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NUR646 How can the nursing theories aid in your teaching practices including clinical or patient specific experiences?
Sample Answer for NUR646 How can the nursing theories aid in your teaching practices including clinical or patient specific experiences? Included After Question
Week 2 Discussion
DQ1 Select two nursing theories and explain how they can be applied in nursing education. How can the theories aid in your teaching practices including clinical or patient specific experiences?
A Sample Answer For the Assignment: NUR646 How can the nursing theories aid in your teaching practices including clinical or patient specific experiences?
Title: NUR646 How can the nursing theories aid in your teaching practices including clinical or patient specific experiences?
Theory, in broad sense of the word, is construction and interpretation of the field or aspect of cognition. In other words, theory is a set of related propositions, which should be able to describe, explain, predict, or control the phenomena. Learning theories have tried to provide explanations about learning and their application.[1] Over the past century, educational psychologists and researchers have posited many theories to explain how individuals acquire, organize and deploy skills and knowledge.[2] Educational psychology, instead of providing a certain theory, offers a variety of theories and perspectives about the way of occurring the learning and what people are sparked for learning process and change.[1] Understanding of learning theories, which form the core of the educational psychology, is important in education to help us in providing an environment for learning, increasing the efficiency of the education system and harmonization in education.[3] During the last century, development and testing of the learning theories have helped us very much to understand how to identify individuals and changes in the methods of thinking, feelings, and behavior.[4] Attention to learning and its nature are necessary for someone who is dealing with teaching and training issues, and here, learning theories are discussed. Theories of learning are the framework of the structure and principles that pay attention to the description and explanation of the people’s learning.[5]
The educational psychology researchers have examined learning from various viewpoints and their findings in explaining the learning process have led to different theories, which can be used as a guide for heading the teaching–learning processes, some thoughts, and common myths in learning.[3] Learning theories have great usability and not just in education, but also in psychology counseling, which provide the needed infrastructure. It is recommended to use learning theories, single or separated or a combination in the health professions including the nursing.[6]
Health professions also need to show the regular use of theories and clear reasoning in educational activities, interactions with patients and clients, management, employee training, continuing education and health promotion programs, especially in the current health care structure. In most countries, including Iran, nurses are responsible for the design, implementation, and procedures for promoting health training. The nurses can use this approach in the field of self-care education to the patients.[7,8] Apart from the profession of the person, knowledge about the learning process, it is largely associated with the everyday life of the people too. Learning theories can be used individually, group-wise or at a community level, not only for understanding and learning new things, but also for problem solving, changing the health habits, constructive communication, control emotions and affecting behavior development.[9]
Theories together can provide a valuable treasure of complementary strategies and differing viewpoints. As it was discussed previously, patterns can be used for applying the theories. Therefore, a series of strategies and methods should be applied.[10]
Teaching patterns have had a context for the main philosophical and psychological orientation into teaching and learning. They all have a solid theoretical foundation and describe the learning environment.[11]
The models are tools for student learning and they are suitable for application development, especially for the students, who their record of learning should be considered. In fact, each model is composed of all elements of teaching including the overall goal, partial goals, behavior, content, media, methods, knowledge evaluation, and the previous knowledge of the students.[9] Therefore, the application of teaching models has deterrent effects and disruptive influence of environmental factors on learning and causes justice and equality in learning. By its using, it is possible to prevent the effective barriers due to inequalities resulting from social and economic status and the habit of the students to assist in learning.[12]
Therefore, to qualify for the insight about learning and understanding of its applications, it is necessary to study the learning theories and their evolution. In this article, with the goal of reviewing the existing knowledge, the learning theories and their use in nursing education have been given an overview of the available resources in this area.
ASSIGNMENT RUBRIC
NUR646 How can the nursing theories aid in your teaching practices including clinical or patient specific experiences 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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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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:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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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:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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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:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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0 Points Deducted | 5 Points Lost | |||||
Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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0 Points Lost | 5 Points Lost | |||||
Due Date Requirements | Demonstrated all of the following:
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.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |