NURS 6351:Week 6: Addressing Learner Performance Challenges Essay Assignment Paper

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NURS 6351:Week 6: Addressing Learner Performance Challenges Essay Assignment Paper

NURS 6351: Role of the Nurse Educator | Week 6

When have you struggled to learn something? What were the circumstances that made the learning experience challenging? Did you have difficulty understanding or remembering the subject matter or instructions? If so, why? Were you uncomfortable in the environment or with the people involved? Were you overburdened or distracted with other matters? How and when did you realize the situation might be problematic? What, if anything, did you or others do to try to improve the situation and create positive results?

At some point in time, everyone has struggled with learning. Likewise, all educators—even those who are highly skilled and experienced—are likely to encounter difficulties identifying early indications of poor performance and/or helping learners to sufficiently improve. Yet, this is one of the most significant responsibilities that you may have as a nurse educator.

This week, you consider how to use formative assessment to identify potential learning problems, and you evaluate strategies for improving performance. You also examine legal and/or ethical considerations that guide an educator’s work in these situations. In addition, you continue to work on core components of this course.

Learning Objectives

Students will:

• Analyze formative assessment/evaluation and early indicators as a means to identify struggling learners
• Explain strategies for supporting struggling learners
• Analyze legal and ethical considerations associated with supporting a learner’s performance
• Evaluate authentic educational opportunities in health care settings*
• Analyze a Practicum Experience in the context of nursing education**
• Construct a detailed Practicum Log**
• Analyze issues, responsibilities, and experiences of teachers and learners in the context of nursing education***
• Evaluate evidence that demonstrates professional growth for inclusion in a professional portfolio****

*The Assignment related to this Learning Objective is submitted in Week 11.
**The Assignments related to these Learning Objectives are submitted in Week 7.
***The Assignment related to this Learning Objective is submitted in Week 9.
****The Assignment related to this Learning Objective is submitted in Week 11.

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Reminder: Review resources from previous courses as necessary.

Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher’s life (3rd ed.) San Francisco, CA: Jossey-Bass.

• Chapter V, “Teaching in Community: A Subject-Centered Education” (pp. 117––144)In this chapter, the author explains how an educator’s approach to the subject matter he or she is teaching affects the educator’s and learners’ experiences.

Cleland, J., Mackenzie, R. K., Ross, S. S., Sinclair, H. K., & Lee, A. J. (2010). A remedial intervention linked to a formative assessment is effective in terms of improving student performance in subsequent degree examinations. Medical Teacher, 32(4), e185’e190.
This article examines whether intervention based on formative assessment can help improve academic performance.

McCurry, M., & Martins, D. (2010). Teaching undergraduate nursing research: A comparison of traditional and innovative approaches for success with millennial learners. Journal of Nursing Education, 49(5), 276–279.
Retrieved from the Walden Library databases.

In this article, the authors examine the use of various strategies and their effectiveness for learners of the age group commonly referred to as millennials.

Barrington, K., & Street, K. (2009). Learner contracts in nurse education: Interaction within the practice context. Nurse Education in Practice, 9(2), 109–118.
Retrieved from the Walden Library databases.

As the authors indicate, nurse educators who identify learners’ strengths and weaknesses can work with them to meet their individualized needs.

Garside, J., Nhemachena, J. Z. Z., Williams, J., & Topping, A. (2009). Repositioning assessment: Giving students the choice of assessment methods. Nurse Education in Practice, 9(2), 141–148.

This article examines assessment: “Recognising that students have individual strengths, weaknesses, learning styles, and preferences concerning mode of assessment, offering choice of assessment was proposed as a strategy for inculcating the values of student centeredness and responsibility for learning” (p. 141).

Roland, E. J., Johnson, C., & Swain, D. (2011). “Blogging” as an educational enhancement tool for improved student performance: A pilot study in undergraduate nursing education. New Review of Information Networking, 16(2), 151–166.
Retrieved from the Walden Library databases.

The authors examine the use of social media as a tool for improving learning.

Required Media

Laureate Education (Producer). (2013e). Identifying and managing learner performance [Video file]. Retrieved from MyMedia Player. (NURS 6351)

Note: The approximate length of this media piece is 6 minutes.

In this media presentation, Dr. Terry Valiga shares tips for identifying, evaluating, and managing underperforming learners.

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