Teaching Plan Essay
| Subject or topic | General: Nursing Informatics
Specific: informatics Theory and Practice |
| Level of Instructions | Junior |
| Methods of Delivery Teaching Presentations |
|
| Learning Objectives |
|
| Content Outline |
|
| Skills |
|
| Teaching Strategies and Learning Activities | Teaching Strategies
Learning Activities
|
| Plan for Individual Learning Differences |
|
| Evaluation Process | Formative
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A Rubric for Assignment One
Task: Discuss fundamental points for a theory of nursing informatics of your choice and justify their application in nursing practice
Total weight: 30 points
Description of the Expectations from the Assignment
| Excellent
(25-30) |
Good
(20-24) |
Average
(15-19) |
Below Average
(10-14) |
Poor
(0-9) |
|
| Content | Comprehensive review and synthesis of informatics theories and their application to nursing practice. Excellent development of ideas and arguments | A relatively good grasp of the topic with support for ideas and arguments | Superficial development of the topic with inadequate scholarly support. Inconsistent and vague arguments based on primarily opinion. | Weak awareness of the assignment instructions. Unclear ideas and arguments that lack scholarly insights | Out-of-context ideas. Poorly-developed ideas. Lack of awareness of scholarly thresholds for an essay-formatted paper. |
| Organization | Logical organization, clear topic sentences, thesis statement with little-to-no identifiable mistakes | A clear focus of the paper, good organization, and mild errors. Transitions are reasonably clear | The paper is understandable but lacks coherence and evident transitions. | A weak organization with a random focus. Does not respond to assignment prompts | Disorganized and difficult to follow. Does not adhere to paper instructions and testable competencies. |
| Grammar/Spelling/Punctuation | Good grammar, limited errors, correct punctuation, and spelling. Adheres to all writing mechanisms. | Notable adherence to writing mechanics. Only minor errors in grammar, Spelling, and punctuation. | Several mechanical errors in grammar, Spelling, and punctuation. Struggles to comply with the use of standard English | Significant errors that interfere with the communication of ideas. | Inappropriate grammar, erroneous spelling, and a complete non-adherence to writing mechanics. Inappropriate for a scholarly audience. |
| APA/References | Total adherence to APA format, including various levels of headings and references | Very few lapses in the APA format | Identifiable mistakes in APA format, including in references and in-text citations | Reference errors are significant, signaling a non-adherence to APA format. | References are incomplete or lacking, a gross violation of APA format thresholds, including in-text citation entries and alignment of headings and subheadings. |
Teaching Plan
General Subject: Nursing Informatics
Topic: Informatics Theory Practice
Assignment Guidelines
Your teaching plan should serve as a road map of what you think students need to learn as well as how you will effectively deliver your instruction and evaluate what the students learned during the class period. Your teaching plan should guide your teaching presentation during week 7 (see guidelines for the presentation in week 7). While there are many formats for a teaching plan, the following sections should be included in your plan:
The subject or topic that you plan to teach: Your topic should be selected from one of the class periods listed in your syllabus that you developed for an undergraduate nursing course.
Level of instruction: The placement of the course in the nursing program curriculum (i.e., freshman, junior, sophomore, senior; beginning, mid-program, or end-of-program level)
Method/mode of delivering your teaching presentation: Form of audio-visual delivery, PowerPoint presentation, or similar method
Learning objectives: Include 4–5 outcome statements that define what you expect the students to learn or accomplish by the end of the class period. Your learning objectives should be clear and measurable, and appropriate to the information you are teaching, and the level of instruction.
Content outline: Develop an outline of the central points and/or skills you plan to cover. Your content should be logically structured.
Teaching strategies and learning activities: List the approach, techniques, and methods you will use to drive your instruction and engage your students to reach the learning objectives (e.g., lecture, active learning, discussions). Provide a rationale supporting your selected teaching strategies, as well as their advantages and disadvantages.
Plans for individual learning differences: How you plan to adapt your teaching to meet individual learning needs of various students. Explain how individuals with different learning styles will be supported by your teaching strategies and activities.
Evaluation process: List the methods you plan to use to assess student learning and evaluate the effectiveness of your teaching strategies (how you will determine if students met the outcome objectives).
Include formative (questioning, discussion, games, etc.) and summative (assignment, test, presentation, etc.) evaluation strategies.
Include at least one written assignment and develop a rubric that clearly describes your expectations for the assignment. Your rubric should:
List the criteria that will be assessed (a breakdown of the assignment parts).
Include some type of scale that measures the levels of quality for the criteria being assessed (e.g., from excellent to poor, from exceeds expectations to does not meet expectations).
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