EDUCATIONAL TECHNOLOGY/NURSING EDUCATION

PLACEMENT: V SEMESTER
THEORY: 2 Credits (40 hours)
PRACTICUM: Lab/Practical: 1 Credit (40 hours)
DESCRIPTION: This course is designed to help the students to develop knowledge, attitude and
beginning competencies essential for applying basic principles of teaching and learning among
individuals and groups both in educational and clinical settings. It also introduces basics of
curriculum planning and organization. It further enables students to participate actively in team and
collaborative learning.

COMPETENCIES: On completion of the course, the students will be competent to

1. Develop basic understanding of theoretical foundations and principles of teaching and learning
2. Identify the latest approaches to education and learning
3. Initiate self- assessment to identify one‘s own learning styles
4. Demonstrate understanding of various teaching styles that can be used, based on the learners‘
readiness and generational needs
5. Develop understanding of basics of curriculum planning, and organizing
6. Analyze and use different teaching methods effectively that are relevant to student population
and settings
7. Make appropriate decisions in selection of teaching learning activities integrating basic principles

8. Utilize active learning strategies that enhance critical thinking, team learning and collaboration
9. Engage in team learning and collaboration through inter professional education
10. Integrate the principles of teaching and learning in selection and use of educational
media/technology
11. Apply the principles of assessment in selection and use of assessment and evaluation strategies
12. Construct simple assessment tools/tests integrating cognitive, psychomotor and affective
domains of learning that can measure knowledge and competence of students
13. Develop basic understanding of student guidance through mentoring and academic advising
14. Identify difficult situations, crisis and disciplinary/grievance issues experienced by students
and provide appropriate counseling
15. Engage in ethical practice in educational as well as clinical settings based on values, principles
and ethical standards
16. Develop basic understanding of evidence-based teaching practices
 COURSE OUTLINE
T – Theory, P – Practical (Laboratory)

Unit Time Learning Outcomes Content Teaching/ Learning Assessment

Activities Methods
(Hrs.)
T P

I 6 3 Explain the definition, Introduction and Theoretical  Lecture cum  Quiz

aims, types, Foundations: discussion
approaches and scope
Education and educational technology
of educational
technology  Definition, aims
 Approaches and scope of educational
technology
 Latest approaches to education:
o Transformational education
o Relationship based education
o Competency based education

Educational philosophy:
Compare and contrast
the various  Definition of philosophy, education
educational and philosophy
philosophies
 Comparison of educational
philosophies
 Philosophy of nursing education

Explain the teaching Teaching learning process:

learning process,
nature, characteristics  Definitions
and principles
 Teaching learning as a process
 Nature and characteristics of teaching
and learning
 Principles of teaching and learning
 Barriers to teaching and learning
 Learning theories
 Latest approaches to learning
o Experiential learning
Unit Time Learning Outcomes Content Teaching/ Learning Assessment
Activities Methods
(Hrs.)
T P
o Reflective learning
o Scenario based learning Group exercise:
o Simulation based learning  Create/discuss Assessment of
o Blended learning scenario-based Assignment:
exercise
 Learning
theories –
analysis of any
one

II 6 6 Identify essential Assessment and Planning  Lecture cum  Short answer

qualities/attributes of a discussion
teacher
Assessment of teacher  Objective type

Describe the teaching  Essential qualities of a teacher

styles of faculty  Teaching styles – Formal
Explain the authority, demonstrator, facilitator,
determinants of delegator
learning and initiates Assessment of learner
self-assessment to Self-assessment
identify own learning  Types of learners exercise:
style 
 Determinants of learning – Identify your
learning needs, readiness to learn, learning style using
learning styles any learning style
inventory (ex.
 Today‘s generation of learners and Kolb‘s learning
Identify the factors their skills and attributes
that motivate the style inventory)
learner  Emotional intelligence of the  Lecture cum
learner discussion
Define curriculum and
classify types  Motivational factors – personal
factors, environmental factors and
Identify the factors
support system
influencing curriculum
development Curriculum Planning
 Curriculum – definition, types
Develop skill in  Curriculum design – components,
writing learning approaches
outcomes, and lesson
plan  Curriculum development – factors Individual/group
influencing curriculum development, exercise:
facilitators and barriers
 Writing learning Assessment of
 Writing learning outcomes/ outcomes Assignment:
behavioral objectives
 Preparation of a  Individual/
 Basic principles of writing course lesson plan Group
plan, unit plan and lesson plan

