diversity of Others
Educators should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of the community. Th.
3300 W. Camelback Road, Phoenix, AZ 85017 gcu.edu15GCU02simisterchristen
3300 W. Camelback Road, Phoenix, AZ 85017 | gcu.edu
15GCU0264
PROFESSIONAL DISPOSITIONS OF LEARNERS
Dispositions are the values, commitments and professional ethics that influence behaviors toward students, families, colleagues and communities and that affect
student learning and achievement, motivation and development, as well as the educator’s own professional growth. If sincerely held, dispositions should lead to
actions and patterns of professional conduct.
For GCU College of Education students, these dispositions flow from the university’s mission statement. A values-based education emphasizing community,
character and citizenship in the context of a Christian worldview seeks to teach, reinforce, support and cause teacher candidates to contemplate certain
foundational values which Christianity contends lead to a good life. These normative Christian values are integral to the development, maturity and education
of ethical and morally respectable citizens who continue on the path of lifelong learning and service. For College of Education students, this is manifested in the
professional dispositions each carries into the educational community.
High Expectations
Educators should believe that all students could learn and should set and support realistic expectations for student success.
These expectations should be communicated in positive ways. Educators within the College of Education believe that all students have the capacity to be successful
in their academic endeavors. To that end, they support rigorous, but realistic expectations for student success. Goals for teacher candidates’ achievement are
based on the tenets of critical thinking and a global perspective of the educational community as a whole. Further, goals are stipulated to include the skillsets
and best practices regarding educational theory, methodology and assessment in order to assure teacher candidates complete their programs with a highly
developed and effective pedagogy. Goals and expectations are communicated in a positive and proactive manner with the recognition that teacher candidates
are capable of constructively reaching their goals. Collaboration and teamwork are emphasized in this process, in that the entire educational process is a
collaborative effort directed at a successful and prudent result.
High Expectations is demonstrated by the following behaviors:
• Identifying both strengths and weaknesses in students through assessments
• Using the knowledge to individualize instruction for each student
• Monitoring and assessing in real-time and changing practice almost as quickly
• Knowing students and their interests and abilities
• Communicating expectations positively through a variety of methods
• Including students in the planning of the classroom goals
Respect for the Diversity of Others
Educators should be sensitive to individual learning and the social needs of students and embrace the cultural diversity of the community. Th ...
Building Performance and Global Excellence in Independent and International S...Fiona McVitie
Operating within an increasingly competitive international education landscape, institutions and schools are striving to deliver greater value and better quality education as a priority. Private and international schools need to develop a culture of deliberate, targeted and intentional school improvement to ensure continuous and sustainable progress is made. Dr Phil Cummins will share effective techniques and tips on managing and lifting performance for your school. This practical and interactive session will cover:
• Defining performance: Context, concepts, frameworks, processes
• Understanding individual performance: Appraisal, evaluation, feedback, goal-setting
• Building individual and team performance: Coaching for success
• Building whole school performance: Managing organisational change and learning
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
4. “A good teacher is like a
candle-it consumes
itself to light the way
for others”
5. ROLE: The characteristic and expected
social behaviour of an individual.
RESPONSIBILITY: Taking care of your
duties.
CHARACTERISTIC: A feature that helps to
identify, tell apart, or describe
recognizably; a distinguishing mark or
trait.
COMPETENCE: A specific range of skill,
knowledge, or ability.
6. FUNCTION: The action for which a person
or thing is particularly fitted or employed.
QUALITY:The ongoing process of building
and sustaining relationships by assessing,
anticipating, and fulfilling stated and
implied needs.‘
PASSION: the energy that comes from
bringing more of YOU into what you do.
7. TEACHING : It is concerned with growth and
development of whole personality of the
student-her mind, spirit, character and
effective behaviour.
It is a mixture of art and science.
8. A nurse educator is a nurse who
teaches and prepares licensed
practical nurses (LPN) and
registered nurses (RN) for entry
into practice positions.
-Wikipedia
11. Planning and organising courses
Creating and maintaining a
desirable group climate
Adapting teaching and
instructional materials.
Motivating and challenging
students to pursue & sustain
learning activities.
12. Teaching consisting of a complex role:
Supplying information
Explaining ,clarifying,& interpreting
Demonstrating & explaining procedure, a
process or exhibiting materials
Serve as guie for student projects
Supervise student’s performance
Evaluate teaching and learning outcomes.
