國立台北護理學院 - 國立臺北護理健康大學

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Feb 2, 2013 (5 years and 8 months ago)

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附件八

國立台北護理學院

教學計畫


一、學制:碩

博士班

學、系所:

護理系

班(組)別:



二、科目名稱:

課程設計與發展


學分數:
3
學分

三、授課學年(學期):

每週授課時間、地點:
3
小時

四、授課教師姓名:


五、教學設計:


1.
先修課程
:
教學原理或相關課程


2.
本課程橫向統合及縱向銜接之實施情形。

本課程縱向銜接大學部教學原理之課程,並依據學生之需求設計教材教
法,重點在探討課程發展之過程及影響課程之相關因素,包含社會、文化、
政治、經濟、國際情勢等,以強化學生教學能力,是護理教育師資培育起
始點,此課程與其他同時段課程的整合項目為批判性思考、團隊合作、自
學、語言表達等能力。


六、課程摘要(請以敘述式):

本課程主要在強化學生教學能力,是護理教育師資培育主要的起始點,課程
內容包含
(1)
綜述及分析護理教育的演進及議題,來檢視護理教育者的角色與功
能;
(2)
分析課程發展的理論與過程;
(3)
應用課程架構於教學設計以反應當代
的教與學理論;
(4)
反思創意教學與臨床教學的
策略與相關議題。本課程教學方
法是以經驗學習圈為主,強調自我導向、創意及批判性思考之能力培育。













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Objectives


1.

Examine the evolution of historical and contemporary nursing education from a
dual perspective the disciplines of education and nursing.

2.

Identify forces shap
ing contemporary nursing education.

3.

Predict the nursing education implications of selected trends or issues in health
care delivery, finance and regulation.

4.

Examine selected nurse educator role challenges and strategies for addressing
them.

5.

Analyze curri
culum design as a process, a system, and a theory.

6.

Formulate a philosophical statement which addresses central issues of nursing.

7.

Analyze the structural and environmental constraints and resources of a specific
curriculum setting which influence the curric
ular organizing framework.

8.

Critique selected classical learning theories for their relevance to specific students
and for their applicability to a selected curriculum design.

9.

Examine the strengths and limitations of utilizing a nursing theory as an
organiz
ing framework and as a basis for deteming course contents for a selected
nursing curriculum.

10.

Develop an organizing framework for a nursing or health education curriculum
using chatter's model.

11.

Differentiate the significance of learning theories and setting
s in curriculum
development.

12.

Develop appropriate measures of student learning for incorporation in curriculum
development.

13.

Analyze evaluation approaches applicable to nursing or health curricula.

14.

Analyze varied approaches to the curriculum design process.

15.

Examine the major components of instructional development and the learning
theories underlying this process.

16.

Evaluate the analysis phase of instructional design in its application to a nursing
program.

17.

Analyze approaches to translating learner needs into m
easurable educational
outcomes during the design phase of the instructional development process.

18.

Develop a summative evaluation plan for the implementation of an instructional
course / model.

19.

Analyze the effects on learning outcomes of selected strategies
in teaching of
nursing.

20.

Evaluate the efficacy of contemporary innovations in clinical nursing education.


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Main
Content


I
. Foundatio
ns of Nursing Education ( 3
wks )

1. Evolution of contemporary nursing edu
cation

a. past, present, and future of nursing education

b. recommendations and impacts of recent major studies on nursing


education

c. societal trends influencing education in nursing.


2. Forces shaping contemporary nursing education

a. nursing intern
al forces

b. external legislating and regulatory forces


3. Challenges and opportunities of nursing educators

II
. Curriculum Development

(

6
wks )

1. Curriculum development : an overview

2. The role of philosophy in curriculum design

3.
Organizing frameworks for curriculum development

4. Phases and conditions of learning : impact on curriculum development

5. Objectives / Mastery learning

6. Curriculum evaluation

7. The curriculum design process


III
. Instructional Design an
d Evaluation

( 4
wks )

1. Instructional design
-

a model for instructional development

2. Challenges

3. Analysis beginning systematic instructional design

4. Design : a blueprint for action

5. Implementation


IV
. Strategies for tea
ching of nursing
( 4
wks )

1. Clinical nursing education

2. Facilitating student attainment of learning objectives

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3. Strategies for closing the Gap between practice and education

