Download or read book Teaching and Learning in a Concept Based Nursing Curriculum written by Ignatavicius and published by Jones & Bartlett Learning. This book was released on 2017-09 with total page 283 pages. Available in PDF, EPUB and Kindle. Book excerpt: Resource added for the Nursing-Associate Degree 105431, Practical Nursing 315431, and Nursing Assistant 305431 programs.
Download or read book Changing to Concept based Curricula written by Kristy A. Baron and published by . This book was released on 2014 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose: The complexity of health care today requires nursing graduates to use high-level thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, high-level thinking, and the ability to transfer knowledge to a variety of situations - requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application. The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs. The specific aims of this study explored the educators' behaviors and their perceptions of the change, teaching practices, and the teaching-learning process. Methodology: The researcher recruited a purposive sample of nurse educators with a minimum of a master's degree in nursing and over two years of teaching experience for in-depth interviews about their experiences of changing to a concept-based curriculum. The sample included eight educator from two institutions in one Western state. The researcher used a grounded theory design to guide this study and analyzed and interpreted interview transcripts using Charmaz's methods. Results: The grounded theory is constructed from the participants' experiences and consists of the overarching concept, support for change, and central concept, finding meaning. Related to finding meaning are four concepts: (a) refining change, (b) constructing learning, (c) fostering authenticity, and (d) reinforcement benefits. Data indicate educators must find meaning in the processes of a concept-based curriculum. These processes include (a) designing conceptual curricular structure, (b) implementing conceptual teaching, and (c) evaluating teaching-learning methods through a conceptual lens. Conclusions: Finding meaning, or understanding the processes of a concept-based curriculum, is proportional of refinind the change: the greater the understanding, the more refinement of curricular structures, teaching techniques, and teaching-learning methods. Concept-based teaching requires educators to construct learning that reflects conceptual understanding using a student-centered learning approach with authentic experiences. Fostering authenticity requires provision of real experiences in class for students to apply to their nursing practice. Educators practicing the processes of a concept-based curriculum discovered intrinsic rewards that reinforced the benefits of a nursing education career.
Download or read book Concept Based Curriculum and Instruction for the Thinking Classroom written by H. Lynn Erickson and published by Corwin Press. This book was released on 2007 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This indispensable guide combines proven curriculum design with teaching methods that encourage students to learn concepts as well as content and skills for deep understanding across all subject areas.
Download or read book Designing a Concept Based Curriculum for English Language Arts written by Lois A. Lanning and published by Corwin Press. This book was released on 2013 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Functions as a framework for lesson plans.
Download or read book Transitioning to Concept Based Curriculum and Instruction written by H. Lynn Erickson and published by Corwin Press. This book was released on 2013-12-10 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: A cutting-edge model for 21st century curriculum and instruction How can you spot a thinking child? Look at the eyes: they’ll light up, signaling that transformative moment when your student has finally grasped that big idea behind critical academic content. If experiences like this are all too rare in your school, then you need a curriculum and instruction model that’s more inquiry-driven and idea-centered. Now. H. Lynn Erickson and Lois Lanning demonstrate how, through concept-based curriculum, you can move beyond superficial coverage and lower-level skills practice to effect intellectually engaging pedagogy, where students engage in problem finding and problem solving. New insights include: How to design and implement concept-based curriculum and instruction across all subjects and grade levels. Why content and process are two different (but equally important) aspects of any effective concept-based curriculum. How to ensure students develop the all-important skill of synergistic thinking. We’re all looking for the best curriculum and instruction model to meet the changing demands of the 21st century. This is it. "With the onset of the Common Core and new national content standards, concept-based learning is now more crucial than ever. Erickson and Lanning are ′ahead of the curve′ in providing teachers and curriculum leaders with rich instructional strategies to meet these challenging standards. This is an essential book for planning tomorrow’s curricula today." Douglas Llewellyn, Educational Consultant and Author of Inquire Within, Third Edition "Powerful teaching engages minds with powerful ideas. At its core, such transformative teaching is neither transmission of information nor practice with inert skills. Rather it is a careful choreography between a mind and an idea such that the mind comes to own the idea in a form that is true to the discipline and expansive for the learner. Erickson and Lanning teach teachers to be choreographers of learning—understanding both what makes content worth knowing and how to engage young minds with that content in ways that extend their capacities to understand it at a deeper level, use it, transfer it, and ultimately create with it." Carol Ann Tomlinson, Ed.D., Chair of Educational Leadership, Foundations, and Policy Curry School of Education, University of Virginia
Download or read book Concept Based Curriculum and Instruction written by H. Lynn Erickson and published by Corwin Press. This book was released on 2002-04-18 with total page 194 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book the author provides specific strategies for designing and developing a seamless learning programme that teaches students to grasp broad concepts and integrate the information they have learned. This is a companion volume to the author′s Stirring the Head, Heart, and Soul Second Edition and an ideal resource for teachers, curriculum developers, and staff developers who must guide students toward higher academic standards for content knowledge, process abilities, quality performance, and school-to-work transitions.