III 8 15 Explain the principles Implementation  Lecture cum  Short answer

and strategies of Discussion
Teaching in Classroom and Skill lab –  Objective type
classroom
Teaching Methods
management
 Classroom management-principles
and strategies
 Classroom communication
o Facilitators and Barriers to
classroom communication
Unit Time Learning Outcomes Content Teaching/ Learning Assessment
Activities Methods
(Hrs.)
T P
o Information communication
technology (ICT) – ICT used in
education
Teaching methods – Features,
Describe different advantages and disadvantages
methods/strategies of
 Lecture, Group discussion,  Practice  Assessment of
teaching and develop
microteaching teaching/Micro microteaching
beginning skill in
using various teaching  Skill lab – simulations, teaching
methods Demonstration & re-demonstration  Exercise (Peer
teaching)
 Symposium, panel discussion,
seminar, scientific workshop,  Patient teaching
exhibitions session
 Role play, project
 Field trips
 Self-directed learning (SDL)
 Computer assisted learning
 One-to-one instruction
Active learning strategies
 Team based learning
Explain active
learning strategies and  Problem based learning
participate actively in  Construction of
team and collaborative  Peer sharing game – puzzle
learning  Case study analysis
 Teaching in groups
 Journaling – interdisciplinary
 Debate
 Gaming
 Inter-professional education

IV 3 3 Enumerate the factors Teaching in the Clinical Setting –  Lecture cum  Short answer
influencing selection Teaching Methods discussion
of clinical learning
experiences  Clinical learning environment
 Factors influencing selection of
clinical learning experiences
 Practice model
 Characteristics of effective clinical
teacher
 Writing clinical learning
outcomes/practice competencies
 Clinical teaching strategies – patient
assignment – clinical conference,
Develop skill in using clinical presentation/bedside clinic,
different clinical Case study/care study, nursing  Writing clinical
teaching strategies  Assessment of
rounds, concept mapping, project, outcomes –
written
debate, game, role play, PBL, assignments in
assignment
questioning, written assignment, pairs
process recording
Unit Time Learning Outcomes Content Teaching/ Learning Assessment
Activities Methods
(Hrs.)
T P
V 5 5 Explain the purpose, Educational/Teaching Media  Lecture cum  Short answer
principles and steps in discussion
the use of media  Media use – Purpose, components,  Objective type
principles and steps
 Types of media
Categorize the
different types of Still visuals
media and describe its o Non projected – drawings &
advantages and diagrams, charts, graphs, posters,
disadvantages cartoons, board devices (chalk/white
board, bulletin board, flannel board,
flip charts, flash cards, still
pictures/photographs, printed
materials-handout, leaflet, brochure,
flyer
o Projected – film stripes, microscope,
power point slides, overhead
projector
Develop skill in
preparing and using Moving visuals
media o Video learning resources –
 Preparation of
different teaching  Assessment of
videotapes & DVD, blu-ray, USB
flash drive the teaching
aids – (Integrate
o Motion pictures/films with practice media prepared

Realia and models teaching sessions)

o Real objects & Models

Audio aids/audio media
o Audiotapes/Compact discs
o Radio & Tape recorder
o Public address system
o Digital audio
Electronic media/computer learning
resources
o Computers
o Web-based videoconferencing
o E-learning, Smart classroom
Telecommunication (Distance
education)
o Cable TV, satellite broadcasting,
videoconferencing Telephones –
Telehealth/telenursing
Mobile technology

VI 5 3 Describe the purpose, Assessment/Evaluation  Lecture cum  Short answer

scope, principles in Methods/Strategies discussion
selection of evaluation  Objective type
methods and barriers  Purposes, scope and principles in
to evaluation selection of assessment methods and
types
Explain the guidelines
to develop assessment  Barriers to evaluation
 Guidelines to develop assessment
Unit Time Learning Outcomes Content Teaching/ Learning Assessment
Activities Methods
(Hrs.)
T P
tests tests
Develop skill in Assessment of knowledge:
construction of
different tests  Essay type questions,
 Short answer questions (SAQ)

Identify various clinical  Multiple choice questions (MCQ –

evaluation tools and single response & multiple response)
demonstrate skill in Assessment of skills:
selected tests
 Clinical evaluation
 Observation (checklist, rating scales,  Exercise on
videotapes) constructing
 Assessment of
 Written communication – progress assessment tool/s
tool/s prepared
notes, nursing care plans, process
recording, written assignments
 Verbal communication (oral
examination)
 Simulation
 Objective Structured Clinical
Examination (OSCE)
 Self-evaluation
 Clinical portfolio, clinical logs
Assessment of Attitude:
 Attitude scales
Assessment tests for higher learning:
 Interpretive questions, hot spot
questions, drag and drop and ordered
response questions

VII 3 3 Explain the scope, Guidance/academic advising,  Lecture cum

purpose and principles counseling and discipline discussion
of guidance
Guidance
 Definition, objectives, scope,
purpose and principles
 Roles of academic advisor/ faculty
in guidance

