didactic course assignments

Unlocking Education: Exploring the Power of Didactic Teaching Method

Understanding Didactic Teaching

Didactic teaching, a traditional yet highly effective pedagogical approach, emphasizes the direct transmission of knowledge from teacher to student. In this comprehensive guide, we delve into the intricacies of didactic teaching, exploring its principles, methodologies, and benefits in the realm of education.

What is Didactic Teaching?

Definition:.

Didactic teaching refers to a structured instructional method where the teacher assumes a central role in imparting knowledge to students through lectures, demonstrations, and direct instruction.

Characteristics of Didactic Teaching:

• Teacher-centered approach
• Emphasis on factual knowledge
• Structured and organized lesson delivery
• Clear learning objectives and outcomes

Strategies for Implementing Didactic Teaching

1. structured lesson plans:.

• Develop detailed lesson plans outlining key concepts, objectives, and instructional strategies to guide the teaching process effectively.

2. Engaging Lectures:

• Deliver dynamic and engaging lectures, incorporating multimedia resources, visuals, and real-life examples to enhance student understanding and retention.

3. Interactive Discussions:

• Foster active participation and critical thinking through structured discussions, debates, and Q&A sessions, encouraging students to analyze, question, and articulate their thoughts.

4. Hands-On Demonstrations:

• Supplement theoretical concepts with hands-on demonstrations, experiments, or practical activities to reinforce learning and facilitate deeper comprehension.

5. Formative Assessment:

• Incorporate regular formative assessments, quizzes, and exercises to gauge student progress, identify areas of improvement, and provide timely feedback for continuous learning.

Benefits of Didactic Teaching

1. clarity and structure:.

• Provides clear structure and organization, allowing students to follow a logical sequence of learning objectives and content delivery.

2. Knowledge Transmission:

• Facilitates the efficient transmission of factual knowledge and essential concepts from teacher to student, ensuring a solid foundation of understanding.

3. Active Learning:

• Encourages active engagement and participation, promoting critical thinking, problem-solving skills, and independent learning.

4. Teacher Expertise:

• Capitalizes on the expertise and experience of the teacher, who serves as a knowledgeable guide and facilitator of learning.

5. Time Efficiency:

• Optimizes instructional time by delivering focused, targeted lessons, minimizing distractions, and maximizing student learning outcomes.

Exploring the Evolution of Didactic Teaching

Historical origins:.

• Didactic teaching has its roots in ancient educational practices, where scholars and mentors imparted knowledge to apprentices through direct instruction and oral traditions.
• Throughout history, didactic teaching has been a cornerstone of formal education, shaping the transmission of knowledge in various cultures and civilizations.

Modern Applications:

• In contemporary educational contexts, didactic teaching continues to play a significant role, albeit alongside other instructional methods such as inquiry-based learning and project-based learning.
• Educators often integrate elements of didactic teaching into their lesson plans to provide students with a well-rounded educational experience that balances direct instruction with interactive and experiential learning opportunities.

Effective Didactic Teaching Strategies

Differentiated instruction:.

• Recognizing the diverse needs and learning styles of students, effective didactic teachers employ differentiated instruction techniques to tailor their teaching approach to individual students’ strengths, interests, and abilities.
• This personalized approach ensures that all students have the opportunity to engage with the material at their own pace and level of comprehension, fostering inclusivity and academic success.

Scaffolded Learning:

• Scaffolded learning involves providing students with support and guidance as they navigate challenging concepts or tasks, gradually removing assistance as their understanding and proficiency increase.
• By breaking down complex topics into manageable steps and providing scaffolds such as graphic organizers, guided practice, and feedback, teachers empower students to build their knowledge and skills independently.

Integrating Technology into Didactic Teaching

Digital resources:.

• The integration of technology into didactic teaching offers an array of digital resources and tools that enhance the learning experience for students.
• Educational apps, online simulations, multimedia presentations, and virtual field trips are just a few examples of how technology can augment traditional didactic instruction and engage students in dynamic and interactive learning experiences.

Blended Learning Models:

• Blended learning models combine traditional face-to-face instruction with online learning platforms and digital resources, allowing for greater flexibility and customization in the learning process.
• By leveraging the benefits of both in-person and virtual instruction, educators can optimize didactic teaching methods to meet the diverse needs and preferences of students in today’s digital age.

The Role of Assessment in Didactic Teaching

Formative assessment:.

• Formative assessment techniques, such as quizzes, exit tickets, and classroom discussions, provide valuable feedback to both teachers and students throughout the learning process.
• By regularly assessing student understanding and progress, educators can adjust their teaching strategies , address misconceptions, and provide timely support to ensure student success.

Summative Assessment:

• Summative assessments, such as tests, projects, and presentations, evaluate student learning and mastery of content at the end of a unit or course.
• These assessments serve as benchmarks for measuring student achievement and informing instructional decisions, helping teachers gauge the effectiveness of their didactic teaching methods and adjust their approach as needed.

Embracing Multimodal Instruction

Visual aids:.

• Incorporating visual aids such as charts, diagrams, and infographics can enhance didactic teaching by providing students with visual representations of abstract concepts and reinforcing their understanding through visual learning.

Kinesthetic Activities:

• Kinesthetic activities, such as hands-on experiments, role-playing exercises, and interactive simulations, engage students in active learning experiences that promote deeper comprehension and retention of material.

Audiovisual Resources:

• Leveraging audiovisual resources such as educational videos, podcasts, and virtual reality experiences can captivate students’ attention and appeal to auditory and visual learners, enriching the didactic teaching process with multimedia content.

Fostering Critical Thinking and Creativity

Inquiry-based learning:.

• Didactic teaching can be complemented by inquiry-based learning approaches that encourage students to ask questions, explore topics independently, and develop critical thinking skills through inquiry and discovery.

Creative Expression:

• Providing opportunities for creative expression, such as art projects, writing assignments, and collaborative presentations, allows students to demonstrate their understanding of concepts in innovative and imaginative ways, fostering creativity and self-expression.

Cultivating a Positive Learning Environment

Classroom culture:.

• Establishing a positive classroom culture characterized by respect, collaboration, and inclusivity is essential for creating an environment conducive to learning and fostering meaningful interactions between students and teachers.

Supportive Relationships:

• Building supportive relationships with students based on trust, empathy, and encouragement enables educators to effectively address individual needs, provide personalized support, and cultivate a sense of belonging and academic success.

Promoting Lifelong Learning Skills

Metacognitive strategies:.

• Teaching metacognitive strategies such as goal setting, self-assessment, and reflection empowers students to take ownership of their learning, develop self-regulation skills, and become lifelong learners capable of adapting to new challenges and opportunities.

Information Literacy:

• Equipping students with information literacy skills, including the ability to critically evaluate sources, conduct research, and synthesize information, prepares them to navigate an increasingly complex and information-rich world with confidence and discernment.

Conclusion: Empowering Students Through Didactic Teaching

In conclusion, didactic teaching encompasses a diverse range of instructional strategies, techniques, and principles aimed at empowering students to learn, grow, and succeed academically and personally. By embracing multimodal instruction, fostering critical thinking and creativity, cultivating a positive learning environment, and promoting lifelong learning skills, educators can harness the power of didactic teaching to inspire curiosity, ignite passion, and unlock the full potential of every student. Learn more information from EasySchooling.co .

FAQs About Didactic Teaching

1. what is the role of the teacher in didactic teaching.

• In didactic teaching, the teacher assumes a central role as the primary source of knowledge and guidance, delivering structured lessons and facilitating student learning.

2. How does didactic teaching differ from other teaching methods?

• Didactic teaching differs from other methods, such as inquiry-based or student-centered approaches, by placing greater emphasis on direct instruction and knowledge transmission from teacher to student.

3. Can didactic teaching be adapted for different subjects and grade levels?

• Yes, didactic teaching can be adapted and tailored to suit various subjects, grade levels, and learning objectives, providing flexibility and versatility in instructional delivery.

4. What are some effective strategies for implementing didactic teaching?

• Effective strategies for implementing didactic teaching include structured lesson planning, engaging lectures, interactive discussions, hands-on demonstrations, and formative assessment techniques.

5. How does didactic teaching promote student engagement and learning?

• Didactic teaching promotes student engagement and learning by providing clear structure and organization, facilitating active participation, and fostering critical thinking and problem-solving skills.

6. Is didactic teaching suitable for all students?

• While didactic teaching can be effective for many students, educators should consider individual learning styles, preferences, and needs, adapting instructional strategies as necessary to ensure inclusivity and accessibility.

7. What are the potential challenges of didactic teaching?

• Some potential challenges of didactic teaching may include student passivity, limited opportunities for student-centered learning, and the need to balance direct instruction with interactive activities to maintain student engagement.

8. How can technology enhance didactic teaching?

• Technology can enhance didactic teaching by providing multimedia resources, interactive learning platforms, and digital tools for content delivery, assessment, and student collaboration, enriching the learning experience and promoting digital literacy.

9. What are the key principles of effective didactic teaching?

• Key principles of effective didactic teaching include clarity of communication, alignment with learning objectives, differentiation to meet diverse student needs, active engagement, and ongoing assessment and feedback.

10. How can didactic teaching contribute to student success and achievement?

• Didactic teaching can contribute to student success and achievement by laying a solid foundation of knowledge, fostering critical thinking and problem-solving skills, and equipping students with the essential tools for lifelong learning and academic success.

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The Importance of Communication Skills in Education

What is the Difference between Didactics and Pedagogy?

In simple terms, didactics is synonymous with teaching and instruction. And yet at the same time, a didactic approach involves a very structured and informed approach to teaching. But how does the term “didactics” differ from “pedagogy”?

What is the difference between didactics and pedagogy? While didactics is a discipline that is essentially concerned with the science of teaching and instruction for any given field of study, pedagogy is focused more specifically on the strategies, methods and various techniques associated with teaching and instruction. Pedagogy also refers to the ability of a teacher to match theoretical foundations or concepts with practical methods of knowledge transfer in education on language-related problems, while responding and adapting to the learning strategies of their students. Finally, didactics is teacher-centered and based on the sum of theoretical knowledge and practical experience . In comparison, pedagogy is learner-centred, since the teaching must be adapted to respond to the complexity of student needs.

Therefore, “didactics” is a more generalized term referring to the theory and practical applications behind the science of instruction . It can also be viewed as the foundation or principal steps and stages involved in the act of teaching, within a specific field. In the field of science, we speak of research, for instance, pertaining to the didactics of biology and medicine, for instance. In this context, the didactics of knowledge transfer often take place through teaching in a traditional setting (amphitheatre) at the onset, but most importantly through practical “hands on” sessions (practicum, laboratory or hospital settings) to prepare for professional insertion. 

And yet, you may still be wondering how this definition of “didactics” differs from the term “pedagogy”. As you will see, the term “didactics” differs greatly from “pedagogy” in many significant ways. Before we answer this question, we must first consider the philosophical underpinnings of the German didactic tradition to better understand the origin of the word.

Didactics from a German perspective

From a teacher-centred approach and based on a philosophical foundation, Meyer (2007) explains that “the German didactic tradition focuses on teaching aims, subject matter, methods and the organisational frame of teaching and learning ” ( Meyer, M.A., 2007. “Didactics, Sense Making, and Educational Experience” in European Educational Research Journal, 6:26, 161-173. doi: 10.2304/eerj.2007.6.2.161 ). He cites Hericks ( Hericks, U. (2006) Professionalisierung als Entwicklungsaufgabe. Rekonstruktionen zur Berufseingangsphase von Lehrerinnen und Lehrern. Wiesbaden: VS Verlag für Sozialwissenschaften. ) who proposes that didactics is a discipline meant to assist teachers in their “voyage” from pre-service teaching to professionalism. With seasoned professional experience, teachers can evolve into teaching and learning experts who recognize the “emancipation” of their students through the act of knowledge transfer. This view supports the notion that the ultimate objective of the teacher is not only to teach students in a given subject but also and most importantly, to equip them with the necessary learning strategies so that they continue to learn independently and in the wider sense.

The Meaning of Didactics

What is the meaning of didactics? As mentioned earlier, “didactics” refers to the science of teaching (in relation to aims, subject matter, methods, and frameworks) within a specific field. Didactics is based on multiple theories of teaching, and in a wider sense, theory and the practical application of teaching and learning methods .

Textbooks and “do it yourself” (DIY) tutorials on YouTube or “how-to” books are all examples of “didacticism” since their ultimate purpose is to instruct and educate . Some would argue that the word ‘didactic’ can have both a positive and negative connotation. For example, someone who possesses a “didactic” personality is an individual who is naturally inclined to teach and instruct.

The word didactic can be associated with a positive or negative connotation . For example, a proud grandmother who shares her cultural recipes with her curious, entrepreneurial, and adventurous grandchildren is an example of a positive context. However, the following illustration will show how the word “didactic” can be associated with a rather subtle and negative connotation.

The massive production of 17th-century French fairy and folk tales and the 18th-century English nursery rhymes, such as the famous tales of Mother Goose, was meant to teach society in more than one way. This type of literature was written specifically for children (and adults alike), with a clear didactic intent. However, it was often somewhat underhanded in that it was also created to teach children (and again, adults) a stern lesson about societal behaviour, norms and moral values.

Didactic Method or Approach

What is a didactic method or approach? A didactic method is a teaching method that adheres to a scientific approach or educational style. The approach or method is often researched or studied and adopted by the teacher in order to engage the student and ultimately stimulate a virtuous learning process and transfer of knowledge in any given field of study.

For example in language didactics, the Content and Language Integrated Learning (CLIL) approach to language teaching is a very common approach used in European language classrooms ( Léon-Henri Di Pardo, D. CLIL in the Business English Classroom: From Language Learning to the Development of Professional Communication and Metacognitive Skills, University of Paris IV – La Sorbonne (Paris, France), 2015. ELTWorldOnline.com. Special Issue on CLIL. ).

A modern and innovative didactic approach to distance teaching and learning is the open learning and Massive Open Online Courses (MOOCs). Everyone has access to them and people can learn by themselves, in an unstructured manner. With unlimited access from across the globe, students are free to choose from various topics and domains of interest. And in addition, at some academic institutions, students can earn certificates and diplomas as they work through the online courses.

Didactic methods and their underlying principal theories focus on the baseline knowledge students possess, as well as their needs. These methods seek to improve upon this level and assist the teacher in conveying information, in the best possible way. A didactic method or approach is thus the very foundation or starting point in a lesson plan , where the overall goal is knowledge transfer, and as the Germans say, emancipation . The teacher, instructor or educator functions in this role as the authoritative figure, but also as both a guide and a resource for the students. Depending upon the chosen didactic approach, the teacher may adopt various roles in the classroom from the principal instructor, to mediator or observer ( source ).

Pedagogy and Pedagogues

Pedagogy is more related to the correlation between the teaching material (resources) or theoretical information (methods) and the intellectual capacity of students, as well as their individual needs. Think of pedagogy as being transversal in nature and pertaining to the method and practice of teaching and instruction, in particular in terms of the ability to match theoretical concepts (didactics of teaching and instruction) with practical methods (pedagogy) of knowledge transfer in education. This can be true for any given field of study. 

A teacher is considered a bona fide “pedagogue” when they are capable of making a perfect match and succeeding in the act of knowledge transfer inside or outside the classroom . In the best-case scenario, students who are actively partaking and advancing in the learning experience are the end result of a successful instructor’s pedagogy. And yet, if students are having trouble understanding the lesson, this does not automatically mean that the teacher is a terrible pedagogue. There may be other factors involved, such as a student who is ill or tired, or students who are distracted or not able to hear the teacher or see the blackboard, etc.

On the contrary, with experience and time, teachers often naturally develop many metacognitive skills (critical and analytical thinking) with regard to their ability to recognize student lapses in the transfer of knowledge. With reflective teaching practices , they learn to automatically troubleshoot their lessons and adapt their pedagogical approach before, during and after a lesson. Therefore, pedagogy deals with the teacher’s cognizant act of teaching in the classroom, while adopting the best-suited supports (whiteboards or slide presentations) and resources (video and books) to better serve their students.

Related Questions

What is a “pedagogue”.

