Discussion: Learner Characteristics in Nursing Education

Discussion: Learner Characteristics in Nursing Education

Many of the foundational ethical principles that need to be considered in a patient care setting also apply to a lesson design and delivery setting. Learners and educators come from a variety of backgrounds and have a variety of perspectives, all of which need to be respected. In addition, interactions between educator and learner should remain professional and should be based on mutual trust. In addition to ethical considerations, nurse educators must also consider innovating to keep up with current technologies.

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Patient simulations, online learning strategies, and virtual reality are just a few of the technologies that could be used to enhance learning. In this Discussion, you will identify learner characteristics for each learner group and determine ethical and technological considerations that are associated with each group.

To prepare:

Read about learner characteristics in Chapters 7–9 of the Bastable textbook. Then, select an appropriate learner characteristic for each of the three learner groups. A disability must be one of the characteristics you choose for one of the learner groups.
What special considerations should you make related to each learner characteristic you have selected? For example, is there potential for ethical issues to arise? How might the learner respond to technology integrations in the lesson?
By Day 3 of Week 2

Describe the nursing topic you have selected and explain why you chose it. Identify the learner characteristic for each of the three learner groups. (Remember that a disability must be represented as one learner characteristic.) Explain how you would address the learner characteristic when developing a lesson for the topic for each of the learner groups. How might different learner characteristics impact the delivery of your lesson? Then, explain any ethical or technological considerations that may be associated with the learner characteristics. Be specific and provide examples.

Use the Learning Resources and/or best available evidence from current literature to support your post.

Read a selection of your colleagues’ responses.

By Day 6 of Week 2

Respond to at least two of your colleagues on two different days by proposing additional curriculum considerations for the learner characteristics. Also, offer suggestions to address the identified ethical or technology issues.

Use the Learning Resources and/or best available evidence from current literature to support your responses.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information
Grading Criteria

To access your rubric:

Week 2 Discussion Rubric

Post by Day 3 of Week 2 and Respond by Day 6 of Week 2
Name: NURS_6331_Week2_Discussion_Rubric

Grid View
List View
Excellent Good Fair Poor
Main Posting
45 (45%) – 50 (50%)
Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)
Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors.

0 (0%) – 34 (34%)
Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness
10 (10%) – 10 (10%)
Posts main post by Day 3.

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
Does not post main post by Day 3.

First Response
17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Second Response
16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited.

Participation
5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
N/A

0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on three different days.
Total Points: 100
Name: NURS_6331_Week2_Discussion_Rubric
Learning Resources

Required Readings (click to expand/reduce)

Bastable, S. B. (2019). Nurse as educator: Principles of teaching and learning for nursing practice (5th ed.). Burlington, MA: Jones & Bartlett Learning.

Chapter 7, “Literacy in the Adult Client Population” (pp. 256–313)
Chapter 8, “Gender, Socioeconomic and Cultural Attributes of the Learner” (pp. 314–367)
Chapter 9, “Educating Learners with Disabilities and Chronic Illnesses” (pp. 368–420)

Alliance for Disability in Health Care Education. (2019, June). Core competencies on disability for health care education. Retrieved from https://nisonger.osu.edu/wp-content/uploads/2019/08/post-consensus-Core-Competencies-on-Disability_8.5.19.pdf

Centers for Disease Control and Prevention. (2019, October 23). What is health literacy? Retrieved from https://www.cdc.gov/healthliteracy/learn/index.html

Williamson, K., M., & Muckle, J. (2018). Students’ perception of technology use in nursing education. CIN: Computers, Informatics, Nursing, 36(2), 70–76. doi:10.1097/CIN.0000000000000396

Oermann, M. H. (2015). Technology and teaching innovations in nursing education: Engaging the student. Nurse Educator, 40(2), 55–56. doi:10.1097/NNE.0000000000000139

Discussion: Learner Characteristics in Nursing Education

To Participate in this Discussion:

Week 2 Discussion