Cosmology of nursing

1. Plan for Teaching

2. Brainstorming Question?
 Can you tell when a
course is not well
planned?
 Talk to your neighbor.
What are the signs?
 Let’s discuss.

3. Objectives
 Develop a course syllabus
 Plan for student assessment
 Select teaching methods
 Select and adapt learning materials
 Develop a course schedule

4. Course Syllabus
 What is a course syllabus?
 Why develop a course syllabus?

5.  A course consists of a series of learning sessions in
a particular subject (physiology) with in an
academic program.
 A syllabus serves as a design document for a course
providing all the basic information about the
course.

6. What is in a Syllabus?
 Course title and
description
 Course and supporting
objectives
 Course prerequisites
 Course logistics (location,
length, dates)
 Description of teaching
methods
 Description of learning
materials
 Description of
assignments
 Description of student
assessment methods
 Attendance criteria
 Course schedule

7. Plan for Student Assessment
 The main purpose of student assessment is to
improve students’ learning.
 This is more likely to happen if assessment is closely
integrated with teaching and is guided by a basic set
of conditions.

8. Effective Assessment Requires #1
 Clear definition of learning objectives
 Use of a variety of appropriate assessment
procedures or methods
 Close agreement among the learning objectives,
assessment tasks, and assessment methods
 An adequate sample of students’ performance

9. Effective Assessment Requires #2
 Procedures that are fair to everyone
 Clear criteria for judging successful performance
 Feedback to students that emphasizes strengths of
performance and areas to be improved
 Support of a comprehensive grading and reporting
system

10. Why do we Assess Students #1
 Help teachers decide if students should progress to the
next stage of study
 Motivate students by providing feedback on their
progress
 Determine if the course is meeting its objectives
 Ensure that important subjects are given priority within
the course
 Offer evidence to national regulating authorities that
standards are being met

11. Who should assess students?
 Typically teachers, tutors, clinical instructors, or
external examiners assess students.
 There is also self-assessment.
 There is also peer assessment.

12. Selecting Assessment Methods #1
 The objectives for your course should guide the
selection of appropriate assessment procedures or
methods.
 Will the assessment measure understanding of a
subject (i.e., knowledge), or the ability to do
something (i.e., skills)?

13. Selecting Assessment Methods #2
 Will it measure opinions or feelings (i.e., attitudes)?
 Or will it assess a combination of knowledge, skills
and attitudes?
 Note that attitudes are usually assessed as part of
skill performance.

14. Selecting Assessment Methods #3
 Will it help students to
improve performance by
providing feedback
(formative assessment),
or
 Will it determine if a student
should move to the next stage
of studies (summative
assessment)?

15. Knowledge Assessment
 Quizzes, and practice
tests
 Written exercises
 Case studies, clinical
scenarios, and patient
management problems
 Project reports
 Essay
examinations
 Objective written
examinations
 Structured practical
examinations
 Oral examination
 Clinical rounds

16. Skill Assessment
 Direct observation
 Structured feedback reports
 Logbooks (casebooks), learning journals, and care
plans
 Structured practical examinations

17. Select Teaching Methods #1
 Is the method appropriate for the learning objective?
 Are the resources that this method requires available?
 Are special facilities required?
 What is the projected size of the class?
 Is a special room arrangement needed for this method?
 Will the methods selected stimulate interest and provide
variety?

18. Develop a Course Schedule
 The course schedule
is a session-by-session
summary of learning
activities and topics for
the course.

19. Lesson plan
Objectives
 Define the term lesson plan
 List the essential elements of lesson plan
 Prepare a lesson plan then administer a ten minutes
lesson
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20. Meaning of lesson plan
 Lesson plan are statements that points out what has
already been done, in what directions the students
should next be guided and the immediate work to be
taken up.
 It is the teacher’s mental and emotional visualization
of the class room experience as he/she plans it to
occur.
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21. Essential elements of a good lesson plan
A good lesson plan should:
 Be preferably written
 Contain clearly stated objectives , both general and specific.
 Relate to the previous lessons
 Show learning activities of the students
 Indicate teaching strategies used by the teacher.
 Indicate instructional aids to be used
 Include evaluations of achievement.
 Indicate reference or sources of information
 Be a clear indication of the population(learners)
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22. Developing a teaching plan for teaching learning
• Describe the selected population(learners).
• Briefly describe the topic that you are going to teach.
• List 3-5 learning outcomes
• Describe your source of information that you use and
teaching aids needed.
• Describe the teaching strategies are likely to accomplish
the desired outcomes.
• The evaluation of learner achievement of objectives
and/or outcomes and/or ends in view.
• The strategies of evaluation of effectiveness.
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23.  The lesson plan is a dread part of instruction that
most teachers hate.
 It nevertheless provides a guide for managing the
learning environment and is essential if a substitute
teacher is to be effective and efficient.
 Three stages of lesson planning follow:
Stage 1: Pre-Lesson Preparation
Goals
Content
Student entry level
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24. Stage 2: Lesson Planning & Implementation
 Unit title
 Objectives
 Rationale
 Content
 Evaluation procedures
 Materials
Stage 3: Post-Lesson Activities
 Lesson evaluation and revision
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28. Sample format for the teaching episode
example
Learners
out
comes
Contents Time
frame
Teaching
/learning
strategies
Visual
aids
Evaluatio
n
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29. Summary
 What is the purpose of a course syllabus?
 Formative and Summative assessment?
 Types of knowledge and skill assessments?
 Purpose of a course schedule?
 What is lesson plan?
 Importance of lesson plan?
 Ready for a discussion -------------->>>>

30. INTRODUCTION TO STUDENTS ASSESSMENT
TERMS
1. A quantitative process involving the assignment of a
number to persons characteristics (Measurement)
2. A process or tool for obtaining measurements of
achievement (Assessment)
3. The process of judging the value of an educational
process or outcome (Evaluation)
4. A formal situation in which students undertake one
or more tests under specific conditions
(Examination)
5. A systematic process of collecting, analysing and
interpreting information to determine student
achievements(Test).

31. PURPOSES OF
ASSESSMENT??????

32. PURPOSES OF ASSESSMENT
Judging mastery of essential skills and knowledge
Measuring improvements over time
Ranking students
Diagnosing student difficulties
Evaluating teaching methods
Evaluating the effectiveness of the course
Motivating students to study

35. Types of Assessment
 Norm-referenced assessment:
 aim is to compare a student’s achievement with the
achievement of peer group.
 Grading on the curve
 Useful for program planning

38. Blueprint?
Purpose of Item blueprint?

44.  RELIABILITY :It refers to degree of consistency
with which an instrument measures an attribute for
a particular group.
 A reliable measurement is not always valid:
the results might be reproducible, but they're not
necessarily correct.
 If you're providing a personality test and get the
same results from potential hires after testing them
twice, you've got yourself a reliable test.

45.  Validity : refers to how accurately a method
measures what it is intended to measure.