A pedagogue refers to someone who is capable of making a perfect match and succeeding in the act of knowledge transfer. A natural pedagogue will use every opportunity to share their knowledge and education to aid, assist or enlighten others. They will do this by adapting their teaching methods to the intellectual capacity, the learning strategies and the individual needs of their students or learners.

What is the difference between “didactics” and “pedagogy”? 

Didactics refers to the science of teaching and instruction for any given field of study. Based on theoretical foundations, a didactic approach involves a very structured and informed approach to teaching and instruction. For more on the origin of the word “didactics”(see German reference above).

Pedagogy is transversal in nature and pertains to the correlation between methods and practices of teaching and instruction, in particular in terms of the ability to match theoretical concepts with practical methods of knowledge transfer in education.

What is “applied linguistics”?

Applied linguistics is a vast interdisciplinary field that identifies, investigates, and offers solutions to real-life problems related to language and communication (verbal or non-verbal). In terms of language studies, for example, linguists can be focused on the practical applications of teaching, translation, and speech therapy.

Dana Di Pardo Leon-Henri

Dana Di Pardo Léon-Henri is a senior researching lecturer with ELLIADD (EA 4661), currently teaching English for Special or Specific Purposes (ESP) at the University of Bourgogne Franche Comté at the UFR SLHS in Besançon, France. Her research is focused on ESP and LSP Language Teaching, foreign language learning and teaching, pedagogy, didactics, evaluation, artificial intelligence and language teaching, language policy and professional skills development at the higher education level.

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Didactic Curriculum

It all starts with the foundational basic science courses in Pathophysiology, Medicinal Chemistry, Immunology and Microbiology, Biotechnology and Molecular Biology, which will prepare you for all your future coursework with an understanding of drug chemistry, bodily processes of disease states, pathogens, and molecular processes. You’ll already start putting that understanding into practice in your pharmacology, therapeutics, and pharmacogenomics courses.

Some highlights:

• Basic Sciences provide the foundation and building blocks for all other coursework
• Professional practice course series frames the roles and responsibilities of the pharmacist necessary in understanding the pharmacist’s relationships with patients and to the health delivery system
• Cultural Competency is your first interprofessional education course
• As early as spring semester you’ll start your clinical exposure and hands-on experience in the lab and you’ll start to learn how to make non-sterile dosage forms
• Introduction to the PPCP model
• Simulation learning starts and you’ll have your first exposure and begin to navigate the electronic health records system and physician order platforms

PHPN 500 - Medical Terminology I (0 Credits)

Using a systems approach, through this first self-study course students analyze and interpret root words, prefixes and suffixes with an emphasis on spelling, pronunciation, definition and use of commonly used medical terminologies in healthcare settings. As part of the learning process, students are exposed to basic anatomy, physiology, pathology of disease and clinical procedures.

PBSN 520 - Immunology and Microbiology (3 Credits)

Medical Microbiology & Immunology presents an overview of disease-associated microorganisms such as bacteria, fungi, and viruses. Emphasis is placed on the mechanisms of classes of therapeutics traditionally used to combat these disease-inducing microbes. An overview of the immune system is presented emphasizing the complexity and diversity of the immune response, the cells and molecules involved in the immune system, and the drug interventions that are designed to regulate the immune system.

PBSN 526 - Pathophysiology (4 Credits)

Pathophysiology course is designed as an orientation at the intersection of physiology and pathology, concerning disordered physiological processes that cause, result from, or are otherwise associated with a disease or injury. This course provides a comprehensive foundation of the mechanisms that produce altered physiologic function across the life continuum. The course moves from basic pathological processes to diseases by organ systems to multiple system diseases, and associated processes. This course prepares Pharmacy students related to management and preliminary diagnosis and disease processes associated with pathophysiologic dysfunction and analysis of the sequences of changes leading to various disease states within the main body systems that can be coupled to the principles of prevention, diagnosis, and possible treatments.

PBSN 527 - Pharmacology/Medicinal Chemistry I (4 Credits)

Understanding the molecular and cellular characteristics of drugs that affect their therapeutic and adverse outcomes allows pharmacists to optimize drug therapy and avoid unwanted adverse consequences. Thus, a complete understanding of pharmacology and medicinal chemistry enables pharmacists to provide more comprehensive pharmaceutical care to their patients. This is the first course of the pharmacology/Medicinal Chemistry series which provides an introductory part in both pharmacology and medicinal chemistry including pharmacokinetic and pharmacodynamic principles of drug action as well as pharmacology and medicinal chemistry of drugs used for the treatment of disease conditions. Topics provide in-depth perspectives on drug-receptor interactions and the dynamic relationship of drug-receptor pharmacology. Students are expected to gain a fundamental and practiced knowledge of the principles of drug action mechanisms, which will enable them to explain and predict the chemical basis of drug action at the molecular, cellular, tissue and organ levels (pulmonary and GI tract). 

PBSN 508 - Pharmaceutics I* (3 Credits)

Pharmaceutical calculation is one of the main components of patient care in pharmacy practice. The challenge of pharmaceutical calculations lies in the consistent accuracy to prevent patient harm and possible fatality. To obtain this level of accuracy, an understanding of basic concepts in math and deliberate, undivided attention to details is required. The course introduces students to the aspects of prescription terminology, systems of measurements and pharmaceutical calculations. Pharmaceutical calculations will be the core topic in the interactive sessions of the course.

SBAN 504 - Health Care Systems & Health Policies (3 Credits)

This course describes the components of a healthcare system; the goals and functions of the system, and how the system is assessed for attainment, performance, and quality. It also examines the key features of the U.S. healthcare system, the organization of healthcare delivery in the U.S., and the financing mechanisms for paying for healthcare, in comparison with other countries. Healthcare system regulation is covered by addressing health policy development, implementation, evaluation, and healthcare reform with special reference to the Affordable Care Act (ACA, 2010). The rising healthcare and medication costs in the U.S. and the strategies for containing these, while promoting access, quality, and equity in the system including the determinants of health are addressed. The course also addresses the drug use process, patient safety, and the social and behavioral aspects of patient care. An overview of basic public health concepts, key agencies in the U.S. Public Health Service (USPHS), and pharmacy practice and career paths in USPHS and global health agencies conclude the course.

SBAN 570 - Professional Practice I (2 Credits)

This course serves as a comprehensive introduction to the pharmacy profession. The course will provide insight into the skills necessary to strive as a successful pharmacist professional and establish a high standard of professional conduct, with emphasis on the skills and attitudes in the COEPA standards. The students will be expected to describe and practice professionalism, reflective practice, and understand the basic principles of pharmacist traits. Students will be introduced to the concept of professional identity formation and the oath of a pharmacist. The essential elements of the history of pharmacy as a profession in the United States along with the contribution of the historical figure in the pharmacy profession will be discussed. The course will also work on the future directions needed for the pharmacy profession and the role of professional advocacy.

Total Credits = 19

Phpn 501 - medical terminology (0 credits).

Using a systems approach, through this second self-study course students analyze and interpret root words, prefixes and suffixes with an emphasis on spelling, pronunciation, definition and use of commonly used medical terminologies in healthcare settings. As part of the learning process, students are exposed to basic anatomy, physiology, pathology of disease and clinical procedures.

SBAN 560 - Cultural Competency (1 Credit)

This course will introduce and sensitize students to the challenges of providing quality, culturally appropriate, and patient-centered healthcare that maximizes patient health outcomes. Students will be introduced to historical contexts, observations, experiences, and case studies involving diverse populations/patient groups to develop their awareness, sensitivities, and their appreciation of the importance of cultural sensitivity when caring for these traditionally under-represented patients. Students will understand the health disparities routinely experienced by racial/ethnic minorities, populations/patient groups based on their gender, age, socioeconomic, and insurance status, as well as religious or cultural beliefs and practices, sexual orientation, and physical and mental disabilities. Students will learn about the healthcare policy frameworks, the healthcare systems, the unique health challenges of various population groups, and what their expectations are for what is acceptable, culturally appropriate, and acceptable care that optimizes their health outcomes and overall quality of life.

PBSN 529 - Pharmacology and Medicinal Chemistry II (3 Credits)

This is the second course of the pharmacology/ Medicinal Chemistry series which emphasize the pharmacology and medicinal chemistry of drugs used for the treatment of renal disorders, diabetes, hypertension, hyperlipidemia, coagulation disorders, ischemic heart disease, acute coronary syndrome, cardiac arrhythmias, stroke, acute & chronic heart disease, and pulmonary arterial hypertension. In addition, endocrine disorders (thyroid and adrenal/pituitary), Lupus, Osteoarthritis, Rheumatoid Arthritis are also being taught. This course prepares students to develop an in-depth understanding of mechanism-based approaches to how specific drugs are utilized to treat specific conditions. Drug action mechanisms used for the treatment of a disease state are investigated with an integrated approach in explaining the molecular and cellular mechanisms of drug effects on the human body (i.e. pharmacodynamics) as well as how the human body affects the drugs (i.e., pharmacokinetics). Students are expected to gain a deeper understanding of the principles of drug action and should be able to explain and predict outcomes based on the principles of pharmacology, toxicology and medicinal chemistry including pharmacogenomics.

PHPN 581 - Pharmacotherapeutics I* (4 Credits)

This is the first pharmacotherapeutic sequence of coursework which focuses on the application of skills, critical thinking, problem solving, and resources needed to manage patients with ophthalmologic, dermatologic, respiratory, gastrointestinal, hematologic as well as renal disorders and is designed to provide a didactic framework of introductory concepts in pharmacotherapy including interpretation of laboratory values, the Pharmacists’ Patient Care Process (PPCP) and the inpatient medical record. The Pharmacists’ Patient Care Process (PPCP) intertwined with the pathophysiologic, pharmacologic, pharmacotherapeutic and pharmacoeconomic principles will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each disease state covered.

PBSN 509 - Pharmaceutics II (3 Credits)

This course is intended to introduce students to the discipline of pharmaceutics, to convey how the physicochemical properties of drugs and dosage forms are critical factors that impact the biopharmaceutics, pharmacokinetics, and pharmacotherapy of drugs. The course also provides a foundation for preparing extemporaneously compounded prescription products particularly via related pharmacy calculations and the rational factors involved in the selection of dosage forms. The focus is on the concepts that may be practical to understanding the complex issues associated with the processes drug delivery and the essentials of safe and effective drug therapy including scientific principles used in the design, optimization, preparation, storage, packaging, and stability of acceptable dosage forms.

SBAN 571 - Professional Practice II (3 Credits)

This course, as a continuum of Professional Practice I, introduces students to concepts and skills fundamental to the practice of pharmacy. The course introduces various topics in communication that are vital to the professional & clinical success of pharmacy students. Good communication skills will contribute to the success of the career and heightened respect from patients and other healthcare professionals for the profession. The course presents theoretical concepts and applications of such concepts in pharmacy practice, through role-play sessions, homework assignments, reflections, and a patient education material development assignment. The course will help develop basic communication skills, as they apply to delivering successful and sensitive interventions, professional, peer-to-peer communication, formal presentations, and advocacy. In addition to the communication skills, the course introduces ethical principles and the ethical decision-making process that are vital for healthcare professionals.

SBAN 540 - Drug Information and Literature Evaluation (3 Credits)

This course will introduce students to the basics of the provision of drug information practice. At the end of this course, the students will be expected to become familiar with various drug information resources and literature search databases. Additionally, students will learn biostatistical concepts and literature evaluation skills, including presenting a journal club to interpret clinical trial results and apply the information in patient care. Finally, students will gain an understanding of how drug information skills are used in different practice settings. Throughout the course, there will be assignments and hands-on activities focused on putting together the ultimate question executing a search strategy, selecting the appropriate drug information resources, and communicating the response.

PHPN 520 - Community Pharmacy & Intro to Immunization Practice* (3 Credits)

This course will provide students with an introduction to community pharmacy practice skills including legal aspects of filling and dispensing prescriptions, errors and omissions, and patient counseling. In addition, this course will introduce students to common self-care topics encountered in community-based settings. Students will also complete the American Pharmacists Association (APhA) Immunization Certification Program.

Total Credits = 20

Expn 512 - ippe community pharmacy (5 credits).

This is an experiential education course introducing students to the practice of community pharmacy. The course provides students with an overview of the practice and enables the student to integrate classroom knowledge with practical experience. This experience seeks to provide students with direct exposure to the dynamics of the community pharmacy practice and to guide them to a realistic assessment of the challenges and opportunities that exist. Prerequisites: Successful completion first year didactic year requirements.

Notes: *Courses with laboratories or recitations.

Second Year

You have a strong foundation and you’ll build upon that, as we emphasize the development of the Essentials of Practice and Care skills.

You will continue learning therapeutics, pharmaceutics, and pharmacology and medicinal chemistry and you’ll start learning pharmacokinetics and clinical pharmacokinetics to gain a better understanding of the disposition of the drug in the body and its role in therapeutic decisions.

Some other courses you’ll start taking involve the economics of pharmaceuticals, a deeper understanding of the role of the pharmacist, and the importance of physical assessment:

• Principles of Management, Pharmacoeconomics, and Outcomes Research illustrates the economic factors involved in pharmacist decision-making; the management of the processes and resources necessary for the safe and efficient application of their decision-making; and the measurement of the outcomes as a result of pharmacist decisions.
• A sequence in self-care shows how a pharmacist impacts patients and their care-givers beyond the immediate healthcare environment.
• Physical assessment plays a key role in collecting, assessing, monitoring and evaluating.
• Pharmacogenomics and its role in further optimizing drug therapy.

Highlights:

• Deepening understanding of clinical care and approaches to therapy with increasing patient case complexities
• Continued simulation training
• Continued interprofessional education
• Two electives based on your interests and professional goals

PBSN 610 - Pharmaceutics III (3 Credits)

This course covers issues of contemporary pharmacy practice. Part of this course is extemporaneous compounding, and the laboratory activities are designed to allow students to gain hands-on experience by preparing non-sterile products using extemporaneous compounding techniques. Students are expected to learn and perform calculations, determine the dose of products, identify and assign stability data of each preparation and compound prescriptions utilizing appropriate techniques. Correct method of compounding, proper documentation and labeling of the finished products are intensely focused on. These activities will prepare and enable students to develop the pharmaceutical skills needed to understand the importance of preparing prescriptions in a safe and effective manner. Lectures cover a higher level of pharmaceutical calculations than what was previously learned. The lectures also serve as an introduction to each lab. Students are also introduced to laws and regulations regarding compounding as well as safety precautions. Students are expected to understand the calculations, procedures and any additional information pertaining to each product.

PBSN 625 - Pharmacology and Medicinal Chemistry III (3 Credits)

This is the third course of the pharmacology/Medicinal Chemistry series which heavily emphasize drugs used in the treatment of infectious diseases and neurological disorders (Parkinson's, Alzheimer's, Epilepsy etc.) including headache disorders and multiple sclerosis. The course provides a review of the general principles of chemistry including the description of drugs, functional groups, pharmacophores, drug-receptor interaction, stereoisomers, optical isomers, physicochemical and pharmacokinetic properties of a drug, drug absorption, distribution, and metabolism. There is also a portion that delves into the principles of pharmacology including the basic pharmacokinetic and pharmacodynamic principles of drug action. The pharmacology and medicinal chemistry of drugs used for the treatment of disease states are investigated with an integrated approach in explaining the molecular and cellular mechanisms of drug effects on the human body (i.e., pharmacodynamics) as well as how the human body affects the drugs (i.e., pharmacokinetics). Students are expected to gain a fundamental and practiced knowledge of the principles of drug action mechanisms to treat neurological conditions and variety of infectious diseases. Students should be able to explain and predict outcomes based on the principles of pharmacology, toxicology and medicinal chemistry including pharmacogenomics.

