1study-guide-copy by Nopparat Vajira

Study Guide Master of Nursing Science (Family and Community Health Nursing) International Program

Boromarajonani College of Nursing, Nopparat Vajira Praboromarajchanok Institute for Health Workforce Development (PIHWD), Ministry of Public Health Graduate School, Kasetsart University

June - September 2012

Preface This Master of Nursing Science (MNS) Program has been developed by Boromarajonani College of Nursing Nopparat Vajira (BCNNV); which is an affiliated institution of Kasetsart University (KU) and an educational institution under Praboromarajchanok Institute in the jurisdiction of Ministry of Public Health. This program aims to enable nurses to work in response to the complexity of the current world. Global changes in various dimensions over recent decades have led to dramatic alterations in people’s life and the nature of health problems. Nurses today are, hence facing with more complicate health circumstance and health problems. This mandates them to acquire higher competencies and advanced practice skills. The development of this program was collaboratively initiated by BCNNV, the Association of Indonesia Nursing Education Center (AINEC), STIKES Bali, and KU. The MNS program has been designed for nurses to advance their knowledge and skills. The promotion of their expertise focuses on family and community health as well as teaching in nursing. The graduates will also be inculcated for the growth in ethical and moral aspects. Their potentialities will be enhanced through systematically planned education, participatory learning, self-directed learning and life-long learning. These expected learning outcomes will be facilitated by employing the teaching/learning activities and emphazing on student center learning including lectures, discussions, seminars, field trips, case studies, community practicum, and thesis. This student guide is developed to provide the students with essential information regarding an overview of MNS program course syllabus, teaching/learning activities, requirements, and evaluation criteria for the second semester of Year 1 of the Master of Nursing Science (International) Program.

……………………………………………………….. (Dr. Kanokwan

Silpakampises)

Director of Boromarajonani College of Nursing Nopparat Vajira

iii

Table of Contents

Page Preface

Table of Contents

iii

Program Details

Study Duration

Program Structure

Program of Study

Educational Credit System

Evaluation

Course Syllabuses Individual and Community Health

Advanced Nursing for Family and Community with Health Problems

Research Methodology in Nursing

Seminar

Qualitative Research in Nursing

Curriculum and Teaching in Nursing

Program Time Table

Program Coordinators

Course Coordinators

Evaluation Forms

-1Program Details

Program Title: Master of Nursing Science Program in Family and Community Health Nursing (International Program)

Degree Title Full name

: Master of Nursing Science (Family and Community Health Nursing)

Abbreviation: M.N.S. (Family and Community Health Nursing)

Institution: Graduate School, Kasetsart University Faculty/ Affiliated school: Boromarajonani College of Nursing, Nopparat Vajira

Philosophy Boromarajonani College of Nursing, Nopparat Vajira, an affiliated institution of Kasetsart University, believes that the Master of Nursing Science Program would enable the graduates to thrive for the growth in academic wisdom including ethical and moral excellence, to develop advanced skills in nursing, and to be responsible to play a leading role in nursing profession. Their potentialities can be enhanced through systematically planned education, participatory learning, self-directed learning and life-long learning.

Objectives After completing this program, the graduates will: 1.

Be able to perform advanced nursing practice in their specialty area in response

to current and future changes and integrate global health context in the development of health service system; 2.

Possess ethical and moral attributes leading to the righteousness in consistent

with social norms and demonstrate ethical judgment skills in their specialty area; 3.

Be knowledgeable in nursing science, concepts, and theories related to nursing

practice in their specialty and develop new knowledge to practice in their specialty; 4.

Be able to demonstrate communication skills to make a good relationship with

clients and health care teams;

-25.

Gain abilities in systematical, analytical, and critical thinking and life-long

learning in order to solve complicated nursing problems in their specialty; 6.

Be able to demonstrate leadership in the development of effective nursing care

responding to the needs of society and management skills leading to creative changes, and encourage others to have professional development continuously; 7.

Be able to inquire academic issues, conduct research and utilize research results

in nursing practice; 8.

Be highly responsible to self-directed learning;

Be able to demonstrate team work skills and collaborate with health care team

and related persons to solve health problems of clients and communities; 10.

Be able to demonstrate skills of teaching, managing and counseling with clients

and communities; 11.

Be able to demonstrate international skills including language, information

technology, multicultural understanding and adapt to changes.

Study Duration This is a 2 -year program. However, the maximum of study duration is no more than 5 years to maintain student status.

-3Program Structure (No less than 40 credits) 1.

Core course (28 credits) 1.1 Nursing Courses

(18 credits)

01998511

Nursing Theory

2(2-0-4)

01998512

Health Policy and Health System

2(2-0-4)

01998513

Leadership in Advanced Nursing Practice

2(2-0-4)

01998514

Advanced Health Assessment

2(1-2-3)

01998515

Individual and Community Health

3(3-0-6)

01998521

Advanced Nursing for Family and

2(2-0-4)

Community 01998522

Advanced Nursing for Family and

2(2-0-4)

Community with Health Problems 01998523

Advanced Practice in Family and Community

3(0-12-6)

Health Nursing 1.2 Research and Seminar

(7 credits)

01998591

Research Methodology in Nursing

3(3-0-6)

01998592

Statistics for Nursing Research

2(2-0-4)

01998597

Seminar

1,1

1.3 Elective 01998516

(at least 3 credits) Role Development of Advanced Practice

3(3-0-6)

Nurses 01998531

Curriculum and Teaching in Nursing

3(3-0-6)

01998532

Teaching Practicum in Nursing

3(0-12-6)

01998593

Qualitative Research in Nursing

3(3-0-6

Thesis

1-12

2. Thesis (12 credits) 01998599

-4Program of Study

The First Year ---First Semester 01998511

Nursing Theory

2(2-0-4)

01998512

Health Policy and Health System

2(2-0-4)

01998513

Leadership in Advanced Nursing Practice

2(2-0-4)

01998514

Advanced Health Assessment

2(1-2-3)

01998521

Advanced Nursing for Family and

2(2-0-4)

Community 01998592

Statistics for Nursing Research Total

2(2-0-4) 12

The First Year ---Second Semester 01998515

Individual and Community Health

3(3-0-6)

01998522

Advanced Nursing for Family and

2(2-0-4)

Community with Health Problems 01998591

Research Methodology in Nursing

01998597

Seminar

Elective

3(3-0-6)

Total

3(3-0-6)

The Second Year --- First Semester 01998523

Advanced Practice in Family and Community

3(0-12-6)

Health Nursing 01998597

Seminar

01998599

Thesis

Total

The Second Year --- Second Semester 01998599

Thesis

Total

-5Educational credit system Credits hours are as following: Theory:

1 credit requires at least 15 hours for lecture/conference.

Laboratory: 1 credit requires at least 30 hours. Practicum: 1 credit requires at least 60 hours. The number of credits will be illustrated in the bracket format like this x(x-x-x). The number in front of the bracket is the total credits of the subject. The first digit in the bracket is the number of hours of lecture or classroom based study per week. The middle digit is the number of hours needed for laboratory or practicum per week. The last digit is the number of hours required for self directed learning. Evaluation 1. Grading system of each subject is based on 7 point grading system. Letter grade is used to show the level of student achievement with the following meaning: Grade

Percentage

Level

85-100 %

B+

80- 84 %

3.5

75-79 %

C+

70-74 %

2.5

65-69 %

55-64 %

< 55

Incomplete

Unsatisfactory

Satisfactory

Grade not reported

Pass

2. Graduation of the program The student is required to get Grade Point Average (GPA) at least 3.00 to complete the program. For each subject the student is required to get at least 3.00.

-6-

Individual and Community Health

Subject Code: 01998515 Credit: 3(3-0-6) Course Coordinators: Dr.Kanokwan Wetasin and Dr.Sunanta Thongpat Course Description This course explores the dimensions of health in relation to individuals and communities. The concepts of health promotion and disease prevention at the individual and community levels are explored. Analysis of health problems and health intervention planning for behavioral change at the individual and community levels are also included.

General Objectives The students will gain knowledge and understanding about the concepts of individual and community well-being, health promotion and disease prevention. The students will also develop the ability to analyze individual and community health and health intervention planning for behavioral change at the individual and community levels will be gained.

Specific Objectives At the completion of this course, the students will be able to: 1. Describe the dimensions of health and wellness; 2. Identify the biological, psychological, social, spiritual, behavioral and environmental factors influence on specific individual and community health outcomes; 3. Analyze the concepts of health promotion and disease prevention at individual and community levels; 4. Analyze theory-driven interventions to promote the health and well-being of individuals and community; and 5. Apply health behavior-related theories essential to drive health interventions to promote individual and community health.

-7Course Content 1.

