“Outcome Based Teaching and Learning (OBTL) Course Design in Introduction to Nursing” Asst. Prof. Kader Tekkas Kerman Koc University School of Nursing
Content What is OBTL? How it is used? NURS 101 Implementation Course Course of the Process Evaluation Design Process Challenges and Future Plans
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
• 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.
KUSON Program Intended Learning Outcomes Macro Course Intended Learning Outcomes • What do I want my students to learn? • What do I know about my students? Classroom Learning Micro Assessment Methods Teaching and Learning (AMs) Activities (TLAs) How can I facilitate that How do I know that learning? learning does happen?
Lecturing vs. OBTL Lecturing OBTL • What do I intend my students to be • Teaching: a process of able to do after my teaching that transmitting content to the they couldn’t do before? students • How do I supply learning activities • Methods: tend to be expository that will help them achieve those outcomes? • Assessment: focused on checking • How do I assess them to see how how well the message has been well they have achieved them? received
What learning How can the outcome process (activity) be assessed will contribute to quantitatively or students’ mastery qualitatively? of the outcome?
OBTL Design Process Purpose of the course Course Learning Outcomes Selecting Outcome Based Learning Activities Determining Outcome Based Assessment Procedure Converting Assessment Into Grades
Purpose of f 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.
Course Learning Outcomes (C (CLO) • The students should be able to “DO” as a result of taking the class. Each CLO indicate some sort of “DOING” .
Course Learning Outcomes 1. 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.
Selecting OBTL Activities Engagements Activities Assignments Critique Group work Self-reflection Observation Analyze Interpretation Reflection Synthesis Interview Interaction Analysis Collaboration Presentation • Visual Literacy • Nursing History • What does • Needs and Wants Museum Visit nursing mean to Game reflection paper you? Metalog Emotion Cards • Intercultural • Human Insights for Global Development • Letter to Self Citizens Video, Interview/Observ Discussion and ation Paper and Reflection Presentation • Problem Wall and • This I believe Solution Tree essay • Values Bus Stop
Selecting OBTL Activities • Visual Literacy (engagement), Describe the attributes and roles of the • Nursing History Museum Visit reflection paper professional nurse and the factors that (assignment) form nursing’s professional identity Define and analyze the concepts of • Needs and Wants Game (engagement) human-being, health, environment, • Human Development Interview Paper and presentation health promotion and disease (assignment) prevention • This I Believe Essay (assignment) • Intercultural Insights for Global Citizens in-class discussion Critically examine the importance of culture and diversity as they relate to • Group work with structured work sheet (engagement) health care • Values bus stop Explain ethical and legal dimensions related to professional nursing practice Describe healthcare systems and policies • Problem Wall and Solution Tree (engagement) related to nursing profession
That ’ s how our first class started!
# Getting to know each other
Ground Rules: Expectations from their peers
Ground Rules: Expectations from me
Needs and Wants Game
Needs and Wants Game
What does nursing mean to you?
Letter to Self Hey future me!
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
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.
Assessments
Assessments • Grading Rubrics for • Engagements • This I believe essay • Nursing History Museum Reflection Paper • Human Growth and Development Assignment
Human� Growth� and� Development� Interview/Observation� Group� Presentation� Grading� Rubric� � Criteria 4-Well done 3-Satisfactory 2-Needs 1-Incomplete Score improvement Overview Confident Confident and Introduction of No introduction introduction of fluent presenters but or overview, roles and introduction; awkward, sketchy background or contribution; clear overview, or unclear agenda clear purpose agenda and overview/agenda overview, and background, bur and background agenda; relevant could be more and clear complete or background polished Organization Clearly, concisely Logical Vague in Lacks a clear written. progression of conveying point of view and Logically, ideas and viewpoint and logical sequence intuitive supporting purpose. Some of information are progression of information. Most logical not evident. ideas and cues to progression of supporting information are ideas and information. clear and direct. supporting Clear and direct information, but cues to all cues are information. confusing or flawed. Analysis Describes Describes Describes only Does not describe interrelationship interrelationship developmental developmental between between domains and does domains developmental developmental not mention the (physical/social/ domains domains briefly interrelationship emotional/cogniti (physical/social/ (physical/social/ (physical/social/ ve/language/ emotional/cogniti emotional/cogniti emotional/cogniti aesthetic), holistic ve/language/ ve/language/ ve/language/ well-being aesthetic), holistic aesthetic), holistic aesthetic), holistic (including health, well-being well-being well-being nutrition, safety (including health, (including health, (including health, and nutrition, safety nutrition, safety nutrition, safety environment), and and and and environment), environment), environment), adaptive/living and and and skills. adaptive/living adaptive/living adaptive/living skills. skills. skills. Rationale Logical Good logical Reasoning and Little or no reasoning, reasoning and examples/evidenc reasoning, examples/evidenc examples/evidenc e presented but explanation, or e integrated with e, but not not well examples/evidenc course references integrated. organized or poor e provided. on key points. sources. Coverage Through Generally through Either through Very incomplete, coverage of topic and balanced but but biased, or significant gaps, �
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