4. Innovation in nursing education




Schedule


Wks

Content

Hrs

1


F o u n d a t i o n s o f N u r s i n g E d u c a t i o n

3

2


F o u n d a t i o n s o f N u r s i n g E d u c a t i o n

3

3


F o u n d a t i o n s o f N u r s i n g E d u c a t i o n

3

4


F o u n d a t i o n s o f N u r s i n g E d u c a t i o n

3

5


F o u n d a t i o n s o f N u r s i n g E d u c a t i o n

3

6


C u r r i c u
l u m D e v e l o p me n t

3

7


C u r r i c u l u m D e v e l o p me n t

3

8


C u r r i c u l u m D e v e l o p me n t

3

9


C u r r i c u l u m D e v e l o p me n t

3

1 0


C u r r i c u l u m D e v e l o p me n t

3

11


I n s t r u c t i o n a l D e s i g n a n d E v a l u a t i o n

3

1 2


I n s t r u c t i o n a l D e s i g n a n d E v a l u a t i o n

3

1 3


I n s t r u c t i o n a l
D e s i g n a n d E v a l u a t i o n

3

1 4


I n s t r u c t i o n a l D e s i g n a n d E v a l u a t i o n

3

1 5


S t r a t e g i e s f o r t e a c h i n g o f n u r s i n g

3

1 6


S t r a t e g i e s f o r t e a c h i n g o f n u r s i n g

3

1 7


S t r a t e g i e s f o r t e a c h i n g o f n u r s i n g

3

1 8


S t r a t e g i e s f o r t e a c h i n g o f n u r s i n g

3



T h e a b o v e s c h e d u l e i s f o r y o u r r e f e r e n c e o n l y a n d i s s u b j e c t t o c h a n g e b a s e d
o n s t u d e n t s ’ p r e p a r a t i o n.




Te a c h i n g
Me t h o d



Experiential learning circles, seminars.




Learning Activities



I.
Students will prepare required readings in advance to facilitate discussions in
class.

II. Students are required to participate actively in class.

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III. Every student needs to complete 3 oral presentations and one written
presentation as assigned.

IV. About

the oral presentation:


1


Should be a result of a collaborative of 1
-
2 students as a group. Every
student should participate and contribute to the project.


2


Present on a topic relevant to the session assigned.


3


Review related literature intensively.


4


Use surve
ys or other methods to collect data to support your ways of
thinking

your position

.


5


Critically analyze and synthesize the knowledge and theory presented in
current literature and compare those with your thinking or findings.


6


Prepare presentation content o
utline and methods of presentation and
discuss those with the teacher 2 weeks prior to the formal presentation in
class.


7


Follow presentation format and directions of oral presentation (attached) in
making oral presentations in class.

V. Learning activities

required for each session:




PART
I




1.

Participation in seminar discussion.


2.

An oral presentation on " Issues and Trends in Nursing Education." The title of the
presentation has to be in question format. Please follow the learning circle strategy
in making the pres
entation. The presentation should reflect the following content:


(1)

Identify and analyze 1 controversial issue/ trend in nursing education from
the following arenas :

--

Health care delivery, health care finance, health care regulation,
governmental policy,
consumer demands, the title of the presentation has to
be in question format.


(2)

Provide and defend your own position on the issue and information should
be supported by appropriate authoritative citations or proper reasoning.


(3)

Discuss debatable areas from s
tudents opinions or own reflections.


(4)

Present and summarize conclusions.

附件八




P䅒T





1. Participation in seminar discussion.


2. An oral presentation:

Critique of a nursing program's philosophy and / or
conceptual framework

. The presen
tation should demonstrate the following :


(1)

Analyze it for evidence of philosophical statements regarding individuals,
health, society, nursing, education, or learning. Look for statements regarding
organizing concepts or threads, e.g., theorists or system
s theory. In your
own words, what do the values of this program seem to be, as reflected in
these statements?

(2)

Critique this organizational framework. Based on your reading, is this
conceptual framework adequate? Are there important omissions? Is it
rele
vant for a pluralistic society? What kinds of strategies / courses would you
expect to find in an education program with this conceptual framework?
Does this framework support a logically organized curriculum?




PART
II
I




1. Participation in seminar discussion describing : (a) pros and cons of incorporating
he instructional design process into an instructional unit ; (b) personal orientation
to learning and instruction ; and (c) expectations for Part
III

.