Overview dimension of health and wellness, healthy people, and healthy

community 2. Health promotion situations at national, regional, and international levels 3. Determinants of health and wellness 4. Health promotion and disease prevention: Concept, theories and application 5. Designing a health promotion program at individualâ&#x20AC;&#x2122;s and communityâ&#x20AC;&#x2122;s level a. Health needs assessment/community needs assessment b. Planning/developing a health promotion program including health interventions and evaluation 6. Community participation and community wellness 7. Health promotion programs in diverse settings 8. Health promotion: Future challenges Learning Activities 1. Participating lecture 2. Discussion 3. Case-based learning 4. Project-based learning 5. Field trip 6. Self-directed learning Teaching and Learning Activities

Date/time 11/06/12

Topic - Course Orientation

13.00-16.00

- Overview Dimensions of Health and Wellness, Healthy People, and Healthy Community

Hours Learning Activities 3 - Participatory Lecture

Lecturers Dr.Kanokwan Wetasin

-8Date/time 18/06/12

Topic Health Promotion

Hours Learning Activities 2 - Participatory

13.00-15.00

Situations at National,

Lecture

Regional, and

- Discussion

Lecturers Dr.Sunanta Thongpat

International levels 25/06/12

Determinants of

13.00-17.00

- Participatory

Dr.Kanokwan

Individual and

Lecture

Wetasin

Community Health and

- Discussion

Wellness 02/07/12

Health Promotion and

09/07/12 13.00-16.00

- Participatory

- Dr.Kanokwan

Disease Prevention:

Lecture

Wetasin

Concept, Theories and

- Discussion

Application

- Case-based learning - Assign students into to 3 groups to critique theorydriven interventions to promote health and well-being of individuals and community - Discuss with group advisors on the assignment

16/07/12

Designing a Health

23/07/12

- Participatory

- Dr.Kanokwan

Promotion Project at

Lecture

Wetasin

30/07/12

Individual and

- Discussion

(16/07/12,

15/08/12

Community Levels

- Project-based

23/07/12,

20/08/12

a. Health Risk

learning

30/07/12,

27/08/12

Behavior Assessment/

- Assign students

15/08/12,

-9Date/time 13.00-16.00

Topic Community Needs

Hours

Learning Activities into to 3 groups to

Lecturers 20/08/12,

Assessment

design theory-driven

27/08/12:

b. Planning/developing

projects to promote

13.00-16.00)

a Health Promotion

health and well-

- Dr.Sunanta

Program including

being of individuals

Thongpat

health interventions

and community

(30/07/12,

and evaluation

- Discuss with group

15/08/12,

advisors on the

20/08/12,

assignment

27/08/12:

- Present and discuss 13.00-16.00) on a draft of Health

-Dr.Panarat

Promotion Project

Wisawatapnimit

- Design/develop

(30/07/12,

Health Risk

15/08/12,

Behavior

20/08/12,

Assessment/

27/08/12:

Community Need

13.00-16.00)

Assessment - Design/develop project evaluation - Present and discuss on a Health Promotion Project 06/08/12

Community

13.00-16.00

- Participatory

- Dr.Sunanta

Participation and

Lecture

Thongpat

Community Wellness

- Case-based learning

03/09/12

Health Promotion

10/09/12 13.00-16.00

- Participatory

- Dr.Kanokwan

Programs in Diverse

lecture

Wetasin

Settings

- Field Trip

(03/09/12,

- 10 Date/time

Topic

Hours

Learning Activities - Assign students to

Lecturers 10/09/12:

write fields trip

13.00-16.00)

report (individual work) - Discussion in class on field trip 12/09/12

Health Promotion:

09.00-12.00

- Discussion on

- Dr.Kanokwan

Future Challenges

Health Promotion:

Wetasin

Summary and

Future and

Evaluation

Challenge

19/09/12

Final examination

09.00-12.00 Evaluation No. Evaluation 1

Number of Evaluation week

Proportion of Evaluation Percentage 60

8,12

1-15

Academic papers: -

Paper critiquing a health promotion project (group work)

Paper on a health promotion project (group work)

Field trip report (individual work)

Academic presentation of health promotion project

Participation/discussion and teamwork

Final Examination

- 11 Remarks 1. Students are assigned to work as a team on two papers: a) Paper critiquing a health promotion project: - Students are divided into 3 groups to critique theory driven interventions to promote health and well-being of individuals and communities. Discussion with the lecturer on the assignment requirements. The paper need to be submitted to Dr.Kanokwan Wetasin on July 23, 2012. b) Paper on a health promotion project: - Students are divided into 3 groups to design theory driven projects to promote health and well-being of individuals and community. Discussion with group advisors on the assignment is required. - Presentation and discussion on a draft of Health Promotion Project will be held on July 30, 2012. - Each group will design/develop a health risk behavior assessment/community needs assessment under the guidance from the group advisor on August 15, 2012. - Each group will design/develop project evaluation with guidance from the group advisor on August 20, 2012. - The complete version of the paper on the health promotion project will be presented and submitted to group advisors on August 27, 2012. 2. Each student is required to submit a field trip report about health promotion programs to Dr.Kanokwan Wetasin on September 17, 2012. 3. Active participation and constructive discussion with peers, lecturers, and group advisors are required. 4. All papers need to be written in academic style using 6th version of the APA citation and referencing system. Papers need to be typed using font Times New Roman, size 12, double space. Plagiarism will not be tolerated. Paper need to be submitted on time.

- 12 -

References Ajzen, I. (1988). Attitudes, personality, and behavior. Buckingham, England: Open University Press. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human Decision Processes, 50, 179â&#x20AC;&#x201C;211. Allender, J. A., Rector, C. L., & Warner, K. D. (2010). Community health nursing: Promoting and protecting the public's health. Hong Kong: Wolters Kluwer Health/Lippincott Williams & Wilkins. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company. Bandura, A. (1986). Social foundations of thought and action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1998). Health promotion from the perspective of social cognitive theory. Psychology and Health, 13, 623-649. Carpenter, C. J. (2010). A meta-analysis of the effectiveness of health belief model variables in predicting behavior. Health communication, 25(8), 661-9. * Fertman, C. I. & Allensworth, D. D. (2010). Health promotion programs: From theory to practice. San Francisco, CA: Jossey-Bass. * Glanz, K., Rimer, B. K., & Viswanath, K. (2008). Health behavior and health education: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Hitchcock, J. E., Schubert, P. E., & Thomas, S. A. (2003). Community health nursing: Caring in action. Clifton Park, NY: Thomson/Delmar Learning. * Minkler, M., & Wallerstein, N. (2008). Community-based participatory research for health: From process to outcomes. San Francisco, CA: Jossey-Bass. Nies, M. A., McEwen, M. (2011). Community/public health nursing: Promoting the health of populations. St. Louis, Missouri: Elsevier. Painter, J. E., Borba, C. P. C., Hynes, M., Mays, D., & Glanz, K. (2008). The use of theory in health behavior research from 2000 to 2005: A systematic review. Annals of Behavioral Medicine, 35(3), 358-362.

- 13 Pender, N. J., Murdaugh, C. L., & Parsons, M. A. (2006). Health promotion in nursing practice. New Jersey: Prentice Hall. Smith, S. A., Hamilton, S., Sheats, J. Q., Mensah, E., Apantaku, F., & Sullivan, L. W. (2003). Stay beautiful/stay alive: A successful approach to community-based participatory research. American Journal of Health Studies, 18(4), 219-224.

(*main textbooks)

- 14 -

Advanced Nursing for Family and Community with Health Problems Subject Code: 01998522 Credits: 2(2-0-4) Course Coordinators: Dr. Sunanta Thongpat and Dr. Kanokwan Wetasin

Course Description This course focuses on concepts of primary health care, health promoting and risk reduction of vulnerable population, family and community assessment and diagnosis. Utilization of theoretical approaches to family and community health nursing process and its application for holistic nursing practice for families and community with crisis situations and special needs. Home health care and disaster nursing are included.

General Objective The students will gain knowledge and understanding about the theoretical approaches to the family and community health nursing process and its application to holistic nursing care and home health care for families and communities undergoing crisis situations or having special needs, including situations calling for disaster nursing skills.

Specific Objectives At the completion of this course, the students will be able to: 1. Describe the theoretical approaches to family and community health nursing related to primary health care, health promotion and risk reduction in families and communities with health problems 2. Critically assess and diagnose communities with health problems or experiencing a crisis 3. Identify theoretical approaches and apply the nursing process to promote health and risk reduction for families and communities with health problems, crises, or special needs. The students should also be aware of the moral, ethical, and patientâ&#x20AC;&#x2122;s rights principle associated with their nursing care. 4. Utilize critical thinking to comprehended nursing care plans for the home health care of families and communities with health problems, crises, or special needs.

- 15 5. Explain the principal approaches for disaster nursing and analyze the nursing care planning for family victims and dysfunctional communities 6. Analyze nursing research and evidence based approaches to deliver the most appropriate care to families and communities with health problems, crises, or special needs.

Course Contents 1. Principles and concepts of families and communities with health problems 2. Roles of nursing and leadership in families and communities with health problems 3. Factors that affect accessibility, availability, and acceptability of health care services aimed at families and communities 4. Prevention strategies when working with families and communities with health problems and crises 5. Evidence-based research in family and community health nursing 6. Family health assessment and diagnosis 7. Community health assessment and diagnosis 8. Nursing process and practice for families and communities with risk problem including families with violence and abuse, families with health problems, families with teenage parent 9. Home health care for families with health problem and crisis 10. Disaster nursing for families and communities Learning activities 1.