13. As a staff member of organizational
hierarchy-chaiman/dean or member of
one or more committees like
currriculum,board of examiners, etc.
Counselor of students
Researcher
Resource person to outside groups
Representative to professional
nursing organizations
Public health relation agent.
15. Maintenance of records of students
progress.
Provision of reference for students.
Participate in time table planning
Attending and contributing to all
educational meetings.
Attending educational social
functions as required.
Conducting different committee
meetings.
16. PREFERRRED FUTURE OF NURSE EDUCATORS WOULD
BE:
More attractive & flexible career opportunities with
creative employment models & working practices.
Improved strategic relationship, robust workforce
planning and coherent national frameworks for health
& social care education.
Career pathways can be aligned with PG clinicians*&
delivery of contemporary health care.
Review of funding for education & staff development.
Greater recognition & reward for the specialized
knowledge& preparation required for practice.
25. Good role model
Dedicated
Clearly enjoys nursing and
teaching
Skilled clinician
26. Provides study guides/ outlines
Provides timely, constructive, and specific feedback
Gives tests that reflect course objectives, lecture
materials, and
study guides
27.
28. COMPETENCY 1: FACILITATE LEARNING
COMPETENCY 2: FACILITATE LEARNER DEVELOPMENT & SOCALIZATION
COMPETENCY 3: USE ASSESSMENT & EVALUATION STRATEGIES
COMPETENCY 4: PARTICIPATE IN CURRICULUM DESIGN & EVALUATION OF
PROGRAM OUTCOMES
COMPETENCY 5: FUNCTION AS CHANGE AGENTS AND LEADERS
COMPETENCY 6: PURSUE CONTINUOUS QUALITY IMPROVEMENT IN THE NURSE
EDUCATOR ROLE
COMPETENCY 7: ENGAGE IN SCHOLARSHIP
COMPETENCY 8: FUNCTION WITHIN THE EDUCATIONAL ENVIRONMENT
29. Implements a variety of teaching strategies appropriate
to learner needs
• Grounds teaching strategies in educational theory and
evidence-based teaching practices
• Recognizes multicultural, gender, and experiential
influences on teaching and learning
• Engages in self-reflection and continued learning to
improve teaching practices that facilitate learning
• Uses information technologies skillfully to support the
teaching-learning process
• Practices skilled oral, written, and electronic
communication that reflects an awareness of self and
others
• Models critical and reflective thinking
COMPETENCY 1: FACILITATE LEARNING
30. • Creates opportunities for learners to develop their
critical thinking
• Shows enthusiasm for teaching, learning, and nursing
that inspires and motivates students
• Demonstrates interest in and respect for learners
• Uses personal attributes (e.g., caring, confidence,
patience, integrity and flexibility) that facilitate learning
• Develops collegial working relationships with students,
faculty colleagues, and clinical agency personnel to
promote positive learning environments
• Maintains the professional practice knowledge base
needed to help learners prepare for contemporary
nursing practice
• Serves as a role model of professional nursing
31. Identifies individual learning styles and unique
learning needs Of multicultural, educationally
disadvantaged, physically challenged, at-risk, and
second degree learners
Provides resources to diverse learners that help
meet their individual learning needs
Engages in effective advisement and counseling
strategies that help learners meet their
professional goals
Creates learning environments that are focused on
socialization to the role of the nurse and facilitate
learners’ self-reflection and personal goal setting
COMPETENCY 2: FACILITATE LEARNER
DEVELOPMENT & SOCALIZATION
32. Recognizes the influence of teaching styles
and interpersonal interactions on learner
outcomes
Assists learners to develop the ability to
engage in thoughtful and constructive self and
peer evaluation
33. Uses extant literature to develop evidence-based
assessment and evaluation practices
Uses a variety of strategies to assess and evaluate
learning in the cognitive, psychomotor, and affective
domains
Implements evidence-based assessment and
evaluation strategies that are appropriate to the
learner and to learning goals
Provides timely, constructive, and thoughtful
feedback to learners
Demonstrates skill in the design and use of tools for
assessing clinical practice
COMPETENCY 3: USE ASSESSMENT & EVALUATION
STRATEGIES
34. Ensures that the curriculum reflects institutional
philosophy and mission, current nursing and health
care trends, and community and societal needs
Demonstrates knowledge of curriculum
development including identifying program
outcomes, developing competency statements,
writing learning objectives, and selecting
appropriate learning activities and evaluation
strategies
Bases curriculum design and implementation