2. An oral presentation: select one of the followings:

(1) Critique of an instructional product, analyzing four phases of the instructional
design model applied to an actual nursing course / module.


a. Part 1
-

Analysis Phase : Needs analysis, learner
characteristics


b. Part
II

-

Design Phase : blueprint, objectives, performance requirements


c. Part
III

-

Development Phase : Mediated products, workbooks, videotapes,
audiotapes, computer program


d. Part
IV



Implementation and evaluation Phase : Develop a plan for
summative evaluation of the instructional delivery


附件八

Critique the instructional product according to the following criteria :

1.

Is the needs of the learner adequately analyzed and the learner charac
teristic
well defined?

2.

Are the instructional objectives related to performance requirements? are
they appropriate? Why?

3.

Do the instructional materials facilitate the attainment of the objectives?

4.

Is the instructional strategy appropriate for the desired le
arning outcome?

5.

Do the mediated materials contribute to the attainment of specific learning
objectives? How?

6.

What are the strengths and limitations of the media for an instructional
program based on principles of adult learning? Why?

7.

Does the evaluation ap
propriate? Adequate? and Why ?






PART
IV




1. Participation in seminar session discussions re : educator account
-
ability, agency
affiliations in clinical nursing education, and innovations in nursing education.


2. Oral presentation: Contemporary issues in accou
ntability affecting the nurse
educator.



3. Written presentation: Instructional plan. Construct a model of instructional plan for
teaching a group of students
two

selected objectives. The introduction to the
written presentation should describe the chara
cteristics of the target learners.
Strategies for critical thinking and active learning should be emphasized.
Creativity in teaching should be exercised. The conclusion to the paper should
critique the strengths and limitations of the instructional plan.








附件八



Directions of Oral Presentation



1.

Each oral presentation will last for 30 minutes and will be followed by 10
minutes presenters lead discussions.

2.

The format and time allotted for oral presentation includes.

1)

Summary of main points

10
分鐘)

2)

Critique ( your view points, positive and negative aspects, supported by
other scholars ) or data you collected.

10
分鐘)

3)


Discussion debatable or controversial issues.

need to prepare in
advance
)(
15
分鐘)

4)

Conclusions

5
分鐘)

3.

The discussion topics or rela
ted reading materials need to be prepared in
advance and distributed to the class one week prior to your presentation. All
students are required to study the handout materials and to share the related
view points in class.

4.

Motivating, innovative, interesti
ng methods of presentation are crucial for
student presentation.

5.

All students will be evaluated based on amount of participation in discussion.

6.

The presenters can invite any guests to attend the presentation.

7.

Oral presentation can be a collaborative effo
rt of no more than 2
-
3 students.

8.

The evaluation of the oral presentation will be completed by peers based on
pre
-
established criteria (attached). The feedback will be shared with the
presenters.

9.

The Oral presentation scheduled is enclosed.

附件八


Presentation format:


Title


English title



1.

Main points

--

Major concepts.

--

Review of literature.

2.

Critique

--

State your position.

--

Why? Any supportive data (be persuasive).

3.

Debatable issues for discussion (may need to prepare in advance)

--

From student different opinions.

--

From own reflection.

4.

Conclusion

--

Summarize the discussion.

5.

Reference







附件八



Eva
luation Strategies


一、
Several methods for evaluation provide opportunities for the students to
demonstrate achievement of the learning objectives. Oral and written
presentations will be graded according to pre
-
established criteria.


二、

Students may choose one of the three ora
l presentations to turn in to be
evaluated as the written presentation.


三、

Please follow directions of oral presentation and the presentation format in
making the presentation.


四、

Criteria for presentations


1. Oral presentation (40 points)


Acceptable
oral presentations

reflect the following content, presentation,
and organization criteria:


Content = 80%


1. Specifies purpose of presentation in introduction (why it’s important).

2. Relates body of presentation to introductory purpose (content is releva
nt).

3. Content is comprehensive.

4. Cites appropriate authorities to support facts and conclusions (convincing
evidence).

5. Develops own position on selected issues based on analysis of information
and reasoning (be persuasive).

6. Leads an open discussi
on appropriately (accept different opinions, evaluate
own thinking).

7. Draw a conclusion based on results of the group discussion.

8. Be creative in presentation (debate, games, topic selected, own ideas).


Presentation and Organization = 20%


1. Voice
pitch, tone, and volume are appropriate.

2. Nonverbal behaviors are appropriate and useful.

附件八

3. Audio
-
visual aids are introduced, implemented, and followed up on
appropriately.

4. Encourages audience participation (questions, comments, opinions, etc.)
throu
gh appropriate recognition and feedback from group members.


