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Faculty Knowledge & Skills Development: A Review for Nurse Educators - Facilitate Learning - Online Course

SKU: RNE_001

Accreditation:  Sigma Theta Tau International Honor Society of Nursing (Sigma) is accredited as a provider of nursing continuing professional development by the American Nurses Credentialing Center’s Commission on Accreditation.

This course is the first of six collective courses that make up the leaner-paced online program, Faculty Knowledge/Skills Development: A Review for Nurse Educators. The six-courses, designed like chapters in an online study-guide booklet, closely align to all major content areas within the Certified Nurse Educator (CNE®) test blueprint. Each course is engaging, featuring interactive practice scenarios, knowledge checks, and downloadable resources. Over 200 combined knowledge checks and test questions are weaved throughout the six courses. The learner has the option to complete the program in its entirety or complete only courses aligned to content areas they wish to study.

After completing this course in the program, learners will be able to:

Section 1: Learning Domains

  1. Discuss the domains of learning.
  2. Apply Bloom’s taxonomy to nursing education and curriculum.
  3. Apply Dave’s taxonomy to nursing education and curriculum.
  4. Describe the levels of the affective domain in learning.

Section 2: Educational Learning Theories

  1. Describe the educational learning theories in nursing education.
  2. Explain Kolb’s experiential learning theory and its learning style inventory.
  3. Describe McCarthy’s 4MAT System and the learning types.
  4. Discuss William Perry’s states of cognitive and ethical development.

Section 3: Learning Environments for Success

  1. Discuss a variety of learning environments in nursing education.
  2. Describe how faculty should manage a classroom setting in nursing education.
  3. Explain Kounin’s theory of classroom management in terms of with-it-ness, overlapping, accountability and the ripple effect.

Section 4: Teaching Strategies

  1. Identify collabrative learning strategies.
  2. Differentiate methods of instruction to enhance student learning in the classroom.
  3. Understand how a grading rubric can enhance learning.
  4. Explain the benefits of problem-based learning.

Section 5: Technology Integration in Education

  1. Provide examples of technology use in nursing education.
  2. Explain the phases of simulation.
  3. Describe how web-based instruction can be an effective use of technology in nursing pedagogy.
  4. Tailor adult learning to the appropriate reading comprehension level.

Section 6: Reflective Practice

  1. Discuss the benefits of reflective practice in nursing education.
  2. List 2 learning activities for promoting reflective practice explain how to effectively utilize them.

Section 7: Role Modeling and Evidence Based Practice

  1. Describe how teaching style and civility can impact learning.
  2. Use the banduras model to help students become reflective thinkers.
  3. Describe what evidence—based teaching is and why it is important.
  4. Incorporate evidence—based teaching into nursing education.

About the Author

Kimberly Dunker, DNP, MSN, RN, CNE, CNEcl, Kimberly has been a nurse for over 18 years and has worked in a variety of Critical Care Nursing specializing in Adult, Surgical, Medical, Oncology, Thoracic, neurology and Cardiac Surgeries. Early in her journey she found her love for teaching as a clinical adjunct faculty where she worked in several nursing schools teaching medical surgical clinical rotations in both the AS and BS nursing programs.

Kimberly’s doctoral research focused on Thesis “Empowerment of Nursing Faculty” and her capstone project implementation program was focused on transition and orientation programs for clinical nursing faculty. This project continues to be the highlight of Kimberly’s continued scholarship which includes working on the MASS Action Coalition on the Faculty team. The focus is to provide resources to faculty and understand the nursing faculty shortage. Kimberly’s passion is to help new clinical faculty and preceptors gain the knowledge and competency to bridge into academia from practice. Kimberly has provided many continuing education workshops for RN’s who want to learn the faculty role and help them by giving them tools to be successful in their transition.

Following graduation Kimberly has continued to work in academia with pre-licensure nursing students teaching adult medical surgical nursing concepts in the classroom and clinical instruction as well as RN-BS students teaching Nursing Research, Nursing Leadership and Informatics.

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