“outcome based teaching and learning (obtl) course design ... · fla w e d. l a c ks a c le a r...
TRANSCRIPT
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“Outcome Based Teaching and Learning (OBTL) Course Design in
Introduction to Nursing”
Asst. Prof. Kader Tekkas Kerman
Koc University School of Nursing
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Content
What is OBTL? How it is used?
NURS 101 Course Design Process
Implementation of the Process
Course Evaluation
Challenges and Future Plans
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Outcome Based Teaching and Learning
OBTL is a student-centered approach for the delivery of educational programs where the curriculum topics in a program and the courses contained in it are expressed clearly as the intended outcomes for students to achieve
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• OBTL is focused not on what the teacher intends to teach but rather the emphasis is on what is the outcome from the learner of that teaching is intended to be.
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Macro
Classroom Learning
Micro
KUSON Program Intended Learning Outcomes
Course Intended Learning Outcomes
• What do I want my students to learn?• What do I know about my students?
Teaching and Learning Activities (TLAs)
Assessment Methods(AMs)
How can I facilitate that learning?
How do I know that learning does happen?
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Lecturing vs. OBTL
Lecturing
• Teaching: a process of transmitting content to the students
• Methods: tend to be expository
• Assessment: focused on checking how well the message has been received
OBTL
• What do I intend my students to be able to do after my teaching that they couldn’t do before?
• How do I supply learning activities that will help them achieve those outcomes?
• How do I assess them to see how well they have achieved them?
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What learning process (activity) will contribute to students’ mastery of the outcome?
How can the outcome be assessed
quantitatively or qualitatively?
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Purpose of the course
Course Learning Outcomes
Selecting Outcome Based Learning Activities
Determining Outcome Based Assessment Procedure
Converting Assessment Into Grades
OBTL Design Process
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Purpose of the course
• is to socialize the student to the roles, functions and responsibilities of nurses.
• Emphasis is placed on concepts of human-being, health, environment, health promotion and disease prevention, holism, humanism, human needs, human growth and development, culture and diversity, ethics.
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Course Learning Outcomes (CLO)
• The students should be able to “DO” as a result of taking the class. Each CLO indicate some sort of “DOING”.
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Course Learning Outcomes1. Describe the attributes and roles of the professional nurse
and the factors that form nursing’s professional identity
2. Define and analyze the concepts of human-being, health, environment, health promotion and disease prevention.
3. Critically examine the importance of culture and diversity as they relate to health care
4. Explain ethical and legal dimensions related to professional nursing practice.
5. Describe healthcare systems and policies related to nursing profession.
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CritiqueAnalyzeSynthesis InteractionCollaboration
Group work
•Visual Literacy
•Needs and Wants Game
•Intercultural Insights for Global Citizens Video, Discussion and Reflection
•Problem Wall and Solution Tree
•Values Bus Stop
Engagements
Self-reflectionInterpretation
•What does nursing mean to you? MetalogEmotion Cards
•Letter to Self
Activities
ObservationReflectionInterviewAnalysisPresentation
•Nursing History Museum Visit reflection paper
•Human Development Interview/Observation Paper and Presentation
•This I believe essay
Assignments
Selecting OBTL Activities
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Selecting OBTL Activities• Visual Literacy (engagement),
• Nursing History Museum Visit reflection paper (assignment)
Describe the attributes and roles of the professional nurse and the factors that form nursing’s professional identity
• Needs and Wants Game (engagement)
• Human Development Interview Paper and presentation (assignment)
• This I Believe Essay (assignment)
Define and analyze the concepts of human-being, health, environment, health promotion and disease prevention
• Intercultural Insights for Global Citizens in-class discussion
• Group work with structured work sheet (engagement) Critically examine the importance of culture and diversity as they relate to health care
• Values bus stopExplain ethical and legal dimensions related to professional nursing practice
• Problem Wall and Solution Tree (engagement)Describe healthcare systems and policies related to nursing profession
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That’s how our first class started!