Download or read book Curriculum Change and Innovation written by Yiu Chun LO 羅耀珍 and published by Hong Kong University Press. This book was released on 2012-06-01 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum Change and Innovation is an introductory textbook on Hong Kong’s school curriculum. Written in an approachable style using illustrative case studies, the textbook provides an introduction to the basic concepts and theories of "curriculum" as a field of study. It also discusses how sociopolitical and economic changes as well as technology advancements help transform teachers' roles and reshape curriculum policies. The chapters cover a wide range of topics, including curriculum design, planning, implementation and evaluation. These discussions are included to help readers critically reflect on their roles as change agents in curriculum development. Shirley S. Y. Yeung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. John T. S. Lam is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Anthony W. L. Leung is an assistant professor in the Department of Curriculum and Instruction at the Hong Kong Institute of Education. Yiu Chun Lo is an associate professor of the Department of Curriculum and Instruction at the Hong Kong Institute of Education.
Download or read book The Future of Nursing written by Institute of Medicine and published by National Academies Press. This book was released on 2011-02-08 with total page 700 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Future of Nursing explores how nurses' roles, responsibilities, and education should change significantly to meet the increased demand for care that will be created by health care reform and to advance improvements in America's increasingly complex health system. At more than 3 million in number, nurses make up the single largest segment of the health care work force. They also spend the greatest amount of time in delivering patient care as a profession. Nurses therefore have valuable insights and unique abilities to contribute as partners with other health care professionals in improving the quality and safety of care as envisioned in the Affordable Care Act (ACA) enacted this year. Nurses should be fully engaged with other health professionals and assume leadership roles in redesigning care in the United States. To ensure its members are well-prepared, the profession should institute residency training for nurses, increase the percentage of nurses who attain a bachelor's degree to 80 percent by 2020, and double the number who pursue doctorates. Furthermore, regulatory and institutional obstacles-including limits on nurses' scope of practice-should be removed so that the health system can reap the full benefit of nurses' training, skills, and knowledge in patient care. In this book, the Institute of Medicine makes recommendations for an action-oriented blueprint for the future of nursing.
Download or read book Curriculum Development in Nursing Education written by Carroll L. Iwasiw and published by Jones & Bartlett Publishers. This book was released on 2009-10-07 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: Curriculum Development in Nursing Education, Second Edition continues its dedication to the advancement of nursing education, and in particular, to the ongoing development of relevant yet dynamic nursing education curricula. This Second Edition offers current, accessible, and comprehensive tips and tools and incorporates a balance of theoretical perspectives and practical applications. The Second Edition has been completely revised and updated and includes an expanded focus on developing a context-relevant curriculum. A major determinant in any nursing education curriculum is the context in which the curriculum is developed and offered. This context is the professional, societal, health care, and educational situations to which the curriculum must respond, and is what makes each school’s curriculum unique. Curriculum Development in Nursing Education helps nurse educators create a program of study that will meet the contextual needs of their individual setting. What’s New: Expanded focus on developing a context-relevant curriculum New sections on educational technologies, distributed learning, and curriculum evaluation. New chapters on preparing for external program review, building a curriculum, and evaluation of a curriculum.