PBSN 635 - Pharmacokinetics (2 Credits)

This course provides students with the principles of pharmacokinetics and pharmacodynamics as they relate to the pharmaceutical sciences and pharmacy practice. The course covers different steps of drug pharmacokinetics (absorption, distribution, metabolism, and excretion) and application of principles of pharmacokinetics to drug therapy. The students are expected to learn that characterization of drug pharmacokinetics is an important prerequisite for determination of dosing regiments or modification of dosing regimen for patients. The relationship between pharmacokinetics and pharmacodynamics is also explored. Pharmacokinetics as a multidisciplinary approach to drug therapy explores the application of pharmacokinetic methods to individually optimized dosing strategies based on the patient’s disease state and patient-specific considerations. In class lectures focus on basic principles with the latest information available on the topics covered. The lectures are designed to progress through guided class discussions, questions generated by instructor and students, and jointly evaluate their answers to ensure that the information is taught in the same context in which it is being used. Problem solving sessions help to develop and strengthen the student’s problem-solving ability using case studies. Through this process, students are expected to develop critical thinking and problem-solving skills.

PHPN 682 - Pharmacotherapeutics II* (5 Credits)

This is the second pharmacotherapeutic sequence of coursework which focuses on the application of skills, critical thinking, problem solving, and resources needed to manage patients with cardiovascular diseases, critically ill conditions, endocrine as well as rheumatic disorders and is also designed to provide a didactic framework of introductory concepts in special populations of pediatric and geriatric pharmacotherapy. The Pharmacists’ Patient Care Process (PPCP) intertwined with the pathophysiologic, pharmacologic, pharmacotherapeutic and pharmacoeconomic principles will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each disease state covered.

PHPN 684 - Foundations of Interprofessional Education and Practice Part I (0 Credits)

This course introduces experiences that will teach students how to work with other health disciplines, use the knowledge of their own profession to contribute to patient care within their scope, effectively communicate with professionals of other fields in a responsive and responsible manner, and apply relationship-building values and the principles of team dynamics to work effectively with interprofessional team members to enhance care. The course may consist of, but will not be limited to, three possible types of IPE activities (simulation based in the med sim-lab, case-based in class and virtual software platform) to address a given patient case.

SBAN 625 - Pharmaceutical Law and Biomedical Ethics (3 Credits)

This course is intended to introduce students to the fundamental concepts and basic knowledge of pharmacy management, pharmacoeconomics, and outcomes research. This course will demonstrate how management principles are applied in both institutional and community settings. The course will allow the students to explore the relationship between the principles of marketing when delivering a pharmacy service, the basic tenets of innovation and entrepreneurship in pharmacy, and the application of digital health in pharmacy management. The course will also introduce students to the importance of policymaking for successful pharmacy management. The course will also discuss the various theoretical frameworks of pharmacoeconomics and outcomes research and its relationship to formulary management.

SBAN 630 - Principles of Management, Pharmacoeconomics and Outcomes Research (3 Credits)

Elective** (0-3 credits), total credits = 19-22, pbsn 611 - pharmaceutics iv: sterile iv compounding (3 credits).

This course covers issues of contemporary pharmacy practice. Part of this course is extemporaneous compounding, and the laboratory activities are designed to allow students to gain hands-on experience by preparing sterile products using extemporaneous compounding techniques. Students are expected to learn and perform calculations, determine the dose of products, identify and assign stability data of each preparation and compound prescriptions utilizing appropriate aseptic techniques. Correct method of compounding, proper documentation and labeling of the finished products are intensely focused on. These activities will prepare and enable students to develop the pharmaceutical skills needed to understand the importance of preparing sterile compounded prescriptions in a safe and effective manner. Lectures cover a higher level of pharmaceutical calculations than what was previously learned. Students are also introduced to laws and regulations regarding sterile compounding as well as safety precautions with regards to hazardous preparations. Students are expected to understand the calculations, procedures and any additional information pertaining to each product. 

PBSN 631 - Pharmacology and Medicinal Chemistry IV (3 Credits)

This is the fourth course of the pharmacology series which combines knowledge gained from the three previous courses for the treatment of neuropsychiatric disorders, osteoporosis, reproductive disorders, and Cancer. Students are expected to understand and apply the normal physiology of associated body systems and the pathophysiology of the disease states to interpret drug action mechanisms. This allows an in-depth understanding of how specific drugs treat specific conditions utilizing mechanism-based approaches. The pharmacology and medicinal chemistry of drugs used for the treatment of a disease state are investigated with an integrated approach in explaining the molecular and cellular mechanisms of drug effects on the human body (i.e., pharmacodynamics) as well as how the human body affects the drugs (i.e. pharmacokinetics). Students are expected to gain a deeper understanding of the principles of drug action and should be able to explain and predict outcomes based on the principles of pharmacology, toxicology and medicinal chemistry including pharmacogenomics.

PHPN 620 - Healthcare Essentials; Physical Assessment and Injection Practice (3 Credits)

This course will introduce pharmacy students to the elements of basic head-to-toe exam techniques including physical, behavioral and psychological assessment to optimize patient care. The students will develop a thorough understanding of the patients’ health status through a comprehensive assessment strategy that includes health promotion and illness prevention. The course will incorporate the selection and interpretation of screening and diagnostic testing in order to formulate differential diagnosis through hands-on skill and injection technique practice.

PHPN 660 - Clinical Pharmacokinetics (3 Credits)

This course provides students with an understanding of the factors involved in the processes of pharmacokinetics (PK) and pharmacodynamics (PD). This course will help students acquire a basic understanding of the principles and applications of PK/PD and characterize drug pharmacokinetics mathematically. Students are expected to apply the knowledge learned in this course to develop a population and individualized approach toward patient care to maximize therapeutic outcomes through optimization of dosing strategies based on disease states and patient-specific considerations.

PHPN 683 - Pharmacotherapeutics III* (5 Credits)

This is the third pharmacotherapeutic sequence of coursework which focuses on the application of skills, critical thinking, problem solving, and resources needed to manage patients with infectious diseases and neurologic disorders. The Pharmacists’ Patient Care Process intertwined with the pathophysiologic, pharmacologic, pharmacotherapeutic and pharmacoeconomic principles will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each disease state covered.

PHPN 695 - Foundations of Interprofessional Education and Practice Part II (0 Credits)

This course continues experiences that will teach students how to work with other health disciplines, use the knowledge of their own profession to contribute to patient care within their scope, effectively communicate with professionals of other fields in a responsive and responsible manner, and apply relationship-building values and the principles of team dynamics to work effectively with interprofessional team members to enhance care. The course may consist of, but will not be limited to, three possible types of IPE activities (simulation based in the med sim-lab, case-based in class and virtual software platform) to address a given patient case.

Total Credits = 17-20

Expn 641 - ippe institutional pharmacy (5 credits).

This is an experiential education course introducing students to the practice of inpatient distribution facility of a hospital or other institutional health care settings. This experience seeks to provide students with direct exposure to the dynamics of the institutional pharmacy practice and to guide them to a realistic assessment of the challenges and opportunities that exist. Prerequisites: Successful completion second-year didactic year requirements

Notes: *Courses with laboratories or recitations. **Two 3-credit didactic electives required. May be taken in the P2 fall semester, P2 spring semester and/or P3 fall semester.

The first semester of the third year, the final didactic semester, provides the conclusion of the therapeutics sequence. It continues to deepen the understanding of approaches to therapy particularly in increasingly complex cases such as patients with comorbidities. You will integrate your knowledge from all disciplines and previous coursework and learn about additional complex considerations such as biomedical ethics, pharmacy law, and drug-induced diseases and toxicology.

• Most coursework is comprehensive, with more complex considerations
• Begin advanced practice experiences in the spring

PHPN 721 - Drug‐induced diseases & Toxicology (3 Credits)

This course is designed to enable students to develop a broad-based knowledge of the pharmacological, medicinal chemical and pharmacotherapeutic basis of drug induced disease and clinical toxicology. Building on the foundation of the Pharmacist Patient Care Process (PPCP), students will develop a standardized approach for identifying signs and symptoms of toxic events and drug-induced diseases, thoroughly assessing patients, and providing appropriate therapy/monitoring recommendations/referral. This goal will be met through a series of didactic lectures and interactive patient cases. After the completion of the course, students should acquire the necessary skills to practice in emergency and outpatient settings and will aid in the transition to advanced pharmacy practice experiences. Prerequisites: Completion of first and second year courses

PHPN 722 - Comprehensive Patient Care Management (3 Credits)

PHPN 722 is a capstone course designed to strengthen and conclude the didactic curriculum through application of prior learning. This course will integrate essential core pharmacy therapeutics topics and management of various disease states. Emphasis will be placed on applying the Pharmacists’ Patient Care Process to complex patient cases in order to develop rational evidence-based drug therapy, therapeutic monitoring and modification of drug therapy and medication regimens as dictated by changes in the patient’s characteristics, laboratory values and overall clinical status. Time in this course will be divided between self-study, problem-based learning and team-based learning. All course activities are designed to develop and improve critical thinking, problem-solving and decision-making skills by working through complex patient scenarios mimicking clinical practice experiences. Completion of this course will empower the student to pursue self-directed lifelong learning in order to improve patient outcomes in the institutional and ambulatory care settings. Prerequisites: Completion of first and second year courses.

PHPN 751 - Comprehensive Self-Care* (2 Credits)

This course builds on the concepts introduced in PHPN 650 Self Care I. After the completion of this course, the student will be able to formulate patient-specific plans, and preform MTM services. The Pharmacists’ Patient Care Process will be utilized to prepare students to collect, assess, plan, implement, and follow-up with patient-specific pharmacotherapy recommendations for each topic covered. portion of this course consists of a practice-based certificate training program through the American Pharmacists Association, which will prepare student pharmacists to improve medication use through the delivery of MTM services in a variety of practice settings. Prerequisites: : PHPN 651 and PBSN 611

PHPN 784 - Pharmacotherapeutics IV* (5 Credits)

The four-semester pharmacotherapeutics sequence of coursework that runs throughout the didactic component of the program provides an integrated approach in understanding pathophysiology and applied therapeutics. Students will learn to apply basic knowledge of pharmacology and medicinal chemistry on appropriate drug selection and monitoring for specific disease states. Pharmacotherapeutics incorporates the principles of clinical practice guidelines for various disease states and their interpretation in the clinical setting. Through reinforcement of the basic science principles relative to drug action, the student will learn to apply organ systems-based knowledge to clinical practice setting and learn associated disease state management. In addition to the lecture hours, these courses offer a required weekly recitation session. During recitations, students will engage in group activities and discussions related to patient cases that are based on select topics/disease states introduced in class during any given week. Students will be asked drug therapy management questions similar to those arising in real clinical settings. Prerequisites: PBSN 631, PHPN 581

PHPN 725 - Pharmacogenomics and Precision Medicine (2 Credits)

Course Description Pending.

Total Credits = 16-19

Phpn 733 - seminars in pharmacy practice i (1 credit).

This sequence of courses will enable students to synthesize, integrate and apply the basic-science and pharmacotherapeutic principles prevalent in both acute and chronic disease-state settings. This course also provides an opportunity to update students on new modalities and treatment protocols in both acute and chronic disease-state settings. The courses will address these disease states from a basic science, clinical, and public health standpoint via a case-based learning approach, relating disease to appropriate therapeutic management, evidence-based practice, and patient-centered care. In addition, these courses will emphasize the principles of self-directed learning through student-led presentations, interactive learning scenario stimulating real-world clinical experiences that allows students to practice and apply problem-solving skills, and accountability for assigned readings. These courses also serve to compliment the continuum between didactic and experiential courses. Independent learning, facilitated discussion, student-led presentations, and interactive learning activities will be utilized throughout the courses to give students an opportunity to build on previous course work by synthesizing, integrating, and applying biomedical, clinical, and public health concepts relevant to the pharmacy practice setting.

PHPN 834 - Seminars in Pharmacy Practice II (1 Credit)

Phpn 835 - seminars in pharmacy practice iii (1 credit).

This sequence of courses will enable students to synthesize, integrate and apply the basic-science and pharmacotherapeutic principles prevalent in both acute and chronic disease-state settings. This course also provides an opportunity to update students on new modalities and treatment protocols in both acute and chronic disease-state settings. The courses will address these disease states from a basic science, clinical, and public health standpoint via a case-based learning approach, relating disease to appropriate therapeutic management, evidence-based practice, and patient-centered care. In addition, these courses will emphasize the principles of self-directed learning through student-led presentations, interactive learning scenario stimulating real-world clinical experiences that allows students to practice and apply problem-solving skills, and accountability for assigned readings. These courses also serve to complement the continuum between didactic and experiential courses. Independent learning, facilitated discussion, student-led presentations, and interactive learning activities will be utilized throughout the courses to give students an opportunity to build on previous course work by synthesizing, integrating, and applying biomedical, clinical, and public health concepts relevant to the pharmacy practice setting.

PHPN 855 - Pharmacy Practice Primers (2 Credits)

This course serves as a culminating review of the pharmacy curriculum to ensure students have the knowledge and skills to serve as pharmacists and pass the NAPLEX (North American Pharmacist Licensure Examination) which will be required for pharmacist licensure upon graduation. This course will consist of self-study and in-class review sessions. In-class review session will go hand-in-hand with self-study to help reinforce student knowledge of difficult topics and core topics. Review sessions will provide students with practice cases and questions and will help highlight and clarify key points to enhance student understanding of the material. The combination of self study with review sessions will promote self-directed lifelong learning and ultimately allow students to successfully practice as future pharmacists.

PBSN 825 - Advanced Pharmacy Calculations (2 Credits)

This course is designed to assess student knowledge gained over the 4 years of the pharmacy program and to ensure that students are adequately prepared to perform pharmaceutical calculations. This course serves as a culminating review of the pharmaceutical calculations to ensure students have the knowledge and skills to serve as pharmacists and pass the NAPLEX (North American Pharmacist Licensure Examination) which will be required for pharmacist licensure upon graduation. This course will consist of self-study and in-class review sessions. The combination of self-study with review sessions will promote self-directed lifelong learning and ultimately allow students to successfully practice as future pharmacists. Prerequisites: PBSN 508, 635 and PHRN 610, 611

Total Credits = 7

Total pharmd program credits required: 167.

Credit Breakdown is: Didactic 103; IPPE: 10; APPE: 54

Notes: *Courses with laboratories or recitations. **Two 3-credit didactic electives required. May be taken in the P2 fall semester, P2 spring semester and/or P3 fall semester. ***1-credit Compounding elective available during P4 year

Diverse Learning Styles

Much of the didactic coursework is primarily taught by lectures. Lectures often include embedded active-learning strategies such as audience-response (clickers), individual and/or group projects completed outside of class time.

For key courses such as pharmacy calculations and pharmacotherapeutics, recitations accompany the course, which allows for small group work on problem sets, case studies, and other interactive activities. Laboratories associated with the pharmaceutics courses allow hands-on experience in developing the motor skills necessary for dispensing prescriptions, extemporaneous compounding, and the preparation of sterile products while the laboratory in physical assessment allows for the development of other motor skills. All lectures are video recorded and available immediately after class so you have greater flexibility to learn at your own pace. Canvas, the College’s learning management system, is used extensively by all didactic courses. Every effort is made to post lecture handouts, PowerPoint slides, and assignments in advance, accommodating if you prefer to get an overview of materials before attending the lecture.

Using Case Studies to Teach

Why Use Cases?

Many students are more inductive than deductive reasoners, which means that they learn better from examples than from logical development starting with basic principles. The use of case studies can therefore be a very effective classroom technique.

Case studies are have long been used in business schools, law schools, medical schools and the social sciences, but they can be used in any discipline when instructors want students to explore how what they have learned applies to real world situations. Cases come in many formats, from a simple “What would you do in this situation?” question to a detailed description of a situation with accompanying data to analyze. Whether to use a simple scenario-type case or a complex detailed one depends on your course objectives.

Most case assignments require students to answer an open-ended question or develop a solution to an open-ended problem with multiple potential solutions. Requirements can range from a one-paragraph answer to a fully developed group action plan, proposal or decision.

Common Case Elements

Most “full-blown” cases have these common elements:

• A decision-maker who is grappling with some question or problem that needs to be solved.
• A description of the problem’s context (a law, an industry, a family).
• Supporting data, which can range from data tables to links to URLs, quoted statements or testimony, supporting documents, images, video, or audio.

Case assignments can be done individually or in teams so that the students can brainstorm solutions and share the work load.

The following discussion of this topic incorporates material presented by Robb Dixon of the School of Management and Rob Schadt of the School of Public Health at CEIT workshops. Professor Dixon also provided some written comments that the discussion incorporates.