Participating lecture

Group discussion and Presentation

Field Trip

Group assignments

Case bases learning

- 16 -

Teaching and Learning Activities

Topics

Date/

Hours

Learning Activities

Lecturers

Time wk 1

-Course orientation

Participating Lecture

6/6/2012

Dr. Sunanta Thongpat

10.00-11.00

wk 2

-Introduction to

11/6/12

advanced nursing for

Participating Lecture

9.00-12.00

families and

Assign students study and

communities with health

analyze articles related the

problems

concepts of families and

- Principles and concepts

communities with health

of families and

problems

Dr.Kanokwan Wetasin

communities with health problems - Roles of nursing and leadership in families and communities with health problems

wk 3

Factors that affect

18/6/12

accessibility, availability,

9.00-11.00

and acceptability of

Dr. Sunanta Participating Lecture

health care services for

Assign students to read

families and

articles and books before

communities

class

Thongpat

- 17 Topics

Date/

Hours

Learning Activities

Lecturers

Time wk 4

Prevention strategies in

25/6/12

working with families

9.00-11.00

and communities with

Dr. Sunanta Participating Lecture

health problems and

Assign students to read

crises

articles and books before

Thongpat

class

wk 5

Evidence-based research

2/7/12

in family and community

9.00-11.00

health nursing

Participating Lecture

Dr. Supaporn Wannasuntad

Assign students to read articles and books before class

wk 6

Family health and crisis

9/7/12

assessment and diagnosis

Participating Lecture

Wetasin

9.00-11.00

wk 7 16/7/12 9.00-11.00

Dr. Kanokwan

Cased bases study : Assessment of Families

- 18 Topics

Date/

Hours

Learning Activities

Lecturers

Time wk 8

Community health

23/7/12

assessment and diagnosis

Participating Lecture

Dr. Sunanta Thongpat

9.00-12.00

- Assign students into 4 groups to study “a case

wk 9

study” on community

30/7/12

assessment and diagnosis

9.00-12.00

wk 10

Nursing process and

6 /8/12

practice for families and

9.00-11.00

community with risk

Participating Lecture

Wetasin -Case based learning

problem including:

Dr. Sunanta

a. Families with health

- Assign students into 3

problems of a family

groups to critical “a case

member

study” on community

Dr. Panarat

b. Families with violence

assessment and diagnosis

Wisawatapnimit

and abuse

a. Families with health

c. Families with teenage

problem of Family member

parent

b. Families with violence and abuse c. Families with teenage

wk 12

parent

20 /8/12 9.00-11.00

Dr. Kanokwan

- Group Presentation

Thongpat

- 19 Date/

Topics

Hours

Learning Activities

Lecturers

Time wk 13

Home health care for

27 /8/12

families with health

9.00-12.00

problems or crises

Participating Lecture

Dr. Sunanta Thongpat

Assign students to read articles and books before class Class discussion

wk 14

Field trip to (Ban

3 /9/12

Rachavithee on community

9.00-12.00

care for violence against women (Extra time 3 hours)

wk 15

Disaster nursing for

10 /9/12

families and

9.00-12.00

communities

Participating Lecture

Guest speaker from

Assign students to read

Rachavithee

articles and books before

Hospital

class Dr. Panarat Classroom discussion and

Wisawatapnimit

presentation

wk 16 17 /9/12 10.00-12.00

Final exam

Dr. Sunanta Thongpat

- 20 -

Evaluation

No.

Evaluation

Number of Evaluation Week

Report on critical assessment and

Proportion of Evaluation (Percentage)

Every week

community diagnosis Report on utilizing nursing process for

families with health problems Presentation on nursing process for

families with health problems

Field trip report Group Discussion and classroom

participation

Final Examination Total

100

Remarks 1.

Assignment 1: Report on critical assessment and community diagnosis. Students

are assigned into 4 groups. Each group is required to analyze the case study provided focusing on community assessment and diagnosis. Planning a project for solving a problem of selected case study must be included. The group report must be submitted to Dr. Sunanta Thongpat no later than 6th June, 2012 2. Assignment 2: Students will be assigned into 3 groups to utilize the nursing process and to apply evidence based research to develop nursing care plan for families with health problem or crises. Each group needs to meet their group advisors to discuss the assignment as follows; a. Families with health problems of a family member Dr. Kanokwan Wetasin b. Families with violence and abuse Dr. Panarat Wisawatapnimit c. Families with teenage parents Dr. Sunanta Thongpat

- 21 Each group is required to submit a written report to Dr. Sunanta Thongpat and perform a presentation of their study on 20th August, 2012 3.

Assignment 3: Students are taken on a field trip to Ban Rachavithee to better

understand the issue of community care for violence against women. Each student is required to provide summary and reflection report of the field trip of 2-3 pages on 10th September 2012 4. All students are requested to participate in the presentation

References

*Allender, JA., Rector, C. & Warner, K.D.(2010). Community health Nursing: Promoting the Publicâ&#x20AC;&#x2122;s health (7th Editor). Philadelphia: Lippincott Williams-Wilkins *Anderson, E. T., & McFarland, J. (2008). Community as partner: Theory and practice in nursing (5th ed.). Philadelphia: Lippincott Williams-Wilkins. * Friedman, M.M. (2010). Family Nursing research, theory and practice. Connecticut: Appleton & Lange. *Harkness, G.A. & DeMarco,R.F. (2012). Community and Public Health Nursing: Evidencefor Practice. Philadelphia: Lippincott Williams-Wilkins. (2012).Public Health Nursing: Population Centered Health Care in the Community. Maryland Height. Elsevier *Standhope, M. & Lancaster,J. (2012). Public Health Nursing: Population Centered Health Care in the Community.

(* main textbooks)

- 22 -

Research Methodology in Nursing

Subject Code: 01998591 Credits: 3(3-0-6) Course Coordinators: Dr. Anchaleeporn Amatayakul and Dr. Panarut Wisawatapnimit Course Description This course provides the knowledge and skills essential for the utilization of research to support decision-making in the nursing arena. The course includes basic research designs, both quantitative and qualitative, data collection, assessing data quality, ethics, and research utilization. The course also emphasizes the techniques for controlling variables, data analysis, and the interpretation of results. Content is discussed in terms of nursing research problems and how to apply them in a range of settings.

General Objective The students will gain knowledge in research design, methodology, ethics, and the utilization of research outcomes. The ability in identifying strengths and weaknesses of research methodologies and utilizing research outcomes to their area of research of interests and/or practice arena will be an important outcome of this course. Specific Objectives At the completion of this course, the students will be able to: 1. Explain essential concepts of research designs and methodology, and ethics in nursing research; 2. Identify the strengths and weaknesses of the research methodologies; 3. Discuss the utilization of research outcomes to their areas of research of interests and/or practice arena; and 4. Develop an appropriate research design for a selected research project.

- 23 Course Contents 1. Introduction to nursing research 2. Ethics in nursing research 3. Research problems, research questions, and hypotheses 4. The knowledge context: Literature reviews, development and evolution of nursing research 5. Selecting a research design 6. Sampling and measurement 7. Designing and implementing a data collection plan 8. Strategies for identifying and recruiting research participants 9. Assessing data quality 10. The analysis of data 11. Writing a research report 12. Utilization of nursing research Learning activities 1. Lecture 2. Discussion 3. Self-directed learning 4. Research paper critique 5. Research proposal development

- 24 Teaching and Learning Activities Date/

Topics

Hours

Learning Activities

Lecturers

Time 12/6/12

- Introduction to

9.00-12.00 Nursing Research

-Provide course orientation Dr. Anchaleeporn about objective, teaching

Amatayakul

and learning method, requirements, and evaluation -Participatory lecture -Assign students into 5 groups, 4 students per group based on their research of interest and assign advisor of each group following Seminar subject -Assign the selected research article to each group for the following classes 19/6/12

-Utilization of

9.00-12.00 Nursing Research

- Participatory lecture

Dr. Panarut

- Each group discuss and

Wisawatapnimit

present about the utilization of nursing research selected

- 25 Date/

Topics

Hours

Learning Activities

Lecturers

Time 26/6/12

Writing a

9.00-12.00 Research Proposal

-Participatory lecture

Dr. Anchaleeporn

-Inform students to plan

Amatayakul

for their own proposal and follow the topics provided in the following classes

3/7/12

- Ethics in

9.00-12.00 Nursing Research

- Participatory lecture

Dr.Sunanta

- Discuss about ethical

Thongpat

issues in nursing research from the selected research article 10/7/12

Research

9.00-12.00 Problems,

-Participatory lecture

Dr.Sunanta

-Assign each student to

Thongpat

Research

explore problems in

Questions, and

nursing and identify

Hypotheses

research problems for writing research proposal

17/7/12

The Knowledge

9.00-12.00 Context:

-Participatory lecture

Dr. Doungnetre

-Assign each student to

Thummakul

Literature

review literature related to

Reviews

research problems

- 26 Date/

Topics

Hours

Learning Activities

Lecturers

Time 24/7/12

Selecting

31/7/12

a Research

9.00-12.00 Design

-Participatory lecture

Dr. Anchaleeporn

- Assign each group of

Amatayakul

students to analyze the selected research article focusing on its design. -Students will present the results of the group analysis -Assign each student to select the proper research design for a research problem

7/8/12

Sampling and

14/8/12

Measurement

9.00-12.00

-Participatory lecture

Dr. Kanokwan

- Assign each group of

Wetasin

students to analyze the selected research article focusing on the research tool/s used. - Assign each student to select the proper research design for a research problem

21/8/12

Assessing Data

9.00-12.00 Quality

-Participatory lecture - Assign each group of students to discuss the quality of data from the selected research article

Dr. Sukjai Charoensuk

- 27 Topics

Date/

Hours

Learning Activities

Lecturers

Time 28/8/12

Designing and

9.00-12.00 Implementing a

-Participatory lecture

Dr. Panarut

- Analyze and discuss

Wisawatapnimit

Data Collection

examples of data

Plan

collection plans and the feasibility of obtaining data from some research popluations -Assign each student to plan for collecting data in their research proposal

4/9/12

The Analysis of

9.00-12.00 Data

-Participatory lecture

Dr.Kamolrat

-Analyze utilization of

Turner

statistics or data analysis in nursing research from the selected research article 8/9/12

-Writing a

9.00-12.00 Research Report

-Participatory lecture

Dr. Anchaleeporn

- Assign each group of

Amatayakul and team

13.00-

-Presentation of

students to analyze the

16.00

research proposal

selected research article about their styles of writing -Assign all students to present their research proposals by dividing into 2 rooms

- 28 Evaluation No. Evaluation

Number of

Proportion of

Evaluation

Week

(Percentage)

13,16

Every class

Report paper on group discussion about

the design of nursing research selected

Research proposal of each student Presentation of research proposal of each

student

Participation and discussion in class

Remarks For the report paper on analyzing the design of the selected research articles, the students are divided into 5 groups (4 students per each group) and these groups are the same as Seminar groups. Each group is assigned to analyze the selected research article about its design and present the results of group discussions. This report needs to be written in academic style using the 6th version of APA citation and referencing system. Paper needs to be typed using font Times New Roman, size 12, double space, amounting to no more than 3 pages and submitted as a hard copy to Dr. Anchaleeporn no later than July31st, 2012. Each student is required to write the research proposal that is no more than 12 pages and submit a first draft to your advisor on August28th, 2012. Present summary of your research proposal to your class that is divided into 2 rooms for 10 minutes per student on September 11th, 2012 start at 1 p.m. After your presentation, other students and instructors will discuss or ask you questions for 5 minutes. All students are requested to actively participate in the presentation and provide an analytical discussion, question, suggestion or concern. Submit 2 hard copies and attach files of the final research proposal to your advisor, and Dr. Anchaleeporn on September 18th, 2012.

- 29 Textbooks: Bordens, K.S. & Abbot, B.B. (2007). Research design and methods: A process approach. (6th ed.). New York: McGraw-Hill. Kumar, C.R. (2008). Research methodology. New Delhi: Balaji Offset. Mitchell, M.L. & Jolley, J.M. (2007). Research design explained. (6th ed.). New York: Thomson Wadsworth. Moule, P. & Goodman, M. (2009). Nursing research: An introduction. Thousand Oak, CA: Sage publications. Neuman, W. L. (2006). Social research methods: Qualitative and quantitative approaches. (6th ed.). Boston, MA: Allyn and Bacon. Polit, D.F. & Beck, C.T. (2011). Nursing research: Generating and assessing evidence for nursing practice. (9th ed.). Philadelphia: Lippincott Williams &Wilkins.

- 30 -

Seminar Subject Code: 01998597 Credits: 1 Course Coordinators: Dr. Panarut Wisawatapnimit and Dr. Peranun Jirayingmongkol Course Description This course focuses on the presentation and discussion of current topics of interest in nursing appropriate for a masterâ&#x20AC;&#x2122;s degree academic level. General Objective The course will assist the students to develop skills of seminar presentations in nursing. Students will be expected to organize the seminars by examining major issues relating to family and community health nursing that raise national and global concerns.

Specific Objectives At the completion of this course, the students will be able to: 1. Critically examine major issues and research methodologies related to family and community health nursing at national and global levels; 2. Demonstrate the decision making skills based on scientific knowledge in relation to selection of seminar topics; and 3. Organize an effective seminar in nursing.

Course Contents The topics depend on research interest of the students.

Learning activities 1. Discussion 2. Seminar 3. Self-directed learning 4.

Application of organizational skills

- 31 -

Teaching and Learning Activities Topics

Date/

Hours

Learning Activities

Lecturers

Time 6/6/12 09.00 â&#x20AC;&#x201C; 10.00

Orientation to the subject

-Orientation to the

Dr.Panarut

subject

Wisawatapnimit

-Discussion about

Dr. Peranun

objective, teaching

Jirayingmongkol

and learning method, requirements, and evaluation -Divide students to be small group based on their research interest and assign advisor of each group

- 32 Topics

Date/

Hours

Learning Activities

Lecturers

- Encourage students

Advisors:

Time 13/6/12

Topics related to

9.00 – 10.00

students’ research

to search academic

Gr. 1) Dr. Panarut

interests

and/or research

Wisawatapnimit

articles related to

Dr. Peranun

family and

Jirayingmongkol

community health

Gr. 2) Dr.

nursing that students

Kanokwan

are interested in

Silapakumpisat

studying for their

Dr. Susheewa

master theses

Wichaikul

-Based on literature

Gr. 3) Dr.

review, assign

Sunanta Thongpat

students to critically

Gr. 4) Dr.

analyze issues and

Kanokwan

concepts related to

Wetasin

students’ research

Gr. 5) Dr.

interests

Anchaleeporn Amatayakul

6/7/12

Topics related to

9.00 – 11.00

students’ research

examine the contents,

20/7/12

interests (cont.d)

progression and

9.00 – 11.00

-Meet advisor to

discuss the issues and concepts that students have analyzed with the advisor and other students in each group

Advisors

- 33 Topics

Date/

Hours

Learning Activities

Lecturers

Time 1/8/12

Topics related to

-Students in each

9.00 – 16.00

students’ research

group present a

interests (cont.d)

summary of their

Advisors

work for 15 minutes per students -Discussion 24/8/12

Topics depend on

9.00 – 12.00

students’ selection

-All students

Advisors

seminars are divided into 2 issues depending on students’ interests

Evaluation No. Evaluation

Individual paper about issues and concepts

Number of

Proportion of

Evaluation

Week

Percentage

related to family and community health nursing 2

Seminar process

Seminar report

Participation and discussion

Every class

Remarks 1. Individual papers about issues and concepts related to family and community health nursing To write this individual paper the student needs to follow the guidelines below: -

Identify a phenomenon or research interest that relate to family and community

health nursing and the student would like to conduct at a master thesis standard;

- 34 -

Review academic articles and research articles related to your phenomenon or

research interest. The number of articles depends on your research interest and your discussion with your advisor; however, the number of articles should not be less than 25 articles. Of all articles, it needs to have at least 5 qualitative studies; -

Summarize each research articles in table format that include topic, objectives,

conceptual frameworks, research designs, samples or participants, instruments, main results, limitations, and remarks. For academic articles, the summarized table includes topic, objectives, main ideas, implication, and remarks. Please put the summarized tables in appendix of an individual report; -

Critically analyze articles and write a report. Please ensure that you 1) identify

definition of your phenomenon, 2) summarize and analyze your literature review about objectives, conceptual framework, research design, samples, main results, and limitations, 3) critically analyze issues or gaps in knowledge and/or the conceptual frameworks, 4) provide your opinions how to fulfill gaps of knowledge, and explain conceptual frameworks that are appropriate to your phenomenon, and 5) synthesize your ideas about gaps of knowledge and conceptual frameworks in your thesis; -

Meet your advisor as determined by the dates in the study guide. You need to

summarize your progression of your work and discuss knowledge that you have learned with your advisor and other students in your group. If you would like to meet you advisor additionally, please set an appointment with your advisor in advance; -

Submit a first draft of your report to your advisor on July 30, 2012;

Present summary of your report to your class for 15 minutes per student on

August 1, 2012. After your presentation, other students and instructors will discuss or ask you questions for 5 minutes; and -

Submit 2 hard copies and attach files of the final report to your advisor,

Dr. Panarut, and Dr. Peranun on August 10, 2012.

2. Seminar processes and report (Group work) Based on presentation of all studentsâ&#x20AC;&#x2122; individual papers, students in class brainstorm and discuss to integrate all studentsâ&#x20AC;&#x2122; phenomena or research interests into 2 topics. Divide students into 2 groups based on selected topics. Students need to conduct a seminar

- 35 on August 24, 2012 and submit 2 hard copies and attach files of the seminar report to Dr. Panarut and Dr. Peranun on August 31, 2012. For seminar process and report, please discuss with Dr. Panarut and Dr. Peranun.

Please note that the papers need to be typed by using font Times New Roman, size 12, double space, and use the 6th version of the APA citation and reference system. Please ensure your paper if free of any plagiarism issues and is submitted on time. References *Anderson, E. T., & McFarland, J. (2008). Community as partner: Theory and practice in nursing (5th ed.). Philadelphia: Lippincott Williams-Wilkins. Barker, A. M. (2008). Advanced practice nursing: Essential knowledge for the profession. Sudbury, MA: Jones & Bartlett Publishers. *Friedman, M. M. (2002). Family nursing research, theory and practice (5th ed.). Connecticut: Appleton & Lange. Hanson, S. M. H., Gedaly-Duff, V., & Kaakinen, J. R. (2005). Family health care nursing: Theory, practice, and research (3rd ed.). Philadelphia: F.A. Davis. *Jolles, L.R., (2005). How to run seminars & workshops: Presentation skills for consultants, trainers and teachers (3rd ed.). New Jersey: John Wiley & Sons. Marquis, B. L. & Huston, C. J. (2006). Leadership roles and management functions in nursing: Theory and application. Philadelphia: Lippincott-Raven Publishers. Maurer, F. A., & Smith C. M. (2005). Community/public health nursing practice: health for families and population (3rd ed.). St. Louis,: Elsevier. McEwen, M. (2002). Community-based nursing: An introduction (2nd ed.). Philadelphia: Saunders. Melnyk, B. M. & Fineout-Overholt, E. (2010). Evidence-based practice in nursing and health care: Philadelphia: Lippincott-Raven Publishers. Merson, M. H., Black, R. E., & Mills, A. J., (Eds.). (2001). International public health: Diseases, programs, systems, and policies. Gaithersburg, MD: Aspen Publishers. Stamler, L. L., & Yiu, L. (Eds.). (2005). Community health nursing: A Canadian perspective. Toronto: Pearson.

- 36 Stanhope, M., & Lancaster, J. (2008). Public health nursing: Population-centered health care in the community (7th ed.). St. Louis: Mosby. Vollman, A. R., Anderson, E. T., & McFarlane, J. (2004). Canadian community as partner: Theory and practice in nursing. Philadelphia: Lippincott Williams & Wilkins. Inc.

(* main textbooks)

- 37 -

Qualitative Research in Nursing Subject Code: 01998593 Credits: 3(3-0-6) Course Coordinators: Dr. Anchaleeporn Amatayakul and Dr.Susheewa Wichaikull Course Description This course focuses on major approaches to qualitative research, including design, conduct, reporting and experiential learning during in-field and in-class exercises and introduction to qualitative analysis and trustworthiness. General Objective This course will assist students to develop advanced knowledge and understanding with a wide range of qualitative research approaches in terms of their underlying assumptions, theoretical orientations, methods, and procedures. Students will also be instructed on the appropriateness of qualitative research for exploring a specific research question. Specific Objectives At the completion of this course, the students will be able to: 1.