Download or read book Mastering Concept Based Teaching written by Jean Foret Giddens and published by Elsevier Health Sciences. This book was released on 2019-02-02 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Get all the strategies and guidance you need successfully implement conceptual learning with Mastering Concept-Based Teaching, 2nd Edition. Written specifically for nursing faculty, renowned educators Dr. Jean Foret Giddens, Dr. Linda Caputi, and Dr. Beth Rodgers walk you through the background and benefits of using a concept-based learning approach; how to plan, develop, and deliver an effective concept-based course; and how to improve and evaluate student learning with concepts. This new second edition also features two new chapters — one on how to conduct concept-based clinical experiences and another chapter on the future of concept-based interprofessional learning. You'll also find updated content and more of the highly helpful Misconceptions and Clarifications boxes. So whether you're teaching in an LPN, ADN, BSN, or MSN program, this insightful book is here to ensure a smooth execution concept-based teaching. - Framework for developing a concept-based curriculum provides guidance throughout the general steps associated with developing a CBC. - Strong foundation in how to teach within a concept-based curriculum dives into the nature of concepts, their function in the process of learning, and the importance of being consistent in the selection and implementation of concepts. - Balanced teaching strategies illustrate ways to enhance the conceptual approach through engaging learning activities and an open environment. - Success evaluation criteria explains the importance of analyzing evaluation data to determine the effectiveness of a new curriculum on meeting program learning outcomes. - NEW! Updated content reflects the latest research in the neuroscience of learning, insightful illustrations, and best practices in concept-based curriculum design and instruction. - NEW! Expanded use of Misconceptions and Clarifications boxes also reflects the latest research in conceptual learning to help clarify important concepts. - NEW! Added color improves teaching and learning value. - UNIQUE! New chapter on concept-based clinical experiences includes simulation and lab experiences, "live" clinical experiences, and clinical learning activities for inpatient, outpatient, community, and health systems-level experiences. - UNIQUE! New chapter on thinking conceptually and the future of concept-based interprofessional learning covers both the ways CBC is spreading beyond just nursing and how to encourage faculty to shift their thinking to develop reasoning and critical thinking skills in students versus rote learning of content.
Download or read book Teaching and Learning in Nursing written by Gregor Stiglic and published by BoD – Books on Demand. This book was released on 2017-05-17 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: A significant body of knowledge is the basis for a holistic, caring and scientific evidence-based nursing education in practice for professional development. Quality teaching leads to good learning and both aspects are two of the main issues of quality assurance in nursing education today. To begin with, not all nursing students have the same levels of motivation or learning abilities. It is with cognisance of providing quality care for patients that the role of the nurse educator has to be to enhance nursing students' learning using scientific evidence based teaching. Research around teaching and learning processes is an important part of the delivery of quality education, which in turn impacts on students' learning results and experiences, thereby, ensuring holistic biopsychosocial care to patients. The main aim of teaching and learning in nursing, at all levels, is to enhance the nurses' contribution to assist the individuals, families and communities in promoting and preserving health, well-being and to efficiently respond to illnesses. We hope that this book can be used as a resource to increase the body of knowledge in teaching and learning in nursing, thereby enhancing the role and contribution of health care professionals to clinical practice.