Advantages to the use of case studies in class

A major advantage of teaching with case studies is that the students are actively engaged in figuring out the principles by abstracting from the examples. This develops their skills in:

• Problem solving
• Analytical tools, quantitative and/or qualitative, depending on the case
• Decision making in complex situations
• Coping with ambiguities

Guidelines for using case studies in class

In the most straightforward application, the presentation of the case study establishes a framework for analysis. It is helpful if the statement of the case provides enough information for the students to figure out solutions and then to identify how to apply those solutions in other similar situations. Instructors may choose to use several cases so that students can identify both the similarities and differences among the cases.

Depending on the course objectives, the instructor may encourage students to follow a systematic approach to their analysis.  For example:

• What is the issue?
• What is the goal of the analysis?
• What is the context of the problem?
• What key facts should be considered?
• What alternatives are available to the decision-maker?
• What would you recommend — and why?

An innovative approach to case analysis might be to have students  role-play the part of the people involved in the case. This not only actively engages students, but forces them to really understand the perspectives of the case characters. Videos or even field trips showing the venue in which the case is situated can help students to visualize the situation that they need to analyze.

Accompanying Readings

Case studies can be especially effective if they are paired with a reading assignment that introduces or explains a concept or analytical method that applies to the case. The amount of emphasis placed on the use of the reading during the case discussion depends on the complexity of the concept or method. If it is straightforward, the focus of the discussion can be placed on the use of the analytical results. If the method is more complex, the instructor may need to walk students through its application and the interpretation of the results.

Leading the Case Discussion and Evaluating Performance

Decision cases are more interesting than descriptive ones. In order to start the discussion in class, the instructor can start with an easy, noncontroversial question that all the students should be able to answer readily. However, some of the best case discussions start by forcing the students to take a stand. Some instructors will ask a student to do a formal “open” of the case, outlining his or her entire analysis.  Others may choose to guide discussion with questions that move students from problem identification to solutions.  A skilled instructor steers questions and discussion to keep the class on track and moving at a reasonable pace.

In order to motivate the students to complete the assignment before class as well as to stimulate attentiveness during the class, the instructor should grade the participation—quantity and especially quality—during the discussion of the case. This might be a simple check, check-plus, check-minus or zero. The instructor should involve as many students as possible. In order to engage all the students, the instructor can divide them into groups, give each group several minutes to discuss how to answer a question related to the case, and then ask a randomly selected person in each group to present the group’s answer and reasoning. Random selection can be accomplished through rolling of dice, shuffled index cards, each with one student’s name, a spinning wheel, etc.

Tips on the Penn State U. website: https://sites.psu.edu/pedagogicalpractices/case-studies/

If you are interested in using this technique in a science course, there is a good website on use of case studies in the sciences at the National Science Teaching Association.

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28 Writing the Course Format Section

The course format contains information that lets the students know how the course materials will be delivered and what type of material/learning activities will take place.

Types of classes:

• Lecture- Large class and the professor, talks the entire time and/or has minimal interactions*
• Seminar- Smaller groups of students, usually more advanced classes and more interactions and discussions*
• Discussion- This is sometimes also called a ‘section’ and is a required part of a lecture class. Usually led by TA/GA based on the lecture (kind of like a lab). The discussion can be in the second part of the class or take place in one session/day of a weekly course schedule
• Colloquium- The instructor assigns readings and are readings are discussed by members in a class
• Lab- Students use what they learned in the didactic course and complete an activity/assignment in a lab*
• Independent study- the student and professor design a program of study*

*most commonly seen at UNMC COPH

Types of learning materials:

• Video lecture
• In-class exercises
• Case studies
• Group activities
• Wet lab/Dry lab
• Outside sources (guest speakers, field trips, rounds, etc.)

The following three examples are also listed in the COPH Syllabus Templates.

• This course is a fully online course that will include video lectures, textbook readings, journal articles, group projects, individual assignments, and participation in the discussion board.
• The course format will consist of a seminar-style class that meets weekly. Students are expected to complete the readings before class and come to each class prepared to discuss the texts (with the exception of week 1, where the readings will be done after the fact).
• The course format will include a weekly lecture in class. The lecture will be supplemented with small group discussions, in-class exercises, case studies, and examples from the public health literature.

Teaching Online: Course Design, Delivery, and Teaching Presence Copyright © by Analisa McMillan. All Rights Reserved.

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Doctor of Nursing Practice (DNP) Practicum Manual: Section 3. Practicum and Program Information

• Doctor of Nursing Practice (DNP) Practicum Manual
• Section 1. Introduction
• Section 2: Licensure and Regulatory Requirements

Required Activities

Completing dnp practicum hours, dnp activities guidelines, dnp additional field experience hours: nurs 8600/8601.

• Section 4. Identification of Preceptor and Practicum Site
• Section 5: Success in Practicum Courses
• Section 6. Practicum Application and Approval Process
• Section 7. Practicum Policies
• Section 8. Frequently Asked Questions
• Section 9. Contact Information
• Program of Study

Walden’s DNP program provides students with the opportunity to pursue a doctoral degree in nursing practice. Walden offers a flexible, relevant, evidence-based program of study that prepares students in advanced specialty nursing knowledge and skills for healthcare practice at the doctoral level. The program provides opportunities in diverse practice settings aimed at assisting graduates to achieve the required outcomes and competencies for advanced specialty practice or advanced role preparation. Graduates engage in practice in such areas as administrative, informatics, leadership/management, and population-based specialties, and they focus their practice on aggregates, such as populations, systems, organizations, and state or national policy. These specialties do not have direct patient care responsibilities but collaboration with practice partners is essential for the student learning experience and development of scholarly work. “A scholarly work that aims to improve clinical practice, therefore, is required of students completing a practice doctorate in nursing” (American Association of Colleges of Nursing [AACN], 2021).

The practicum experience helps students deepen their specialty area practice knowledge as they continue to enhance their leadership and nursing skills. To achieve this, students collaborate and engage with an approved preceptor. During the practicum, students focus on skills at the aggregate, systems, and organizational levels; achievement of individualized Learning Objectives; and building and assimilating advanced specialty practice knowledge, as conceptualized by students and their preceptors and as approved by their practicum course Faculty Member. The practicum requires students to apply the knowledge, concepts, and competencies that they have acquired during their program of study, particularly in relation to their area of nursing specialization. During the practicum, students undertake a course assignment that gives them an opportunity to engage in and provide leadership for evidence-based practice in their chosen practice setting.

The practicum experience and didactic course assignments provide an opportunity for students to apply advanced level competencies and leadership skills in the development of a DNP scholarly project at the organizational level. All work is completed under the guidance of an approved preceptor at the practicum site.

The primary objective of the practicum is to “provide educational opportunities to learn and employ scholarship, leadership, and teamwork skills to advance practice and prepare to significantly impact healthcare transformation” (AACN, 2021, p. 24-25). Students should, therefore, focus on expanding their specialty practice knowledge at the aggregate level and their socialization to roles they are interested in occupying after the completion of the DNP program, as described in the following examples: 

• Students interested in being a nurse manager or leader should seek to learn about and gain experience pertaining to organizational and system issues in healthcare. 
• Students interested in informatics should focus their new knowledge and expertise on community-, system- or organization-wide information systems development and implementation in a healthcare setting. 
• Students interested in being a nurse executive will gain insight into business skills and principles, the importance of relationship building and improved communication skills, and additional focus on professionalism and leadership in the health care environment (AONL, 2023). Students will focus their practicum experience on developing and applying new knowledge for advanced practice at a high level of complexity within organizations. 
• Students interested in being an advance practice nurse should focus their practicum experience on developing and applying new knowledge and expertise in their specialty area along with expanding their responsibilities for managing the care of individuals, families, and communities within systems or organizations. In addition, students may examine the following areas based on their area of expertise: practice trends; possible systemic changes to improve healthcare quality and safety at the organizational or policy level; or improvements in evidence-based practice settings. 

Note: The practicum experience should not include any direct, hands-on patient care or be at an academic site. 

Overview of DNP Project 

The DNP program at Walden University is designed to promote student development as a nurse leader and scholar-practitioner. Pursuant to this outcome, graduates are expected to engage in and provide leadership for evidence-based practice in their chosen practice settings, which requires theoretical, empirical, and experiential application of knowledge—including translation of research to practice; evaluation and improvement of healthcare practice and outcomes; and participation in collaborative scholarship. The purpose of the DNP Project is to guide students in designing, developing, implementing, evaluating, and/or translating, as well as subsequently disseminating, scholarship that addresses an evidence-based need or problem in their focused area of practice. 

The DNP project experience is a tailored experience for each student. By working closely with an organizational site, faculty, and a preceptor, the student learns a step-by-step approach to a DNP scholarly project that is timely, current, and addresses real-time needs in our communities. In compliance with the American Association of Colleges of Nursing (AACN) DNP program expectations, students complete a scholarly work that aims to improve clinical practice as required for a practice doctorate in nursing. 

The DNP Project will focus on a quality improvement initiative that integrates project management tools and techniques addressing a gap in nursing practice or an identified practice change. Project activities qualify as quality improvement (as opposed to research) because the project involves synthesis and application of established and tested quality standards and/or systematic monitoring, assessment, or evaluation to ensure that existing quality standards are being met. For this project, a quality improvement initiative is defined as a process that supports an improvement in healthcare outcomes. This project may include development and evaluation of a staff education program, development and evaluation of a clinical practice guideline, or an evaluation of an existing quality improvement process. The project process cannot include direct patient care by the student. The DNP Project will emphasize evidence-based practice approaches to support improving clinical practice at a healthcare organizational site.  

View resources related to the DNP Project for more information.  

The Practicum and Project 

There are two elements included in the overall DNP capstone experience: the DNP practicum experience and the DNP Project. Students develop individual learning objectives for each practicum experience that aligns with their area of specialization and the current DNP Essentials. The two are related in that both are undertaken in authentic healthcare contexts during the DNP curriculum, including both didactic and practicum courses. The practicum site provides the impetus for a student’s DNP Project to implement and evaluate a quality improvement evidence-based practice change. The practicum experience and the DNP Project enhance student leadership and nursing skills, and both are supervised by a Walden faculty member, and an approved practicum preceptor. 

This section clarifies the relationship between the practicum experience and the DNP Project: 

Students Enrolled in the DNP Program Prior to May 27, 2024:   

The DNP Project and DNP Practicum are completed in separate courses. DNP Project is completed in NURS 8700/8702: DNP Project Mentoring. NURS 8701/8703: DNP Project Completion is a course taken by students who need additional quarters to complete the DNP Project, and it is a variable 3-credit course taken at the end of the DNP program of study continuously until project completion. 

The DNP Project Objectives and outcomes are focused on the mentoring courses, NURS 8700/8702 and NURS 8701/8703. NURS 8700/8702 are non-credit-bearing courses, where students work on the development and implementation of their DNP Project. Students nominate a Faculty Member to serve as DNP chair/advisor. The DNP Project chair or advisor will mentor and guide each student in the development and implementation of the scholarly DNP Project. Students will be assigned to the DNP chair’s (faculty advisor’s) section of NURS 8700/8702 (and NURS 8701/8703, as needed) each term until project completion. The DNP chair/faculty advisor will guide the student on the DNP Project process and the requirements. Walden attempts to honor student DNP chair/faculty advisor nominations/requests, but assignments of student nominees are based on availability and other factors and are not guaranteed and, if student nominees are assigned, there is no guarantee that they will remain on the student DNP Committee until project completion.  

Resources for the DNP Project Capstone can be found on this website: https://academicguides.waldenu.edu/research-center/program-documents/dnp.  

Students Enrolled in the DNP Program Beginning May 27, 2024:    

Students enrolled beginning Mary 27, 2024 or students moving to new program of study beginning May 27,2024 will complete the DNP project within the following practicum courses:   

• Traditional Track & Nurse Practitioner Tracks:  NURS 8312, NURS 8512 and NURS 8513.  
• Executive Leadership Track:  NURS 8312, NURS 8514 and NURS 8515. 

Resources for the DNP Project will be located in your course in Canvas.     

Beginning with NURS 8312 and continuing with NURS 8512 and 8513 for traditional or NP tracks, or 8514 and 8515 for the executive leadership track, students complete the five phases of the project management process: design, plan, implement, monitor, and evaluate in the practicum courses. 

As noted above, the practicum experience and course assignments are the focus of the practicum course sequence. Each student has a preceptor from outside of Walden who helps to guide the practicum experience and assists in the contextualization of the DNP Project in terms of its value to the organization in which the practicum is situated and/or the wider scholarly community. 

DNP Individualized Practicum Learning Objectives

The practicum experience will allow students to focus on developing and expanding their advanced level competencies through experiential learning at organizational, systems, community or policy level. This allows students the opportunity to apply updated thinking and approaches to prepare for ever-evolving healthcare needs. 

Students are asked to set specific goals for their practicum experience that are consistent with their professional preparation and coursework. These goals are supported by activities that align with the 2021 AACN Essentials for evaluating student competencies at the end of the practicum courses. These individualized Learning Objectives are developed by the students related to their areas of specialization and the relevant issues identified to engage within the healthcare environment and are intended to articulate with Course Objectives and outcomes. 

Students should discuss their Learning Objectives with potential preceptors prior to submitting their practicum applications to ascertain if the necessary resources are available at the identified practicum sites. Finally, students should prepare a set of measurable Learning Objectives, that specifies what they seek to achieve in their practicum experience. Practicum course faculty members will review and approve individualized student Learning Objectives. 

Students must satisfactorily complete all the requirements of the practicum courses (Table 1A or 1B in accordance with the information provided in the course Syllabi. The DNP practicum consists of a series of the courses outlined in the tables below, which are taken one per term in the following sequence. The courses cannot be taken concurrently and must be taken in the prescribed sequence. The  DNP Programs of Study  (POSs) and course descriptions with prerequisites are found in the university catalog.

DNP Practicum Courses and Hours 

Total Credit Hours: 320

Traditional Track & Nurse Practitioner Tracks 

• NURS 8502: Evidence-Based Practice I 

Didactic: 3 credits

Practicum: 2 credit, 160 hours (1 credit=80 practicum hours) 

• NURS 8503: Evidence-Based Practice II

Practicum: 2 credit,160 hours (1 credit=80 practicum hours) 

Executive Leadership Track

• NURS 8504: Evidence-Based Practice for the Executive Leader I (3 cr. didactic and 2 cr. clinical)++  
• NURS 8505: Evidence-Based Practice for the Executive Leader II

Practicum: 2 credit, 160 hours (1 credit=80 practicum hours) 

Total Practicum Hours: 400 

Traditional Track & Nurse Practitioner Tracks  

• NURS 8312: Leading Quality Improvement Practice Initiative 

Didactic: 4 credits 

Practicum: 1 credit, 80 hours (1 credit=80 practicum hours) 

• NURS 8512:  DNP Project and Practicum I 

Didactic: 3 credits 

Practicum: 2 credit, 160 hours (1 credit=80 practicum hours) 

• NURS 8513: DNP Project and Practicum II 

Executive Leadership Track 

• NURS 8514: Executive Leadership DNP Project and Practicum I 
• NURS 8515: : Executive Leadership DNP Project and Practicum II 

Total Credit Hours: 576

• NURS 8410: Best Practices in Nursing Specialties

Didactic: 4 credits

Practicum: 1 credit, 72 hours

• NURS 8400: Evidence-Based Practice I: Assessment and Design
• NURS 8500: Evidence-Based Practice II: Planning and Implementation 

Practicum: 3 credit, 216 hours

• NURS 8510: Evidence-Based Practice III: Implementation, Evaluation, and Dissemination

Please Note: Students may NOT log any hours before the start of the course or before they receive approval. 

All practicum hours should be completed by the end of Week 10 of the practicum courses. If a student is unable to complete practicum hours by week, students should notify instructor to develop a plan for completion. Students may complete hours independently; not all practicum hours need to be completed in person with the preceptor. 

