MGP2 — MGP TASK 1: COURSE OUTLINE
FACILITATION OF CONTEXT-BASED STUDENT-CENTERED LEARNING — C919
PRFA — MGP2
Preparation Task Overview Submissions Evaluation Report
COMPETENCIES
7054.1.1 : Facilitating Learning in Varied Environments
The learner creates learning environments that facilitate the achievement of student-centered outcomes. 7054.1.2 : Facilitating Scholarly Inquiry
The learner synthesizes information from theoretical, clinical, and professional organizations to support unique student needs and diverse learning styles in solving practice-based problems.
7054.1.3 : Facilitating Collaboration
The learner creates a student-centered learning environment that supports collaboration and teamwork in nursing education.
7054.1.4 : Facilitating Knowledge Acquisition
The learner designs innovative, transformational, and experiential teaching and learning strategies to facilitate student development of professional context-based nursing principles, knowledge, skills, and professional behavior.
INTRODUCTION
Given the complexity of the healthcare environment, nurse educators are challenged to create student centered learning environments that facilitate student acquisition of knowledge, skills, attitudes, and behaviors consistent with professional standards and guidelines.
Foundational to the success of the nurse educator is the ability to engage in comprehensive scholarly inquiry to identify best practices for creating learning environments that promote achievement of student-centered outcomes (also referred to as learner-centered outcomes).
The purpose of this task is to facilitate your engagement in scholarly inquiry to effectively design varied learning environments to incorporate innovative, transformational, and experiential teaching and learning strategies. As a nurse educator, facilitating student engagement in solving practice-based problems while supporting collaboration and teamwork are essential learning strategies in nursing education. You will develop a course outline based on the information gained from conducting a review of the literature, and you will facilitate knowledge acquisition in diverse healthcare settings.
Note: You must submit and pass C918 before submitting a task in C919.
SCENARIO
You are the lead faculty in the community health nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.
The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In this task, you will create an outline that incorporates the essential components necessary for developing a course that will be informative to both students and faculty.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions.Tasks maynotbe submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file.For more information, please see Computer System and Technology Requirements.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Submit the Course Outline Template and the formal narrative paper as separate documents.
A. Complete each of the following parts of the attached “Course Outline Template” for your eight-week course:
1. course overview, (brief and no longer than 75 words)
Note: The course overview should include all of the weekly module topics from the course outline.
2. eight weekly course module topics
3. eight weekly key concepts
4. one to two evidence-based active learning strategies per week
5. citation of scholarly sources aligned to each evidence-based active learning strategy Note: A formal narrative paper will be submitted that includes aspects B, C, D, E, and F.
B. Use the information from your course outline to complete the following:
1. Justify the following three aspects of the course based on your outline’s course overview: • how the learner would benefit from taking the course
• specific concepts emphasized in the course
• relevance to professional nursing practice
2. Discuss how your eight weekly course module topics will cultivate the development of your course. 3. Explain how your weekly key concepts promote student-centered learning.
a. Describe how your weekly key concepts align with one of the following professional standards or guidelines:
• American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education
• Quality and Safety Education for Nurses (QSEN) competencies
• “Quad Council Competencies for Public Health Nurses”
4. Explain how your eight weekly key concepts align to your course overview.
5. Discuss the relevance of creating a course outline to your role as a nurse educator.
C. Discuss three learning strategies from your course outline and how they address the diverse needs of learners.
1. Describe how you will implement one of your identified learning strategies from part C to address diverse learning needs.
a. Identify the predominant learning style addressed by the strategy described in part C1. b. Justify how your identified learning strategy will facilitate your students’ development of clinical reasoning and self-reflection skills.
D. As a nurse educator, describe how you would foster student-centered outcomes in each of the following learning environments to promote interprofessional collaboration and teamwork: • face-to-face
• online
• clinical
E. Describe how your nursing students’ cultural, societal, and life experiences can influence their abilities to learn.
F. Explain how one of the following learning theories can be applied to the development of a nursing education course:
• constructivist
• cognitivist
• behaviorist
• humanistic
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission. File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! -_. * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:COURSE OVERVIEW
NOT EVIDENT
A course overview is not pro vided in the “Course Outline Template.”
A2:COURSE MODULE TOPICS
NOT EVIDENT
Weekly topics are not provided in the “Course Outline
Template.”
APPROACHING
COMPETENCE
The course overview does not effectively summarize the main points of the course outline. The course overview is longer than 75 words or does not align with the course scenario and course title.