Describe the nature and scope of nursing and health related questions that can be

addressed through qualitative inquiry; 2.

Describe the range of qualitative research designs and methods;

Demonstrate knowledge and skills in the critical appraisal of qualitative research

articles; and 4.

Demonstrate knowledge and skills and in developing a research project using a

selected qualitative research approach.

Course Contents 1. Competing paradigms in qualitative research: Theories and issues 2. Descriptive studies 3. Qualitative research approaches

- 38 3.1 Phenomenological research 3.2 Grounded theory research 3.3 Ethnography research 3.4 Participatory action research 4. Methods of qualitative data collection 5. Qualitative data analysis and trustworthiness. 6. Qualitative writing and the critical appraisal of qualitative research reports 7. Development of a research proposal for a qualitative study and the associated ethical issues Learning activities 1. Lecture 2. Discussion 3. Self-directed learning 4. Research paper critique 5. Field experience

Teaching and Learning Activities Date/

Topics

Hours

- Course Orientation

Learning Activities

Lecturers

Time 7/6/12

-Provide course orientation

Dr. Anchaleeporn

9.00-

about objectives, teaching and

Amatayakul

10.00

learning methods, requirements, and evaluation

- 39 Topics

Date/

Hours

Learning Activities

Lecturers

Time 7/6/12

-Competing

-Participatory lecture

10.00-

paradigms in

-Assign students to explore

12.00

qualitative research:

interested nursing problems for

Theories and issues

identifying research problems

-Differences

using qualitative approaches

Dr. David Roberts

between qualitative & quantitative research 14/6/12

-Descriptive

9.00-

exploratory studies

12.00

-Validity& reliability

- Participatory lecture

Dr.Sunanta Thongpat

in qualitative research -Methods of collecting qualitative data e.g interviews, observation, text, etc. 21/6/12

-Qualitative research

-Participatory lecture

Dr. Anchaleeporn

9.00-

approaches

-Present the selected research

Amatayakul

12.00

-Phenomenological

article on phenomenological

research

-Observational

-Assign students to discuss

research

basic concepts and research methodologies from the selected research article

- 40 Date/

Topics

Hours

Learning Activities

Lecturers

Time 28/6/12 9.00-

-Grounded theory

research

- Participatory lecture

Dr. David Roberts

- Present the selected research

12.00

article on grounded theory research -Assign students to discuss about basic concepts and research methodology from their selected research article

5/7/12 9.00-

-Ethnographic

research

-Participatory lecture

Dr.Susheewa

- Present the selected research

Wichaikull

article of Ethnographic

12.00

research -Assign students to discuss basic concepts and research methodologies from a selected research article Wed 13/6/12

-Participatory action research

-Participatory lecture -Present the selected research

13.00-

article on participatory action

16.00

research -Assign students to discuss basic concepts and research methodologies from a selected research article

Dr. David Roberts

- 41 Date/

Topics

Hours

Learning Activities

Lecturers

Time 19/7/12

-Qualitative data

26/7/12

-Participatory lecture

Dr.Susheewa

collection

-Assign each student to

Wichaikull

9.00-

-Historical research

interview 5 subjects for 10

12.00

& content analysis

minutes per subject and write a transcript of the interview. Students will then analyze data from interview

8/8/12

-Qualitative data

-Participatory lecture

9/8/12

coding, analysis and

- Demonstrate the example of

9.00-

trustworthiness

computer programs for

12.00

-Computer programs

qualitative analysis

for qualitative data

-Assign each group of students

analysis

to discuss the principles of

Dr. David Roberts

qualitative analysis and trustworthiness 16/8/12

-Qualitative writing

23/8/12

-Participatory lecture

Dr. Anchaleeporn

and critical appraisal

- Assign each group of

Amatayakul

9.00-

of qualitative

students to search for research

12.00

research reports

articles using a qualitative research approach and critique the quality of the article -Present the result of group discussion and submit the paper report

- 42 Hours

Topics

Date/

Learning Activities

Lecturers

Time 30/8/12

-Development of a

-Participatory lecture

6/9/12

research proposal for

-Discuss about the ethical

13/9/12

a qualitative study

issues in qualitative study

9.00-

and ethical issues

-Assign each student to

12.00

-Reviewing the

write a research problem

literature

that can best be addressed

-Identifying a

using a qualitative research

research problem

methodology. Also include a

Dr. David Roberts

critical literature review

Evaluation No. Evaluation

Individual report paper on interviewing

Proportion of

Evaluation

Week

(Percentage)

Every class

and analyzing data Group report paper on critiquing the quality of the research article Individual report paper on identifying

Number of

a research problem and a critical literature review

Participation and discussion in class

- 43 Remarks Group report paper -For the report paper on critiquing the quality of the research article using qualitative design, the students are divided into 3 groups (5 students per each group). Each group is assigned to search a qualitative research article and evaluate the quality of the research article. Write this report, no more than 6 pages and submitted hard copies and attach files to Dr. Anchaleeporn no later than August 23rd , 2012. Individual report paper -Each student is required to write the report paper on interviewing and analyzing data from 5 subjects, 10 minutes per subject and submit hard copies of the analysis and transcript to Dr.Susheewa Wichaikull on July 26th, 2012. -Each student is required to write the report paper on identifying a research problem and the critical literature review that is no more than 6 pages and submit hard copies and attach files to Dr. David Robertss on September 13th, 2012. All reports need to be written in academic style using the 6th version of the APA citation and referencing system. Papers need to be typed using font Times New Roman, size 12, double space. Textbooks: Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks: Sage publications. Dahlberg, K., Dahlberg, H. &Nystrom, M. (2008). Reflective lifeworld research. (2nded.). Lund: Studentlitteratur AB. Grbich, C. (2007). Qualitative data analysis. Thousand Oaks: Sage publications. Holloway, I. & Wheeler, S. (2010). Qualitative research in nursing and healthcare. (3rd ed.). Oxford: Wiley-Blackwell. Munhall, P.L. (2010). Nursing research: A qualitative perspective. (5th ed.). Sudbery: Jones & Bartlett Learning. Sandelowski, M. (2000). Focus on research methods: Whatever happened to qualitative description? Research in Nursing & Health, 23, 334-340. Streubert, H.J. & Carpenter, D. R. (2007). Qualitative research in nursing: Advancing the humanistic imperative. (4th ed.). Philadelphia, MA: J. B. Lippincott.

- 44 -

Curriculum and Teaching in Nursing Subject Code 01998531 Credit 3(3-0-6) Course Coordinators: Dr. Susheewa Wichaikull and Dr. Anchaleeporn Amatayakul

Course Description This course explores the concepts and theories pertaining to curriculum, teachinglearning in nursing, the curriculum development process, curriculum implementation, and curriculum evaluation. The teaching and learning process in nursing focusing the student on student centered and active approaches used for both theoretical and practical components are analyzed. Innovations in the educative process and evaluation of students are also included.

General Objective

This course objective is to conceptualize and understand the concepts and philosophy of curriculum design, curriculum development, learning theories and teaching in nursing education. Curriculum implantation, curriculum evaluation, teaching strategies, student evaluation and teaching innovation are also emphasized in the course.

Specific Objectives At the completion of this course, the students will be able to: 1.Describe curriculum development, including planning, curriculum development, curriculum implementation and curriculum evaluation in nursing education. 2.Analyze the philosophies of curriculum development 3.Design learning plans and teaching strategies in classroom and clinical teaching by selecting different varieties of teaching modalities. 4.Manage and apply teaching strategies both in classroom and clinical teaching. 5.Design evaluation tools for students both in classroom and clinical settings. 6.Develop a teaching inventory for teaching or student evaluation.

- 45 -

Course Content 1. Concepts of curriculum, philosophies and theories 2. Curriculum development 3. Curriculum designs 4. Curriculum evaluation 5. Nursing Education and Future trends 6. Learning theories and Learning outcomes 7. Faculty roles for teaching in nursing 8. Theoretical instructors and Clinical instructors 9. Instructional Process : Classroom 10. Development of a teaching and learning plan 11. Instructional Process : Clinical settings 12. Clinical supervision and reflection 13. Evaluation Forum: assessment and evaluation process 14. Critical Thinking Forum: Teaching strategies to promote critical thinking and active learning

Learning Activities

1. Lecture 2. Brainstorming and discussion 3. Self-directed learning 4. Web-based learning 5. Demonstration

- 46 Teaching and Learning Activities

Date/time 8/06/12

Topic -Orientation

Hours

Learning Activities

Lecture

9.00-

Lecturers Dr.Susheewa Wichaikull

10.00 8/06/12

-An overview of

10-12.00

concepts of

-Participating Lecture

Dr. Kamolrat Turner

-Participating Lecture

Dr. Kamolrat Turner

curriculum, philosophies and theories -Curriculum development and Curriculum components 15/06/12

-Curriculum

9-12.00

development

-Discussion

process -Curriculum designs (types) -Curriculum evaluation 21/06/12

-Overview of

9-12.00

-Participating Lecture

Dr.Susheewa

Nursing

-Discussion

Wichaikull

Education and

-Assign group work on

Future trends

developing teaching or

-Learning theories

an evaluation inventory

and Learning outcomes

- 47 Date/time

Topic

Hours

28/06/12

- Faculty roles for

9-12.00

Learning Activities

Lecturers

-Participating Lecture

Dr.Anchaleeporn

teaching in

-Discussion regarding

Amatayakul

nursing

faculty roles

-Theoretical instructors -Clinical instructors -Participating Lecture

Dr.Anchaleeporn

Process :

- Practice and Design

Amatayakul

Classroom

learning plan

5/07/12

-Instructional

9-12.00

- Development of teaching and learning plan 19/07/12

- Instructional

9-16.00

Process : Clinical

31/07/12

setting

13-16.00

- Development of

clinical supervision

clinical teaching

- Design supervision

and strategies

plan

- Clinical supervision and promotion of the integration of theory and practice: reflective practice and development of the affective domain.

