Glossary of Terms

Year 1 (40 Credits)

RequiredNU625: Teaching Effectively

NU625: Teaching Effectively

Semester 1 | Credits: 10

This module has been developed by the education team at the School of Nursing and Midwifery at University of Galway. This is an interactive module. It aims to provide a theoretical and practical exposure at helping the learner to begin teaching. When we talk about teaching, this applies to teaching learners, patients/clients or their families. Topics to be explored include: theories of learning, writing a personal teaching philosophy, planning a teaching session and writing up a lesson plan, writing learning outcomes and learning about various teaching strategies. The module is organised as a series of stand-along workshops, including online resources, demonstrations, microteaching, practical sessions, discussion, and reflection. In particular, this module will use this knowledge to help learners to construct meaning and achieve the intended learning outcomes.
(Language of instruction: English)

Learning Outcomes

1. Articulate their philosophy of teaching/learning
2. Design aims, learning outcomes and lesson plans for individual sessions
3. Apply the principles of motivation theory in teaching and learning including individual differences, the nature of intelligence and self-esteem.
4. Understand a broad range of theories in including role theory of education relevant to theoretical and clinical education and analyse the strengths and limitations of selected theories of learning as applied in education.
5. Promote and apply an innovative approach to the development of teaching and learning strategies for nursing/midwifery education.
6. Determine the use and limitations of a variety of instructional methodologies and implement a range of teaching and learning strategies which are effective across a range of educational and practice settings.
7. Apply experiential learning and reflective practice, critical and innovative approaches to education and practice and have an understanding of specific roles such as clinical supervision, preceptor and clinical assessor.
8. Integrate professional nursing/midwifery knowledge and expertise to achieve learning outcomes.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  FRANCES FARRELLY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU332: Teaching Assessment I

NU332: Teaching Assessment I

Semester 1 and Semester 2 | Credits: 0

The practice assessment includes a teaching competency assessment. Students developing teaching skills are assessed on an on-going basis and formally by registered nurse tutors (NMBI 2015).

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  BRONA MOONEY 🖂
  
•  ANNE O'GRADY 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  Nicola Gill Meeley 🖂
  
•  Ciara O'Meara 🖂
  
•  Christina Lydon 🖂
  

RequiredNU502: Advanced Research Methods

NU502: Advanced Research Methods

Semester 1 | Credits: 10

. This module is designed to enable students to explore the methodological and practical issues of research. It will help students determine the appropriate research design for research questions in their practice and provides an opportunity for students to debate, challenge and clarify research issues. This module will also help students understand the systematic review process and types of reviews, Finally, the module prepares students to develop a research protocol.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an understanding of what is meant by ‘evidence-based practice’
2. Discuss theoretical perspectives on research methodology
3. Formulate an answerable clinical question using the PICO approach
4. Develop a database search strategy
5. Explain the key characteristics, strengths and weaknesses of the main qualitative and quantitative research methodologies
6. Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of a study
7. Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
8. Discuss rigour in the context of quantitative and qualitative research
9. Discuss evidence synthesis of quantitative and qualitative research
10. Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  AMANDA WALSH 🖂
  
•  DECLAN DEVANE 🖂
  
•  FIONNUALA JORDAN 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  

RequiredNU6507: Leadership, Quality Improvement and Governance

NU6507: Leadership, Quality Improvement and Governance

Semester 2 | Credits: 10

Overview of health care system and structure, developments and funding; analysis of health policies, structures and governance systems, and their implications for practice. Overview of the policy process. Strategies for planning service provision, implementing changes in practice, quality improvement. The role of evidence based practice, accreditation, regulation in quality improvement and patient safety. Clinical and professional development issues; leadership and management frameworks, which focus on the development of the Advanced Practice role nationally and internationally. Collaboration, communication, working in groups and team building in health care, and issues influencing the reality of working in an advanced practice role. The module introduces and further develops the knowledge, skills and attitudes of healthcare professionals in the context of clinical governance with specific emphases on leadership theory and skills, inter-organisational partnership principles and frameworks, the concepts of participation and principles of collaboration, team building and understanding individual and organisational change and how to implement change successfully. Students explore motivational models, performance appraisal systems and approaches to managing conflict.
(Language of instruction: English)

Learning Outcomes

1. Critically evaluate current developments in the Irish health case with a focus on Advanced Nurse Practice (ANP)
2. Analyse the impact of international and national policy and policy formation on health service current and future provision
3. Analyse and critically compare frameworks for partnership, quality and governance in different health care contexts including role change and collaborative practice
4. Critically compare and contrast different leadership and management theories and apply these to practice settings.
5. Evaluate quality improvement models and strategies and their application to effective management and quality improvement at individual and organisational levels
6. Critically appraise the implementation and evaluation of different approaches, which enhance the professional development of one-self and others in nursing practice.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  CATHERINE MEAGHER 🖂
  
