Take My Liberty NURS 764 Class

NURS 764 covers evidence-based theories of how adults learn and build knowledge, applied to every phase of curriculum work across settings. Students reflect on their own teaching, including personal attributes, enthusiasm for nursing and for teaching, use of technology and respect for learners, and study learning styles and the needs of international, adult, multicultural, educationally disadvantaged and other learners.

In the published guide, Module/Week 1 reads Billings and Halstead on the faculty role and Bradshaw and Lowenstein on innovative strategies, with the checklist, introductions and Discussion Board Forum 1, worth 100 points. Module/Week 2 asks for the project's topic, bibliography and objectives, worth 100.

Module/Week 3 asks for Forum 2. Module/Week 4 asks for the Classroom Teaching Plan, worth 150, and Module/Week 5 for Innovative Strategies, worth 125.

Module/Week 6 asks for the Clinical Teaching Plan, worth 150, and Module/Week 7 for Distance Learning Strategies, worth 125. Module/Week 8 closes with the project's final submission, worth 150.

The class turns on one teaching topic chosen in the first week. The coordinator asks what and whom you teach, whether prelicensure students, new graduates in a residency, staff in a hospital or RN to BSN learners, and the writer proposes topics that will work across classroom, clinical and online settings, such as sepsis recognition, therapeutic communication, medication safety or care of the older adult.

Once you choose, the first part sets measurable objectives at the right cognitive levels, names the learners and their needs, and gathers a bibliography of teaching and content sources.

The classroom plan sequences content, active learning and assessment for a single session, grounded in a named learning theory. The innovative strategies part adds approaches such as case studies, flipped classroom, gaming, concept mapping or simulation. The clinical plan moves the topic into the clinical setting with preconference, assignments, postconference and evaluation. The distance learning part adapts it for online delivery.

The final submission integrates every part, revised for your professor's comments, into one coherent project. Forums are drafted for you to post; replies follow classmates.

Each project part builds on the last, so the final submission reads as one coherent teaching plan.

Bibliography entries for the topic are chosen so they can serve every later part of the project, from classroom to online plans.

NURS 764 is assigned to a nurse educator with a PhD or EdD in nursing education who has written curricula, taught in classroom and clinical settings and designed online courses. The project asks you to do on paper what that person does every semester.

The writer knows the learning theories the course draws on, from andragogy and constructivism to experiential and social cognitive learning, and applies them to specific teaching decisions instead of naming them in passing.

Objectives are written with measurable verbs at the cognitive level your learners need, and every teaching strategy is tied back to an objective and a theory.

A second nurse educator with a doctorate reviews each project part before delivery, checking alignment between objectives, strategies and evaluation.

Plans are fitted to the setting where you teach, so you can use them afterward.

Students get stuck first on the topic. A topic too broad for one session, or one that does not translate to clinical and online settings, causes trouble in every later part of the project.

They get stuck on objectives. Objectives that use verbs like understand or know cannot be measured, and objectives written at one cognitive level for every learner miss the rubric's expectations.

They get stuck on alignment. The classroom plan, strategies, clinical plan and online adaptation must each trace back to the objectives and to a learning theory, and plans that drift lose points.

They get stuck on the clinical plan, which needs realistic preconference activities, patient assignments, postconference questions and evaluation, not a classroom lesson moved to a hospital.

The final submission is the last trap. Students who paste the parts together without revising them hand in a project with contradictions and unanswered comments, in the course's last 150-point item.

Distance learning strategies are new territory for many educators.

Hand over NURS 764 before it opens and the topic is settled during Module/Week 1, alongside Forum 1. The topic, bibliography and objectives reach you before Module/Week 2.

Forum 2 arrives before Module/Week 3. The classroom plan arrives before Module/Week 4, innovative strategies before Module/Week 5, the clinical plan before Module/Week 6 and distance learning strategies before Module/Week 7, each revised for your professor's comments on the part before.

The final submission arrives at the start of Module/Week 8, integrated and revised.

Because the course has no exams, the quote covers nearly every point: two forums and six project parts, each listed with its Module/Week and share. Only the checklist and introduction are left out.

If you start partway through, the price covers what remains, and the project continues with your chosen topic and objectives.