This book differs from most others related to teaching online because it takes a how-to approach with the twin goals of answering the call to transform nursing education and benefiting from research in cognitive psychology. Each chapter includes relevant concepts, theories, and models to guide course design and teaching online, as well as templates that can be downloaded to save precious time. The focus in the book is on the RN-BSN, master’s, DNP, and PhD programs, as they comprise most of the online programs in nursing, but the contents are applicable to teaching any level of nursing online. Teaching and assessment are one when teaching online; they are not individual activities and cannot really be separated. This is an important concept to grasp, especially if people are a seasoned classroom instructor accustomed to creating separate assignments that add to one’s workload. The book explores how this interconnected approach works. Grading is an important function that drives learning and deserves some attention, as the author thinks people have lost their way to some degree when assessing what constitutes academic achievement. Rubrics have replaced other grading strategies, but not all meet the expectation of greater objectivity in grading, which is their initial intent. A hot topic in online education that relates to workload is the expectation of faculty presence in an online course from both faculty’s and the student’s perspective. This topic is explored in the book. Converting a classroom-based course to the online environment can be a time-consuming task without some guidance as to where to start. Online education is more than uploading one’s classroom lectures into the Learning management systems. The book provides a step-wise approach with some additional tips on converting a classroom course to the online environment.
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This chapter explains what is meant by apprenticeship and formation within the context of professional nursing education and the role of the eight senses in clinical practice. The practice of helping professions such as nursing, medicine, psychology, social work, and the like is one of practical and moral engagement embedded in the professional person relationship and not primarily a matter of carrying out a set of tasks and performing techniques and procedures. Becoming a professional requires having and using skills of social engagement in new ways that are different from how the nurse may use them in personal relationships and casual interactions. Formation occurs over time as nurse deals with new situations, learns about how to deal with different patient and family concerns, and acquires new knowledge and skills within a moral and ethical framework. A major focus of nursing is the need to detect and identify risk before danger occurs.
This chapter describes the relationship between strengths and strengths-based care (SBC) and explains the relationship among strengths, potentials, resources, and resiliency. Nurses need to know a person’s strengths in order to understand how to capitalize and mobilize them in order to support the person during health and illness, and in times of suffering, recovery, and healing. People need strengths to meet goals, get the most out of living, contribute to health and well-being, and facilitate recovery and healing. The concept of strength is often used interchangeably with capability. Counseling psychology and early childhood special education have as their overriding goal the facilitation of growth by focusing on individuals’ innate strengths to promote growth and development. Resiliency then becomes a strength that the person and family can call forth to deal with future physiological and psychological insults and traumas.
This chapter summarizes the theory of moderated guiding, discusses the methodological decisions that influenced the research process, and highlights significant issues. It provides a summary of key points a researcher may wish to consider when designing a study. The main concern of nurses in end-of-life care was different expectations. This was managed using the process of moderated guiding, which included the sub-processes of checking out, which referred to informational understanding and potential alternatives; involving that comprised conversational maneuvering and negotiating choices; and supporting, which included deliberating and safeguarding. In the theory of moderated guiding, participants were chosen because they could talk about nursing practice in end-of-life care. The research began with interviewing nurses in hospices, aged care facilities, and hospitals. The critical issue is the researcher’s willingness to learn from experience and his or her commitment to produce a scholarly piece of work.