2. Written presentation (50 points)


Acceptable written presentations

will be typewritten and demonstrate
appropriate writing skills, in addition to the following:


1. Organization, structure, a
nd appropriateness of material presented


2 0 %

2. C o mp r e h e n s i v e n e s s


2 0 %

3. C r e a t i v e n e s s ( c r i t i c a l a p p r o a c h, u n u s u a l a p p r o a c h, o w n i d e a s )


2 0 %

4. R e f e r e n c e t o a n d c i t a t i o n o f s i g n i f i c a n t l i t e r a t u r e t o s u p p o r t
a n a l y s i s, s y n t h e s i s, a n d s t a t e me n t s o f
c o n c l u s i o n


1 5 %

5. P a r s i mo n y ( s i mp l y, c o n c i s e l y, y e t c o mp l e t e l y )


1 0 %

6. F o r ma t ( A PA )


1 0 %

7. C u mu l a t i v e i mp r e s s i o n


5 %



五、
S u mma r y o f e v a l u a t i o n s


P a r t i c i p a t i o n

1 0 %


O r a l p r e s e n t a t i o n

4 0 %



Wr i t t e n p r e s e n t a t i o n

5 0 %


F i n a l s c o r e



附件八



Reference



Remember to update references from web or library.



Samples of presentations are available in our library.




P䅒T
I




1.
教育部

(民
87

88
年)所有有關教育改革之專輯(教育資料集刊)與年報。

2.
沈蓉、鍾聿琳、王如華

(

80

)
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:台
(79)

64746.

3.
陳玟秀
(

84)
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號,
263
-
289

4.
郭為藩
(

84
年春季號
)
,邁向二十世紀我國教育發展的遠景,理論與政策,
3
-
10.

5.
蓋浙生
(

84
年春季號
)
,政府遷台後教育政策的分析與檢討,理論與政策,
11
-
27.

6.
鍾信心
(

83)
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7.
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(

83)
,我國護理教育體制之課題與展望,護理雜誌,
41(2)

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1.

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-
7.

12. Haire C.

(1997). Life
-
long learning. Nursing Management. 3(9): 24
-
5.

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7.

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22
-
4.

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The challenge for education in a
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-
8.

附件八

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ng in
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1995. Image


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6.

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-
focused curriculum. N & HC Perspectives on
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71.

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-
5.

20. Duffy N.

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st

century. Journal of Advanced Nursing. 21(4): 772
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7.

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4.

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附件八

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PART
II



Books : use the latest edition.


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Faculty
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6. Nancy, I.W. et. al. (1992).
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8.

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9. Van Ort, S.R., & Putt, A.M. (1985).
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.
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Fearon.

附件八

11. LeFrancois, G.R. (1984).
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,
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,
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,
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502.






PART




1. Huff C. (1997). Cooperative learning: a model for teaching. Journal of
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6.

2. Cravener PA. (1997). Promoting active learning in large lecture classes. Nurse
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6.

3. French P. Cross D. (1991).
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5. Elliott DD. (1996). Promoting
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52.

6. Harrison N. (1995). Using humour as an educational technique. Professional Nurse.
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附件八

7. Karmels P. News, notes & tips. (1995). Classroom discussion as a teaching strategy.
Nurs
e Educator. 20(3): 9.

8. Ghazi F. Henshaw L. (1998). How to keep student nurses motivated. Nursing
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8.

9. Schell K. (1998). Teaching tools. Promoting student questioning. Nurse
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12.

10. Van Hoozer, H.L. et. al. (1994).

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附件八

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附件八

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附件八

National Taipei College of Nursing

Teaching Plan


(Graduate Sc
hool)


Department


Sec瑩潮㨠

□ Nursing for BSN and MN programs

Course:
Curriculum Instruction and Design in Nursing



Chinese


課程設計與發展

(In Chinese)

Credit(s):


3



Semester:

□ Spring, 2005

Instructor:


Chinese



(In

Chinese)

Course Description:



This course examines the role of the nurse educator within societal institutions,
beginning with an historical overview as an antecedent to the current status of nursing
education. The theory and process of curriculum dev
elopment will be analyzed with
particular emphasis on contemporary issues. Students will develop specific
knowledge and skill in transforming a curricular framework into an instructional
design
which reflects contemporary theories of teaching and learning. Finally,
students have the opportunity to focus on strategies for specific dilemma and issues in
teaching of nursing. Circular learning emphasizing critical thinking, creativity and
cooperative

learning is the main teaching strategy used in the course.





Teacher


猠sca摥浩c⁣潤e㨠