Take My Liberty NURS 767 Class

In NURS 767, students design classroom, lab and clinical teaching that draws on philosophy, learning theory and nursing knowledge to encourage active learning.

The guide opens with Oermann's first chapter, the checklist, introductions, a 75-point first written assignment and a 50-point statement of practicum goals. Module/Week 2 covers learning theories and asks for Discussion Board Forum 1, worth 50, and Written Assignment 2.

Module/Week 3 covers diversity and student needs and asks for Written Assignment 3. Week four, on teaching methods, brings Forum 2, the fourth written assignment and the first practicum log.

Module/Week 5 covers clinical teaching and asks for Forum 3 and the Clinical Faculty Role Development Paper, worth 100. Module/Week 6 covers simulation and the learning lab and asks for Forum 4 and Practicum Log 2.

Module/Week 7 covers evaluation and asks for Forum 5 and Written Assignment 5. Module/Week 8 covers the educator role and asks for Forum 6, Practicum Log 3 and the Preceptor Evaluation.

Taking NURS 767 means carrying the writing so that your energy goes into the practicum. Early on, the coordinator learns the shape of your practicum: the setting, the learners and the topics your preceptor has handed you. Every written item draws on that setting.

The practicum goals and objectives are yours to agree with your preceptor. If you would like help wording them as measurable objectives once you have agreed their substance, the writer can format them from your notes.

The five written assignments follow Oermann's topics week by week, from the educator's role and learning theory to diversity, teaching methods and evaluation. Each is written to apply the week's content to the teaching you are doing in the practicum.

The Clinical Faculty Role Development Paper examines your growth into the clinical teaching role, drawing on your practicum experiences, which you share in a few lines.

The six forums are drafted from the readings and your practicum, with replies after classmates post. Every item reaches you a week before its due date, and you submit it yourself.

Plans fit your setting.

Practicum logs reflect real teaching sessions.

This course goes to an educator with a doctorate in education or nursing who has taught in every setting the course mentions and has guided new faculty through their first terms. The transition this course describes is one that writer has guided many times.

The writer works from Oermann's account of the educator's role and from the NLN's competencies for nurse educators, so assignments use the language your faculty expects.

Assignments are written around the teaching you are actually doing. If your practicum places you in a skills lab, the writing reflects lab teaching; if it places you with a clinical group, it reflects clinical teaching.

Before delivery, a colleague with the same credentials reads the role paper and each written assignment.

Names of places and people from your practicum never appear; what you tell the writer serves accuracy only.

The first sticking point is time. The practicum takes hours each week, and the course also asks for a written item or forum in almost every week, plus logs. Students who fall behind on writing start to shortchange the practicum, or the reverse.

The second is application. Written assignments that summarize Oermann without connecting the content to the practicum lose points, because the course is about becoming an educator, not reading about it.

The third is the role development paper, worth 100 points. It asks for honest reflection on your transition from clinician to educator, supported by literature. Papers that only describe practicum activities miss its purpose.

The fourth is the forums. Six of them in eight weeks, each with replies, are easy to fall behind on.

The last is the logs and evaluation, which only you and your preceptor can complete. Students who neglect them while catching up on writing lose points that cannot be recovered.

A handover before the opening day means the first assignment is waiting for you while you sit down with your preceptor to set goals.

Written Assignments 2 to 4 arrive a week before their weeks, and forum threads a few days before each window. The role development paper reaches you before Module/Week 5, once you have shared a few practicum experiences.

The evaluation assignment lands ahead of the seventh week, and the last forum threads ahead of their windows.

The quote lists five written assignments, six forums and the role development paper, each with its Module/Week and share. Practicum goals, logs, hours, the preceptor evaluation and the checklist never appear on it.

A late start is priced from what remains, and later pieces continue the practicum account you began.