Posted: September 10th, 2023

Nursing Topic: Blending Theory and Science in Nursing Education

Week 7: Blending Theory and Science in Nursing Education
If you want to prepare a dish you have never attempted before, you might begin by consulting a recipe in a book or on the web, or perhaps by watching a chef on television demonstrate his or her own approach. You do so with an understanding that the author of the recipe or the televised chef has some expertise, gained by previously preparing this dish with some level of success. You would not expect a chef to present something with which he or she is unfamiliar; you assume some history that provides credibility from previous results.
Similarly, nurse educators bring a history to education. Much of this is their own professional experience. But another essential ingredient is theory supported by strategies based on evidence-based research. Such research has credibility from application that has previously yielded results. As a learner, you should not expect an educator to present something unfamiliar, untested, or unproved. Experience, theory, and evidence-based teaching and learning strategies combine to provide effective results.
This week, you will examine how nurse educators bring together theory and science to guide learning. You analyze evidence-based teaching and learning strategies that support learner needs.
Learning Objectives
Students will:
• Construct a time log to facilitate practicum time management
• Analyze key concepts in teaching and learning in the context of nursing education
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Learning Resources

Required Readings (click to expand/reduce)

Boswell, C., & Cannon, S. (2016: 2024 – Do my homework – Help write my assignment online). Overview of evidence-based practice. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 1–29). Jones & Bartlett Learning.
Boswell, C., & Cannon, S. (2016: 2024 – Do my homework – Help write my assignment online). Connections between evidence-based practice and nursing education. In S. Cannon & C. Boswell (Eds.), Evidence-based teaching in nursing: A foundation for educators (2nd ed., pp. 129–154). Jones & Bartlett Learning.

Fitzpatrick, J. J. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Do we always measure what matters in nursing education? Nursing Education Perspectives, 39(6), 334. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NEP.0000000000000423

Fletcher, K. A., Hicks, V. L., Johnson, R. H., Laverentz, D. M., Phillips, C. J., Pierce, L. N. B., Wilhoite, D. L., & Gay, J. E. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). A concept analysis of conceptual learning: A guide for educators. Journal of Nursing Education, 58(1), 7–15.

Henry, D. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Rediscovering the art of nursing to enhance nursing practice. Nursing Science Quarterly, 31(1), 47–54.

Lewallen, L. P. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). The state of the science on clinical evaluation in nursing education. Nursing Education Perspectives, 40(1), 4–10.

National League for Nursing. (2020). Research priorities in nursing education. http://www.nln.org/professional-development-programs/research/research-priorities-in-nursing-education

Pepin, J., Goudreau, J., Lavoie, P., Bélisle, M., Blanchet Garneau, A., Boyer, L., Larue, C., & Lechasseur, K. (2017). A nursing education research framework for transformative learning and interdependence of academia and practice. Nurse Education Today, 52, 50–52.

Raymond, C., Profetto-McGrath, J., Myrick, F., & Strean, W. B. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Process matters: Successes and challenges of recruiting and retaining participants for nursing education research. Nurse Educator, 43(2), 92–96.

Sperstad, R., Pehler, S. R., Ackerson, S., Brunsell, K., Gyorog, E., & Sisto, H. (2020). Student voices during action research impact outcomes in nursing quality improvement project. Journal of Nursing Education, 59(1), 42–45.

Spurlock, D., Jr. (2017a). Beyond p < .05: Toward a Nightingalean perspective on statistical significance for nursing education researchers. Journal of Nursing Education, 56(8), 453–455.

Spurlock, D., Jr. (2017b). Measurement matters: Improving measurement practices in nursing education research. Journal of Nursing Education, 56(5), 257–259.

Spurlock, D., Jr. (2017c). The purpose and power of reporting effect sizes in nursing education research. Journal of Nursing Education, 56(11), 645–647.

Spurlock, D., Jr. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). The single-group, pre- and posttest design in nursing education research: It’s time to move on. Journal of Nursing Education, 57(2), 69–71.

Spurlock, D. R., Jr. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). What’s in a name? Revisiting pilot studies in nursing education research. Journal of Nursing Education, 57(8), 457–459.

Stevens, G. A., Hinton, E. G., & Brown, R. E. (2019: 2024 – Online Assignment Homework Writing Help Service By Expert Research Writers). Research and instruction services for online advanced practice nursing programs: A survey of North American academic librarians. Journal of the Medical Library Association, 107(4), 508–514.

Stephens, T. M., & Gunther, M. E. (2016: 2024 – Do my homework – Help write my assignment online). Twitter, millennials, and nursing education research. Nursing Education Perspectives, 37(1), 23–27.

Taylor, J., & Spurlock, D., Jr. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Statistical power in nursing education research. Journal of Nursing Education, 57(5), 262–264.

