This certificate builds on three courses at the master's level which prepare students for the functional role of nurse educator. These courses include information on higher education in addition to information pertinent to nursing education. Both undergraduate and graduate education in nursing is discussed as well as the theory, experiences and practice about the specific academic needs and teaching strategies useful to teach and prepare advanced practice nurses. Content on standards of specialty practice and certification requirements is included. The roles and responsibilities of faculty in academic institutions is addressed not only in terms of nursing but also in relation to the university community at large. Higher education administration, university resources, academic affairs and other supporting units in the preparation of students is covered. The use of information and educational technology to support nursing education is presented to help faculty learn how to evaluate, adapt and use computer technology to support teaching and most important to promote learning. Though the dominant model for nursing education today remains a transmission of knowledge information model with lectures and dissemination of information, the use of educational technology broadens the ability of the faculty to change nursing education to a learning centered approach. Newer methods of instruction are explored as well as current trends on assessment and evaluation as well as accreditation. Teaching for a diverse student body is addressed. Moral, ethical issues related to teaching are included. Issues relating to copyright and intellectual property are also addressed. Future directions in graduate nursing education will be discussed as they are currently evolving such as the DNP and CNL.
The Curriculum and four course sequence for the Certificate in Nursing Education is briefly outlined below. At the completion of these four courses, the student is ready to be awarded the Certificate and will inform the Director of the Graduate Program:
(Top)Course One
NURS 556 Philosophical and Theoretical Bases for Teaching and Learning in Nursing
[4 credits – 3 didactic and 1 practicum] 
This course addresses the philosophical bases which support nursing education: philosophy of education; ways of knowing; the nature of learning; intellectual development; cultural determinants of learning and theories of learning. Curricular models, curricular planning and contemporary curriculum development paradigms in higher education and nursing education will be discussed. Historical development of educational theory in relation to its influence on nursing education is covered. Learning needs of diverse students, academically at risk students and the needs of rural and other special populations will be addressed. Mission statements and philosophies used in higher education and nursing both undergraduate and graduate levels will be analyzed. Practice and Education Standards used in nursing will be critiqued (ANA Standards of Practice, AACN, NLN, NONPF, and the Quad Council and ACHNE etc.) Distinctions between technical, professional and between beginning and advanced practice including degree requirements will be analyzed using guidelines of the profession. Students will develop a nursing curriculum and explore ways to promote active learning, critical thinking and self actualization.
(Top)Course Two
NURS 557 Instructional Methods in Undergraduate and Graduate Nursing Education
[ 4 credits: 3 didactic and 1 practicum ]
This course focuses on course development and instruction in nursing. The relationship of learning theory and nursing education practices will be analyzed. Content includes formal and tacit knowledge; classification or taxonomies of learning, (cognitive, affective, psychomotor an social); objectives and outcome competencies; and assessment and evaluation theory in relation to student, course, faculty and program including accreditation will be analyzed. Teaching strategies appropriate to undergraduate and graduate education in didactic and clinical teaching will be analyzed. The shift to student centered teaching strategies will be addressed as will distance learning and the use of sophisticated simulation. Teaching strategies to promote learning and understanding of scientific reasoning and refinement of critical thinking in clinical practice will be emphasized. The influence of faculty teaching strategies on student persistence and retention will be analyzed. Teaching advanced skills to educationally at risk students or teaching academically disadvantaged students will be explored. Implication of gender and ethnicity on teaching and learning will be covered. Selection of course materials, learning experiences, clinical sites and clinical contracts are addressed. Admission of students and academic advisement will be discussed. The implications of teaching traditional versus non-traditional learners and ways to promote culturally competent practitioners will be studied.
Course Three
NURS 558 Integrating and Using Information and Educational Technology in Nursing Education
[ 4 credits: 2 didactic and 2 practicum ] 
This course focuses on emerging technologies and the use web technology to enhance teaching and promote student learning. Students will customize individual web pages for research and teaching links. Developing web based courses will be addressed. Use of Blackboard and other course management systems or software will be compared and analyzed. Software for web based teaching and web page development will be presented. Information technology, data bases and search engines for nursing and health care will be analyzed as well as the use of Endnote for teaching and scholarship. Evaluating internet resources and assessment of websites will be covered. Integrating the internet in teaching strategies, resources and development of web based classroom materials will be explored. Use of multimedia effectively using web search tools and sites will be covered. Promotion of learning through web-based activities and o-line discussions will be included. Students will become proficient in using PowerPoint. The use of handheld computers and personal digital assistant in nursing education will be studied. Importing images, graphics, animations, virtual labs and authoring will be addressed. Computer based evaluation and testing will be discussed and the use of the web for networking will be explored. Ethical and legal issues such as copyright and ownership will be analyzed.
(Top)Course Four
NURS 590 Faculty Role in Nursing and Issues in Higher Education and Nursing Education
[ 4 credits: 1 didactic and 3 credits clinical/teaching practicum ]
This course encourages synthesis of the educator/faculty role with application of educational theory to practice. Seminars explore issues and educational implications of teaching advanced practice nursing and compare graduate from undergraduate education in nursing. Preparation for teaching in complex educational environments will be reviewed. Recruitment and retention of students will be analyzed including discussion on the student of today. Concepts of multicultural education and facing racism in education will be further addressed. The use of preceptors for clinical supervision will be analyzed as well as ways to support students transitioning from the role of student to nurse in practice either at the undergraduate level or graduate in advanced practice. The role of faculty and faculty development as well as trajectory of faculty will be addressed. Retention, promotion and tenure will be covered. Balancing teaching, practice, research and service will be discussed in relation to school and professional responsibilities as well as personal.. Master's education in preparation for doctoral education will be discussed. Educational administration and university and college organization will be covered. Students will compare the role of student affairs and academic affairs in promoting student success. Research findings from educational research will be analyzed for application to teaching. Moral and ethical dimensions and issues in nursing education will be analyzed including issues of authorship, grievance or academic dishonesty proceedings. Educational law as it pertains to teaching, due process, the scope of practice, teaching international students and students with disabilities will be explored. Trends and issues in nursing education and higher education will be studied. Discussions will occur as the students explore trends in nursing education, the DNP, the CNL and how the student of nursing of the future should be prepared. Measures of quality and issues of quality related to nursing education and advanced practice nursing education w in particular will be discussed. The process and requirements of program accreditation will be studied. Graduates of this program will reflect on their personal and professional self-actualization and direction for the future.
Dr. Theresa Grabo, Director of the Graduate Program
Clinical Assistant Professor Yvonne Johnston, Faculty teaching in the Certificate Program
Katie Pratt, Assistant to the Director of the Graduate Program
Julienne Damico, Secretary to the Graduate Program