-Participating Lecture - Assign students to

analyze regarding

Dr. Sukjai Charoensuk

- 48 Hours

Date/time

Topic

9/08/12

-Assessment and

9-16.00

evaluation

-Discussion and

process:

analyzing regarding

Assessment and

assessment and

evaluation

strategies

-Inventory reflection

- Evaluation

- Design test blueprint

Process:

- practice scoring and

classroom

grading

16/ 08/12 9-12.00

Learning Activities

Lecturers

-Participating Lecture

Dr. Panarut Wisawatapnimit

- Evaluation Process : clinical evaluation - Test construction - Scoring and grading - Determining the validity and reliability of student evaluations 23/08/12

-Critical Thinking

9-12.00

-Participating Lecture

Dr.Susheewa

Forum: Teaching

-Discussion regarding

Wichaikull

strategies to

teaching strategies and

promote critical

method

thinking and

Assign students to

active learning

practice teaching to promote critical thinking in nursing education

- 49 Date/time

Topic

Hours

30/08/12

-Critical Thinking

9-12.00

Forum:

Learning Activities

Lecturers

- Present teaching and

Dr. Susheewa

evaluating inventory

Dr. Anchaleeporn

- Demonstration

Dr. Susheewa Dr. Anchaleeporn

Assessment and evaluation of nursing students

6/09/12

Teaching

13/09/12

strategies to

teaching to promote

9-12.00

promote critical

critical thinking and

thinking and

active learning

active learning: Practice 20/09/12

Final Exam

Dr. Susheewa

10-12.00

Evaluation No.

Number of

Proportion of

Evaluation

week

Percentage

Exam

Teaching or evaluation innovation

Evaluation

-Learning plan -presentation

Teaching practice

14-15

Participation, reflection and team work

1-15

- 50 Remarks 1.Students are assigned to work as a team to create or develop teaching or evaluating innovations by integrating knowledge with the appropriate technology. Team work is observed and evaluated by peer groups and lecturers. Teaching and evaluating innovation are assigned during the week 3 (21/05/12), and presentation of innovation will be organized by week 13. 2.Participating learning and active leaning are adopted in the classroom. Discussions during classroom are marked by lecturers. The compulsory element of this course is the 3 hours per week attendance. If students attend less than 80% of the classes student will be requested, in writing, to attend a tutorial or complete an additional written assignment based upon the academic committeeâ&#x20AC;&#x2122;s decision. 3.All students are required to design a course design and learning plan both in classroom and clinical settings. All papers need to be typed using Times New Roman, size 12, double space, and using the 6th version of APA citation and referencing system. Please be aware that plagiarism will not be tolerated and all papers must be submitted on time. 4.A comprehensive exam is set at the end of this course (week16). 5.The past mark for this course is 50%. Please note that if the student has failed at the first attempt for the exam (less than 50%), re-examination is required. If student has failed in overall score (less than 60%) reassessment will be required. References Banks, S. R. (2005). Classroom assessment: Issues and practice. Boston: Pearson. Bastable, S. B. (2008). Nurse as educator: Principles of teaching and learning for nursing practice. (3rd ed.). Sudbury: Jones and Bartlett Publishers. Billings, D. M. & Halstead, J. A. (2005). Teaching in nursing: A guide for faculty. (2nd ed.). St. Louis: Saunders. Borich, G. D. (2010). Effective teaching methods: Research-based practice. (6th ed.). New Jersey: Merrill Borich. Danielson, C. (2009). Teaching methods. New Jersey: Prentice Hall.

- 51 *DeYoung, S. (2008). Teaching strategies for nurse educators. (2nded.). New Jersey: Prentice Hall. Gaberson, K. B. & Oermann, M. H. (2010). Clinical teaching strategies in nursing. (3rd ed.). New York: Springer Publishing Company. Gronlund, N. E. (2004). Writing instructional objectives for teaching and assessment. (7th ed.). Upper Saddle River, New Jersey: Pearson. Hills, M. and Watson, J. (2011). Creating a caring science curriculum. New York: Springer Publishing Company. Iwasiw, C. L., Goldenberg, D., & Andrusyszyn, M-A. (2008). Curriculum development in nursing education. (2nd ed.). Sudbury: Jones and Barlett Publishers. *Keating, S. B. (2005). Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins. Marsh, C. J., & Willis, G. (2007). Curriculum: Alternative approaches, ongoing issues. (4th ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Mastrain, K.G. (2011). Integrating Technology in Nursing Education. Sudbury: Jones and Barlett Publishers. McDonald, M. E. (2002). The nurse educator's guide to assessing learning outcomes. (2nd ed.). Sudbury: Jones and Barlett Publishers. O'Connor, A. B. (2006). Clinical instruction and evaluation: A teaching resource. (2nd ed.). Sudbury: Jones and Barlett Publishers. *Oermann, M. H. & Gaberson, K. B. (2009). Evaluating and testing in nursing education. (3rd ed.). New York: Springer Publishing Company. White, R. & Ewan, C. (2002). Clinical teaching in nursing. Cheltenham: Nelson Thornes. Young, L.E. & Paterson, B. L. (2007). Teaching nursing: Developing a student-centered learning environment. Philadelphia: Lippincott Williams & Wilkins. (* main textbooks) , D.L. (2000).

- 52 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 8.00-9.00 1 Mon

90010.00

10.0011.00

11.0012.00

12.0013.00

13.0014.00

14.0015.00

15.00-16.00

4/6/12

Holiday Tues 5/6/12

Wed 6/6/12

Thurs 7/6/12

Fri 8/6/12

Holiday

Semester Orientation

SelfDirected Learning

SelfDirected Learning SelfDirected Learning

01998597 Introduction to Seminar I

Dr. Panarut

Semester Orientation

01998522 Introduction to Advanced Nursing for Family and Community with Health Problems Dr. Sunanta

01998593 -Introduction to Qualitative Research in Nursing Dr. Anchaleeporn -Competing paradigms in qualitative research: Theories and issues -Differences between qualitative& quantitative research Dr. David Roberts

lunch Activities at BCNNV 01998531 -Orientation Dr.Susheewa -An overview of concepts of curriculum, philosophies and theories -Curriculum development and Curriculum components Dr. Kamolrat

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

Self-Directed Learning

- 53 -

International Program Time Table Weeks 1-15 4 June – 16 September 2012 Week 2 Mon 11/6/12

Tues 12/6/12

Wed 13/6/12

Thurs 14/6/12

8.009.00 SelfDirected Learning

90010.00

10.0011.00

11.0012.00

12.0013.00

01998522 - Principles and concepts of family and community with health problems - Roles of nursing and leadership in family and community with health problems Dr.Kanokwan

01998591 SelfIntroduction to Research Directed Methodology in Nursing Learning Dr. Anchaleeporn

13.0014.00

14.0015.00

15.00-16.00

01998515 -Course Orientation -Overview Dimensions of Health and Wellness, Healthy People, and Healthy Community Dr.Kanokwan

Self-Directed Learning lunch

01998597

SelfDirected Learning

Topics related to students’ research interests Dr. Panarut& Team

Self-Directed Learning

01998593

-Participatory action research Dr. David Roberts

01998593 SelfDirected -Descriptive exploratory studies Learning -Validity& reliability in qualitative

Students’ Activities at BCNNV

research

Fri 15/6/12

SelfDirected Learning

-Methods of collecting qualitative data Dr. Sunanta 01998531

-Curriculum development process -Curriculum designs (Types) -Curriculum evaluation Dr. Kamolrat

Self-Directed Learning

- 54 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 3

8.009.00

90010.00

Mon 18/6/12

10.0011.00

11.0012.00

12.0013.00

01998522

Factors that affect accessibility, availability, and acceptability of health care services family and community Dr. Sunanta

Tues 19/6/12

13.0014.00

14.0015.00

15.00-16.00

01998515

Health Promotion Situations at National, Regional, and International levels Dr.Sunanta

lunch

01998591

-Utilization of Nursing Research

Self-Directed Learning

Dr. Panarut Wed 20/6/12 Thurs 21/6/12

Self-Directed Learning SelfDirected Learning

01998593 -Qualitative research approaches -Phenomenological research -Observational research Dr. Anchaleeporn 01998531 -Overview of Nursing Education and Future trend -Learning theories and Learning outcome Dr.Susheewa

Fri 22/6/12

Self-Directed Learning

English Class

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

Self-Directed Learning

- 55 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 4 Mon 25/6/12

Tues 26/6/12

Wed 27/6/12

Thurs 28/6/12

Fri 29/6/12

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

13.0014.00

14.00- 15.00- 16.0015.00 16.00 17.00

01998522

01998515

Prevention SelfDirected strategies in Learning working with family and community with health problem and crisis Dr. Sunanta 01998591 SelfDirected Writing a Research Proposal Dr. Anchaleeporn Learning

Determinants of Individual and Community Health and Wellness Dr.Kanokwan

Self-Directed Learning

SelfDirected Learning

lunch Self-Directed Learning

Self-Directed Learning

01998593 -Grounded theory research Dr. David Roberts 01998531 - Faculty roles for teaching in nursing -Theoretical instructors -Clinical instructors Dr.Anchaleeporn

English Class

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

Self-Directed Learning

- 56 -

International Program Time Table Weeks 1-15 4 June – 16 September 2012 Week 5 Mon 2/7/12

Tues 3/7/12

Wed 4/7/12 Thurs 5/7/12

Fri 6/7/12

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

13.0014.00

14.0015.00

15.00-16.00

01998522

01998515

Evidence-based Selfresearch in Directed family and Learning community health nursing Dr. Supaporn Wannasuntad 01998591 SelfDirected - Ethics in Nursing Research Learning Writing a Research Proposal Dr. Sunanta Self-Directed Learning