Differentiate between Counseling


Role play on  Assessment of
guidance and  Difference between guidance and
counseling student counseling performance in
counseling
in different role play
 Definition, objectives, scope, situations scenario
principles, types, process and steps of
Describe the  Assignment on
principles, types, and counseling
identifying
counseling process  Counseling skills/techniques – situations requiring  Evaluation of
basics counseling assignment

Develop basic skill of  Roles of counselor

counseling and  Organization of counseling services
guidance
Unit Time Learning Outcomes Content Teaching/ Learning Assessment
Activities Methods
(Hrs.)
T P

 Issues for counseling innursing

students
Discipline and grievance in students
Recognize the
importance of  Managing disciplinary/grievance
preventive counseling problems – preventive guidance &
and develop skill to counseling
respond to disciplinary
problems and grievance  Role of students‘ grievance
among students redressal cell/committee

VIII 4 2 Recognize the Ethics and Evidence Based  Value  Short answer
importance of value- Teaching (EBT) in Nursing clarification
based education Education exercise  Evaluation of
case study
Develop skill in ethical Ethics – Review  Case study analysis
decision making and analysis (student
maintain ethical  Definition of terms
encountered
standards for students  Value based education in nursing scenarios) and
Introduce knowledge of  Value development strategies suggest ethical
EBT and its application decision-making
in nursing education  Ethical decision making steps

 Ethical standards for students  Lecture cum

discussion
 Student-faculty relationship
Evidence based teaching –  Quiz – MCQ
Introduction
 Evidence based education process
and its application to nursing
education
 INTRODUCTION TO FORENSIC NURSING AND
INDIAN LAWS PLACEMENT: V SEMESTER
THEORY: 1 Credit (20 hours)
DESCRIPTION: This course is designed to help students to know the importance of forensic
science in total patient care and to recognize forensic nursing as a specialty discipline in professional
nursing practice.
COMPETENCIES: On completion of the course, the students will be able to
1. Identify forensic nursing as an emerging specialty in healthcare and nursing practice
2. Explore the history and scope of forensic nursing practice
3. Identify forensic team, role and responsibilities of forensic nurse in total care of victim of
violence and in preservation of evidence
4. Develop basic understanding of the Indian judicial system and legal procedures
COURSE OUTLINE
T – Theory
Unit Time Learning Content Teaching/ Learning Assessment
Outcomes
(Hrs) Activities Methods

I 3 (T) Describe the Forensic Science  Lecture cum  Quiz – MCQ

nature of discussion
forensic science  Definition
and discus issues  History
concerning
violence  Importance in medical science
 Visit to Regional
 Forensic Science Laboratory  Write visit
Forensic Science
report
Laboratory

Violence
 Definition
 Epidemiology
 Source of data

Sexual abuse – child and women

II 2 (T) Explain concepts Forensic Nursing  Lecture cum  Short answer

of forensic discussion
nursing and  Definition  Objective type
scope of practice  History and development
for forensic
nurse  Scope – setting of practice, areas of practice
and subspecialties
 Ethical issues
 Roles and responsibilities of nurse
 INC & SNC Acts
III 7 (T) Identify Forensic Team  Lecture cum  Objective type
members of Discussion
forensic team  Members and their roles  Short answer
and describe role
of forensic nurse
Comprehensive forensic nursing care of
victim and family
 Physical aspects  Hypothetical/real
case presentation
 Psychosocial aspects
 Cultural and spiritual aspects
 Legal aspects
 Assist forensic team in care beyond scope of
her practice
 Admission and discharge/referral/death of  Observation of post-
victim of violence mortem

 Responsibilities of nurse as a witness

Evidence preservation – role of nurses

 Observation  Visit to department
of forensic medicine
 Recognition  Write report
Unit Time Learning Content Teaching/ Learning Assessment
Outcomes
(Hrs) Activities Methods

 Collection
 Preservation
 Documentation of Biological and other
evidence related to criminal/traumatic event
 Forwarding biological samples for forensic
examination

IV 3 (T) Describe Introduction of Indian Constitution  Lecture cum  Short answer

fundamental discussion
rights and
human rights Fundamental Rights
commission  Written Assignment
 Rights of victim  Assessment of
written
 Rights of accused
assignment

 Visit to prison
 Write visit
Human Rights Commission report

V 5 (T) Explain Indian Sources of laws and law-making powers  Lecture cum  Quiz
judicial system discussion
and laws
Overview of Indian Judicial System
 Guided reading
 JMFC (Judicial Magistrate First Class)  Short answer
 District
 State
 Apex

 Lecture cum
Civil and Criminal Case Procedures discussion
 IPC (Indian Penal Code)
 ICPC
 IE Act (Indian Evidence Act)
Discuss the
importance of
Overview of POSCO Act
POSCO Act