NURSE EDUCATOR: PROCESS & APPLICATIONS II
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This course continues with the study of the role of the nurse-patient educator. It specifically focuses on the comprehensive planning, implementation and evaluation of teaching by nurse educators. Students will examine fully the major components of the teaching process. This will include the development of learning objectives, instructional materials, teaching methods and learner evaluation and reporting of evaluation data. There will also be the examination of the Information age and its technology as well as how this technology can be used to enhance patient teaching. Teaching resources will be studied. Contact hours of Education: 25. Course Code: NE 440.
This Course is Board approved. The American Institute of Health Care Professionals Inc. is an Approved Provider of Continuing Education by the Florida State Board of Nursing and the District of Columbia Board of Nursing. CE Provider # 50-11975. The American Institute of Health Care Professionals, Inc. is a licensed Continuing Education Provider in the State of California, Board of Registered Nursing, Provider # CEP 15595. Access Info
Pre-requisite: You must be a Registered Nurse to enroll in this course. You must have successfully completed NE 420 prior to beginning this course.
This course is particularly designed for Registered Nurses seeking to meet education requirements for certification as a Certified Nurse-Patient Educator by the American Institute of Health Care Professionals, Inc,.
This is a guided, independent study CEU Course. You are to study and progress at your own rate. There are no written assignments.
Instructor/Course Author: Dominick L. Flarey, Ph.D, RN-BC, ANP-BC
Link to Resume
TIME FRAME: You are allotted two years from the date of enrollment, to complete all of the courses in the Nurse-Patient Educator program. There are no set time-frames, other than the two year allotted time. If you do not complete the courses within the two-year time-frame, you will be removed from the course and an "incomplete" will be recorded for you in our records. Also, if you would like to complete the courses after this two-year expiration time, you would need to register and pay the course tuition fee again.
Reading/Study Assignment: this course covers Chapters Eight (8) through Fourteen (14) in the required textbook.
Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, Third Edition. Bastable, Susan B. Boston: Jones & Bartlett Publishers;2009.
- ISBN-10: 076378964X
- ISBN-13: 978-0763789640
AIHCP Online Bookstore: AIHCP provides an online bookstore stocked with all of the required textbooks, and/or materials required for its CE courses. To purchase this book online, click the access store link, go to the table of categories, right upper hand corner, and click on "Nurse Patient Educator." Access AIHCP Store: click here
Instructor: Your instructor for this course is Dominick L. Flarey, Ph.D, RN-BC, ANP-BC, a certified advance practice nurse, adult nurse practitioner and has held past positions in nursing at the Executive level. He is the Executive Director of the American Institute of Health Care Professionals, Inc. Access information.
GRADING: You must achieve a passing score of at least 70% to complete this course and receive the 25 hours of awarded continuing education credit. There are no letter grades assigned. You will receive notice of your total % score. Those who score below the minimum of 70% will be contacted by the and options for completing additional course work to achieve a passing score, will be presented.
Online Classroom Resouces and Tools
* Message Boards: each specialty program has an area to "post" on the message board. Students may post messages at anytime. Posting allows students to converse with those in the same specialty practice and to discuss issues/course content etc. Instructions for posting are provided in the online classrooms.
* Chat Rooms: each specialty has it's own unique "chat room." Inside of the classroom there is a schedule for "chat time" with students in your specific specialty practice. Participating in "chats" is voluntary. The chat sessions are used as means for students to come together and discuss course content or anything related to the courses and/or certification specialty.
* Examination Access: there is link to take you right to the online examination program where you can print out your examination and work with it. All examinations are formatted as "open book" tests. When you are ready, you can access the exam program at anytime and click in your responses to the questions. Full information is provided in the online classrooms.
* Student Resource Center: there is a link for access to a web page "Student Resource Center." The Resource Center provides for easy access to all of our policies/procedures and additional information regarding applying for certification. We also have many links to many outside reference sites, such as online libraries that you may freely access.
* Online Evaluation: there is a link in the classroom where you may access the course evaluation. All students completing a course, must, without exception, complete the course evaluation.
* Faculty Access Information: you will have access to your instructor's online resume/biography, as well as your instructor's specific contact information.
* Additional Learning Materials: some faculty have prepared additional "readings" and /or brief lecture notes to enhance your experience. All of these are available in the online classrooms.
COURSE OBJECTIVES: Upon completion of this course, you will be able to:
1. Identify gender-related characteristics in the learner based on social and hereditary influences on brain functioning, cognitive abilities, and personality traits.
2. Recognize the influence of socioeconomics in determining heath status and health behaviors
3. Examine cultural assessment from the perspectives of different models of care
4. Distinguish between the beliefs and customs of the four predominant ethnic groups in the United States
5. Suggest teaching strategies specific to the needs of learners belonging to each of the four ethnic groups
6. Examine ways in which transcultural nursing can serve as a framework for meeting the learning needs of various ethnic populations
7. Describe how visual and hearing deficits require adaptive intervention
8. Identify the various teaching strategies that are effective with with learning disabilities
9. Enhance the teaching-learning process for someone with a communication disability
10. Discuss the effects of chronic illness on people and their families in the teaching-learning process
11. Identify the difference between goals and objectives
12. Demonstrate the ability to write behavioral objectives accurately and concisely using the four components of condition, performance, criterion and who will do the performing
13. Distinguish among the three domains of learning
14. Explain the instructional methods appropriate for teaching in the cognitive, affective and psychomotor domains
15. Recognize the role of the nurse educator in formulating objectives for the planning, implementation, and evaluation of teaching and learning
16. Describe the importance of learning contracts as an alternative approach to structuring a learning experience
17. Explain the various types of instructional methods
18. Describe how to use each method effectively
19. Identify the advantages and limitations of each method
20. Recognize techniques to enhance teaching effectiveness
21. Explain how to evaluate instructional methods
22. Identify the three major variables to be considered when selecting, developing, and evaluating instructional materials
23. Cite the three components of instructional materials required to effectively communicate educational messages
24. Identify the multitude of audiovisual tools- both print and non print materials which are available for patient and professional education
25. Analyze the advantages and disadvantages specific to each type of instructional medium
26. Evaluate the type of media suitable for use depending on such variables as the size of the audience, the resources available, and the characteristics of the learner
27. Critique tools for value and appropriateness
28. Describe changes in education that have occurred as a result of Information Age technology
29. Identify ways in which the resources of the Internet and World Wide Web could be incorporated into health care education
30. Recognize the issues related to technology
31. Discuss the relationships among evaluation, evidence-based practice, and practice-based evidence
32. Compare and contrast evaluation and assessment
33. Distinguish between basic types of evaluation: process, content, outcome, impact, and program
34. Describe similarities and differences between evaluation and research
35. Select appropriate instruments for various types of evaluative data
36.Describe the strength of the current evidence base for evaluation of patient and nursing staff education
1. Gender, Socioeconomic and Cultural Attributes of the Learner
2. The Four major ethnic groups
3. Diversity in patient teaching
4. Roles and responsibilities in working with special populations
5. Types of disabilities
6. Chronic Illness and learning
7. Techniques and strategies for teaching and learning
8. Behavioral objectives
9. Developing teaching plans
10. Learning contracts
11. Instructional methods and settings
12. Increasing effectiveness of teaching
13. Instructional materials
14. Technology in education
15. The Internet
16. Evaluation in health care education