•  BRONA MOONEY 🖂
  
•  Peter Carr 🖂
  

RequiredNU644: Student-centred Teaching & Learning: Active Engagement Strategies

NU644: Student-centred Teaching & Learning: Active Engagement Strategies

Semester 2 | Credits: 10

This module aims to broaden and build students’ repertoire of teaching strategies beyond traditional didactic approaches. Students will be introduced to the techniques and strategies of teaching groups and will have an opportunity to develop and practise their skills through role-play and simulations. Students will also explore the concept of “student engagement” and will examine how to: (1) incorporate active learning strategies into their classes and (2) use technologies to support teaching and promote student interest. Approaches to skills teaching in simulated and practice settings are also addressed.
(Language of instruction: English)

Learning Outcomes

1. Plan and implement teaching strategies that actively engage students in their learning taking cognisance of the needs/stage of the learner, the content being taught and the teaching context
2. • Practise using a range of small group teaching strategies
3. • Critically examine the issues involved in ensuring that small groups function well and are conducive to learning for all of the students involved
4. • Plan and implement teaching sessions using real and simulated patients
5. • Select and use appropriate technologies to support learning and teaching in the classroom and other settings
6. • Demonstrate creativity in appropriately using different active strategies to support teaching

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINÉAD HAHESSY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  ANNE O'GRADY 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  Duygu Sezgin 🖂
  
•  Ciara O'Meara 🖂
  

Reading List

1. "A Handbook for Teaching and Learning in Higher Education." by Fry, H., Ketteridge, S. & Marshall, S. (2009)
   Publisher: Routledge
2. "Practice Teaching in Health Care" by Gopee, N.
   Publisher: Sage
3. "Learning in Groups: A Handbook for Face-to-Face and Online Learning Environments." by Jaques, D. & Salmon, G. (2007)
   Publisher: Routledge.
4. "Teaching Today: A Practical Guide." by Petty, G.
   Publisher: Nelson Thornes.
5. "The Lecturer’s Toolkit: A Practical Guide to Learning, Teaching and Assessment." by Race, P. (2007)
   Publisher: Routledge

OptionalRPL020: Recognised Prior Learning

RPL020: Recognised Prior Learning

Semester 1 and Semester 2 | Credits: 20

Assessments

• Continuous Assessment (100%)

Year 2 (50 Credits)

RequiredNU643: Teaching e-Portfolio

NU643: Teaching e-Portfolio

Semester 1 and Semester 2 | Credits: 10

The aim of the teaching portfolio module is to provide documented evidence of the student’s teaching performance and development as an educator from a variety of sources and provide context for that evidence. The process of selecting and organising material for the portfolio can help one reflect on and improve one’s teaching. Portfolios can offer the students a look at their development over time, helping one see teaching as on on-going process of inquiry, experimentation, and reflection. The teaching portfolio will also encourage students to develop as self-directed, lifelong learners and therefore promotes deep reflection on their teaching performance.
(Language of instruction: English)

Learning Outcomes

1. Compile a Teaching e-Portfolio and document progress as an educator
2. Demonstrate a broad range of best practice guidelines in line with the literature for small group teaching, large group teaching and clinical skills teaching.
3. Demonstrate knowledge of a wide range of teaching strategies and approaches
4. Demonstrate the ability to review and analyse relevant literature in relation to best practice in large group teaching, small group teaching and clinical focused teaching.
5. Demonstrate the ability to reflect on learning and on goals as an educator.
6. Demonstrate evidence of a wide range of reflective commentaries on teaching practice.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINÉAD HAHESSY 🖂
  
•  TERESA MEANEY 🖂
  
•  BRONA MOONEY 🖂
  
•  ANNE O'GRADY 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  Nicola Gill Meeley 🖂
  
•  Ciara O'Meara 🖂
  
•  Christina Lydon 🖂
  
•  Noreen Kilkenny 🖂
  

Reading List

1. "NMC Technology Outlook for Higher Education in Ireland: A Horizon Project Regional Report. Austin: The New Media Consortium." by Jonson, L., Adams Becker, S., Cummins, M., Estrada, V., & Freeman, A. (2015). 2015 NMC Technology Outlook for Higher Education in Ireland: A Horizon Project Regional Report. Austin: The New Media Consortium.
   Publisher: Horizon
2. "Making sense of Portfolios – a Guide for Nursing Students." by Timmons, F
   Publisher: Open University Press.

