NSN719 Principles of Education for Health Professionals
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | NSN719 |
|---|---|
| Credit points: | 12 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $1,118 |
| Domestic tuition unit fee | $2,976 |
| International unit fee | $4,236 |
Unit Outline: Semester 1 2024, Kelvin Grove, Internal
| Unit code: | NSN719 |
|---|---|
| Credit points: | 12 |
| Coordinator: | Joanne Ramsbotham | j.ramsbotham@qut.edu.au |
Overview
Dynamic health care environments require agile health professionals who are responsive to changing needs, adaptive to innovation and engaged with best practice to ensure optimal person centred care. This unit provides the emerging educator with the specialist knowledge and skills required to fulfil this role in the health care environment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply key educational theories, models, principles and concepts to review and refine effective teaching and learning in health care environments.
- Analyse contextual issues that influence learning interactions in the health care environment and recommend teaching approaches to address these issues.
- Critically examine the role of educator in contemporary healthcare environments drawing on evidence based literature.
- Communicate and justify evidence-based educational practice.
Content
This unit addresses the following content: theories, models and principles of learning and teaching, the learner experience, the health care learning environment and the role of the health professional as educator in achieving learning outcomes.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Workshops (online and/or face-to-face) to support knowledge development and academic literacy skills
- Online self-directed learning
- Peer review/feedback
- Individual research and readings; and
- Collaborative activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through the following:
- Formative feedback in workshops and activities
- Comments and grading via rubrics on summative assessment
- Feedback from peers.
Assessment
Overview
The assessment for this unit is comprised of 2 summative items.
This unit will use online web based text matching software that assists students to develop the academic skills required to correctly use and cite reference material as well as check citations to determine and avoid possible instances of plagiarism.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critical analysis case study
You will self reflect and critically analyse learning interactions from a diverse learner perspective in a health case study and apply knowledge of educational theories, models and principles to make recommendations for improvement.
This is an assignment for the purposes of an extension.
Assessment: Critique
This assessment requires you to critically analyse the role of health professional as educator within a situation and examine the attributes and practices that characterise effective teaching. You will justify your viewpoint by integrating relevant evidence.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Online and library resources relevant to the unit are updated each semester, and suggested resources will be posted on the unit Canvas site prior to semester commencement.
Risk Assessment Statement
There are no out of ordinary risks associated with undertaking this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS32 Graduate Certificate in Nursing
- Demonstrate and apply advanced health care knowledge and skills in a specialist nursing area.
Relates to: Critical analysis case study, Critique - Critically analyse, evaluate, and reflect on specialist nursing knowledge, evidence and practice to improve patient care and health outcomes.
Relates to: Critical analysis case study, Critique - Use evidence-based theories and frameworks to inform emerging leadership practice in nursing and interprofessional collaborations.
Relates to: Critical analysis case study, Critique - Communicate complex evidence-based knowledge through education, professional communication, and a range of digital technologies.
Relates to: Critical analysis case study, Critique
NS95 Master of Nursing
- Apply advanced knowledge and skills to manage and improve nursing practices across diverse and complex contexts to improve health outcomes and service provision.
Relates to: Critical analysis case study, Critique - Critically analyse evidence to inform decision-making in advanced nursing and interprofessional care contexts.
Relates to: Critical analysis case study, Critique - Communicate complex evidence-based findings through professional dissemination using a range of digital technologies.
Relates to: Critical analysis case study, Critique
Unit Outline: Semester 1 2024, Online
| Unit code: | NSN719 |
|---|---|
| Credit points: | 12 |
Overview
Dynamic health care environments require agile health professionals who are responsive to changing needs, adaptive to innovation and engaged with best practice to ensure optimal person centred care. This unit provides the emerging educator with the specialist knowledge and skills required to fulfil this role in the health care environment.
Learning Outcomes
On successful completion of this unit you will be able to:
- Apply key educational theories, models, principles and concepts to review and refine effective teaching and learning in health care environments.
- Analyse contextual issues that influence learning interactions in the health care environment and recommend teaching approaches to address these issues.
- Critically examine the role of educator in contemporary healthcare environments drawing on evidence based literature.
- Communicate and justify evidence-based educational practice.
Content
This unit addresses the following content: theories, models and principles of learning and teaching, the learner experience, the health care learning environment and the role of the health professional as educator in achieving learning outcomes.
Learning Approaches
In this unit, you will learn through engaging in the following:
- Workshops (online and/or face-to-face) to support knowledge development and academic literacy skills
- Online self-directed learning
- Peer review/feedback
- Individual research and readings; and
- Collaborative activities.
Feedback on Learning and Assessment
Feedback in this unit is provided to you through the following:
- Formative feedback in workshops and activities
- Comments and grading via rubrics on summative assessment
- Feedback from peers.
Assessment
Overview
The assessment for this unit is comprised of 2 summative items.
This unit will use online web based text matching software that assists students to develop the academic skills required to correctly use and cite reference material as well as check citations to determine and avoid possible instances of plagiarism.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Critical analysis case study
You will self reflect and critically analyse learning interactions from a diverse learner perspective in a health case study and apply knowledge of educational theories, models and principles to make recommendations for improvement.
This is an assignment for the purposes of an extension.
Assessment: Critique
This assessment requires you to critically analyse the role of health professional as educator within a situation and examine the attributes and practices that characterise effective teaching. You will justify your viewpoint by integrating relevant evidence.
This is an assignment for the purposes of an extension.
Academic Integrity
Students are expected to engage in learning and assessment at QUT with honesty, transparency and fairness. Maintaining academic integrity means upholding these principles and demonstrating valuable professional capabilities based on ethical foundations.
Failure to maintain academic integrity can take many forms. It includes cheating in examinations, plagiarism, self-plagiarism, collusion, and submitting an assessment item completed by another person (e.g. contract cheating). It can also include providing your assessment to another entity, such as to a person or website.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Further details of QUT’s approach to academic integrity are outlined in the Academic integrity policy and the Student Code of Conduct. Breaching QUT’s Academic integrity policy is regarded as student misconduct and can lead to the imposition of penalties ranging from a grade reduction to exclusion from QUT.
Resources
Online and library resources relevant to the unit are updated each semester, and suggested resources will be posted on the unit Canvas site prior to semester commencement.
Risk Assessment Statement
There are no out of ordinary risks associated with undertaking this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.NS32 Graduate Certificate in Nursing
- Demonstrate and apply advanced health care knowledge and skills in a specialist nursing area.
Relates to: Critical analysis case study, Critique - Critically analyse, evaluate, and reflect on specialist nursing knowledge, evidence and practice to improve patient care and health outcomes.
Relates to: Critical analysis case study, Critique - Use evidence-based theories and frameworks to inform emerging leadership practice in nursing and interprofessional collaborations.
Relates to: Critical analysis case study, Critique - Communicate complex evidence-based knowledge through education, professional communication, and a range of digital technologies.
Relates to: Critical analysis case study, Critique
NS95 Master of Nursing
- Apply advanced knowledge and skills to manage and improve nursing practices across diverse and complex contexts to improve health outcomes and service provision.
Relates to: Critical analysis case study, Critique - Critically analyse evidence to inform decision-making in advanced nursing and interprofessional care contexts.
Relates to: Critical analysis case study, Critique - Communicate complex evidence-based findings through professional dissemination using a range of digital technologies.
Relates to: Critical analysis case study, Critique