Welch, S. (2018: 2024 – Write My Essay For Me | Essay Writing Service For Your Papers Online). Advancing nursing education science through faculty development. Reflections on Nursing Leadership, 44(2), 258–262.

Required Media (click to expand/reduce)

Optional Resources (click to expand/reduce)

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Practicum Project: Report and Poster
This week you continue to work on your Practicum Project Report and your Practicum Project Poster. For specific details related to your Practicum Project Poster, please see Week 8 Practicum Project instructions. Should you have any questions regarding your project or poster, please contact your Instructor.

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There is no Assignment submission required for this week.
Submit your Practicum Project Poster by Day 3 in Week 10’s Discussion Board and your Practicum Project Report with Poster by Day 5, Week 11.
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Practicum Experience
Practicum Time Logs
You are required to keep a log of the time you spend related to your practicum experience and enter every patient you see each day. You can access your time log from the Welcome Page in your Meditrek account. You will track time individually for each patient with whom you work.
By Day 7 of Week 7, submit your practicum hours (Week 7) in your Time Log in Meditrek.
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Practicum Journal Entry #2: Teaching and Learning

Your journal entries represent a reflection of the experiences and observations you have made during your practicum. You must submit a journal entry in the assigned week, even if you are not on-site that week. If you are not on-site for a week in which a journal entry is due, reflect on experiences from any of the previous weeks of this course. Place the references for each week’s entry immediately after that week’s content. Remember to use APA style when writing your journal entry and references.
This week, you begin to work on your second Practicum Journal entry, which is related to your individualized learning objective for your practicum experience of teaching and learning.
To prepare for and develop your journal entry:
• Take a few minutes to consider the three Individualized Practicum Learning Objectives you established in Week 1, as well as the goal and objectives you identified for your Practicum project. What have you learned about yourself as a scholar-practitioner as you engaged in your Practicum activities? How have your experiences in the Practicum enhanced your skills and expertise?
Teaching and Learning Journal Entry
Write a 450- to 500-word journal entry (identified as Journal Entry 2) in which you address the following:
• Based on your Teaching and Learning Individualized Practicum Learning Objective in your practicum experience, what did you observe and perform in your practicum experience where teaching and learning performance is evident?
• What strategies or approaches did you observe and perform in teaching and learning?
• Based on the strategies you observed and performed, search the Walden library for evidence-based research that supports these strategies and approaches.
Use APA style for your journal entry and references. Also, use your peer-reviewed sources of evidence from your search to support your explanations.
Rubric Detail

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Excellent Good Fair Poor
Write a 450- to 500-word journal entry in which you complete the following:

Based on your Teaching and Learning Individualized Practicum Learning Objective in your practicum experience, describe what you observe and perform in your practicum experience where teaching and learning performance is evident. 22.5 (22.5%) – 25 (25%)
The response accurately and thoroughly describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective. 20 (20%) – 22 (22%)
The response accurately describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective. 17.5 (17.5%) – 19.5 (19.5%)
The response vaguely describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective. 0 (0%) – 17 (17%)
The response vaguely and inaccurately describes what is observed and performed in the practicum experience where teaching and learning performance is evident, based on the Teaching and Learning Individualized Practicum Learning Objective, or the description is missing.
Explain the strategies or approaches you are observing and performing in teaching and learning. 27 (27%) – 30 (30%)
The response accurately and thoroughly explains the strategies or approaches being observed and performed in teaching and learning. 24 (24%) – 26 (26%)
The response accurately explains the strategies or approaches being observed and performed in teaching and learning. 21 (21%) – 23 (23%)
The response vaguely explains the strategies or approaches being observed and performed in teaching and learning. 0 (0%) – 20 (20%)
The response vaguely and inaccurately explains the strategies or approaches being observed and performed in teaching and learning, or the explanation is missing.
Based on a search of the Walden library, identify and explain evidence-based research that supports the strategies and approaches you observed and performed in your practicum experience where teaching and learning performance is evident. 27 (27%) – 30 (30%)
The response accurately and thoroughly explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident.

At least three peer-reviewed sources of evidence are included. 24 (24%) – 26 (26%)
The response accurately explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident.

At least three peer-reviewed sources of evidence are included. 21 (21%) – 23 (23%)
The response vaguely explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident.

At least two peer-reviewed sources of evidence are included. 0 (0%) – 20 (20%)
The response vaguely and inaccurately explains evidence-based research from the Walden library that supports the strategies and approaches observed and performedin your practicum experience where teaching and learning performance is evident, or the explanation is missing.

Fewer than two peer-reviewed sources of evidence are included.
Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria. 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive. 3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic. 0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.
Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. The journal template is used. 5 (5%) – 5 (5%)
Uses correct APA format with no errors. The journal template is used. 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. The journal template is used. 3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) APA format errors. The journal template may not be used. 0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. The journal template may not be used.
Total Points: 100

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