APPROACHING
COMPETENCE
The 8 weekly course module topics do not all align with the course scenario and the course overview provided in the outline template. Or fewer than 8 weekly course module topics are identified.
COMPETENT
The course overview is provided in the “Course Outline Template” and effectively summarizes the main points of the course outline. The course overview is no longer than 75 words and aligns with the course scenario and course title.
COMPETENT
The 8 weekly course module top ics are provided in the “Course Outline Template” and align with the course scenario and the course overview provided in the outline template.
A3:KEY CONCEPTS
NOT EVIDENT
Weekly key concepts are not provided in the “Course Outline Template.”
A4:LEARNING STRATEGIES
NOT EVIDENT
Learning strategies are not pro vided in the “Course Outline Template.”
A5:CITATIONS
NOT EVIDENT
Citations are not provided in the “Course Outline Template.”
B1:ASPECTS OF THE COURSE
NOT EVIDENT
A justification of each of the given aspects of the course is not provided.
APPROACHING
COMPETENCE
The key concepts are not rele vant to the corresponding weekly course module topics or do not all align with the course scenario. Or fewer than 8 weekly key concepts are provided.
APPROACHING
COMPETENCE
The provided learning strategies are not evidence based, are not active, or are not appropriate for the lesson content. 1 to 2 learn ing strategies are not provided for each weekly session.
APPROACHING
COMPETENCE
The citations provided are not scholarly sources, are not aligned to each evidence-based active learning strategy from part A4, or do not align with the course scenario. Or not all re quired citations are provided.
APPROACHING
COMPETENCE
The justification of 1 or more of the given aspects does not in clude specific education or nurs ing best practices. The justifica
COMPETENT
The 8 weekly key concepts are provided in the “Course Outline Template” and are relevant to the weekly course module topics that they correspond to, and the key concepts align with the course scenario.
COMPETENT
The provided learning strategies are evidence based, are active, and are appropriate for the les son content. 1 to 2 learning strategies are provided for each weekly session, and the learning strategies are provided in the “Course Outline Template.”
COMPETENT
The citations provided are schol arly sources, are aligned to each evidence-based active learning strategy from part A4, and are aligned with the course scenario. All required citations are pro vided in the “Course Outline Template.”
COMPETENT
The justification of the 3 given aspects includes specific educa tion and nursing best practices.
The justification addresses how the given aspects correspond to
B2:CULTIVATION OF COURSE
NOT EVIDENT
A discussion is not provided.
B3:STUDENT-CENTERED LEARNING
NOT EVIDENT
An explanation is not provided.
tion does not address how the given aspects correspond to the course overview, or the justifica tion is poorly reasoned.
APPROACHING
COMPETENCE
The discussion does not address how the 8 weekly course mod ule topics will cultivate the de velopment of the course, or the discussion is not relevant to the course.
APPROACHING
COMPETENCE
The explanation does not ad dress how the weekly key con cepts promote student-cen tered learning, or the explana tion is not relevant to the course.
the course overview, and the jus tification is well reasoned.
COMPETENT
The discussion addresses how the 8 weekly course module top ics will cultivate the development of the course, and the discussion is relevant to the course.
COMPETENT
The explanation addresses how the weekly key course concepts promote student-centered learn ing, and the explanation is rele vant to the course.
B3A:PROFESSIONAL STANDARDS AND GUIDELINES
NOT EVIDENT
A description of the weekly key course concepts is not provided.
APPROACHING
COMPETENCE
The description does not demonstrate alignment be tween the weekly key course concepts and 1 of the given pro fessional standards or guide lines, or the description of 1 or more of the key course concepts are not align with the given pro fessional standards or
guidelines.
COMPETENT
The description demonstrates alignment between the weekly key course concepts and 1 of the given professional standards or guidelines, and all of the key course concepts are aligned with the given professional standards or guidelines.
B4:ALIGNMENT OF WEEKLY KEY CONCEPTS TO OVERVIEW
NOT EVIDENT
An explanation is not provided.
B5:COURSE OUTLINE RELEVANCE
NOT EVIDENT
A discussion is not provided.
C:LEARNING STRATEGIES
NOT EVIDENT
A discussion of learning strate
gies selected from the course
outline is not provided.
C1:IMPLEMENTATION OF LEARNING STRATEGIES
NOT EVIDENT
A description is not provided.
APPROACHING
COMPETENCE
The explanation does not ad dress how the 8 weekly key con cepts align to the course over view provided in the “Course Outline Template.”
APPROACHING
COMPETENCE
The discussion does not logically correlate the relevance of creat ing a course outline to the role of a nurse educator.