Health Promotion and Disease Prevention: Concept, Theories and Application Dr.Kanokwan&Team

SelfDirected Learning

lunch

Self-Directed Learning Self-Directed Learning

01998593 -Ethnographic research Dr.Susheewa 01998531 -Instructional Process : Classroom - Development of teaching and learning plan Dr.Anchaleeporn

Students’ Activities at BCNNV

01998597

Topics related to students’ research interests Dr. Panarut &Team

Self-Directed Learning

- 57 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 6

Mon 9/7/12

8.009.00

90010.00

SelfDirected Learning

10.0011.00

11.0012.00

12.00 13.00

Wed 11/7/12 Thurs 12/7/12

Fri 13/7/12

SelfDirected Learning

15.00-16.00

01998522

01998515

Health Promotion and Disease Prevention: Concept, Theories and Application

01998591 - Research Problems, Research Questions, and Hypotheses Dr. Sunanta

Self-Directed Learning

SelfDirected Learning

14.0015.00

Family health and crisis assessment and diagnosis

Dr.Kanokwan&Team

Dr.Kanokwan Tues 10/7/12

13.0014.00

Self-Directed Learning lunch Self-Directed Learning

Self-Directed Learning

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

English Class

Self-Directed Learning

- 58 -

International Program Time Table Weeks 1-15 4 June – 16 September 2012 Week 7 Mon 16/7/12

8.009.00

90010.00

SelfDirected Learning

10.0011.00

11.0012.00

12.0013.00

Wed 18/7/12 Thurs 19/7/12

15.00-16.00

01998522

01998515

Designing a Health Promotion Project at Individual and Community Level Dr.Kanokwan &Team

01998591 SelfThe Knowledge Context: Directed Literature Reviews Learning Dr. Doungnetre Thummakul

Self-Directed Learning

Self-Directed Learning lunch Self-Directed Learning

01998593

SelfDirected Learning

-Qualitative data collection -Historical research & content analysis Dr.Susheewa 01998531

- Instructional Process : Clinical setting - Development of clinical teaching and strategies - Clinical supervision and promotion of the integration of theory and practice: reflective practice and development of affective domain. Dr. Sukjai Fri 20/7/12

14.0015.00

Family health and crisis assessment and diagnosis II Dr.Kanokwan

Tues 17/7/12

13.0014.00

Students’ Activities at BCNNV 01998531

01998597

Topics related to students’ research interests Dr. Panarut &Team

Self-Directed Learning

- 59 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 8

8.009.00

90010.00

10.0011.00

11.0012.00

13.0014.00

14.0015.00

15.00-16.00

01998522

01998515

Community health assessment and diagnosis Dr. Sunanta

Designing a Health Promotion Project at Individual and Community Level Dr.Kanokwan &Team

Mon 23/7/12

SelfDirected Learning

Tues 24/7/12

01998591 SelfSelecting Directed Learning a Research Design Dr. Anchaleeporn Self-Directed Learning

Wed 25/7/12 Thurs 26/7/12

12.0013.00

Self-Directed Learning lunch Self-Directed Learning

01998593

SelfDirected Learning

-Qualitative data collection -Historical research & content analysis Dr.Susheewa

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

Self-Directed Learning Fri 27/7/12

English Class

Self-Directed Learning

- 60 -

International Program Time Table Weeks 1-15 4 June – 16 September 2012 Week 9 Mon 30/7/12

Tues 31/7/12

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

13.0014.00

14.0015.00

15.00-16.00

01998522

01998515

SelfDirected Learning

Community health assessment and diagnosis II Dr. Sunanta

Designing a Health Promotion Project at Individual and Community Level Dr.Kanokwan &Team

SelfDirected Learning

01998591 - Selecting

a Research Design Dr. Anchaleeporn

Self-Directed Learning lunch

01998531

- Clinical supervision and promotion of the integration of theory and practice: reflective practice and development of affective domain. Dr. Sukjai Wed 1/8/12

Thurs 2/8/12 Fri 3/8/12

01998597

Topics related to students’ research interests Dr. Panarut &Team

Holiday

- 61 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 10 Mon 6/8/12

Tues 7/8/12

8.009.00 SelfDirected Learning SelfDirected Learning

Wed 8/8/12

90010.00

10.0011.00

11.0012.00

12.0013.00

01998522 Nursing process and practice for families and community with risk problem Dr.Kanokwan &Team 01998591 - Sampling and Measurement

Dr.Kanokwan 01998593 -Qualitative data coding, analysis and trustworthiness -Computer programs for qualitative analysis Dr. David Roberts

13.0014.00

14.0015.00

15.00-16.00

01998515

Community Participation and Community Wellness Dr.Sunanta Self-Directed Learning lunch

Self-Directed Learning

Self-Directed Learning Thurs 9/8/12

SelfDirected Learning

01998593 -Qualitative data coding, analysis and trustworthiness -Computer programs for qualitative analysis Dr. David Robertss 01998531

-Assessment and evaluation process : Assessment and evaluation strategies Dr. Panarut

Studentsâ&#x20AC;&#x2122; Activities at BCNNV 01998531

- Evaluation Process: classroom - Evaluation Process : clinical evaluation - Test construction - Scoring and grading Dr. Panarut

Fri 10/8/12

English Class

Self-Directed Learning

- 62 -

International Program Time Table Weeks 1-15 4 June – 16 September 2012 Week 11

8.009.00

90010.00

10.0011.00

11.0012.00

Mon 13/8/12

Holiday in lieu on queen’s birthday

Tues 14/8/12

01998591 SelfSampling and Measurement II Directed Dr.Kanokwan Learning

Wed 15/8/12

Thurs 16/8/12

12.0013.00

13.0014.00

14.0015.00

15.00-16.00

Holiday in lieu on queen’s birthday Self-Directed Learning

01998515

Self-Directed Learning

lunch

Designing a Health Promotion Project at Individual and Community Level Dr.Kanokwan &Team

01998593

SelfDirected Learning

-Qualitative writing and critical appraisal of qualitative research reports Dr. Anchaleeporn 01998531

Students’ Activities at BCNNV

-Assessment and evaluation process : Assessment and evaluation strategies - Evaluation Process: classroom - Evaluation Process : clinical evaluation - Test construction - Scoring and grading Dr. Panarut Fri 17/8/12

English Class

Self-Directed Learning

- 63 -

International Program Time Table Weeks 1-15 4 June – 16 September 2012 Week 12

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

01998522 Mon 20/8/12

Tues 21/8/12

Wed 22/8/12 Thurs 23/8/12

Nursing process SelfDirected and practice for Learning families and community with risk problem Dr.Kanokwan &Team 01998591 SelfDirected - Assessing Data Quality Dr. Sukjai Learning Self-Directed Learning

13.0014.00

14.0015.00

15.00-16.00

01998515

Designing a Health Promotion Project at Individual and Community Level Dr.Kanokwan &Team

lunch Self-Directed Learning Self-Directed Learning

01998593

SelfDirected Learning

-Qualitative writing and critical appraisal of qualitative research reports Dr. Anchaleeporn 01998531

Students’ Activities at BCNNV

-Critical Thinking Forum :Teaching strategies to promote critical thinking and active learning Dr.Susheewa Fri 24/8/12

01998597

Topics depend on students’ selection Dr. Panarut &Team

Self-Directed Learning

- 64 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 13

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

01998522 Mon 27/8/12

Home health care for families SelfDirected with health problems or Learning crises Dr. Sunanta

Tues 28/8/12

01998591 SelfDirected - Designing and Learning Implementing a Data Collection Plan Dr. Panarut Self-Directed Learning

Wed 29/8/12 Thurs 30/8/12

SelfDirected Learning

13.0014.00

14.0015.00

15.00-16.00

01998515

Designing a Health Promotion Project at Individual and Community Level Dr.Kanokwan &Team

lunch

Self-Directed Learning Self-Directed Learning

01998593

-Development of a research proposal for a qualitative study and ethical issues -Reviewing the literature

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

-Identifying a research problem Dr. David Robertss 01998531

-Critical Thinking Forum :Teaching strategies to promote critical thinking and active learning Dr.Susheewa Fri 31/8/12

English Class

Self-Directed Learning

- 65 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 14

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

01998522 Mon 3/9/12

Field trip to Ban Rachavithee SelfDirected on community care for Learning violence against women Dr. Sunanta

Tues 4/9/12

01998591 SelfThe Analysis of Data Directed Dr.Kamolrat Learning Self-Directed Learning

Wed 5/9/12 Thurs 6/9/12

13.0014.00

14.0015.00

15.00-16.00

01998515

Field Trip Dr.Kanokwan &Team

lunch

Self-Directed Learning Self-Directed Learning

01998593

SelfDirected Learning

-Development of a research proposal for a qualitative study and ethical issues -Reviewing the literature -Identifying a research problem Dr. David Robertss

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

01998531

- Present teaching and evaluating inventory Dr.Susheewa&Team Fri 7/9/12

English Class

Self-Directed Learning

- 66 -

International Program Time Table Weeks 1-15 4 June â&#x20AC;&#x201C; 16 September 2012 Week 15

8.009.00

90010.00

10.0011.00

11.0012.00

12.0013.00

01998522 Mon 10/9/12

Disaster nursing for families SelfDirected and communities Guest speaker from Learning Rachavithee Hospital Dr. Panarut

