“Outcome Based Teaching and Learning (OBTL) Course Design in

Introduction to Nursing”

Asst. Prof. Kader Tekkas Kerman

Koc University School of Nursing

Content

What is OBTL? How it is used?

NURS 101 Course Design Process

Implementation of the Process

Course Evaluation

Challenges and Future Plans

Outcome Based Teaching and Learning

OBTL is a student-centered approach for the delivery of educational programs where the curriculum topics in a program and the courses contained in it are expressed clearly as the intended outcomes for students to achieve

• OBTL is focused not on what the teacher intends to teach but rather the emphasis is on what is the outcome from the learner of that teaching is intended to be.

Macro

Classroom Learning

Micro

KUSON Program Intended Learning Outcomes

Course Intended Learning Outcomes

• What do I want my students to learn?• What do I know about my students?

Teaching and Learning Activities (TLAs)

Assessment Methods(AMs)

How can I facilitate that learning?

How do I know that learning does happen?

Lecturing vs. OBTL

Lecturing

• Teaching: a process of transmitting content to the students

• Methods: tend to be expository

• Assessment: focused on checking how well the message has been received

OBTL

• What do I intend my students to be able to do after my teaching that they couldn’t do before?

• How do I supply learning activities that will help them achieve those outcomes?

• How do I assess them to see how well they have achieved them?

What learning process (activity) will contribute to students’ mastery of the outcome?

How can the outcome be assessed

quantitatively or qualitatively?

Purpose of the course

Course Learning Outcomes

Selecting Outcome Based Learning Activities

Determining Outcome Based Assessment Procedure

Converting Assessment Into Grades

OBTL Design Process

Purpose of the course

• is to socialize the student to the roles, functions and responsibilities of nurses.

• Emphasis is placed on concepts of human-being, health, environment, health promotion and disease prevention, holism, humanism, human needs, human growth and development, culture and diversity, ethics.

Course Learning Outcomes (CLO)

• The students should be able to “DO” as a result of taking the class. Each CLO indicate some sort of “DOING”.

Course Learning Outcomes1. Describe the attributes and roles of the professional nurse

and the factors that form nursing’s professional identity

2. Define and analyze the concepts of human-being, health, environment, health promotion and disease prevention.

3. Critically examine the importance of culture and diversity as they relate to health care

4. Explain ethical and legal dimensions related to professional nursing practice.

5. Describe healthcare systems and policies related to nursing profession.

CritiqueAnalyzeSynthesis InteractionCollaboration

Group work

•Visual Literacy

•Needs and Wants Game

•Intercultural Insights for Global Citizens Video, Discussion and Reflection

•Problem Wall and Solution Tree

•Values Bus Stop

Engagements

Self-reflectionInterpretation

•What does nursing mean to you? MetalogEmotion Cards

•Letter to Self

Activities

ObservationReflectionInterviewAnalysisPresentation

•Nursing History Museum Visit reflection paper

•Human Development Interview/Observation Paper and Presentation

•This I believe essay

Assignments

Selecting OBTL Activities

Selecting OBTL Activities• Visual Literacy (engagement),

• Nursing History Museum Visit reflection paper (assignment)

Describe the attributes and roles of the professional nurse and the factors that form nursing’s professional identity

• Needs and Wants Game (engagement)

• Human Development Interview Paper and presentation (assignment)

• This I Believe Essay (assignment)

Define and analyze the concepts of human-being, health, environment, health promotion and disease prevention

• Intercultural Insights for Global Citizens in-class discussion

• Group work with structured work sheet (engagement) Critically examine the importance of culture and diversity as they relate to health care

• Values bus stopExplain ethical and legal dimensions related to professional nursing practice

• Problem Wall and Solution Tree (engagement)Describe healthcare systems and policies related to nursing profession

That’s how our first class started!

# Getting to know each other

Ground Rules: Expectations from their peers

Ground Rules: Expectations from me

Needs and Wants Game

Needs and Wants Game

What does nursing mean to you?

Letter to Self

Hey future me!

This I believe!

• This essay is your own statement of a personal belief you hold about a topic related to wellness, health promotion, and/or disease prevention.

• Tell a story: Be specific.

• Be brief

• Name your belief in a statement, "I believe.....”

• Be positive

• Be personal

Human Growth and Development Assignment• Applying and analyzing lifespan human

development concepts to observations of infants, children, adolescents, young adults, middle adults, and late adults.

Assessments

Assessments

• Grading Rubrics for • Engagements

• This I believe essay

• Nursing History Museum Reflection Paper

• Human Growth and Development Assignment

1

HumanGrowthandDevelopmentInterview/ObservationGroupPresentationGradingRubric

Criteria 4-Well done 3-Satisfactory 2-Needs

improvement

1-Incomplete Score

Overview Confident

introduction of roles and

contribution; clear purpose

overview, and

agenda; relevant and clear

background

Confident and

fluent introduction;

clear overview, agenda and

background, bur

could be more complete or

polished

Introduction of

presenters but awkward, sketchy

or unclear overview/agenda

and background

No introduction

or overview, background or

agenda

Organization Clearly, concisely

written.