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# Getting to know each other
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Ground Rules: Expectations from their peers
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Ground Rules: Expectations from me
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Needs and Wants Game
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Needs and Wants Game
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What does nursing mean to you?
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Letter to Self
Hey future me!
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This I believe!
• This essay is your own statement of a personal belief you hold about a topic related to wellness, health promotion, and/or disease prevention.
• Tell a story: Be specific.
• Be brief
• Name your belief in a statement, "I believe.....”
• Be positive
• Be personal
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Human Growth and Development Assignment• Applying and analyzing lifespan human
development concepts to observations of infants, children, adolescents, young adults, middle adults, and late adults.
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Assessments
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Assessments
• Grading Rubrics for • Engagements
• This I believe essay
• Nursing History Museum Reflection Paper
• Human Growth and Development Assignment
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1
HumanGrowthandDevelopmentInterview/ObservationGroupPresentationGradingRubric
Criteria 4-Well done 3-Satisfactory 2-Needs
improvement
1-Incomplete Score
Overview Confident
introduction of roles and
contribution; clear purpose
overview, and
agenda; relevant and clear
background
Confident and
fluent introduction;
clear overview, agenda and
background, bur
could be more complete or
polished
Introduction of
presenters but awkward, sketchy
or unclear overview/agenda
and background
No introduction
or overview, background or
agenda
Organization Clearly, concisely
written.
Logically, intuitive
progression of ideas and
supporting
information. Clear and direct
cues to all
information.
Logical
progression of
ideas and supporting
information. Most cues to
information are
clear and direct.
Vague in
conveying
viewpoint and purpose. Some
logical progression of
ideas and
supporting information, but
cues are
confusing or flawed.
Lacks a clear
point of view and
logical sequence of information are
not evident.
Analysis Describes interrelationship
between developmental
domains
(physical/social/ emotional/cogniti
ve/language/
aesthetic), holistic well-being
(including health,
nutrition, safety and
environment),
and adaptive/living
skills.
Describes interrelationship
between developmental
domains briefly
(physical/social/ emotional/cogniti
ve/language/
aesthetic), holistic well-being
(including health,
nutrition, safety and
environment),
and adaptive/living
skills.
Describes only developmental
domains and does not mention the
interrelationship
(physical/social/ emotional/cogniti
ve/language/
aesthetic), holistic well-being
(including health,
nutrition, safety and
environment),
and adaptive/living
skills.
Does not describe developmental
domains (physical/social/
emotional/cogniti
ve/language/ aesthetic), holistic
well-being
(including health, nutrition, safety
and
environment), and
adaptive/living
skills.
Rationale Logical
reasoning, examples/evidenc
e integrated with
course references on key points.
Good logical
reasoning and examples/evidenc
e, but not
integrated.
Reasoning and
examples/evidence presented but
not well
organized or poor sources.
Little or no
reasoning, explanation, or
examples/evidenc
e provided.
Coverage Through
coverage of topic
Generally through
and balanced but
Either through
but biased, or
Very incomplete,
significant gaps,
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0-1Infants
Firstofall,yourchoiceofusingreallifeexamplesbysharingrealinfants’videoswassocreative.You
werefreetochoosetheobservationandcritiquingstyleandIlikedyouridea!Youranalysison
interrelationshipbetweendevelopmentaldomainsandwell-beingandlivingskillswaswelldone.You
analyzedtheinfants’lifeskillsandcharacteristicsbasedonErickson’sandPiaget’stheory.However,
youhaven’tcoveredFreud’stheory.Ithinkyouhadgoodlogicalreasoningandyourexampleswere
integratedwithcoursereferences.Yourconclusionduringpresentationandinreportwasgood!