APPROACHING
COMPETENCE
The discussion of 3 learning strategies selected from the course outline does not logically address how the strategies meet the diverse needs of learners, or the discussion is missing 1 or more learning strategies.
APPROACHING
COMPETENCE
The description does not specify how 1 of the identified learning strategies from part C will be im
plemented to address diverse learning needs, or the descrip tion is not relevant.
COMPETENT
The explanation addresses how the 8 weekly key concepts align to the course overview provided in the “Course Outline Template.”
COMPETENT
The discussion logically corre lates the relevance of creating a course outline to the role of a nurse educator.
COMPETENT
The discussion of 3 learning strategies selected from the course outline logically ad dresses how the strategies meet the diverse needs of learners.
COMPETENT
The description specifies how 1 of the identified learning strate gies from part C will be imple mented to address diverse learn ing needs, and the description is relevant.
C1A:ASSESSMENT OF LEARNING NEEDS AND STYLES
NOT EVIDENT
A learning style is not identified.
APPROACHING
COMPETENCE
The predominant learning style addressed by the strategy de scribed in part C1 is not relevant based on the description provided.
COMPETENT
The predominant learning style addressed by the strategy de scribed in part C1 is relevant to the description provided.
C1B:CLINICAL REASONING AND SELF-REFLECTION SKILLS
NOT EVIDENT
A justification is not provided.
D:LEARNING ENVIRONMENTS
NOT EVIDENT
A description is not provided.
APPROACHING
COMPETENCE
The justification does not ad dress how the identified learn ing strategy will facilitate the students’ development of clini cal reasoning and self-reflection skills. The justification is not well supported by clinical research or personal nursing experience.
APPROACHING
COMPETENCE
The description does not demonstrate in-depth reflection on the concepts of interprofes sional collaboration and team work. The description does not address how a nurse educator would foster student-centered outcomes in the given learning environments to promote inter professional collaboration and teamwork, or the discussion is missing specific details for 1 or more of the given learning environments.
COMPETENT
The justification addresses how the identified learning strategy will facilitate the students’ devel opment of clinical reasoning and self-reflection skills. The justifi cation is well supported by clini cal research or personal nursing experience.
COMPETENT
The description demonstrates in depth reflection on the concepts of interprofessional collabora tion and teamwork. The descrip tion addresses how a nurse edu cator would foster student-cen tered outcomes in each of the given learning environments to promote interprofessional col laboration and teamwork, and the discussion includes specific details for each of the given learning environments.
E:NURSING STUDENTS’ EXPERIENCES
NOT EVIDENT
A description is not provided.
F:LEARNING THEORIES
NOT EVIDENT
An explanation is not provided.
G:SOURCES
NOT EVIDENT
The submission does not include both in-text citations and a ref erence list for sources that are quoted, paraphrased, or
summarized.
H:PROFESSIONAL COMMUNICATION
NOT EVIDENT
This submission includes perva sive errors in professional com
APPROACHING
COMPETENCE
The description does not demonstrate thorough analysis of diverse student populations and life experiences can influ ence students’ abilities to learn. The description does not cite ev idence from scholarly sources or draw relevant parallels to the students in the given scenario.
APPROACHING
COMPETENCE
The explanation does not ad dress how 1 of the given learn ing theories can be applied to the development of a nursing education course or does not provide specific details about 1 of the given learning theories.
APPROACHING
COMPETENCE
The submission includes in-text citations for sources that are quoted, paraphrased, or summa rized and a reference list; how ever, the citations or reference list is incomplete or inaccurate.
APPROACHING
COMPETENCE
This submission includes sub stantial errors in professional
COMPETENT
The description demonstrates a thorough analysis of diverse stu dent populations and life experi ences can influence students’
abilities to learn. The description cites evidence from scholarly sources and draws relevant par allels to the students in the given scenario.
COMPETENT
The explanation addresses how 1 of the given learning theories can be applied to the development of a nursing education course and
provides specific details about 1 of the given learning theories.
COMPETENT
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the au thor, date, title, and source loca tion as available.
COMPETENT
This submission includes satis factory use of grammar, sentence
munication related to grammar, sentence fluency, contextual spelling, or punctuation, nega tively impacting the professional quality and clarity of the writing. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
communication related to gram mar, sentence fluency, contex tual spelling, or punctuation. Specific errors have been identi fied by Grammarly for Education under the Correctness
category.
fluency, contextual spelling, and punctuation, which promote ac curate interpretation and understanding.
SUPPORTING DOCUMENTS Course Outline Template.docx