RequiredNU6515: Research Dissertation

NU6515: Research Dissertation

Semester 1 and Semester 2 | Credits: 30

Students will be required to undertake a piece of primary research or an evidence synthesis on a topic relevant to their practice area. Students will be assigned a research supervisor who will support them in undertaking this work.
(Language of instruction: English)

Learning Outcomes

1. Demonstrated knowledge of ethical requirements and procedures by negotiating access to research site/participants by securing ethical approval from the appropriate Research Ethics Committee in the case of primary research. Or in the case of evidence synthesis/secondary data analysis, demonstrate knowledge in the process of negotiating access to full text data not available in the library databases.
2. Developed a research question(s) of significance to area of of significance to their specialist nursing/midwifery professional practice or a problem statement(s) based on a review of evidence-based literature.
3. Identified and apply an appropriate method(s) to achieve the objectives of the research question (s)/ hypothesis for primary data collection, or in the case of secondary data analysis, employ valid and reliable method(s) for processing and analysing archived research data
4. Critically discuss research findings with reference to the methods used, current literature and professional practice.
5. Prepared a scholarly report (Option A) research article (Option B) ready for publication which will demonstrate accurate expression, analysis, and synthesis of the research subject.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  GLORIA AVALOS 🖂
  
•  MIRIAM BRENNAN 🖂
  
•  EIMEAR BURKE 🖂
  
•  DYMPNA CASEY 🖂
  
•  MAURA DOWLING 🖂
  
•  ANNE FALLON 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  ANDREW HUNTER 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  TERESA MEANEY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  PATRICIA HEALY 🖂
  
•  GEORGINA GETHIN 🖂
  
•  DECLAN DEVANE 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  FIONNUALA JORDAN 🖂
  
•  CATHERINE HOUGHTON 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  CLAIRE QUINN 🖂
  
•  MARION O'REGAN 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU597: Designing for Learning

NU597: Designing for Learning

Semester 1 | Credits: 10

The module provides an opportunity for learners to explore varies dimensions of assessment and prepare students to contribute effectively to curriculum development and design. Assessing learners’ learning is an important aspect of an educator’s role and an integral component of the teaching and learning process. Learners will be introduced to curriculum models and will have an opportunity to analyse the strengths and shortcomings of these models for teaching practice. Students are required to design a module (see assessment strategy below) which gives them an opportunity to test out their assessment and curriculum development skills in miniature.
(Language of instruction: English)

Learning Outcomes

1. Discuss the philosophical perspective of assessment and select appropriate methods for the assessment of individual and group learning in the classroom and the clinical setting.
2. Demonstrate knowledge of the nature of curriculum theory, terminology, interpretations and ideologies.
3. Develop knowledge of a selection of models for curriculum to design and plan programmes of nursing and midwifery education and explain the processes involved in developing a curriculum.
4. Develop skills in writing curriculum aims and objectives, learning outcomes, assessment and evaluation methodologies.
5. Demonstrate a high level of competence in assessing learners learning in the classroom, written work, and clinical setting.
6. Develop a module and be able to justify approach and selection of content.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  BRONA MOONEY 🖂
  
•  SIOBHÁIN SMYTH 🖂
  

Reading List

1. "Quinn's Principles and Practice of Nurse Education," by Hughes, Suzanne J., and Suzanne Hughes
   Publisher: Cengage Textbooks
2. "Curriculum development and evaluation in nursing," by Keating, S. B. (Ed.). (2014)
   Publisher: Springer Publishing Company, Incorporated
3. "Fast Facts for Curriculum Development in Nursing : How to Develop and Evaluate Educational Programs in a Nutshell" by McCoy, Jan L., and Marion G. Anema.
   Publisher: Springer Publishing Company, Incorporated
4. "Learning Differentiated Curriculum Design in Higher Education" by Moye, John N..
   Publisher: Emerald Publishing Limited
5. "Making Learning Happen A Guide for Post-Compulsory Education" by Race, Philip.
   Publisher: SAGE
6. "The Lecturer's Toolkit: A Practical Guide to Assessment, Learning and Teaching" by Race, P.
   Publisher: Routledge

RequiredNU543: Teaching Assessment II

NU543: Teaching Assessment II

Semester 1 and Semester 2 | Credits: 0

The practice assessment incorporates a teaching competency assessment. Students developing teaching skills are assessed on an on-going basis and formally by registered nurse tutors (NMBI 2015).
(Language of instruction: English)

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINÉAD HAHESSY 🖂
  
•  BRONA MOONEY 🖂
  
•  ANNE O'GRADY 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  Nicola Gill Meeley 🖂
  
•  Ciara O'Meara 🖂
  
•  Christina Lydon 🖂