decisions on sound educational principles, theory,
and research
35. • Revises the curriculum based on
assessment of program outcomes, learner
needs, and societal and health care trends
• Implements curricular revisions using
appropriate change theories and strategies
• Creates and maintains community and
clinical partnerships that support
educational goals
• Collaborates with external constituencies
throughout the process of curriculum
revision
36. • Participates in interdisciplinary efforts to address
health care and educational needs locally, regionally,
nationally, or internationally
• Evaluates organizational effectiveness in nursing
education
• Implements strategies for organizational change
• Provides leadership in the parent institution as well as
in the nursing program to enhance the visibility of
nursing and its contributions to the academic community
• Promotes innovative practices in educational
environments
• Develops leadership skills to shape and implement
change
37. Demonstrates a commitment to life-long learning
• Recognizes that career enhancement needs and
activities change as experience is gained in the role
• Participates in professional development opportunities
that increase one’s effectiveness in the role
• Balances the teaching, scholarship, and service
demands inherent in the role of educator and member
of an academic institution
• Uses feedback gained from self, peer, student, and
administrative evaluation to improve role effectiveness
• Mentors and supports faculty colleagues
38. • Exhibits a spirit of inquiry about teaching and
learning, student development, evaluation methods,
and other aspects of the role
• Designs and implements scholarly activities in an
established area of expertise
• Disseminates nursing and teaching knowledge to a
variety of audiences through various means
• Demonstrates skill in proposal writing for initiatives
that include, but are not limited to, research,
resource acquisition, program development, and
policy development
• Demonstrates qualities of a scholar: integrity,
courage, perseverance, vitality, and creativity
39. Uses knowledge of history and current trends and issues
in higher education as a basis for making
recommendations and decisions on educational issues
• Identifies how social, economic, political, and
institutional forces influence higher education in
general and nursing education in particular
• Develops networks, collaborations, and partnerships to
enhance nursing’s influence within the academic
community
• Determines own professional goals within the context
of academic nursing and the mission of the parent
institution and nursing program
40.
41.
42. Respect for the student’s maturity & sense
of responsibility
Stimulating
Assignments
Subject matter content
Time management
Personal attributes
43. International Journal of Nursing Education
Scholarship
Vol. 7 (2010)/ Issue 1 / Articles
Learner-Centered Characteristics of Nurse
Educators
A qualitative research design was used to address
the research question. Themes that emerged were
placed under the concepts of power, role of
teacher, responsibility of learner, and philosophy
of evaluation guided by Weimer's (2002)
conceptual framework of a learner-centered
philosophy of teaching. Themes and meaning units
derived from the study helped to generate textual
and structure statements that represent the
characterizations of learner-centered nurse
educators.
44. THE CLINICAL INSTRUCTOR ROLE IN NURSING EDUCATION:
A STRUCTURED LITERATURE REVIEW
Abstract
A structured literature review was conducted to
understand clinical instructors’ perceptions of their role
and the factors that facilitate and constrain their teaching
in undergraduate nursing programs. The literature
published in English between 2000 and 2011 was searched,
and data were extracted from 15 articles that met the
inclusion criteria. The analysis identified four themes—
characteristics of the role, characteristics of effective
clinical teaching, influence of the clinical context on the
role, and influence of the academic context on the role.
Clinical instructors are portrayed as needing to be good
educators, as well as excellent clinicians. However, they
often lack formal education and professional development
opportunities related to the role and must draw on their
individual personal and professional experiences to guide
their teaching to meet the demands of both the clinical
and academic contexts in which they simultaneously work.
45.
46.
47. Mujibul hasan,Technology In Teacher
Education,APH Publication -2004,NewDelhi.
Diane M.Billings,Teaching In Nursing-A Guide
For Faculty,3rd edition,2009,Elsevier
publication,st.louis.
K.P.Neeraja,Textbook Of Nursing Education,
7th edition, Jaypee publication, Delhi.
www.nursetogether.com
www.healio.com
www.pubmed.com
www.google.com