Logically, intuitive

progression of ideas and

supporting

information. Clear and direct

cues to all

information.

Logical

progression of

ideas and supporting

information. Most cues to

information are

clear and direct.

Vague in

conveying

viewpoint and purpose. Some

logical progression of

ideas and

supporting information, but

cues are

confusing or flawed.

Lacks a clear

point of view and

logical sequence of information are

not evident.

Analysis Describes interrelationship

between developmental

domains

(physical/social/ emotional/cogniti

ve/language/

aesthetic), holistic well-being

(including health,

nutrition, safety and

environment),

and adaptive/living

skills.

Describes interrelationship

between developmental

domains briefly

(physical/social/ emotional/cogniti

ve/language/

aesthetic), holistic well-being

(including health,

nutrition, safety and

environment),

and adaptive/living

skills.

Describes only developmental

domains and does not mention the

interrelationship

(physical/social/ emotional/cogniti

ve/language/

aesthetic), holistic well-being

(including health,

nutrition, safety and

environment),

and adaptive/living

skills.

Does not describe developmental

domains (physical/social/

emotional/cogniti

ve/language/ aesthetic), holistic

well-being

(including health, nutrition, safety

and

environment), and

adaptive/living

skills.

Rationale Logical

reasoning, examples/evidenc

e integrated with

course references on key points.

Good logical

reasoning and examples/evidenc

e, but not

integrated.

Reasoning and

examples/evidence presented but

not well

organized or poor sources.

Little or no

reasoning, explanation, or

examples/evidenc

e provided.

Coverage Through

coverage of topic

Generally through

and balanced but

Either through

but biased, or

Very incomplete,

significant gaps,

0-1Infants

Firstofall,yourchoiceofusingreallifeexamplesbysharingrealinfants’videoswassocreative.You

werefreetochoosetheobservationandcritiquingstyleandIlikedyouridea!Youranalysison

interrelationshipbetweendevelopmentaldomainsandwell-beingandlivingskillswaswelldone.You

analyzedtheinfants’lifeskillsandcharacteristicsbasedonErickson’sandPiaget’stheory.However,

youhaven’tcoveredFreud’stheory.Ithinkyouhadgoodlogicalreasoningandyourexampleswere

integratedwithcoursereferences.Yourconclusionduringpresentationandinreportwasgood!

Thingstoimprove:

Youcouldn’tusetimeeffectivelysoyoucouldn’thavetimeforreflection,toaskquestionandcreate

adiscussioninclass.Pleaseusetimeeffectivelyandcreateadiscussion

Youdidnotinteractwithyourfriends.Payattentionforinteractivepresenting

Beselfconfident!

Donotspeakwithmonotonevoice!

Pleaserehearsebeforethepresentationdaynothaveanytechnicalproblems!

Yourpresentationrubricscoreisattached.

Yourpresentationscoreis73(50%ofpresentationscore)

Yourreportscoreis90(50%ofyourreportscore)

Instructor’ssumupevaluationscoreis82

Pleaseseebelowforpeerevaluation,selfevaluationandinstructor’sevaluation

Peer

Evaluation

Peer

Evaluation(%25)

Self

Evaluation

Self

Evaluation(%25)

Instructor

'sEvaluation

Instructor

'sEvaluation(%50)

Final

Score

YeşimÇetin 71,8 17,95 71 17,75 82 41 76,7

MerveÖzgölet 71,8 17,95 71 17,75 82 41 76,7

Yourscoreforthisassignmentis77

6-12ages

Firstofall,youcoveredallthetopicsverywell.Yourexampleswereintegratedwithcourse

references.Ithinkyoudidagoodjobinmakingobservationintheprimaryschool.Ilikedtheideaof

takingphotosof6-12agedchildandsupportingthedevelopmentaldomainswiththosephotos.Well

done!!!Duringyourpresentation,youdescribedtheterminologyverywell.Duringyoupresentation

oneofyoufriendusedhumoranddrewattentionfromtheaudiencewhichwasgood!Youusedtime

effectivelyandhadtimetostartfordiscussion!Welldone!Yourreportwasorganizedbasedthe

guidelines!Youanalyzedallofthedevelopmentalaspectsverywell.Youinteractedwithyourfriend

beforestartingtoyourpresentationwhichwasgoodhowever,youhaven’tprovideenoughtimefor

yourfriendstothinkaboutthequestionandanswer.Pleaseprovidemoretimeforyourfriendsto

thinkaboutitinyournextpresentations.

Thingstoimprove:

Createmoretimeforinteraction.

Yourslidebackgroundcolorandfontweresimilar,soitmadehardtoreadtheslide.Usecontrast

colors,nexttime.

Youhadabriefintroduction.Donotforgettotalkaboutyouroutlineoforyourplanforthe

presentation.

Yourpresentationrubricscoreisattached.