Tues 11/9/12

01998591 SelfWriting a Research Report Directed Dr. Anchaleeporn Learning

Wed 12/9/12

Thurs 13/9/12

13.0014.00

14.0015.00

15.00-16.00

01998515

Health Promotion Programs in Diverse Settings Dr.Kanokwan &Team

01998591

lunch

-Presentation of research proposal Dr. Anchaleeporn &Team

01998515

Health Promotion: Future Challenges Summary and Evaluation Dr.Kanokwan

Self-Directed Learning

01998593

SelfDirected Learning

-Development of a research proposal for a qualitative study and ethical issues -Reviewing the literature -Identifying a research problem Dr. David Robertss

Studentsâ&#x20AC;&#x2122; Activities at BCNNV

01998531

- Present teaching and evaluating inventory Dr.Susheewa&Team Fri 14/9/12

Self-Directed Learning

- 67 -

International Program Time Table 16th Week 17-21 September 2012 Week 8.00-9.00 16 Mon 17/9/12

90010.00

10.0011.00

11.0012.00

12.0013.00

13.0014.00

14.0015.00

15.00-16.00

01998522 Advanced Nursing for Family and Community with Health Problems

Self-Directed Learning

Final Examination Dr. Sunanta Tues 18/9/12

Wed 19/9/12

Self-Directed Learning 01998515 Individual and Community Health

Final Examination Dr.Kanokwan Thurs 20/9/12

01998531 Curriculum and Teaching in Nursing

Final Examination Dr. Susheewa Fri 21/9/12

Self-Directed Learning

Self-Directed Learning lunch Self-Directed Learning

Self-Directed Learning

- 68 -

Program Coordinators Name

Contact adress

Dr. Kanokwan Silpakampises

Office +66-2-540-6500 Ext. 201 Mobile +66-81-676-5606 Email: kanokwonsil@hotmail.com

Dr. Sunanta Thongpat

Office +66-2-540-6500 Ext .224 Mobile +66-85-251-1633 Email: sthongpat6@gmail.com

Dr. Kanokwan Wetasin

Office +66-2-540-6500 Ext. 220 Mobile +66-85-463-7709 Email: kwetasin@yahoo.com

Dr. Panarut Wisawatapnimit

Office +66-2-540-6500 Ext. 215 Mobile +66-85-908-3101 Email: wisawatapnimit@yahoo.com

Dr. Anchaleeporn Amatayakul

Office +66-2-540-6500 Ext. 214 Mobile +66-85-736-1766 Email: uxv3sann@gmail.com

Dr. Susheewa Wichaikull

Office +66-2-540-6500 Ext. 243 Mobile +66-86-320-9309 Email: susheewa@yahoo.com

- 69 -

Course Coordinators

Subject

Name

Contact address

Individual and

Dr. Kanokwan Wetasin

Office +66-2-540-6500 Ext. 220

Community Health

Mobile +66-85-463-7709 Email: kwetasin@yahoo.com

Advanced Nursing for

Dr. Sunanta Thongpat

Office +66-2-540-6500 Ext. 224

Family and Community

Mobile +66-85-251-1633

with Health Problems

Email: sthongpat6@gmail.com

Research Methodology

Dr. Anchaleeporn Amatayakul

in Nursing

Office +66-2-540-6500 Ext. 214 Mobile +66-85-736-1766 Email: uxv3sann@gmail.com

SeminarI

Dr. Panarut Wisawatapnimit

Office +66-2-540-6500 Ext. 215 Mobile +66-85-908-3101 Email: wisawatapnimit@yahoo.com

Qualitative Research in

Dr. Anchaleeporn Amatayakul

Nursing

Office +66-2-540-6500 Ext. 214 Mobile +66-85-736-1766 Email: uxv3sann@gmail.com

Curriculum and Teaching in Nursing

Dr. Susheewa Wichaikull

Office +66-2-540-6500 Ext. 243 Mobile +66-86-320-9309 Email: susheewa@yahoo.com

- 70 -

EVALUATION FORMS

1. 2. 3. 4. 5. 6.

Essay /Report Presentation Discussion Seminar Process Field Trip Report Classroom Observation Form for Teaching Faculty

- 71 -

Essay/ Report Student Name …………………………ID………………….. Date …………………… Title of Essay/Report……………………………… Course: ……………………………. Performance Indicators

1. Presents format correctly 2. Demonstrates comprehension of the topic 3. Organizes the topic and contents well 4. Describes the contents clearly 5. Covers essential contents/issues 6. Demonstrates adequate background/ justification/ literature review with evidence 7. Presents the content with critical discussion and analysis 8. Concludes concisely and clearly 9. Uses academic written style with correct grammar 10. Demonstrates references correctly and appropriately Total =

Remark The numbers represent the following values: 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = unsatisfied Comments…………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… ……………………………………………………………………………………..

Instructor …………………………………………………. Date……………………………………….

- 72 -

Presentation Student Name …………………………ID………………….. Date …………………… Title of Presentation……………………………… Course: …………………………….

Performance Indicators 1. Provides introduction and overview of the topic practically. 2. Presents/ shares ideas with clarity 3. Provides the topic and content congruously 4. Organizes the structure of presentation appropriately. 5. Responds to comments and questions effectively 6. Stimulates the group to participate in the presentation appropriately. 7. Utilizes visual aids effectively. 8. Manages time effectively 9. Demonstrates confident presentation 10. Provides clear and concise conclusion Total =

Remark The numbers represent the following values: 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = unsatisfied Comments…………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Instructor …………………………………………………. Date……………………………………….

- 73 -

Discussion Student Name …………………………ID………………….. Date …………………… Topic……………………………… Course: …………………………….

Item

1. Shares ideas/ experience relevant to the topic 2. Uses appropriate language 3. Demonstrates respect to the opinions of others 4. Provides useful information in discussion 5. Asks questions relevant to the topic 6. Helps coordinate and relates various input from others 7. Pays attention to the session 8. Demonstrates responsibility and comes to class on time Total =

Remark The numbers represent the following values: 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = unsatisfied Comments…………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Instructor …………………………………………………. Date……………………………………….

- 74 -

Seminar Process Student Name …………………………ID………………….. Date …………………… Title of Seminar……………………………… Course: …………………………….

Performance Indicators 1. Chooses an appropriate interesting topic. 2. Coordinates with related person(s) effectively. 3. Organizes the structure of seminar appropriately. 4. Prepares documents on time. 5. Stimulates the group to participate in the seminar appropriately. 6. Utilizes visual aids effectively. 7. Manages time effectively. 8. Response to questions or comments/opinions appropriately. 9. Provides clear and concise conclusion. 10. Demonstrates an effective teamwork in organizing seminar. Total =

Remark The numbers represent the following values: 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = unsatisfied Comments…………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Instructor …………………………………………………. Date……………………………………….

- 75 -

Field Trip Report Student Name …………………………….………. ID………………………… Course ……………………………………………………………………………………. Area of Field Trip………………………………………………….……………………… Item

Content

weight

Identifies key goals and specific objectives of the report The focus of the report was relevant to objective(s) of field trip Conclusions and Recommendations were presented and focused for future development Appropriate used of visual tool (diagram, flow hart, mind map, or picture etc.) Report was well organized and clear Well academic written Total Score =

2 3

5 6

Student’s score 4 3 2

3 2

2 1 10

Remark The numbers represent the following values: 5 = excellent, 4 = good, 3 = average, 2 = below average, 1 = unsatisfied Comments…………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Instructor …………………………………………………. Date……………………………………….

- 76 -

Classroom Observation Form for Teaching Faculty Evaluatee:……………………… Course/Section……………………………………. Observed:………………………………… Evaluator :…………………………………… Date/Time: …………………………. # Students Presented:……….. # Students Registered:…………. On a scale of 1 to 5, please indicate extend to which the instructors meets the teaching criteria listed below. Please include comments in the column on the right. Attach additional comments as necessary. 5= Excellent, 4 = Above Average, 3= Average, 2= Below Average, 1= Poor, and NA= Not Applicable Item 1. Faculty’s characteristics 1.1 The faculty performed a good model in moral and ethics. 1.2 The faculty demonstrated punctuality and use of class time. 1.3 The faculty treated all students respectfully. 2. Course content 2.1 Content instructed in class covered all course objectives. 2.2 Content instructed was appropriate to time. 3. Faculty Classroom Management 3.1 The faculty made a clear statement of the objectives of the session at the beginning of class or at another appropriate time. 3.2 The course objectives were relevant to student’s competencies. 3.3 The faculty was well-prepared for class with necessary materials. 3.4 The faculty applied research findings to the course. 3.5 The faculty displayed expertise in subject.

5 4 3 2 1

Comments

- 77 Item 3.6 The faculty created an environment conducive to learning. 3.7 The faculty periodically checked student understanding and modified teaching strategies as necessary. 3.8 When appropriate, the faculty combined methods of instruction (visual, auditory, etc.) to accommodate various student learning styles. 3.9 The faculty presented the comprehensively integrated content. 3.10 The faculty added ethics or moral issues into class when appropriate. 3.11 The faculty encouraged student to learn from real problems or situations. 3.12 The faculty encouraged student to use an updated information, evidences or data base. 3.13 The faculty was attentive to student questions and comments and provided clear explanations or examples. 3.14 The faculty displayed mastery of teaching skills and strategies. 4. Facilities 4.1 The Faculty provided or suggested efficient textbooks, references, or websites. 4.2 The school provided efficient internet, computer systems, and data base. 5. Student Learning Outcome 5.1 Student achieved all course learning objectives. 5.2 Student applied knowledge and lesson- learned from this course to daily life living.

5 4 3 2 1

Comments

- 78 Item 5.3 Student achieved the competencies of class level. 6. Student Satisfaction 6.1 Student was satisfied with the faculty’s characteristics. 6.2 Student was satisfied with the course’s facilities. 6.3 Student was satisfied with the faculty’s competencies.

5 4 3 2 1

Comments

Other comments: ………………………………………………………………………………. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. ………………………………………………………………………………………………….. Thank you