Practicum courses include: 

Students enrolled in the DNP Program prior to May 27, 2024 

• Traditional & Nurse Practitioner Tracks:  NURS 8302, NURS 8502, NURS 8503 
• Executive Leadership Track: NURS 8302, NURS 8504, NURS 8505 

Students enrolled in the DNP Program beginning May 27, 2024 

• Traditional & Nurse Practitioner Tracks: NURS 8312, NURS 8512, NRUS 8513 
• Executive Leadership Track:  NURS 8312, NURS 8514, NURS 8515 

Practicum hours are course and term specific. Practicum hours do not carry over to a different term or practicum course if a student withdraws, drops a course, or fails a course. All hours must be documented in Meditrek for faculty review. 

A minimum total of 1,000 post-baccalaureate practice hours are required to graduate from the DNP program. Up to 600 hours may be transferred in from master’s nursing programs, as applicable. Students who do not transfer enough practice hours to meet the 1,000-hour requirement may complete additional hours as necessary as described in the section:  Section 7. DNP Additional Field Experience Hours: NURS 8600/8601. 

Please Note: Practicum hours should not include any direct, hands-on patient care or be at an academic site. 

The following are general examples of practicum activities for students; however, students are not limited to these suggestions. The American Association of Colleges of Nursing (AACN) 2021 Essentials list the DNP competencies that guide the practicum experience as students build upon previous knowledge to obtain advanced-level nursing education. Practicum activities should support learning outcomes from the 2021 AACN Essentials as noted by the domains and competencies listed below:

Domain 1: Knowledge for Nursing Practice

• Integrate, translate, and apply nursing and interdisciplinary knowledge to the practice of professional nursing.
• Utilize evidence-based practice to translate evidence in improving practice change or processes.
• Lead activities with the project site related to the DNP Capstone Project (stakeholder analysis, organization readiness, SWOT analysis, meetings with project mentor and other organization stakeholders, presentations).
• Develop tools for sustainability (toolkits, audit tools, checklists, web-based training etc.).
• Evaluate and synthesize literature for inclusion. 
• Attend conference/workshop related to evidenced-based practice or project topic. 
• Construct/refine PICOT question. 
• Translate theories from nursing and other disciplines to practice setting. 
• Demonstrate socially responsible leadership. 

Domain 2: Person-Centered Care

Demonstrate holistic care and consideration for diversity and social determinants of health from point of care to systems-level nursing leadership. 

• Demonstrates leadership skills to promote intra-professional and inter-professional collaboration
• Participate in activities promoting social determinants of health.
• Contribute to the development of policies and processes that promote transparency and accountability. 
• Prioritize risk mitigation strategies to prevent or reduce adverse outcomes. 
• Apply current and emerging evidence to the development of care guidelines/tools. 
• Analyze data to identify gaps and inequities in care and monitor trends in outcomes. 
• Develop strategies to optimize care coordination and transitions of care. 
• Participate in system-level change to improve care coordination across settings.

Domain 3: Population Health

Engage in collaborative activities and develop interventions for the improvement of a population’s health status.

• Utilize evidence-based practice to translate evidence in improving practice change or processes
• Engage in policy development at the local, state, national, international levels.
• Assess the organizational capability to serve a target population’s healthcare needs. 
• Collaborate with relevant stakeholders to address population healthcare needs, including evaluation methods. 
• Collaborate with appropriate stakeholders to implement or improve a sociocultural and linguistically responsive intervention plan for a target population. 
• Participate in collaborative opportunities for organizations to improve population health. 
• Assess preparation and readiness of partners to organize during natural and manmade disasters. 
• Collaborate with partners to secure and leverage resources necessary for effective, sustainable interventions. 
• Advocate for interventions that maximize cost-effective, accessible, and equitable resources for a target population. 
• Lead change initiatives that include principles of social justice, diversity, equity, and inclusion. 
• Contribute to system-level planning, decision making, and evaluation for disasters and public health emergencies. 

Domain 4: Scholarship for the Nursing Discipline

Generate, interpret, apply, and disseminate nursing scholarship to improve health and transform health care. 

• All Lead activities with the project site related to the DNP Capstone Project (stakeholder analysis, organization readiness, SWOT analysis, meetings with project mentor and other organization stakeholders, presentations). 
• Serve as abstract or journal reviewer. 
• Participate in grant writing or grant workshop. 
• Disseminate DNP Project to diverse audiences using a variety of approaches or modalities. 
• Collaborate in the development of new/revised policy or regulation as supported by new evidence. 
• Identify and discuss opportunities for innovation and changes in practice. 
• Apply IRB guidelines throughout the scholarship process. 
• Review and incorporate appropriate applications of quality improvement and evaluation processes. 
• Implement the translation of evidence into practice using the DNP project process. 
• Participate in data collection and analysis.  

Domain 5: Quality and Safety 

Employ principles of safety and enhance quality of nursing practice to minimize risk of harm through system effectiveness and individual performance. 

• Engage in professional quality and safety committee activities within healthcare organizations 
• Engage in policy development related to quality and safety of healthcare at the local, state, national, international levels 
• Lead activities with the project site related to the DNP Capstone Project (stakeholder analysis, organization readiness, SWOT analysis, meetings with project mentor and other organization stakeholders, presentations) 
• Identify and integrate national safety resources to lead team-based change initiatives. 
• Incorporate data driven benchmarks to assess, evaluate, and monitor the organization’s quality and safety performance. 
• Collaborate in analyzing organizational process improvement initiatives. 
• Lead the development of a business plan for quality improvement initiatives. 
• Advance quality improvement practices through dissemination of DNP Project outcomes. 
• Evaluate organizational data and patient safety benchmarks. 
• Develop evidence-based interventions to mitigate risk. 
• Evaluate emergency preparedness system-level plans to protect safety. 
• Develop structures, policies, or processes that promote a culture of safety and prevent workplace risks and injury. 
• Role model and lead well-being and resiliency for self and team initiatives. 

Domain 6: Interprofessional Partnerships 

Collaborate across professions and with other stakeholders to optimize care using a team-based approach. 

• Develop strategies to role model respect for diversity, equity, and inclusion in team-based communications. 
• Provide nursing expertise for other members of the healthcare team, or organizational leadership. 
• Demonstrate techniques to resolve interprofessional conflict. 
• Participate in learning activities on conflict resolution; mitigating conscious and implicit biases; diversity, equity, and inclusion; team dynamics. 
• Integrate evidence-based strategies and processes to improve team effectiveness and outcomes. 
• Develop strategies to foster a culture of teamwork and respect in healthcare settings. 

Domain 7: Systems-Based Practice 

Engage in organizational processes, structure, finances, and regulations to provide safe, quality, and equitable care to diverse populations. 

• Participate in organizational strategic planning. 
• Participate in organizational initiatives that improve care delivery and/or outcomes. 
• Participate in policy development that impacts health equity within the organization, community, or target population. 
• Analyze internal and external factors that drive healthcare costs and reimbursement. 
• Develop practices that enhance organizational value, access, quality, and cost-effectiveness. 
• Develop organizational strategies that improve cost-effectiveness considering structure, leadership, and workforce needs. 
• Develop organizational improvement strategies based on performance metrics and data. 

Domain 8: Informatics and Healthcare Technologies 

Utilize technologies to manage and improve the delivery of healthcare services. 

• Evaluate the organization’s information and communication technologies effectiveness on workflow processes, care management processes, healthcare outcomes, communications, and information flow across health care settings. 
• Assess the fiscal impact of information and communication technologies on health care. 
• Lead activities with the project site related to the DNP Capstone Project and information and communication technologies. 
• Gather pertinent information from health information technology databases. 
• Use data to evaluate decision-making and outcomes at an organizational level and within the framework of the DNP project focus. 
• Evaluate the use of information and communication technology to address needs, gaps, and inefficiencies in care. 
• Develop strategies to reduce inequities in digital access to data and information. 
• Assess best practices for the use of technologies to support patient and team communications. 
• Develop strategies to enhance quality, ethical, and efficient patient care using information and communication technology. 
• Apply risk mitigation and security strategies to reduce misuse, and potential ethical and legal issues associated with information and communication technology. 

 Domain 9: Professionalism 

Cultivate a professional nursing identity that aligns with characteristics and values of nursing practice. 

• Develop strategies to enhance the organization’s nursing care to reflect nursing’s core values. 
• Identify innovative and evidence-based practices that promote person-centered care. 
• Develop opportunities for professional and interprofessional activities within the organization. 
• Evaluate the effect of legal and regulatory policies on the organization’s nursing practice and healthcare outcomes. 
• Participate in the implementation of policies and regulations to improve the professional practice environment and healthcare outcomes of the organization. 
• Structure the practice environment to facilitate care that is culturally and linguistically appropriate. 

Domain 10: Personal, Professional, and Leadership Development 

Participate in development activities to foster personal growth, expand professional expertise, and build leadership skills. 

• Evaluate the organization’s workplace environment to determine level of health and well-being. 
• Mentor others in the development of their professional growth and accountability. 
• Develop activities that support a culture of lifelong learning. 
• Expand leadership skills through professional service. 
• Evaluate the outcomes of intentional change. 
• Evaluate strategies/methods for peer review. 

The following activities count toward the required practicum hours: 

Students enrolled in the DNP Program prior to May 27, 2024: 

• Activities that are directly related to the completion of practicum goals, self-identified and Course Objectives, and Learning Outcomes 
• Implementation activities related to the DNP course assignments 
• Working with aggregates: populations, organizations, systems, or state- and/or national policy-level goals to define actual and emerging problems and to design aggregate-level health interventions 

Students enrolled in the DNP Program beginning to May 27, 2024: 

• Activities that are directly related to the completion of practicum goals, self-identified and Course Objectives, and Learning Outcomes.  
• Planning and preparation for the DNP project.   
• Implementation activities related to the DNP project.  
• Evaluation and dissemination activities related to the DNP project.  
• Activities that demonstrate attainment of Level 2 advanced-level sub-competencies as outlined in the 2021 AACN Essentials (see above for guidelines). 

Practicum activities must be approved by the faculty of the practicum course.   

Practicum hours do not include travel. Travel time to and from the practicum site cannot be claimed as practicum hours.

This course is designed to help facilitate the completion of your post-baccalaureate practicum hours that will contribute to the completion of the DNP program requirements. The NURS 8600/8601 course, is not a requirement for all students. It only applies to students needing additional hours to achieve a minimum of 1,000 practice hours for graduation. Please note these important points: 

• Students need a minimum of 1,000 post-baccalaureate practicum hours to graduate from the DNP program, 600 of which may be transferred from practicum hours in their MSN program. Students must contact their Student Success Advisor for assistance with the process to transfer hours from the MSN program. 
• Practicum hours completed in practicum courses, other than 8600/8601, will only be counted for the specific practicum course in which the student is enrolled. Additional practicum hours completed during practicum courses taken at Walden, other than 8600/8601, will not be applied or transferred to counted towards the 1,000 practicum hours. Students cannot transfer practicum hours for other Walden practicum courses to NURS 8600/8601.      
• Students should consult their program of study or contact the Student Success Advising Team to determine whether additional hours are needed. If students need additional hours, they can obtain them by enrolling for 1–8 credits of NURS 8601 or 1–6 credits in NURS 8600. Students are only able to register for 3 credits of 8600/8601 per term. 
• One credit of NURS 8601 equals 80 practicum hours. One credit of NURS 8600 equals 72 hours. NURS 8600/8601 practicum hours are at the graduate level. 
• Students are responsible for reviewing their program of study with their Student Success Advisor to determine how many practicum hours have transferred from their MSN program and how many, if any, additional quarter credits they need to achieve the total of 1,000 practicum hours. 
• Students enrolled in the Program of Study prior to summer term 2021 may have to complete up to 6 credits of NURS 8600. Students need to by completeing the 8600 Practicum Application in Meditrek® and, identify the number of credits they wish to take in each quarter in the 8600 practicum application in Meditrek®. The Office of Field Experience will process the course registration upon application approval. Each credit requires completion of 72 practicum hours. Students are limited to enroll in 3 credits a term. 
• Students may take up to 8 credits of NURS 8601. Students need to complete the 8601 Practicum Application in Meditrek® and identify the number of credits they wish to take in each quarter in their 8601 practicum application in Meditrek®. The Office of Field Experience will process the course registration upon application approval. Each credit requires completion of 80 practicum hours. Students are limited to enroll in 3 credits a term. 
• Students may take up to 8 credits of NURS 8601. Students need to complete the 8601 Practicum Application in Meditrek® and identify the number of credits they wish to take in each quarter in their 8601 practicum application in Meditrek®. The Office of Field Experience will process the course registration upon application approval. Each credit requires completion of 80 practicum hours. Students are limited to enroll in 3 credits a term. The Office of Field Experience will process the course registration upon application approval. 
•  Students must complete 80 practicum hours for each credit of NURS 8601 or 72 practicum hours for each credit of NRUS 8600 for which they register. For example, if students register for 3 credits of NURS 8601, they will need to complete 240 practicum hours (3 x 80). Students should ensure they are able to complete the number of credits (hours) for which they register. 
• Students must submit an appeal to register for more than 3 credits of NURS 8600/8601. Without an approved appeal, students can only take up to 3 credits of NURS 8600/8601 during the same quarter.  Appeals will not be approved for more than 4 credits.  To be eligible for an appeal, students need meet the following requirements:     
• Students must work less than part-time hours to be eligible for a possible appeal to enroll in more than 3 credits. Students must submit documentation to verify their employment status with their appeal.   
• Students must submit a weekly schedule to outline their work schedule and their proposed practicum schedule with their appeal along with a letter of support from their nominated preceptor.   
• Students are not permitted to be registered in another DNP practicum course or NP practicum course for the term in which they plan to enroll.  
• Students must contact the Office of Field Experience for the appeal process, which is completed through Meditrek. 
• Students will need an approved preceptor and practicum site for each quarter of NURS 8600/8601. 
• Students must submit a separate practicum application in Meditrek® for each term of NURS 8600/8601 by the deadline. 
• Students enrolled in NURS 8600/8601 will develop practicums objectives that reflect advanced knowledge and skills based on their specialization. Examples include practicum experiences in quality improvement, health policies and innovation, leadership, informatics, and staff education. Students cannot provide direct patient care during any DNP practicums. 
• Previous Page: Section 2: Licensure and Regulatory Requirements
• Next Page: Section 4. Identification of Preceptor and Practicum Site
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Students’ experiences of learning in relation to didactic strategies during the first year of a nursing programme: a qualitative study

Lars westin.

1 School of Health and Education, University of Skövde, Skövde, Sweden

Annelie J Sundler

2 School of Health, Care and Social Welfare, Mälardalens University, Västerås, Sweden

Mia Berglund

In university undergraduate nursing programmes, didactic strategies that enable students to learn nursing skills, solve problems and develop reflective and critical thinking and practice are needed. The aim of this study was to explore how different didactic strategies support nursing students’ experiences of learning during the first year of a reconstructed nursing curriculum.

This study employed a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis.

Nursing students’ experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: To focus on the patient perspective and paying more attention to others, Learning from discussions and reflections on one’s own learning, Training for the professional role and becoming more courage, and Gaining insights into nursing and increasing one’s self-awareness. The education increased the students’ self-awareness, which helped them to pay greater attention to patients and their relative. During the learning process, the students became more courageous, reflected and discovered their shortcomings.

Stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses. Educators are challenged to strengthen meaningful learning in nursing and to facilitate the progression of nursing programmes.

The goal of undergraduate nursing education is to provide opportunities for students to become nurses with the knowledge and skills that are needed to provide high-quality care based on patients’ needs. According to Ramsden [ 1 ], teaching in higher education does not solely concern students’ ability to recall or reproduce information. Rather, it concerns altering students’ understanding, which involves a qualitative change in the students’ view of reality. Strategies that enable students to develop nursing skills, solve problems and develop reflective and critical thinking are needed in university undergraduate nursing programmes. Ramsden [ 1 ] highlights the importance of students’ actions while learning and states that good teaching provides students with the opportunity to learn. From this point of view, knowledge about the aspects that impact nursing students’ learning is needed. Therefore, the current study was conducted to develop knowledge about how stated didactic strategies support nursing students’ learning during the first year of a reconstructed nursing programme.