Download or read book Concept Based Mathematics written by Jennifer T.H. Wathall and published by Corwin Press. This book was released on 2016-01-14 with total page 307 pages. Available in PDF, EPUB and Kindle. Book excerpt: Give math students the connections between what they learn and how they do math—and suddenly math makes sense If your secondary-school students are fearful of or frustrated by math, it’s time for a new approach. When you teach concepts rather than rote processes, you show students math’s essential elegance, as well as its practicality—and help them discover their own natural mathematical abilities. This book is a road map to retooling how you teach math in a deep, clear, and meaningful way —through a conceptual lens—helping students achieve higher-order thinking skills. Jennifer Wathall shows you how to plan units, engage students, assess understanding, incorporate technology, and even guides you through an ideal concept-based classroom. Practical tools include: Examples from arithmetic to calculus Inquiry tasks, unit planners, templates, and activities Sample assessments with examples of student work Vignettes from international educators A dedicated companion website with additional resources, including a study guide, templates, exemplars, discussion questions, and other professional development activities. Everyone has the power to understand math. By extending Erickson and Lanning’s work on Concept-Based Curriculum and Instruction specifically to math, this book helps students achieve the deep understanding and skills called for by global standards and be prepared for the 21st century workplace. "Jennifer Wathall’s book is one of the most forward thinking mathematics resources on the market. While highlighting the essential tenets of Concept-Based Curriculum design, her accessible explanations and clear examples show how to move students to deeper conceptual understandings. This book ignites the mathematical mind!" — Lois A. Lanning, Author of Designing Concept-based Curriculum for English-Language Arts, K-12 "Wathall is a master at covering all the bases here; this book is bursting with engaging assessment examples, discussion questions, research, and resources that apply specifically to mathematical topics. Any math teacher or coach would be hard-pressed to read it and not come away with scores of ideas, assessments, and lessons that she could use instantly in the classroom. As an IB Workshop Leader and instructional coach, I want this book handy on a nearby shelf for regular referral – it′s a boon to any educator who wants to bring math to life for students." — Alexis Wiggins, Instructional Coach, IB Workshop Leader and Consultant
Download or read book Concept based Curriculum written by Judy R. Hyland and published by . This book was released on 2019 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt: This hermeneutic phenomenological study explored the lived experiences of nurse educators practicing within a concept-based curriculum (CBC). Given the significant change in the framework of the nursing content and the pedagogical model changes of a concept-based curriculum, nurse educator experiences have provided insight to the efficacy and pedagogical usability of this type of curriculum. Using an inductive process, a set of themes emerged that represented the participants’ meaning about working in a concept-based curriculum. The shared experiences of the nurse educators uncovered the overall essence of their world. This new truth uncovered four themes. The themes included 1) a need for change, which highlighted administration/faculty motivation for a radical shift in program teaching; 2) life during transition, which described the process faculty underwent as they worked to make program changes; 3) the teaching experiences, which focused on the faculty experience after the transition and 4) usefulness and efficacy, which addressed the faculties appraisal of the CBC. This research revealed that the faculty perception regarding the students’ ability to make clinical judgments was strengthened by the use of a CBC and conceptual teaching practices. They attributed this skill improvement to the introduction to clinical judgement earlier in the curriculum and frequency of practice throughout the curriculum as a factor. Findings suggest that the transition of the adoption of the curriculum is difficult at best. After proper training and time to practice, the faculty found the curriculum to be efficacious and the pedagogical model useful in preparing students for entry level practice. The study elicited possible actions by nurse educational leaders that will make the transitioning into concept-based curricula less arduous. Findings from this study can provided guidance for future adoption of concept-based curricula.
Download or read book Concept Based Inquiry in Action written by Carla Marschall and published by Corwin Press. This book was released on 2018-05-30 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Create a thinking classroom that helps students move from the factual to the conceptual Concept-Based Inquiry is a framework for inquiry that promotes deep understanding. The key is using guiding questions to help students inquire into concepts and the relationships between them. Concept-Based Inquiry in Action provides teachers with the tools and resources necessary to organize and focus student learning around concepts and conceptual relationships that support the transfer of understanding. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.
Download or read book Place based Curriculum Design written by Amy B. Demarest and published by Routledge. This book was released on 2014-10-30 with total page 219 pages. Available in PDF, EPUB and Kindle. Book excerpt: Place-based Curriculum Design provides pre-service and practicing teachers both the rationale and tools to create and integrate meaningful, place-based learning experiences for students. Practical, classroom-based curricular examples illustrate how teachers can engage the local and still be accountable to the existing demands of federal, state, and district mandates. Coverage includes connecting the curriculum to students’ outside-of-school lives; using local phenomena or issues to enhance students’ understanding of discipline-based questions; engaging in in-depth explorations of local issues and events to create cross-disciplinary learning experiences, and creating units or sustained learning experiences aimed at engendering social and environmental renewal. An on-line resource (www.routledge.com/9781138013469) provides supplementary materials, including curricular templates, tools for reflective practice, and additional materials for instructors and students.
