| U N I V E R S I T Y O F P I T T S B U R G H |
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| Volume IX, Number 2 |
March
2004 |
| U N I V E R S I T Y O F P I T T S B U R G H |
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| Volume IX, Number 2 |
March
2004 |
Teresa Sakraida, NursingStudents must transcend their personal experience and develop health care attitudes and procedures derived from evidence-based practice.
The NUR 1070 Introduction to Nursing Science is designed for registered nurses (RNs) coming from associate degree and diploma backgrounds; it is intended to facilitate the professional transformation they will undergo in the RN Options Program. This course is basic, yet it grounds students in principles and concepts of nursing science by looking at past experiences, present issues, and future trends. For students returning to school, the course introduces them to updated University resources, the latest computer technology and heightened academic expectations at the baccalaureate level. Students must present arguments from research and clinical literature—they must transcend their personal experience and develop health care attitudes and examine procedures derived from evidence-based practice. A carefully planned teaching/learning process is essential to learners’ acquisition and subsequent recall of knowledge. Therefore, the teaching plan for NUR 1070, which is accessible online via CourseWeb, includes learning modules with structured content, varied learning exercises, and challenging reading assignments. Additionally, NUR 1070 employs active learning strategies to enhance recall of “need to know” content. The learning process itself entails a three-stage exposure to content: (1) studying the learning module content, (2) answering study questions (answers are provided in the learning module), and (3) completing an online practice quiz. In this way, students have three exposures to content, and each exposure is provided in a logical, ordered way. Furthermore, students may retake the online practice quiz as many times as needed. An important advantage of this online practice quiz is that it provides the opportunity to answer questions similar to those found on the exams. Consequently, when they take the actual course exams, students know what to expect, and, as a result, the majority do well. | ||||
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A newsletter devoted to the support of teaching and learning at the University of Pittsburgh |
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