Reflective and critical thinking is important in higher education in general and in undergraduate nursing education in particular [ 2 - 4 ]. In the field of nursing, learning has shifted from ‘doing’ to ‘understanding’ [ 5 ]. Currently, health care professionals who are self-directed, autonomous and able to think critically are needed. This need may partially explain why problem-based learning (PBL) has become widespread in nursing education [ 6 ]. Levett-Jones [ 7 ] highlights that a self-directed approach to learning (SDL) can increase nursing students’ confidence in their ability and their capacity to learn in new situations. The SDL approach has also received attention in nursing education because it is human-oriented and can be associated with professional autonomy. In preparing a professional nurse for practice, lifelong learning must be emphasised. Levett-Jones states that, in a constantly changing environment, SDL can be an essential vehicle that enables students to develop independent learning skills. Regan [ 8 ] notes teachers’ important role in motivating and inspiring students to learn and calls for an open perspective concerning the range of factors that motivate students’ learning.

The integration of theory and practice has been identified to be a challenge in nursing education [ 4 , 9 - 11 ]. Due to these challenges, students may find it difficult to understand theoretical knowledge and the practicality of that knowledge. Both theory and practice are essential, and several studies have highlighted the importance of clinical practice in nursing programmes [ 12 , 13 ]. In research, reflection has been pointed out as central for the linking of theory with practice in the learning process [ 14 - 17 ]. Ekeberg [ 4 ] argues that a lifeword perspective on both learning and caring is important to enable this linking.

Applying a lifeworld approach to learning [ 4 , 18 , 19 ] enfolds a holistic approach, which means that thoughts, feelings, theoretical and practical experiences and embodied understanding are involved in the learning process. According to the theory of the lifeworld we usually have a natural attitude in everyday life, witch basically is unreflective [ 18 ]. However, our natural attitude and experiences can be examined and conceptualised through reflection. Thus, experiences can be made aware and available for analysis instead of merely being taken for granted [ 4 ]. Through reflection, the student can work with meanings, value sets and approaches. This makes discovering and reconsidering of new versions of experiences and attitudes possible [ 20 ]. Consequently, the lifeworld can be seen as a platform for learning. From that point of view learning needs to be understood in relation to the individual and his or her experiences, which are related to his or her learning.

The theory of the lifeworld has been described by the philosopher Husserl [ 18 ] and further developed by Merleau-Ponty [ 19 ]. From a lifeworld perspective the learning process for nurse students can be understood as an encounter between the student’s lifeworld, scientific knowledge and best practice (4). Didactic strategies are needed in order to provide support and create meaningful conditions necessary for a reflective process that strengthens the integration between the student’s lifeworld and theoretical and practical knowledge. In undergraduate nursing education, such reflection involves a process of understanding of theoretical knowledge in relation to clinical nursing practice. Yet, such reflections are needed on experiences from both theoretical and clinical education. Research that focuses on didactic strategies to support learning in this area is lacking.

At the local university where this study was conducted, the three-year nursing programme curriculum with a Bachelor’s degree was reconstructed. The new curriculum was based on comprehensive work focused on quality and development. One aspect of this work was to develop the nursing discipline in the program. A second aspect was to develop didactic strategies for teachers that would harmonise with the main focus of the nursing programme. The university’s main concern was to build a curriculum that was based on patient-centeredness [ 21 , 22 ] supported by three didactic strategies. The main focus in the curriculum is Patient- centeredness based on a humanising care approach to nursing, in which the patient’s perspective and experiences are considered. Both the approach and the didactic strategies that were developed were based on the lifeworld theory [ 18 , 19 ]. Ekeberg [ 4 ] highlights that didactic strategies must be based on the same theoretical basis as the main subject in the education curriculum. The first didactic strategy is Patient-centeredness, the second strategy is to intertwine theory and practice and the third strategy is that teaching should facilitate the development of an ethically reflective approach. With these concerns in mind, the nursing curriculum was reconstructed. In each semester, courses that included both theoretical and clinical aspects were offered. Furthermore, theory was combined with clinical education at either the Clinical Training Centre (CTC) or during Clinical Placements (CP). The first year of the programme included courses on professional nursing, values and core concepts, communication skills, nursing ethics, public health, anatomy, physiology, microbiology and hygiene.

The reconstructed nursing curriculum and the didactic strategies were evaluated after the first year. To verify the value of such teaching strategies, knowledge about the students’ learning processes is needed. In addition, studies that focus on facilitating and supporting students’ learning and understanding of nursing are needed. Therefore, in the current study, we invited first-year students to describe their learning experiences. The aim of this study was to explore how different didactic strategies support nursing students’ experiences of learning during the first year of a reconstructed nursing curriculum.

The current study utilised a qualitative approach. The data were gathered through written narratives that were analysed using qualitative content analysis, [ 23 - 25 ]. Qualitative content analysis focuses on the analysis of written texts, particularly within areas such as human sciences and health sciences. The overall objective of content analysis is to describe the similarities and differences in the content of the text. Specifically, the goal is to describe the central content of the text. These similarities and differences are then expressed in different themes. In this study a manifest content analysis was conducted, such an analysis refers to what the text says and describes the visible and obvious content of the text rather than the underlying meaning [ 23 ]. In the current study, nursing students were asked to write a report in which they expressed their experiences of learning. The students were asked questions about their experiences of their learning during the first year of their education and what they perceived as meaningful during this learning.

Selection of participants

All students in the nursing programme were informed of the study both orally and in written text. Written consent to participate in the study was obtained from the students. The head of the department also approved the current study. All of the students (N = 38) participated in the study. The students were aged between 49 and 21 years (M = 27). Of these 25 were women and 13 men.

Data collection

The data were gathered from students on two occasions, at the end of the first semester and at the end of the second semester. At the end of the first semester, the students were asked to submit a written narrative outgoing from three questions in which they described with their own words how they have learned in different educational situations trough their learning process. The questions concerned their 1) learning experiences; 2) what was important for their learning; and 3) experiences of different didactic strategies that has support their learning. At the end of the second semester, the students were again asked to submit another written narrative in which they described how they have learned in their coursework to date, based on the same questions. The students were also asked about their views on the nursing profession and if their thinking about their future professional role had changed. The collected data set consisted of approximately 125 A4 pages of written text. The length of the narratives varied from one to three A4 pages.

Data analysis

Content analysis was employed [ 23 - 25 ]. The analysis was performed as follows. First, two of the authors read through all the text from both occasions several times to obtain a first impression of the content and the topic of the text. Second, various meaning units from the text were selected. Third, the meaning units were condensed into shorter and stronger core descriptions of the text content. Fourth, the condensed text was evaluated for similarities and differences, resulting in distinctive themes. The third author continuously read and gave comments on the analysis, to ensure that the validity of the description and that the themes covered the data. The analysis process is illustrated with examples in Table  1 .

An example of the analysis process

Ethical aspects

All students received written and verbal information about the study’s purpose. The information clearly stated that participation was voluntary and that an unwillingness to participate would have no consequences on their education. The information also noted their right to withdraw from the study and that all data were confidential (i.e., a participating student cannot be identified). The study was performed in accordance with the Code of Ethics of the World Medical Association (Declaration of Helsinki) and according to Swedish National Board of Health and Welfare (SFS 2003:460).

Nursing students’ experiences of learning through different didactic strategies, were evident in the text. These perspectives were organised into the following themes: 1. To focus on the patient perspective and paying more attention to others, 2. Learning from discussions and reflections on one’s own learning, 3. Training for the professional role and becoming more courage, 4. Gaining insights into nursing and increasing one’s self-awareness. These themes are presented below, with selected quotes.

To focus on the patient perspective and paying more attention to others

One important aspect of learning was based on the patient’s perspective. This goal could be achieved because the students were given the opportunity to reflect on the patient’s perspective in seminars and by reading patients’ stories. The students stated that they had to challenge themselves to understand what the patient perceives as important in care. This perspective was expressed in lectures, seminars and study assignments.

“The understanding of the patient’s perspective can never be obtained as a caregiver without first asking what the patient thinks is important. The things the nurse considers to be small things can be huge for the patient.”

Students stated that watching movies that involved patient scenes impacted this aspect of their learning. Through this method, the students developed a new understanding of patients’ experiences in relation to the students’ professional role. The movies that were shown in the course helped deepen the students’ understanding of the patient’s perspective and provoked their own reflections. During the courses, students were advised to maintain diaries to facilitate their reflections. The format and the amount that was recorded in the students’ diaries differed. Some students maintained a diary from the beginning of the course but later experienced difficulties in continuing these reflections. Furthermore, the students were trained to reflect on the patient’s perspective and the nursing role during practical training at the CTC and during CP.

“As to the patient’s perspective, I think it has markedly evolved in me during the courses. I think it’s important to remember that every conversation with a patient is unique and that you cannot take for granted how a patient will respond or how a patient perceives what you say to him - for all perceive things differently.”

Students reported an improved ability to listen in conversations with others. They also became more open and attentive in communicating with other people. This skill was represented as an increased sensitivity and awareness of how their communication with patients impacted care. The students also expressed the importance of showing interest and engagement in the patients’ stories.

“I’ve become more sensitive after these courses. I listen more to both my wife and friends. I have also become better at seeing what is not said.”

“I understand that it is often the small things that can make the most of a person. Small things for me could be that I sit down and talk with the patient. To me, it’s no sacrifice at all; I like to sit down and talk and listen to what they have to tell. But for the patient, it may mean a lot more than I can understand.”

Students described that they became increasingly aware that patients perceive health professionals’ signals and attitudes and that the students’ approach was important. The students stated the importance of understanding their personal experiences and feelings such that these factors would not hinder the care of the patient.

Learning from discussions and reflections on one’s own learning

Discussion within study groups was also reported as an aspect of learning. All of the students were divided into small groups of four to five students. These students collaborated on various learning tasks that were reported in follow-up seminars. The students expressed that they learned from each other in these groups.

“Our study group has been a tremendous support for us; the study group motivates us to become more engaged in our studies.”

The students also highlighted that seminars were important. Students expressed that they greatly learned from each other’s views during discussions and seminars. These experiences demonstrated the students’ different perceptions of problems.

In the written response, the students expressed that they had opportunities to develop as a caregiver during the first year of the nursing programme. The students stressed that they matured both as a person and as a caregiver. They also stated that they gained an increased awareness of caring for the patient through a new view of the world, the patient and reality. In reflecting on their own learning, the students reported that their first year in the nursing programme led to personal development. Such development and improved self-confidence motivated the students to study and learn more.

“I carry out different things, dare to grab things - self-confidence grows from this.”

After the first year in the nursing programme, the students expressed that they had begun the journey of becoming a nurse. Although the students had much more to learn before becoming nurses, their knowledge increased and they experienced growth through their learning.

Training for the professional role and becoming more courage

The students reported that the nursing skills training in CTC prior to their clinical placements was important. This training helped prepare them for the care that they would provide in real situations. The students considered the practice and training of various skills to be both instructive and enjoyable. The students also enjoyed role-playing in CTC as a way of learning, especially when acting as patients, relatives or nurses during role-play.

“CTC has been very instructive; it is one thing to read about how to do and then another thing to actually do it. CTC was interesting when we got to act as both the patient and the nurse. It has been useful to act as the patient. The patient must be able to show what she wants. It was important to reflect on this with the patients’ perspective in the CTC.”

Even the students who had previous extensive experiences as assistant nurses stated that they learned a great deal during the CTC training. The students reported that they deepened their knowledge, improved their nursing skills and learned from each other during the training. Students experienced the vulnerable and disadvantaged role of the patients through role-play. The experiences of the inability to brush one’s teeth or to eat food at one’s preferred speed were important insights for the students.

The nursing students stated that they became more courageous in various situations. They trusted their ability and developed increased self-confidence. The students stated the importance of challenging their abilities and being themselves. The students expressed a need for confirmation; they wished to ensure that they were performing tasks correctly. This confirmation strengthened their confidence and improved their courage for subsequent tasks.

“This course has made me understand that I know more than I think I do. It has made me dare to straighten my back and actually stand for what I think of something. I believe this is largely thanks to the various seminars.”

Gaining insights into nursing and increasing one’s self-awareness

The students reported that a clinical placement early in the first semester was valuable for their learning. They became involved in real patient situations and had opportunities to care for patients in the early stages of the programme; however, they stated that it was valuable to observe a different care situation through CP.

“Being at a nursing home has been very enjoyable. I apply the lessons learned in school and observe how caregivers communicate with the residents. I also learn what not to do in different care situations.”

Through a new theoretical understanding of caring (e.g., ethical theories and various communication strategies) and CP, the students developed a new understanding and more critically reflected on their nursing actions. Students with extensive health care experience noted problems with their earlier experiences that they did not previously consider. They discovered many ways to care for patients and that they needed to utilise new strategies and knowledge for each unique situation.

By practicing their knowledge in performing role-plays or practical training, the students could discover their own shortcomings. Through practice, they gained insight into how to perform and improve their nursing behaviours. For example, the students discovered shortcomings in their communication with patients and the significance of their body language in communication.

“I think it’s good that you may wonder how one thinks and acts. Then you can figure out how you are and how you can change what is wrong.”

The students highlighted that their studies in nursing increased their self-awareness through a deeper understanding of how to meet patients. Their knowledge and understanding of nursing created a strong foothold, and the students learned new things about themselves. This knowledge was used to better understand other people. They stated that this knowledge allowed them to show greater transparency when meeting people and to more easily accept the people as individuals.

“I feel like I’ve evolved as a person and have learned to think differently. I feel that I can understand other people better now.”

“The clinical training has led to many insights, such as small things can bring more suffering and it is easy to offend people in different ways. The training has led to a greater understanding and sense of caring more about people.”

The current study revealed that nursing students’ learning experiences during the first year of a nursing programme in Sweden involved developing an understanding of nursing knowledge and skills based on the patient’s perspective. Such knowledge and understanding were obtained through reading and discussing patients’ life stories and movies that illustrated patients’ lived experiences, which can be related to the first of the learning strategies. Hörberg and Ozolins [ 26 ] show that movies on caring for patients may enhance students’ understanding of caring and the patient’s care needs.

The findings indicated that students deepened their understanding through reflections and discussions, such as through small study groups. In the group discussions, the students learned from each other and reflected together. These discussions helped the students widen their perspectives. Working in small groups seemed to enhance the students’ critical and reflective thinking skills, which can be related to the third of the learning strategies. However, study groups can be negative for some students. Both advantages and disadvantages of work group processes have been described [ 27 ]. In Gagnon’s study [ 27 ], nursing students reported that their learning was enhanced by the diversity of ideas and viewpoints that were shared in work group processes. However, the willingness to learn from each other varied among students. Although some students welcomed feedback and discussions, other students were more reluctant in the sharing process. Therefore, teachers must carefully follow group discussions and continuously support study groups. To enhance learning in groups of nursing students, we argue that students should be provided with instructions and direction concerning the topics to learn and discuss.

Practical experiences in of different care situations also motivated students to learn. Through CP and CTC, the students developed impressions and views on their future professional role. They were also given the time to observe and learn from various care situations. The students described the combination of theory and practical training, such as role-playing in CTC, as meaningful and as a method of interweaving nursing theory into practical situations, which can be related to the second learning strategy. In learning to become nurses, learning from practice was meaningful for nursing students. Generally, nursing students report satisfaction with the clinical learning environment [ 28 - 30 ]. In the current study, the nursing students were satisfied with their clinical placements during their first year in the nursing programme. In other words, the clinical nursing situations that they experienced in these placements gave them new insights and a strong knowledge base.

In learning to become nurses, the students also described an increased self-awareness from their learning. This insight seemed to initiate a deeper focus on the patients’ perspective. Patients’ experiences and life stories are important in health care. Dahlberg et al. [ 21 ] emphasise that an existential view of well-being or illness in health care is needed and that patient experiences must be acknowledged. Patient experiences are important for the quality of care, and the patients’ views must be acknowledged to reduce and alleviate the patients’ suffering [ 31 , 32 ]. Accordingly, this approach should be introduced early in nursing education so that this knowledge is incorporated into the professional view of nursing. However, to progress and deepen this knowledge in a three-year curriculum may be challenging. The educational design of a nursing curriculum has been highlighted as important to students’ understanding of nursing [ 33 ]. In Fredholm-Nilsson and Silén’s study [ 33 ], problem-based learning increased the students’ awareness of the relation between education content and the nursing profession. Similar to that study, the current study found that the learning and development of professional nursing knowledge that began in the first year of nursing school supported the students’ reflections on their learning, thus increasing their awareness of their learning processes.

