Assignment: MSNFP6105 Capella University Teaching Strategies to Support Nursing Paper

Assignment: MSNFP6105 Capella University Teaching Strategies to Support Nursing Paper

Question Description
Create a 5–7-page report on teaching strategies that will support teaching and learning in the course you began designing in Assessments 1 and 2.

Note: Assessments in this course build on each other and must be completed in sequential order.
To prepare for this Assessment, read the Assessment 3 Context document.

Assessment Instructions
Note: Assessments in this course build on each other and must be completed in sequential order.

Create a 5–7-page report on teaching strategies you can apply in the course you are designing.

OPTIONAL PREPARATION
Practice implementing these considerations in the Vila Health challenge provided in the Resources before beginning your work here.

INSTRUCTIONS
Create three learning outcomes for your course. Conduct research on your course topic as necessary to create these outcomes. Summarize general course content and how these outcomes will relate to overall course content and how they align with learner expectations.
Identify and evaluate at least three teaching strategies that could be used in your course and that are a good fit for your learner population, course topic, outcomes, and content. Explain which are the most appropriate teaching strategies for your course and audience, and why they are the most appropriate. Be sure to describe the advantages of using the selected strategies. Support your assertions with research from the field.
Explain some of the possible barriers to learning might you encounter in your course. Identify the strategies you could use to overcome those barriers and to keep learners motivated.
ADDITIONAL REQUIREMENTS
Format: 12-point Times New Roman or Arial font, double-spaced in Microsoft Word.
Length: 5–7 pages, plus a title page and a references page.
Use correct APA format, including running head, page numbers, and a title page.
Use and cite at least two scholarly articles in your plan.
Writing should be free of grammar and spelling errors that distract from content.
SUGGESTED RESOURCES
The resources provided here are optional. You may use other resources of your choice to prepare for this assessment; however, you will need to ensure that they are appropriate, credible, and valid. The MSN-FP6105 Library Guide can help direct your research, and the Supplemental Resources and Research Resources, both linked from the left navigation menu in your courseroom, provide additional resources to help support you.

Preparation for Assessment
You are invited to practice in the Vila Health challenge simulation setting before beginning this assessment.

Vila Health: Developing a Teaching Strategy | Transcript.
SHOW LESS
Innovative Teaching Strategies
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses (2nd ed). San Francisco, CA: Jossey-Bass.
Chapter 3: Designing Significant Learning Experiences I: Getting Started
Chapter 4: Designing Significant Learning Experiences II: Shaping the Learning Experience
Herrman, J. W. (2011). Keeping their attention: Innovative strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449–456.
Pardue, K. T., Tagliareni, M. E., Valiga, T., Davison-Price, M., & Orehowsky, S. (2005). Substantive innovation in nursing education: Shifting the emphasis from content coverage to student learning. Nursing Education Perspectives, 26(1), 55–57.
Price, B. (2010). Disseminating best practices through teaching. Nursing Standard, 24(27), 35–41.
Objectives and Outcomes
Glennon, C. D. (2006). Reconceptualizing program outcomes. Journal of Nursing Education, 45(2), 55–58.
Wittman-Price, R. A., & Fasolka, B. J. (2010). Objectives and outcomes: The fundamental difference. Nursing Education Perspectives, 31(4), 233–236.
Additional Resources for Further Exploration
Bloom’s Taxonomy | Transcript.
NLN Board of Governors. (2003). Innovation in nursing education: A call to reform. National League for Nursing. Retrieved from http://www.nln.org/docs/default-source/about/archi…

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You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
It is best to paraphrase content and cite your source.
LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
I do not accept assignments that are two or more weeks late unless we have worked out an extension.
As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication

Communication is so very important. There are multiple ways to communicate with me:
Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.