C919 Unit 4: Facilitation of Context-Based Student-
Centered Learning (Complete solution)
Unit 1: Start Here pg. 2
Course Introduction pg. 3
Preparing for Success pg. 4
Clinical Practice Experience pg. 5
E-Portfolio Tool pg. 6
Pacing Guide pg. 7
Unit 2: Introduction to Facilitation pg. 8
Unit 2 Introduction pg. 9
Module 1: The Scholarship of Teaching pg. 10
Module 2: The Facilitation of Learning pg. 11
Module 3: The Learning Environment pg. 12
The Learner pg. 13
The Cultivation of Teamwork pg. 14
Professional Learning Communities pg. 15
Unit 3: Theoretical Foundations for Learning pg. 16
Unit 3 Introduction pg. 17
Introduction to Learning Theory pg. 18
Implications for Learning Theory in Nursing Education pg. 19 Determinants
of Learning pg. 20
Unit 4: Teaching Methods and Learning Environments pg. 21
Unit 4 Introduction pg. 22
Introduction to Teaching Methodologies, Teaching Effectiveness, and Student
Engagement pg. 23
Experiential Learning in Nursing pg. 24
Classroom Educational Settings pg. 25
Clinical Educational Settings pg. 26
Laboratory and Simulation Settings pg. 27
,Unit 5: Fostering Inclusivity and Civility pg. 28 Unit
5 Introduction pg. 29
Introduction to Inclusive Learning pg. 30
Accessibility and Accommodations for Disabilities pg. 31
Cultural, Gender, and Socioeconomic Considerations pg. 32
Addressing Student Incivility pg. 33
Addressing Horizontal and Lateral Violence pg. 34
Unit 6: Technology Enhanced Teaching and Learning pg. 35
Unit 6 Introduction pg. 36
The Connected Classroom pg. 37
Learning at a Distance pg. 38
Online Learning Communities pg. 39
Simulations pg. 40
Unit 7: Final Steps pg. 41
Final Steps pg. 42
Unit 1: Start Here
Unit 2: Introduction to Facilitation
Unit 2 Introduction – 9
The academic nurse educator facilitates learners in diverse environments such as the classroom,
lab, clinical simulation, and hands-on patient care settings. Utilizing evidence-based strategies,
the nurse educator promotes the integration of didactic learning and clinical experience to
foster the creation of the critical thinking skills needed in healthcare today. Also known as
constructivism, the process of guiding students as they make deep connections between the
many aspects of nursing knowledge to construct new learning is an essential component of our
work as educators.
The traditional learning model is teacher-centered, with a “sage on the stage” lecturing and
students passively receiving information. But this course focuses on context-based learning
,(CBL) as a superior method for engaging nursing students in relevant issues and encouraging
self-directed work. This introductory unit continues with an exploration of the scholarship of
teaching, identifying the root of the facilitation of learning, the importance of engaging learners,
and underscoring the social nature of productive teamwork.
Traditional Teaching and Learning Paradigm Traditional Teaching and Learning Paradigm
Traditional Teaching and Learning Paradigm
Traditional Teaching and Learning Paradigm
Traditional Teaching and Learning Paradigm
, Imagine teaching students how to give injections only through lecture and pictures. Students sit
through a lecture with a multimedia presentation, memorize all the steps, and then are given an
objective test about it. If they pass, they are ready to give injections on patients! No doubt you
are saying, "Wait—they need to practice in a lab!" or "Just because they passed the test doesn’t
mean they are ready!" Context-based learning provides the opportunities for students to make
deep connections between all aspects of giving injections: hand hygiene, dosage calculation,
medication preparation, patient identification, landmarking, injection, and proper disposal of
sharps. The ultimate goal is safe practice, not just passing a test and then forgetting what was
learned.
Context-Based Teaching and Learning Paradigm
Context-based learning (CBL), sometimes referred to as problem-based or scenario-based
learning, situates a concept or skill within a real-life context. Context-based learning is
studentcentered in that the learner is independent, self-directed, and actively engaged with the
course material. Thus, the "sage on the stage" model is replaced by a "guide on the side." In this
setting, the educator is a guide and facilitator for the student’s learning process, not only
providing information, but also assisting students in the discovery of meaningful answers to their
questions.
Now imagine instruction for giving injections taking place in a lab with the instructor giving a
demonstration, and students completing an assignment based on a scenario of a patient receiving
their influenza vaccination. CBL can also help students draw from their own prior knowledge,
adapt more readily to change, and foster new ideas. This method supports the development of
knowledge-seeking behaviors needed in a rapidly changing and fast-paced healthcare
environment as well as engagement in lifelong self-directed learning.