The students also expressed that they became more attentive and better listeners. This skill could be applied both in their personal lives and in clinical situations. The students more clearly understood the importance of listening to the patient. This skill was viewed both as a high form of moral sensitivity in which the patient was confirmed as an individual and as an improved understanding of the patient’s perspective. The didactic strategies from the examined nursing curriculum were theoretically grounded in lifeworld theory [ 4 , 18 , 19 ]. The study clearly showed that the students developed an initial understanding of this theory in their first year of school. This understanding also seemed to be integrated into the students’ clinical work. Future education should emphasise and deepen the core of this theory. The lifeworld theory focuses on and prioritises the patients’ perspective in care. A study by Park, Kjervik, Crandell and Oermann [ 34 ] showed that moral sensitivity was high in patient-oriented care.

Finally, the current results focused on students’ discovery of their shortcomings in clinical training and role-play, which increased their desire to continue developing and improving. This development increased their courage and ability to observe opportunities in each situation. The development of professional competence such that nurses are able to observe new possibilities and meaning of caring is crucial in a complex health care environment. The students in the current study stated that they became more courageous, trusted their ability and experienced increased self-confidence. This finding is consistent with Levett-Jones’ [ 7 ] claim that self-directed learning can increase nursing students’ confidence in their ability to learn from new situations. Finally, the students reported that they gained an increased awareness of caring for the patient through new views of the world, the patient and reality. In reflecting on their learning, the students stated that their learning during the first year in the nursing programme led to personal development.

Strengths and limitations

The outcome of this study elucidates student nurses experiences of how different didactic strategies supported their learning during the first year of a reconstructed nursing curriculum. The study provides insights concerning the importance of didactic strategies based on the patient perspective to support nursing students’ learning and reflections in relation to both theoretical and practical knowledge. The strength of this study is that there is not much research done on this topic. However, the study was limited to a specific institution, and a restricted group of students, which may be a limitation of the study. Even though the students narratives were rich of meanings and descriptions, and the methodological approach used was found to be well suited.

The findings revealed that the patient perspective was meaningful for the nursing students learning. Their learning was developed in student group discussions. They were trained in their professional role in the Clinical Training Centre and gained insights into nursing from clinical placements. Altogether, the stated didactic strategies supported a broad base of knowledge on nursing and the professional role of nurses.

Students’ learning was experienced as meaningful when they could develop their knowledge and gain new insights. Increased self-awareness, which helped them pay greater attention to patients and others, was important to the students. Meaningful learning experiences increased the students’ courage. Furthermore, the students were able to reflect and utilise critical and reflective thinking.

The findings indicate that the introduction to nursing education may influence student learning during the first year and probably also the following years of their education. This might even influence how they learn in their forthcoming professional roll as a nurse. The strategies that teachers and students utilise must be meaningful for the students. We challenge educators to strengthen meaningful learning that focuses on the patient perspective and facilitates the progression of nursing knowledge.

Acknowledgments

We wish to acknowledge the nursing students who participated in this study and the University of Skövde, which funded this study.

Abbreviations

Competing interests

The authors declare that they have no competing interests.

Authors’ contributions

All authors (LW, AJS, MB) conceived the design of the study. LW and MB interpreted and analysed the data. All authors contributed to drafting the manuscript and read and approved the final version of the manuscript.

Contributor Information

Lars Westin, Email: [email protected] .

Annelie J Sundler, Email: [email protected] .

Mia Berglund, Email: [email protected] .

Friday Didactics Schedules

Schedule is subject to change.

January 19, 2024

Statistical Analysis 1: Continuous Data Paul Berg, MS & Forrest Williamson, PhD, MS January 26, 2024

Statistical Analysis 2: Categorical Data Paul Berg, MS and Forrest Williamson, PhD, MS February 2, 2024

Statistical Tests and Model Building Paul Berg, MS and Forrest Williamson, PhD, MS February 9, 2024

Human Studies 1 (Design) Paul Berg, MS and Forrest Williamson, PhD, MS February 16, 2024

Human Studies 2 (Analysis/Interpretations) Paul Berg, MS and Forrest Williamson, PhD, MS February 23, 2024

Statistical Methods for Clinical Pharmacology Paul Berg, MS and Forrest Williamson, PhD, MS

February 3, 2023

Introduction/Phase 1 Eric Benson, MD and Tom Callaghan, MD, PhD

February 10, 2023

Toxicology Thomas Jones, PhD

February 17, 2023

Application of Artificial Intelligence and Machine Learning for Precision Medicine Workshop by Indiana CTSI WGHI Winter Retreat

February 24, 2023

NO DIDACTIC - SYMPOSIUM

March 3, 2023

Biomarker Development Tom Callaghan, MD, PhD

March 10, 2023

Precision Oncology Trials Tom Callaghan, MD, PhD

March 17, 2023

NO DIDACTIC - SPRING BREAK

March 24, 2023

Preclinical Pharmacology Andrew Dahlem, DVM (hc) , PhD

March 31, 2023

Late Phase Trial Development William Macias, MD, PhD

April 7, 2023

Role of Modeling Robert Stratford, PhD

April 14, 2023

Ethical Considerations and Rare Diseases Tim Franson, MD

August 25, 2023

Drug Measurement 1 -- Small Molecules Lais Da Silva, PhD

September 1, 2023

Drug Measurement 2 -- Macromolecular Drugs Ronald Bowsher, PhD

September 8, 2023

CH 1, 2 Therapeutic Relevance; Fundamental Concepts and Terminology; Appendix A Assessment of AUC Richard Bergstrom, PhD and Brian Overholser, PharmD

September 15, 2023

CH 3 Kinetics Following and Intravenous Bolus Dose: Appendix H Mean Residence Time Kevin Sowinski, PharmD

September 22, 2023

CH 4, 19 Membranes and Distribution; Distribution Kinetics Appendix B Ionization an pH Partition Hypothesis; Appendix C Distribution of Drugs Extensively Bound to Plasma Proteins Sara Quinney, PharmD, PhD

September 29, 2023

CH 5 Elimination; Appendix D Plasma-to-Blood Concentration Ratio; Appendix E Well-Stirred Model of Hepatic Clearance Brian Overholser, PharmD

October 6, 2023

CH 6, 7 Kinetics Following an Extravascular Dose; Absorption; Appendix F Absorption Kinetics; Appendix G Wagner-Nelson Method Kevin Sowinski, PharmD

October 13, 2023

CH 10 Constant-Rate Input Lais Da Silva, PhD

October 20, 2023

CH 8, 9 Response Following a Single Dose; Therapeutic Window Brian Overholser, PharmD

October 27, 2023

CH 11, 18 Multiple Dose Regimens; Initiating and Managing Therapy Richard Bergstrom, PhD

November 3, 2023

CH 17, 20 Metabolite and Drug Response; Drug Interaction Lais Da Silva, PhD

November 10, 2023

CH 12, 13 Variability; Genetics; Age, Weight, Gender, Disease Sara Quinney, PharmD, PhD

November 17, 2023

CH 14, 15 Variability; Genetics; Age, Weight, Gender, Disease Sara Quinney, PharmD, PhD

November 24, 2023

NO CLASS - THANKSGIVING BREAK

December 1, 2023

CH 16, Nonlinearities Sara Quinney, PharmD, PhD

December 8, 2023

CH 21, 22 Protein Drugs; Predictions of Human PK from Preclinical Richard Bergstrom, PhD

December 15, 2023

TAKE HOME FINAL EXAMINATION

January 21, 2022 Univariate Continuous Statistical Data Analysis Forrest Williamson, PhD January 28, 2022 Univariate Categorical Statistical Data Analysis Forrest Williamson, PhD February 4, 2022 Statistical Tests and Model Building Forrest Williamson, PhD Paul H Berg, MS February 11, 2022 Human Studies 1 (Design) Paul H Berg, MS February 25, 2022 Human Studies 2 (Analysis/Interpretations) Forrest Williamson, PhD Paul H Berg, MS March 4, 2022 Statistical Methods Useful in Clinical Pharmacology Paul H Berg, MS August 12, 2022 Pharmacogenetics: General Concepts Todd Skaar, PhD August 19, 2022 Clinical Relevance of CYP2Cs Genetic Polymorphism I Zeruesenay Desta, PhD August 23, 2022 Genotyping and Sequencing I (SPECIAL DAY - HELD ON TUESDAY IN LIEU OF SEMINAR) Todd Skaar, PhD August 26, 2022 Genotyping and Sequencing II Todd Skaar, PhD September 2, 2022 Clinical Relevance of CYP2Cs Genetic Polymorphism II Zeruesenay Desta, PhD September 9, 2022 Pharmacogenetics of Phase II Metabolism: Glucuronidation Zeruesenay Desta, PhD

September 16, 2022 Pharmacogenetics of Phase II Metabolism: N-acetylation and Thiopurine Methyltransferase Zeruesenay Desta, PhD September 23, 2022 Pharmacogenetics of CYP2D6 Todd Skaar, PhD September 30, 2022 Pharmacogenomics of CYP3A Todd Skaar, PhD October 7, 2022 GWAS, Polygenic Models, and Secondary Big Data Analysis Nick Powell, PharmD

October 14, 2022 Phenoconversions  Tom Callaghan, MD, PhD October 21, 2022 Clinical Implementation of Pharmacogenomic Testing Emma Tillman, Pharm D, PhD

October 28, 2022 Clinical Pharmacogenomics Testing Victoria Pratt, PhD, FACMG

November 4, 2022 Opioid Pharmacodynamics Tom Callaghan, MD, PhD November 11, 2022 QT Prolongation Brian Overholser, PharmD, FDCP

November 18, 2022 Pharmacogenomics of Drug Transporters Michael Eadon, MD November 25, 2022 No Didactics - Day After Thanksgiving Holiday

December 2, 2022 Pharmacogenomics of Hypertension Therapies Michael Eadon, MD December 9, 2022 PGx Extraction Tyler Shugg, PharmD, PhD

December 16, 2022 Cancer Somatic Genomics Patrick Kiel, PharmD

April 16, 2021 Special Populations - Pregnancy Sara K. Quinney, PhD April 23, 2021 Special Populations - Geriatric J. Thomas Callaghan, MD, PhD April 30, 2021 Special Populations - Hepatic / Renal Michael T. Eadon, MD August 17, 2021 Drug Measurement 1 - small molecule Andi Masters, MS September 3, 2021 Drug Measurement 2 - macromolecular drugs Ronald Bowsher, PhD September 10, 2021 Ch 1, 2 Therapeutic Relevance; Fundamental Concepts and Terminology; Appendix A Assessment of AUC Rich Bergstrom, PhD/Brian Overholser, PharmD September 17, 2021 Ch 3 Kinetics Following and Intravenous Bolus Dose Appendix H Mean Residence Time Kevin Sowinski, PharmD September 24, 2021 Ch 4, 19 Membranes and Distribution; Distribution Kinetics Appendix B Ionizabion an pH Partition Hypothesis; Appendix C Distribution of Drugs Extensively Bound to Plasma Proteins Sara Quinney, PhD October 1, 2021 CH 5 Elimination; Appendix D Plasma-to-Blood Concentration Ratio; Appendix E Well-Stirred Model of Hepatic Clearance Brian Overholser, PharmD October 8, 2021 CH 6, 7 Kinetics Following an Extravascular Dose; Absorption; Appendix F Absorption Kinetics; Appendix G Wagner-Nelson Kevin Sowinski, PharmD October 15, 2021 CH 10 Constant-Rate Input Robert Stratford, PhD October 22, 2021 CH 8, 9 Response Following a Single Dose; Therapeutic Window Brian Overholser, PharmD October 29, 2021 CH 11, 18 Multiple Dose Regimens; Initiating and Managing Rich Bergstrom, PhD November 5, 2021 CH 17, 20 Metabolite and Drug Response; Drug Interaction Robert Stratford, PhD November 12, 2021 CH 12, 13 Variability; Genetics; Age, Weight, Gender, Disease Sara Quinney, PhD November 19, 2021 CH 14, 15 Variability; Genetics; Age, Weight, Gender, Disease Sara Quinney, PhD November 26, 2021 NO CLASS - THANKSGIVING BREAK December 3, 2021 CH 16, Nonlinearities Sara Quinney, PhD December 10, 2021 CH 21, 22 Protein Drugs; Predictions of Human PK from Rich Bergstrom,PhD December 17, 2021 TAKE HOME FINAL EXAM

January 10, 2020 Statistical Analysis 1: Continuous Data Forrest Williamson, PhD January 17, 2020 Statistacal Analysis 2 Categorical Data Forrest Williamson, PhD January 24, 2020 Statistical Tests and Model Building Fanni Natanegara, PhD January 30, 2020 Human Studies 1 (Design) Paul H. Berg, MS February 7, 2020 Human Studies 2 (Analysis/Interpretations) Fanni Natanegara, PhD February 14, 2020 Statistical Methods for Clinical Pharmacology Paul H. Berg, MS August 14, 2020 Pharmacogenetics: General Concepts Todd Skaar, PhD August 21, 2020 Clinical Relevance of CYP2C9 and CYP2C19 Genetic Polymorphism Zeruesenay Desta, PhD August 28, 2020 Genotyping and Sequencing I Todd Skaar, PhD September 4, 2020 Clinical Relevance of CYP2Cs Genetic Polymorphism Zeruesenay Desta, PhD September 11, 2020 Genotyping and Sequencing II Todd Skaar, PhD September 18, 2020 Pharmacogenetics of Phase II Metabolism: Glucuronidation Zeruesenay Desta, PhD September 25, 2020 Pharmacogenetics of Phase II Metabolism: N-acetylation and Thiopurine Methyltransferase Zeruesenay Desta, PhD October 2, 2020 Pharmacogenetics of CYP2D6 Todd Skaar, PhD October 9, 2020 Pharmacogenomics of CYP3A Todd Skaar, PhD October 16, 2020 Phenoconversions Tom Callaghan, MD, PhD October 23, 2020 No Didactics October 30, 2020 No Didactics November 6, 2020 Opioid Pharmacodynamics Tom Callaghan, MD, PhD November 13, 2020 QT Prolongation Brian Overholser, PharmD, FDCP November 20, 2020 Pharmacogenomics of Drug Transporters Michael Eadon, MD December 4, 2020 Pharmacogenomics of Hypertension Therapies Michael Eadon, MD December 11, 2020 Clinical Pharmacogenomics Testing Victoria Pratt, PhD, FACMG

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Website: http://www.florusart.com

Email: [email protected].

15 Via Maggio, Firenze, Italy

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  Mission The Academy has never changed its purpose - to educate young artists. From the very beginning, the basis of this education has been a harmonious methodical system. This system has changed and improved, reflecting the new growing needs of the time. The Academy gives versatile, deep knowledge that enables our students to develop their artistic voice and work in various directions, from classical to contemporary art.

Saint Petersburg Art Academy in Florence is the first institution in Italy that represents the Classical Renaissance Traditions in figurative art.

Didactics are based on both the original accredited state program of Russian institutions, specialized in Culture and Art, and also on modern European academic programs.

 Academy offers a wide range of programs for Students of all levels of preparation occupied in different fields of Art: 

- Double Degree in Fine Arts; - Bachelor's Degree; - Master's Degree; - PhD Degree; - Professional Development Course; - Evening Course; - Summer School; - Workshops/ plein air/ masterclasses; - Short-term Courses (starting from 1 week).

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History of the St. Petersburg Art Academy in Florence

In 2017 the initiative of state Academy of Arts in St. Petersburg was the impetus for the opening of the official representative office of the Russian academic school in Florence. During the process of developing its activities, the Academy has acquired new cooperation with a number of outstanding artists. Every year the Academy opens contemporary directions in the study of classical art. The unconditional basis for didactic programs of the Academy is the art of Renaissance, postulates of which have been preserved for centuries in the educational system of the Russian academic school. Unique methods of teaching the techniques of realistic figurative art are explained to the students of the Academy by professors with a rich practical experience. At the heart of all the Academy's programs is a consistent and systematic acquisition of knowledge, integrated with a set of disciplines, that were particularly admired by the geniuses of Renaissance. Education system fully recreates a  complex approach to the formation of the artist 's personality. Figurative art skills developed to perfection, combined with universal Renaissance thinking enable our students to achieve great results. In addition to working with live nature, the artist should understand not only anatomical features of the body, but also convey movement, proportions, perspective. To be able to build a composition in space, to perceive it through studying the history of arts, museum teaching, restoration and, finally, to realize his own creativity in the modern world with a help of art marketing tools. The Academy constantly organizes exhibitions, concerts, conferences, master classes - such activities allow students to feel the synthesis of all types of art and to advance in the individual style and understanding of their purpose as an artist.    