Download or read book Tools for Teaching Conceptual Understanding Secondary written by Julie Stern and published by Corwin Press. This book was released on 2017-02-02 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students become experts and innovators through Concept-Based teaching Innovators don’t invent without a deep understanding of how the world works. With this foundation, they apply conceptual understanding to solve new problems. We want our students to not only retain ideas, but relate them to other things they encounter, using each new situation to add nuance and sophistication to their thinking. To do this, they need conceptual understanding. This book serves as a road map for Concept-Based teaching. Discover how to help students uncover conceptual relationships and transfer them to new situations. Specifically, teachers will learn: Strategies for introducing conceptual learning to students Four lesson frameworks to help students uncover conceptual relationships How to assess conceptual understanding, and How to differentiate concept-based instruction Look no further. For deep learning and innovative thinking, this book is the place to start. "The authors tear down the false dichotomies of traditional vs innovative education and provide a practical toolkit for developing creativity and applying knowledge through Concept-Based learning. Every practitioner needs this book to juxtapose what worked well in the 20th Century with what is essential in the 21st Century and beyond." Michael McDowell, Superintendent Ross School District, Ross, CA "While most good educators recognise the incredible value of teaching conceptually, it is challenging. The authors have created accessible, practical baby steps for every teacher to use." Dr. Vincent Chan, principal Fairview International School, Kuala Lumpur, Malaysia
Download or read book Transitioning to Concept based Teaching written by William Howard Deane and published by . This book was released on 2016 with total page 388 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many associate degree nursing programs throughout the United States (U.S.) have adopted a concept-based curriculum (CBC). The limited number of research studies completed to date have primarily focused on student learning and end-of-program outcomes. Additionally, there is a dearth of research on the experience of nurse educators who have transitioned from traditional to concept-based teaching. The aims of this study were to: (1) describe the experience of nurse educators who transition to concept-based teaching, (2) identify whether a common process of transitioning to concept-based teaching exists amongst study participants, (3) identify facilitators and barriers faculty encounter in the process of transitioning to concept-based teaching, and (4) compare study findings to the managing transitions model to determine ares of congruence and the need to refine or expand the model. A qualitative description design with responsive interviewing as the principle method was used to elicit data in this study. the purposive sample of 19 participants consisted of faculty who taught in associate degree programs in the U.S. that deliver a concept-based curriculum. Participants were recruited from an Internet nurse educator email discussion group as well as an e-mail invitation sent to deans/directors of associate degree programs that deliver a concept-based curriculum. Email interviews were conducted between March and April, 2016. Content analysis was used to derive initial codification of interview data, as well as within and between interview comparison of codes to arrive at theme and sub-themes. Five major themes with associated sub-themes emerged from the data analysis that represented the participant's description of the transition experience. The major themes were: recognizing fears, facing conflict, working out of one's comfort zone, seeing successes, and self-talk and questioning self. A purpose of participant transition from traditional to concept-based teaching emerged consisting of five phases that included: responding to the decision to adopt a CBC, developing the curriculum, implementing the curriculum, seeing results, and reflecting back-a continuing journey. Self-talk and questioning self transcended all the phases and provided a framework for reflection that assisted the individual with moving forward wit the transition process. Participants described emotional reactions such as fear of failure and, questioned whether they could be successful in working in a team which were generally analyzed through self-talk. Seeing positive student outcomes helped to convince faculty of the decision to move to a CBC while others continues to question the effectiveness of the change. Four major themes arose that best represented facilitators that assisted the participant throughout the transition process. These facilitators included: identifying inner support, building team cohesiveness, learning from and sharing knowledge with others, and seeing positive student outcomes. Three major themes emerged that represented barriers throughout the participant's transition to concept-based teaching. These major themes included: dealing with personal struggles, lacking support within the school nursing, and lacking support outside the school of nursing. Similarities arose that were consistent with the three stages of managing transitions model. future refinement of the managing transitions model may include reflective question cues to assist individuals as they transition through the phases of change as well as guidance to assist those who continue to resist change. Implications for theory, education, policy, practice, and research are also discussion.