Unit Competencies
Centered Learning (Complete solution)
Unit 1: Start Here pg. 2
Course Introduction pg. 3
Preparing for Success pg. 4
Clinical Practice Experience pg. 5
E-Portfolio Tool pg. 6
Pacing Guide pg. 7
Unit 2: Introduction to Facilitation pg. 8
Unit 2 Introduction pg. 9
Module 1: The Scholarship of Teaching pg. 10
Module 2: The Facilitation of Learning pg. 11
Module 3: The Learning Environment pg. 12
The Learner pg. 13
The Cultivation of Teamwork pg. 14
Professional Learning Communities pg. 15
Unit 3: Theoretical Foundations for Learning pg. 16
Unit 3 Introduction pg. 17
Introduction to Learning Theory pg. 18
Implications for Learning Theory in Nursing Education pg. 19 Determinants
of Learning pg. 20
Unit 4: Teaching Methods and Learning Environments pg. 21
Unit 4 Introduction pg. 22
Introduction to Teaching Methodologies, Teaching Effectiveness, and Student
Engagement pg. 23
Experiential Learning in Nursing pg. 24
Classroom Educational Settings pg. 25
Clinical Educational Settings pg. 26
Laboratory and Simulation Settings pg. 27
,Unit 5: Fostering Inclusivity and Civility pg. 28 Unit
5 Introduction pg. 29
Introduction to Inclusive Learning pg. 30
Accessibility and Accommodations for Disabilities pg. 31
Cultural, Gender, and Socioeconomic Considerations pg. 32
Addressing Student Incivility pg. 33
Addressing Horizontal and Lateral Violence pg. 34
Unit 6: Technology Enhanced Teaching and Learning pg. 35
Unit 6 Introduction pg. 36
The Connected Classroom pg. 37
Learning at a Distance pg. 38
Online Learning Communities pg. 39
Simulations pg. 40
Unit 7: Final Steps pg. 41
Final Steps pg. 42
Unit 1: Start Here
Unit 2: Introduction to Facilitation
Unit 2 Introduction – 9
The academic nurse educator facilitates learners in diverse environments such as the classroom,
lab, clinical simulation, and hands-on patient care settings. Utilizing evidence-based strategies,
the nurse educator promotes the integration of didactic learning and clinical experience to
foster the creation of the critical thinking skills needed in healthcare today. Also known as
constructivism, the process of guiding students as they make deep connections between the
many aspects of nursing knowledge to construct new learning is an essential component of our
work as educators.
The traditional learning model is teacher-centered, with a “sage on the stage” lecturing and
students passively receiving information. But this course focuses on context-based learning
,(CBL) as a superior method for engaging nursing students in relevant issues and encouraging
self-directed work. This introductory unit continues with an exploration of the scholarship of
teaching, identifying the root of the facilitation of learning, the importance of engaging learners,
and underscoring the social nature of productive teamwork.
Traditional Teaching and Learning Paradigm Traditional Teaching and Learning Paradigm
Traditional Teaching and Learning Paradigm
Traditional Teaching and Learning Paradigm
Traditional Teaching and Learning Paradigm
, Imagine teaching students how to give injections only through lecture and pictures. Students sit
through a lecture with a multimedia presentation, memorize all the steps, and then are given an
objective test about it. If they pass, they are ready to give injections on patients! No doubt you
are saying, "Wait—they need to practice in a lab!" or "Just because they passed the test doesn’t
mean they are ready!" Context-based learning provides the opportunities for students to make
deep connections between all aspects of giving injections: hand hygiene, dosage calculation,
medication preparation, patient identification, landmarking, injection, and proper disposal of
sharps. The ultimate goal is safe practice, not just passing a test and then forgetting what was
learned.
Context-Based Teaching and Learning Paradigm
Context-based learning (CBL), sometimes referred to as problem-based or scenario-based
learning, situates a concept or skill within a real-life context. Context-based learning is
studentcentered in that the learner is independent, self-directed, and actively engaged with the
course material. Thus, the "sage on the stage" model is replaced by a "guide on the side." In this
setting, the educator is a guide and facilitator for the student’s learning process, not only
providing information, but also assisting students in the discovery of meaningful answers to their
questions.
Now imagine instruction for giving injections taking place in a lab with the instructor giving a
demonstration, and students completing an assignment based on a scenario of a patient receiving
their influenza vaccination. CBL can also help students draw from their own prior knowledge,
adapt more readily to change, and foster new ideas. This method supports the development of
knowledge-seeking behaviors needed in a rapidly changing and fast-paced healthcare
environment as well as engagement in lifelong self-directed learning.
Unit Competencies
