Section Learning Outcomes
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 collaborative 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 two learning activities for promoting reflective practice and 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.

Section Learning Outcomes
Section 1: Readiness to Learn

1. Describe four ways students show readiness to learn.
2. Identify the main tenants of assimilation theory.
3. Explain four stages of information processing.
4. Differentiate between short-term and long-term memory storage.

Section 2: Student Learning Styles

1. Apply a variety of teaching strategies to appeal to different learning styles.
2. Categorize student learning preferences using the acronym VARK.
3. List Bevis’ six types of learning.
4. Contrast field-dependent learners from field-independent learners.
5. Analyze Gardener’s eight intelligence types.

Section 3: Diversity in Education

1. Appeal to learning styles influenced by cultural diversity.
2. Explain the influence of generation on student learning characteristics and the implications in teaching.
3. Define and differentiate the terms: cultural awareness, cultural knowledge, cultural understanding, and cultural sensitivity.

Section 4: Student Disabilities & Accommodations

1. Explain the Americans with Disability Act (ADA) and its implication in nursing education.
2. Reference various resources for learning and teaching diverse or ESL students.
3. Adapt teaching and provide learning resources to ESL and ELL students, as well as other students requiring accommodation.

Section 5: Socialization: Transition Into Practice

1. Differentiate between the roles of clinical faculty, staff nurse, and preceptor in clinical learning.
2. Describe Kramer’s stages of reality shock for a graduate nurse transitioning into practice.
3. Explain the nurse to educator process in the context of Patricia Benner’s Novice to Expert.

Section 6: Learning in the Clinical Environment

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

Section 7: Faculty as Advisors

1. Analyze the role of nurse faculty advisor.   
2. Identify student resources to promote academic- and career-related success.

Section 1: Evaluation Strategies for Learning Outcomes

1. Distinguish between grading and evaluation.
2. Evaluate students using various methods.
3. Differentiate between norm-referenced and criterion-referenced evaluation.
4. Distinguish between formative and summative evaluation.

Section 2: Quantitative Tests for Evaluation

1. Differentiate between the types of reliability and validity.
2. Select appropriate assessment tools for both quantitative and qualitative data.
3. Determine the level of a data set with regard to what degree it may be analyzed.
4. Interpret results of a test item evaluation and make decisions regarding test items for improvement.

Section 3: Evaluation & Feedback

1. Select the appropriate method of qualitative data collection — questionnaire, interview, observation.
2. Describe the steps for giving feedback to students.
3. Identify appropriate evaluation strategies based on desired learning outcomes.

Section 4: Clinical Evaluation

1. Discuss the various methods of clinical evaluation used in nursing programs.
2. Explain how anecdotal notes are utilized for clinical evaluation.
3. Select clinical evaluation tools based on which learning domain(s) it is expected to assess.
4. Demonstrate how portfolios can be used to demonstrate learning through scholarly tasks.

Section 1: Curriculum Standards & Development

1. Describe how professional nursing organization and trends help guide curriculum development.
2. List the six QSEN competencies.
3. Explain how theories of Nightingale, Watson, Bevis, and Benner shaped nursing curriculum.
4. Describe three major components of a curriculum.

Section 2: Curriculum Evaluation & Improvement

1. Outline criteria used for nursing program admission.
2. Recognize how benchmarks are used in nursing program evaluation.
3. Explain two techniques for facilitating the attainment of group consensus.

Section 3: Accreditation Standards & Assessment

1. Discuss five different models for systematic evaluation of a nursing program.
2. Explain the accreditation process for nursing programs.
3. Differentiate between NLNAC and CCNE accrediting bodies.

Section 4: Team Approach to Curriculum Design

1. Discuss how nursing faculty organize as a team to evaluate the nursing curriculum.
2. Explain the student role in nursing curriculum evaluation.
3. Identify the four “C”s of active curriculum development.

Section Learning Outcomes
Section 1: Personal Assessment and Evaluation

1. Discuss the goal of faculty evaluation.
2. List NLN’s eight competencies for nurse educators.
3. Discuss the aspects of performance appraisal by self and peers.
4. Explain the process of faculty evaluation.
5. Identify elements included in a portfolio for purposes of faculty evaluation, promotion, and tenure.

Section 2: Legal and Ethical Standards for Nurse Educators

1. Discuss the ethical and legal issues and standards pertaining to nursing education; a) employment and tenure; b) copyright or intellectual property; c) academic freedom; and d) discrimination.
2. Define FERRPA and explain confidentiality standards.
3. Create a fishbone diagram demonstrating the process of managing an occurrence in the clinical setting.

Section 3: Professional Development

1. Discuss how a faculty member attains socialization in their role.
2. Identify ways in which faculty can engage in faculty development.
3. Distinguish between Scholarship of Teaching, Service, Discovery, and Integration.
4. Discuss how professional organizations can influence a faculty’s career development.

Section 4: Role of Faculty Mentors

1. Discuss how mentoring is an aid to socialize new clinical faculty to their role.
2. Identify the value a mentoring relationship has for the faculty and institution.
3. List characteristics of a quality mentor.

Section Learning Outcomes
Section 1: Role of Change Agent

1. Identify barriers to implementing change.
2. Differentiate the various change theories that can be utilized to guide this process.
3. Explain the role of the nurse educator as a leader of change.

Section 2: Leadership as a Nurse Educator

1. Explain how theories of leadership have evolved.
2. Describe various leadership styles.
3. Discuss the role of the nurse educator in leadership, advocacy, and service.

Section 3: Commitment to Lifelong Learning

1. Discuss ways a nurse faculty member can demonstrate commitment to lifelong learning.
2. List the components of SMART goals.

Section 4: Engage in Interprofessional Relationships

1. Explain the importance of interprofessional education (IPE) and collaborative practice (CP) in nursing education.
2. Discuss how faculty can develop IPE and CP at their institution and the impact it can have on the community. 
3. Provide examples of IPE and CP that can be utilized between interdisciplinary healthcare teams.