MGP2 — MGP TASK 1: COURSE OUTLINE
INTRODUCTION
MGP2 Given the complexity of the healthcare environment, nurse educators are challenged to create student-centered learning environments that facilitate student acquisition of knowledge, skills, attitudes, and behaviors consistent with professional standards and guidelines.
Foundational to the success of the nurse educator is the ability to engage in comprehensive scholarly inquiry to identify best practices for creating learning environments that promote achievement of student-centered outcomes (also referred to as learner-centered outcomes).
The purpose of this MGP task is to facilitate your engagement in scholarly inquiry to effectively design varied learning environments to incorporate innovative, transformational, and experiential teaching and learning strategies. As a nurse educator, facilitating student engagement in solving practice-based problems while supporting collaboration and teamwork are essential learning strategies in nursing education. You will develop a course outline based on the information gained from conducting a review of the literature, and you will facilitate knowledge acquisition in diverse healthcare settings.
Note: You must submit and pass C918 before submitting a task in C919.
FACILITATION OF CONTEXT-BASED STUDENT-CENTERED LEARNING — C919
PRFA — MGP2
PreparationTask OverviewSubmissionsEvaluation Report
COMPETENCIES
7054.1.1 : Facilitating Learning in Varied Environments
The learner creates learning environments that facilitate the achievement of student-centered outcomes.
7054.1.2 : Facilitating Scholarly Inquiry
The learner synthesizes information from theoretical, clinical, and professional organizations to support unique student needs and diverse learning styles in solving practice-based problems.
7054.1.3 : Facilitating Collaboration
The learner creates a student-centered learning environment that supports collaboration and teamwork in nursing education.
7054.1.4 : Facilitating Knowledge Acquisition
The learner designs innovative, transformational, and experiential teaching and learning strategies to facilitate student development of professional context-based nursing principles, knowledge, skills, and professional behavior.
SCENARIO
You are the lead faculty in the community health nursing course for a prelicensure baccalaureate nursing (BSN) program. Your students represent varied experience, age groups, and cultures reflective of their diverse community population.
The director of the nursing program has charged you with developing an eight-week course titled “The Role of the BSN Nurse in Promoting Community Health.” The class meets for two hours weekly. The typical class size for the course is 40 students. In this task, you will create an outline that incorporates the essential components necessary for developing a course that will be informative to both students and faculty.
REQUIREMENTS
Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See Understanding Similarity Reports for more information.
Grammarly Note:
Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See Use Grammarly for Education Effectively for more information.
Microsoft Files Note:
Write your MGP paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc. All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see Computer System and Technology Requirements.
Sources used to support this assessment must be published within the previous 10 years, with the exception of legacy and seminal sources. Please carefully review the rubric for any exceptions.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
A. Complete each of the following parts of the attached “Course Outline Template” for your eight-week course:
1. course overview, (brief and no longer than 75 words)
Note: The course overview should include all of the weekly module topics from the course outline.
2. eight weekly course module topics
3. eight weekly key concepts
4. one to two evidence-based active learning strategies per week
5. citation of scholarly sources aligned to each evidence-based active learning strategy
Note: A formal narrative paper will be submitted that includes aspects B, C, D, E, and F.
B. Use the information from your course outline to complete the following:
1. Justify the following three aspects of the course based on your outline’s course overview:
• how the learner would benefit from taking the course
• specific concepts emphasized in the course
• relevance to professional nursing practice
2. Discuss how your eight weekly course module topics will cultivate the development of your course.
3. Explain how your weekly key concepts promote student-centered learning.
a. Describe how your weekly key concepts align with one of the following professional standards or guidelines:
• American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education
• Quality and Safety Education for Nurses (QSEN) competencies
• “Quad Council Competencies for Public Health Nurses”
4. Explain how your eight weekly key concepts align to your course overview.
5. Discuss the relevance of creating a course outline to your role as a nurse educator.
C. Discuss three learning strategies from your course outline and how they address the diverse needs of learners.
1. Describe how you will implement one of your identified learning strategies from part C to address diverse learning needs.
a. Identify the predominant learning style addressed by the strategy described in part C1.
b. Justify how your identified learning strategy will facilitate your students’ development of clinical reasoning and self-reflection skills.
D. As a nurse educator, describe how you would foster student-centered outcomes in each of the following learning environments to promote interprofessional collaboration and teamwork:
• face-to-face
• online
• clinical
E. Describe how your nursing students’ cultural, societal, and life experiences can influence their abilities to learn.
F. Explain how one of the following learning theories can be applied to the development of a nursing education course:
• constructivist
• cognitivist
• behaviorist
• humanistic
G. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
H. Demonstrate professional communication in the content and presentation of your submission.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
Jermaine Byrant
Nicole Johnson
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