Thingstoimprove:
Youcouldn’tusetimeeffectivelysoyoucouldn’thavetimeforreflection,toaskquestionandcreate
adiscussioninclass.Pleaseusetimeeffectivelyandcreateadiscussion
Youdidnotinteractwithyourfriends.Payattentionforinteractivepresenting
Beselfconfident!
Donotspeakwithmonotonevoice!
Pleaserehearsebeforethepresentationdaynothaveanytechnicalproblems!
Yourpresentationrubricscoreisattached.
Yourpresentationscoreis73(50%ofpresentationscore)
Yourreportscoreis90(50%ofyourreportscore)
Instructor’ssumupevaluationscoreis82
Pleaseseebelowforpeerevaluation,selfevaluationandinstructor’sevaluation
Peer
Evaluation
Peer
Evaluation(%25)
Self
Evaluation
Self
Evaluation(%25)
Instructor
'sEvaluation
Instructor
'sEvaluation(%50)
Final
Score
YeşimÇetin 71,8 17,95 71 17,75 82 41 76,7
MerveÖzgölet 71,8 17,95 71 17,75 82 41 76,7
Yourscoreforthisassignmentis77
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6-12ages
Firstofall,youcoveredallthetopicsverywell.Yourexampleswereintegratedwithcourse
references.Ithinkyoudidagoodjobinmakingobservationintheprimaryschool.Ilikedtheideaof
takingphotosof6-12agedchildandsupportingthedevelopmentaldomainswiththosephotos.Well
done!!!Duringyourpresentation,youdescribedtheterminologyverywell.Duringyoupresentation
oneofyoufriendusedhumoranddrewattentionfromtheaudiencewhichwasgood!Youusedtime
effectivelyandhadtimetostartfordiscussion!Welldone!Yourreportwasorganizedbasedthe
guidelines!Youanalyzedallofthedevelopmentalaspectsverywell.Youinteractedwithyourfriend
beforestartingtoyourpresentationwhichwasgoodhowever,youhaven’tprovideenoughtimefor
yourfriendstothinkaboutthequestionandanswer.Pleaseprovidemoretimeforyourfriendsto
thinkaboutitinyournextpresentations.
Thingstoimprove:
Createmoretimeforinteraction.
Yourslidebackgroundcolorandfontweresimilar,soitmadehardtoreadtheslide.Usecontrast
colors,nexttime.
Youhadabriefintroduction.Donotforgettotalkaboutyouroutlineoforyourplanforthe
presentation.
Yourpresentationrubricscoreisattached.
Yourpresentationscoreis97,5(50%ofpresentationscore)
Yourreportscoreis95(50%ofyourreportscore)
Instructor’ssumupevaluationscoreis96,25
Pleaseseebelowforpeerevaluation,selfevaluationandinstructor’sevaluation
PeerEvaluation
PeerEvaluation(%25)
SelfEvaluation
SelfEvaluation(%25)
Instructor'sEvaluation
Instructor'sEvaluation(%50)
FinalScore
AleynaÖzkan 90,2 22,55 98 24,5 96 48 95,05 95
İremEngin 90,2 22,55 96 24 96 48 94,55 95
PelinAkyürek 90,2 22,55 98 24,5 96 48 95,05 95
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12-18yoAdolescence
Firstly,youhadagoodintroductionanddescribedtheoutlinewell.Youdescribedbackground
informationaboutadolescence.Ithinkitwashelpful.Theinteractionwithyourfriendsatthe
beginningofyourpresentationwasgood.Ilikedthevideosthatsupportsthetheoretical
information.Forexample,comparingtwodevelopmentalstage(6-12and12-18)waswellorganized
toshowthedifferences.Iwishyouhadpresentedyourobservationsaboutthehighschoolstudents
throughoutthepresentation.Youcouldhaveorganizedyourpresentationsbyfocusingononlyyour
observationsandinterviewsathighschool.youcouldnothaveenoughtimeforQ&Asection(you
hadonly1minute!).Discussionisoneofthemostessentialpartofapresentationtohavefeedback
andreflections.FortheQ&Asection,youhaven’thaveanypreparedquestionsonkeyareas.Your
reportwaswellorganizedintermsofbalancedtreatmentofperspectives.However,youdidnot
describedtheenvironmentthatyoumadeyourobservation.Also,youdidnotsharetheexamplesin
yourreportthatyouusedinyourpresentation.