Yourpresentationscoreis97,5(50%ofpresentationscore)

Yourreportscoreis95(50%ofyourreportscore)

Instructor’ssumupevaluationscoreis96,25

Pleaseseebelowforpeerevaluation,selfevaluationandinstructor’sevaluation

PeerEvaluation

PeerEvaluation(%25)

SelfEvaluation

SelfEvaluation(%25)

Instructor'sEvaluation

Instructor'sEvaluation(%50)

FinalScore

AleynaÖzkan 90,2 22,55 98 24,5 96 48 95,05 95

İremEngin 90,2 22,55 96 24 96 48 94,55 95

PelinAkyürek 90,2 22,55 98 24,5 96 48 95,05 95

12-18yoAdolescence

Firstly,youhadagoodintroductionanddescribedtheoutlinewell.Youdescribedbackground

informationaboutadolescence.Ithinkitwashelpful.Theinteractionwithyourfriendsatthe

beginningofyourpresentationwasgood.Ilikedthevideosthatsupportsthetheoretical

information.Forexample,comparingtwodevelopmentalstage(6-12and12-18)waswellorganized

toshowthedifferences.Iwishyouhadpresentedyourobservationsaboutthehighschoolstudents

throughoutthepresentation.Youcouldhaveorganizedyourpresentationsbyfocusingononlyyour

observationsandinterviewsathighschool.youcouldnothaveenoughtimeforQ&Asection(you

hadonly1minute!).Discussionisoneofthemostessentialpartofapresentationtohavefeedback

andreflections.FortheQ&Asection,youhaven’thaveanypreparedquestionsonkeyareas.Your

reportwaswellorganizedintermsofbalancedtreatmentofperspectives.However,youdidnot

describedtheenvironmentthatyoumadeyourobservation.Also,youdidnotsharetheexamplesin

yourreportthatyouusedinyourpresentation.

Thingstoimprove:

Don’tspeaktoofast.

Someofyouhadlimitedeyecontact,maintaineyecontactwiththeaudiencewhileyouare

presenting!

Youaskedsomequestionstoyourfriendsbutdidnotwaitenoughtimetoreceivetheanswers

becauseofhavinglimitedtime.

Pleaserehearsebeforethepresentationdaynothaveanyproblems!

Usetimeeffectively.

Yourpresentationrubricscoreisattached.

Yourpresentationscoreis87,5(50%ofpresentationscore)

Yourreportscoreis85(50%ofyourreportscore)

Instructor’ssumupevaluationscoreis86.25

Pleaseseebelowforpeerevaluation,selfevaluationandinstructor’sevaluation

PeerEvaluation

PeerEvaluation(%25)

SelfEvaluation

SelfEvaluation(%25)

Instructor'sEvaluation

Instructor'sEvaluation(%50)

FinalScore

DilaraŞengül 83,2 20,8 90 22,5 86 43 86,3 86

DilaraKanak 83,2 20,8 88 22 86 43 85,8 86

SerenaÖzabrahamyan

83,2 20,8 90 22,5 86 43 86,3 86

Pre and Post Course Evaluation

1

Pre-Course Knowledge Level Evaluation Date:

Using a scale of 1-10 where 1 means “very little” and 10 means “very much”, please rate your

knowledge level on the following items (Place circle the number to indicate your rating)

1. History of nursing and nursing education

2. Current status of nursing as a profession

3. Concept of nursing

4. Nursing theories/models and theorists

5. Professional roles and responsibilities of

nurses

6. Life-long learning in nursing

7. Humanism in nursing

8. Holism in nursing

9. Professional identity and professionalism

10. Concept of human being

11. Basic human needs

12. Human growth and development across the

life-span

13. Concept of health and disease

3.1

8.5

1

Current status of of nursing as a profession

Series1 Series2

3.1

8.6

1

Professional identity and professionalism

Series1 Series2

3.7

8.3

1

Concept of nursing

Series1 Series2

4.5

8.4

1

Professional roles and responsibilities

Series1 Series2

1.4

8.5

1

Holism in nursing

Series1 Series2

4.7

9.1

1

Humanism in nursing

Series1 Series2

3.2

8.6

1

Health promotion and disease prevention

Series1 Series2

3.6

8.7

1

Human growth and development across the life-span

Series1 Series2

3.9

8.5

1

Ethics and ethical decision making in nursing practice

Series1 Series2

0.0 2.0 4.0 6.0 8.0 10.0

1

3

5

7

9

11

13

15

17

19

21

23

Pre-course evaluation vs. Post-course evaluation

Series2 Series1

Written qualitative evaluation from students

• Slides • Assignments• Museum visit• Engagements and

activities• Handouts • Me

• Slides

• Course textbook

• Course hour-breaks

• Blackboard

• Number of assignments

• Midterm or study-sheet

Challenges and future plans

• Presentation skills

• Samples for assignments

• Studying for the final exam

• What do I intend my students to be able to do after my teaching that they couldn’t do before?

• The students should be able to “DO” as a result of taking the class.

KUSON

PO

Ethic

Communication

Care and technology

Life-long learning

Leadership

That’s how our class ended!

I would like to thank to KUSON faculty and my students for their contributions in designing and

having this course together

Special Thanks to KOLT Office

Murat Sozer

Zuhal Zeybekoglu

Ferhat Cagan

Saliha Akbas