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NURS 5302 Curriculum Development in Nursing
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NURS 5302 Curriculum Development in Nursing
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NURS 5302 Curriculum Development inNursing
Adult Learning Theory - ANS-This is one of my favorite learning theories because it has
broad applicability. It can be used in a variety of settings and situations, including on an
individual bases, families, and even communities as a whole.
The Theory of Adult Learning was proposed by Malcom Knowles. Some of the
assertions are: "adults are self-directed; they want to learn information that is useful and
relevant to them; they bring their own knowledge based on their life experiences, and
generally, like to be actively involved in their learning." (p. 111) Students assume
responsibility for their learning. Educators work with the students in a facilitator role to
plan course information and related experiences.
Amount of curricular content - ANS-Amount of Curriculum Content
There is a need to balance the content in curriculum development and redesign.With
the growing amount of knowledge in health care, some faculty tend to want to teach
everything there is to learn. It is important to distinguish between "essential information"
and "nice to know" type of information. Content saturation may be related to teaching
styles.Therefore, it may be necessary for faculty to teach in terms of concepts versus
amount of content students must learn.
Application of the concepts of clinical judgment - ANS-Clinical judgement is defined as
"the outcomes of critical thinking in practice, a process that begins with the end in
mind." (p.113)
Application of the concepts of clinical reasoning - ANS-Clinical reasoning is defined as
"the process used to acquire information, analyze data, and make decisions regarding
patient care. (p.113)
Application of the concepts of critical thinking, - ANS-Critical thinking is defined by the
American Association of Colleges of Nursing (2008) as, "all or part of the process of
questioning, analysis, synthesis, interpretation, inference, inductive and deductive
reasoning, intuition, application, and creativity. Critical thinking underlies independent
and interdependent decision-making," (p. 112)
Basic tenets of Behavioral Learning Theories - ANS-A basic premise of this theory is
that learning occurs on the basis of environmental stimuli, instead of the learner's own
thinking process. (p.109) Behaviorism in education is demonstrated by including
, "behavioral student-learning outcomes that are measurable and observable. Students
are aware of what they are expected to accomplish through these outcomes."
(Ibid.,p.108)
The faculty member serves as a facilitator who designs the learning experiences. The
faculty member provides the stimulus, structures the environment, and transfers the
information to the student. The student, therefore, is a passive learner. (Ibid. p.109)
Other key characteristics of behaviorist learning theories include: (Mennenga in Keating
&DeBoor, 2018)
" a focus of simple to complex when planning a curriculum; positive reinforcement and
rewards for achieving behavioral outcomes, and critical thinking that may require "trail
and error" to achieve the desired outcome." (p.109)
In classroom or clinical settings, behaviorist learning theory is used when the educator
provides positive reinforcement or praise, thereby encouraging the student to be a more
active participant in the learning process. This is an example of a teacher-centered
learning modality that may be outdated given contemporary expectations surrounding
student-centered learning environments.
Characteristics of teacher-centered learning - ANS-Traditionally, the learning
environment in schools of nursing has been the classroom where the educator does the
talking to passive learners. This is teacher-centered learning.
Cognitive Learning Theory - ANS-In contrast to the behaviorist learning theories, the
focus of cognitive learning theory is on learning as an internal process. This process
includes "thinking, understanding, information organization, and consciousness
(Aliakbari, et.al., 2015 by Mennenga in Keating & DeBoor, 2018,p.109).
"This theory proposes that behavior does not immediately change as a result of
learning. Rather students are equipped with the skills to question and problem-solve,
thus they are able to actively learn, solve, and search for new information. They focus
on past experiences to inform better understanding." (p.109)
By using the Cognitive Learning Theory, educators enable students to develop skills to
discern information, not simply be recipients of information. This orientation to teaching
transforms the student into an active participant in the learning process. Although the
faculty member maintains control of the learning process, this approach to teaching and
learning includes teaching methodologies supportive o "improving understanding,
fostering memory, and aligns will with the inquiry and analysis that occur in nursing
classrooms.
Components of a Program of Study - ANS-
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