Thingstoimprove:
Don’tspeaktoofast.
Someofyouhadlimitedeyecontact,maintaineyecontactwiththeaudiencewhileyouare
presenting!
Youaskedsomequestionstoyourfriendsbutdidnotwaitenoughtimetoreceivetheanswers
becauseofhavinglimitedtime.
Pleaserehearsebeforethepresentationdaynothaveanyproblems!
Usetimeeffectively.
Yourpresentationrubricscoreisattached.
Yourpresentationscoreis87,5(50%ofpresentationscore)
Yourreportscoreis85(50%ofyourreportscore)
Instructor’ssumupevaluationscoreis86.25
Pleaseseebelowforpeerevaluation,selfevaluationandinstructor’sevaluation
PeerEvaluation
PeerEvaluation(%25)
SelfEvaluation
SelfEvaluation(%25)
Instructor'sEvaluation
Instructor'sEvaluation(%50)
FinalScore
DilaraŞengül 83,2 20,8 90 22,5 86 43 86,3 86
DilaraKanak 83,2 20,8 88 22 86 43 85,8 86
SerenaÖzabrahamyan
83,2 20,8 90 22,5 86 43 86,3 86
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Pre and Post Course Evaluation
1
Pre-Course Knowledge Level Evaluation Date:
Using a scale of 1-10 where 1 means “very little” and 10 means “very much”, please rate your
knowledge level on the following items (Place circle the number to indicate your rating)
1. History of nursing and nursing education
2. Current status of nursing as a profession
3. Concept of nursing
4. Nursing theories/models and theorists
5. Professional roles and responsibilities of
nurses
6. Life-long learning in nursing
7. Humanism in nursing
8. Holism in nursing
9. Professional identity and professionalism
10. Concept of human being
11. Basic human needs
12. Human growth and development across the
life-span
13. Concept of health and disease
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3.1
8.5
1
Current status of of nursing as a profession
Series1 Series2
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3.1
8.6
1
Professional identity and professionalism
Series1 Series2
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3.7
8.3
1
Concept of nursing
Series1 Series2
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4.5
8.4
1
Professional roles and responsibilities
Series1 Series2
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1.4
8.5
1
Holism in nursing
Series1 Series2
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4.7
9.1
1
Humanism in nursing
Series1 Series2
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3.2
8.6
1
Health promotion and disease prevention
Series1 Series2
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3.6
8.7
1
Human growth and development across the life-span
Series1 Series2
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3.9
8.5
1
Ethics and ethical decision making in nursing practice
Series1 Series2
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0.0 2.0 4.0 6.0 8.0 10.0
1
3
5
7
9
11
13
15
17
19
21
23
Pre-course evaluation vs. Post-course evaluation
Series2 Series1
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Written qualitative evaluation from students
• Slides • Assignments• Museum visit• Engagements and
activities• Handouts • Me
• Slides
• Course textbook
• Course hour-breaks
• Blackboard
• Number of assignments
• Midterm or study-sheet
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Challenges and future plans
• Presentation skills
• Samples for assignments
• Studying for the final exam
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• What do I intend my students to be able to do after my teaching that they couldn’t do before?
• The students should be able to “DO” as a result of taking the class.
KUSON
PO
Ethic
Communication
Care and technology
Life-long learning
Leadership
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That’s how our class ended!
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I would like to thank to KUSON faculty and my students for their contributions in designing and
having this course together
Special Thanks to KOLT Office
Murat Sozer
Zuhal Zeybekoglu
Ferhat Cagan
Saliha Akbas