Assignment: NUR646 Teaching Philosophy Statement -

Assignment: NUR646 Teaching Philosophy Statement

Sample Answer for Assignment: NUR646 Teaching Philosophy Statement Included After Question

Week 2 Assignment

Teaching Philosophy Statement

The purpose of this assignment is to develop your personal teaching philosophy statement. This will be included in your e-portfolio to be submitted at the end of this course.

Begin by researching a developed teaching philosophy and use the information to shape your own philosophy.

In 250-500 words, develop a personal teaching philosophy statement that includes your beliefs on the purpose of education, how students learn, how your beliefs facilitate learning, the role of the nurse educator, and how you plan to implement this philosophy to grow as an educator as you seek to integrate the nurse educator competencies into your professional practice.

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APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

Teaching Philosophy Statement

The purpose of this assignment is to develop your personal teaching philosophy statement. This will be included in your e-portfolio to be submitted at the end of this course.

Begin by researching a developed teaching philosophy and use the information to shape your own philosophy.

APA style is not required, but solid academic writing is expected.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are not required to submit this assignment to LopesWrite.

A Sample Answer For the Assignment: Assignment: NUR646 Teaching Philosophy Statement

Title: Assignment: NUR646 Teaching Philosophy Statement

A teaching philosophy statement is a written self-reflective statement describing one’s goals, values, and beliefs about teaching and learning. The philosophy statement communicates an individual’s principal ideas regarding being a successful teacher (Laundon et al., 2020). The principal ideas are developed in addition to specific actual examples of the activities the teacher and the learner will engage in to achieve identified goals. The purpose of this paper is to outline my teaching philosophy statement, including beliefs on education and different learning styles, how learning is facilitated, and the nurse educator’s role.

Personal Teaching Philosophy Statement

My teaching philosophy is derived from: The country’s beliefs about what nursing is supposed to be; The accepted educational philosophy of the country and the learning institution; The accepted philosophy of health. I believe that my role as a nurse educator is to change the learners’ behavior, including their way of thinking, feeling, and overall way of acting. Effective teaching entails targeting the learners’ way of thinking, doing, and attitude. My values about teaching are that any teaching program should be community-oriented and learner-centered. Thus as a teacher, I should endeavor to instill knowledge, skills, and attitude in learners that will empower them to improve their community. Besides, by tailoring my teaching to learner-centered, I believe that I support learners’ intellectual development and develop their ability to refine their attitudes.

Different Learning Styles in Various Settings

Learners have different learning styles (Visual, Auditory, Read/Write, and Kinesthetic), which I should consider when teaching as a nurse educator. From my experience, I have observed that each learner has a preferential way in which they absorb, process, comprehend, and retain knowledge. I believe that learners have different approaches to processing information in various learning settings. Besides, a learner’s preferred learning style impacts how they understand or perform a specific educational activity. They understand when they hear, visualize, read, or when hands-on (Whitney, 2018). I believe that learners will understand more effectively when I use a teaching style that is consistent with their preferred learning style. Consequently, I must incorporate all the learning styles to suit each learner’s preferential style.

How Student Learning Is Facilitated

The teacher facilitates learning and guides the learners by providing resources and empowering them to develop their creativity, critical thinking, interpersonal, and social skills. Learning is facilitated when learners are involved in solving real-world problems (Bolkan & Goodboy, 2019). Learning also occurs when the existing knowledge is activated as a foundation for new knowledge. Besides, learning is facilitated when new knowledge is demonstrated to the learner, is applied by the learner., and integrated into the learner’s world.

The Role of the Nurse Educator

The nurse educator has a fundamental role in changing nursing students’ behavior and attitude to meet patients’ and the community’s health needs. Besides, the nurse educator has a role of mentoring, providing leadership, developing learners’ motivation to learn, and encouraging them to have patience with the results (Satoh et al., 2020). I plan to implement the philosophy statement by encouraging the learners to be inquisitive, creative, and develop a disposition to discover. When teaching nursing students, I will emphasize problem-based learning, activation, demonstration, application, and integration.

Conclusion

My teaching philosophy statement focuses on changing learners’ behavior to challenge their way of thinking, feeling, and acting. I believe that teaching should be community-oriented ad learner-centered. A teacher should incorporate the different learning styles in their teaching to meet each learner’s preferential learning styles.

References

Bolkan, S., & Goodboy, A. K. (2019). Examples and the facilitation of student learning: should instructors provide examples, or should students generate their own?. Communication Education, 68(3), 287-307. https://doi.org/10.1080/03634523.2019.1602275

Laundon, M., Cathcart, A., & Greer, D. A. (2020). Teaching Philosophy Statements. Journal of Management Education, 44(5), 577–587. https://doi.org/10.1177/1052562920942289

Satoh, M., Fujimura, A., & Sato, N. (2020). Competency of Academic Nurse Educators. SAGE Open Nursing. https://doi.org/10.1177/2377960820969389

Whitney, S. (2018). Teaching and learning styles. Health promotion: Health and wellness across the continuum.

Assignment NUR646 Teaching Philosophy Statement Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.