St. Petersburg Art Academy in Florence in a partnership with the Institute of Arts and Restoration (Saint-Petersburg, Russia) offers a joint diploma in Fine Arts and Restoration, Art Science, ?ultural Studies and Socio-cultural projects. As well as on licensed programs in Psychology, Management, Pedagogical Education in the field of Art. Classes on a joint diploma system are held bilaterally in Italy (Florence) and Russia (St. Petersburg). Students have the opportunity to study the culture of both countries and visit its best educational and cultural institutions, to undergo practice, which will allow to choose the direction in study and a further personal development, to determine professional and career prospects.

In addition to studying painting and drawing, the program also focuses on the advice of Leonardo da Vinci, paying attention to perspective, atmosphere, proportion, light and shadows, anatomy, colors and overall personal development. Our students learn anatomy, art history, and the italian language as an important cultural component of the Renaissance.

An important part of the education is copying masterpieces of great artists, belonging to different movements (Schools) and learning restoration techniques.

  Bachelor Degree Program -  First Academic Degree with the duration of four academic years. Program description:

Drawing (portrait, nude figure);

Painting (portrait, nude figure);

Artistic Anatomy;

Copying  various academic drawing and painting;

City landscape, Short etudes;

Composition;

Technique and technology of painting materials;

Easel painting restoration and conservation;

Artistic architecture;

Consturction anatomy;

History of art;

Russian and Italian languages.

Post-graduate Second Level Master Program –  Single Academic Degree with a duration of two academic years. This program is accessible to students with First (Bachelor) Degree as well as other type of diplomas.

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Second Level Master is an extended two year post-graduate program. During this program students are provided with the opportunity to perfect and master their skills by accomplishing more challenging projects, working on complex projects and studying specialized subjects. Students acquire deep knowledge in the field of composition, history of art, restoration and art techniques during the two years.

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The graduated specialist has an opportunity to demonstrate one’s professional achievments and knowledge by teaching classes and assisting the professor. The program provides the opportunity to prepare personal exhibitions and show work to the public, as well as to take part in the restoration process of the museum-level art works.

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Description of a course

An additional evening class on Painting, Drawing and other disciplines.

Daily evening course is held from Monday to Friday.

The program includes 3 academic hours of practice a day.

Minimum enrollment requirement for all studio workshops is 5. Students will be notified if this number is not reached 60 days before the first day of class. At that time, they will be given the choice of either enrolling in another workshop, availability permitting, or having their payment refunded. Students may continue to apply to workshops even after the deadline and through the first day of the course.

The didactic educational programme targets different age groups, but since each student receives individual approach, the difficulty level of tasks is given according to the student’s age.

Maximum enrollment 10 students.

All the courses are conducted in English.

Duration of a course

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Official Certificate is awarded to students after successful completion of a program of study.

Enrollment deadline

Enrollment is open during the overall academic year

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In order to guarantee the students the maximum satisfaction from Academy’s educational programs, we give the opportunity to join the course on the short-term basis, in order to evaluate the methodology and the quality of teaching. Students are absolutely free to choose the duration of study, starting from 1 week, and the time to begin. The following options of study are available:

Full-time study includes 6 academic hours a day.

Part-time study includes 6 academic hours a day.

 starting from 1 week

Summer courses

The intensive training course includes the deep immersion in the cultural historical environment of the Renaissance era with the academic program that teaches the fundamentals of drawing, painting, architecture, art history and philosophy. The didactic educational programme targets different age groups, but since each student receives individual approach, the difficulty level of tasks is given according to the student’s age.

The uniqueness of this developmental course is reached by the full immersion of the students in the historical surrounding, in this case, a medieval – Renaissance city. The connection of the method of academic education in the area of visual arts – achieved through centuries – with lectures, excursions and discussions, allows to reach wonderful results in the individual educational process. Practical classes of drawing and painting are conducted by professors who graduated from the most prestigious Art Academies in Russia. Art history lectures and excursions are lead by art historians who have 15 years of work experience in Italy. Such connection of practical learning of fundamentals of Russian classical art with benchmark standards of the Renaissance in the city of Florence constitutes the first cultural project in the history of educational programmes.

What will You study during the course?

Drawing class:

gives theoretical knowledge of a subject;

teaches how to apply the received knowledge and skill in practice;

teaches the linear-constructive drawing of shapes;

teaches how to illustrate a three-dimensional form on paper;

teaches to express the texture and materiality of the objects with different materials;

teaches the stages of work in drawing;

develops spacial perception, artistic and relative thinking;

educates the need of continuous self-development as an artistic individual;

encourages involvement in the heritage of national and worldwide art.

The classes are arranged in a methodical order from simple to complex, slowly becoming more difficult with higher requirements to the quality of work. Important part of study is a continuous accumulation of knowledge and skills, including technical skills. Educative program starts with an introductory conversation, acquaintance of the student with the subject with its goals and tasks, demonstration of materials required for the class (paper, eraser, graphite and other pencils, charcoal, sanguine, sepia, etc.).

Painting class:

develops the culture of visual perception of objects and surrounding phenomena;

teaches the aesthetical nature of painting, theoretical foundations of colour science, perspective, different painting techniques;

teaches how to perceive colour and how to transmit the volume of objects and the linear and aerial perspective with colour;

teaches to use painting tools, modeling the form with the consideration of its colour characteristics in relation to the space and lighting;

helps to acquire the spiritual, ciltural and cultural values, motivating the need to education, self-development and growth of personal qualities;

forms aesthetical perception of art.

Art History class:

gives the knowledge in fundamental stages of Art History development ;

teaches to recognize, analyse and compare the characteristic features of different art eras and correlate them with personal experience;

guarantees the primary knowledge of the role and meaning of Art in culture;

motivates both spiritual and ethical development of a person;

gives knowledge of fundamental concepts of Art;

gives knowledge of the main artistic schools of both Western European and Russian Art;

teaches to distinguish the main characteristics of each artistic style;

teaches to detect the expressive means used by the artists;

teaches to express the thought about the artistic creations of an artist in written and spoken language.

gives the knowledge about the rules of construction of an art form and the characteristics of its perception and realization;

contributes to the ability of transmitting the mood, the state of the colour solution in landscape, to combine different types of studies, sketches used for the composition works;

forms the skills of working in different techniques while executing genre drafts with a focus on details.

 This subject requires skills of all art disciplines (drawing, painting, composition). Plein air constitutes a good school for further development of these skills. During the study students master technical tricks of work with different materials.

one week, ten days, two weeks, three weeks and one month.

Enrollment is open during the overall academic year.

Workshops and Masterclasses

The Academy organizes multiple workshops and masterclasses during the academic year, conducted by the leading instructors from the top artistic universities of Russia as well as the world-famous artists.

For the upcoming events program, please contact: [email protected]

starting from 1 week

Study modes for the programs

Full-time study mode includes 6 academic hours per day from Monday to Friday

Part-time study mode includes 3 academic hours per day from Monday to Friday

Evening courses run from 17:00 until 19:45, from Monday - Friday

All the courses are conducted in English

Total amount of students in a group varies from 12 to a maximum of 15 people

S tudents receive individual attention

P rofessors regularly conduct Masterclasses and Workshops

Financial Aid

St. Petersburg Art Academy in Florence is committed to helping students, the most talented could have a 20% discount for the third and fourth academic years. Academy also gives a discount of 30% to large families and people with disabilities.

All of the disciplines are taught by the leading experienced instructors of the best russian High Schools, Institutions, Academies, Universities, specialized in figurative art.

Upon termination of a course students receive an official certificate of completion, and upon completing the full progam, students receive a diploma.

St. Petersburg Art Academy in Florence has a didactic office in a unique 15-th century Ridolfi Palace is located in the historic centre of Florence, in an easy reachable zone with the good infrastrutture, only in:

100 meters from Santo Spirito,

150 meters from Palazzo Pitti,

300 meters from Ponte Vecchio,

700 meters from Uffizi Gallery,

1 km from Santa Maria Novella railway station,

1,1 km from the Duomo Square and Cathedral of Santa Maria del Fiore.

Schedule of academic year

Fall semester: 1st of october - 21st of December

Winter semester: 9th of january - 20th March

Spring semester: 25th of march - 9th of June

How to apply

We encourage you to apply at least one month prior to entry so that we have enough time to process your application. If you are also applying for funding or will require a visa,  then we strongly recommend that you apply as early as possible. We may consider late applications if we have places available, but please contact the relevant Admissions Office for advice first.

To request your Application Form: info@florusart. com

Website: www.florusart.com

Palazzo di Cosimo Ridolfi

via Maggio 15

50125, Firenze (Italy)

[email protected]

Tel. +39 055 035 1530

https://www.youtube.com/watch?v=IG851Iy85P8

http://www.artsacademy.ru/additionally/news/1019/

http://www.opificiodellepietredure.it/index.php?it/21/news/587/continuano-i-programmi-formativi-del-progetto-itp

http://www.rainews.it/dl/rainews/TGR/media/tos-Accademia-Repin-San-Pietroburgo-Palazzo-Cosimo-Ridolfi-scuole-di-pittura-e-scultura-12398ba2-02be-4ce0-8dfd-3d53be4acb31.html

https://www.lanazione.it/firenze/cronaca/accademia-arte-russia-1.3699207

https://www.agenzianova.com/a/0/1798846/2018-01-31/firenze-accademia-belle-arti-s-pietroburgo-apre-sede-a-palazzo-cosimo-ridolfi

http://www.lindro.it/dalla-russia-amore-larte/

http://www.artemagazine.it/attualita/item/6110-l-accademia-di-belle-arti-san-pietroburgo-apre-la-sua-sede-fiorentina

15 Via Maggio

Firenze, Toscana, 50125, Italy

Natalia Parenko

Director, Art Critic, Painting and Restoration expert

Professor Yurii Tararin

Professor Yurii Tararin's Portraitwork

Student Artwork

Still Life Study

Portrait Study

Second year Study

Second year Student Portrait study

Second Year Student Portraitwork

Plein-air Artwork

First year student Drawing

Second Year Student Artwork

Human Body Study

Phases of art study

Didactic Content (where available)

Use the CORE Didactic Content module for collaborative course planning and content development to deliver SCORM content and Didactic course content to learners online. Contact EMS for more information.

The Didactic Content feature includes a template to help you:

• Outline the topics for your online course.
• Structure your learning objectives.
• Add multimedia items, course assignments, quizzes and surveys to create an interactive online learning experience.
• Publish an engaging and effective online course that motivates your learners to meet the learning objectives for the online course.
• Develop assessment metrics to track both learner progress and course effectiveness.

Settings (Administrator and Faculty only)

Click Settings > Online Courses to create the following for online course creation:

• Categories : Add and manage categories to organize your online courses.
• Roles : Add and manage roles to assign to team members in for a team-based online course assignment.
• Teams : Add and manage teams for team-based online course assignments.
• Video Markers : Add and manage abbreviations to allow all administrators and faculty to use standard video markers to mark specific points in video.

• Click Schedule > Add Schedule to schedule a recording.
• In the Schedule Type field, select Online Class .
• Add the Activity Name and Course .
• Select the Room and then add the Start Date, Time and Duration for the recording.
• Click Create Recurring Session to schedule Daily, Weekly, or Monthly recordings.
• Select the Cohort or specific Learners .

Copy Host/Participant Links

Click Schedule , click the Copy Host or Copy Participant link icon in the Room column, and then paste the link in the browser to join an Online Course.

Refresh Meeting & Send Email to all users scheduled for an Online Class

Click Schedule , click the Edit icon in the Action column, and then click the Refresh Meeting & Send Email icon in the Action column.

View Online Course Attendance

Click Schedule and then click the Show Schedule Attendance for Online Class icon in the Action column to view learner Online Class attendance.

Creating Didactic Content (Administrator & Faculty only)

Click Didactic Content to view all courses.

Note : The Administrator sees all Didactic Content; Faculty members only see the Didactic Content they have created/been assigned to.

The Administrator can mark any Course as Public to display to All, to all Faculty, or to all Learners.

Click Didactic Content > All Courses and then click the Public checkbox to mark the Course as Public.

Add New Online Course

Administrator:  Click Didactic Content > Add New > Add Course to create an online course.

Faculty: Click Didactic Content > Add New > Add Course to create or contribute to an online course.

• Add the Course Title and Instructional Level: Beginner, Intermediate, or Expert.
• Add or select a Category (you can select multiple categories) to further define your online course and to make it easier to search for.
• Click Allow users to retake this course (optional). Option becomes available on the Learner Dashboard once online course is completed.
• Add faculty members as Contributors (you can select multiple contributors) in creating the online course. Note: Only the course creator can mark the course as complete—not contributors.
• Add a Description of the online course.
• Click Save . 

Course Details

Click the links under Basic Details to add the following:

• Course information
• Objectives of the course
• Prerequisites for the course
• Who this course if for
• Cover image and promo video: to appear on the online courses landing page

Add Course Sections

• Click Manage Course Sections to add course content.

2. Click Add Course Section to define the section. Add a Section Title and Section Description .

Note : As you add new sections, you can make them dependent on completing previous section(s) first before continuing.

Add Content

• Click Add Content to add course content for each section:

Note: After you upload the Audio file, click the Course Section with the audio file to Post Quiz and/or Survey (optional).

Note: After you upload the Video file, click the Course Section with the video file to Post Quiz and/or Survey (optional).

When selecting existing video from the Media Library, select the options to include in-video quiz/survey and/or bookmarks when uploading existing video to online courses.

2. Click/unclick the checkbox to Allow users to check answers to enable learners to check answers after a response is selected.

Enables Learners to upload content by selecting from Multimedia or Upload Documents.

Branching Question

Add SCORM content to new and existing courses.

Manage Course Sections

As you add content to each course section, use the following features to format your online course:

Branching Option

Click the Is Dependent checkbox to define the course section(s) the user is required to complete before completing the current section.

• Allow users to check answers (Check Answer button appears after the response is selected)
• Maximum attempts : Add the number of times users can check answers
• Show questions in random order: display questions to all learners in different order
• Show all questions or add the number of questions to display to users

Courses (Administrator & Faculty only)

Click Courses and then select a Course to view the following:

• Course Content
• Learners associated with the Course
• Percentage of course content completed
• Learners who have received a Certificate of Completion

Didactic Content (Administrator & Faculty)

Online Course Favorites

Click Didactic Content > My Courses to mark an Online Course as a favorite.

Click the Show Favorites checkbox at the top to filter by favorites when searching.

Creating Assignments (Administrator & Faculty only)

To add Assignments , click Didactic Content > Add New > Add New Assignment.

• Select the Course and then add the Assignment Name.
• Select whether this is an Individual or a Team assignment:
• Individual : Select a Cohort or select individual users you are creating the assignment for.
• Click Add New Team (or select existing) to create a Team of Learners (select a Cohort or select individual users) who will complete the assignment as a group.
• Select a Role for each user. Note : Roles are created in Settings > Online Courses > Roles.
• Click the Video Conferencing checkbox to enable the team to complete the assignment via video conference. See Video Conferencing Requirements below.
• Add faculty members as Evaluators (you can select multiple evaluators) for the assignment (optional).
• Add the Start Date the assignment will be available to learners and the Due Date .
• Click Save . The Assignment appears on Online Courses > Assignments for Learners and Evaluators (if selected).

Video Conferencing Requirements

• You must obtain a Video Conference license. Contact EMS for more information .
• Your web server must have access to the Internet for video conferencing.
• Computers must have Internet access to start a video conference.
• Computers must have a web cam and a microphone enabled.

Email Learners

Click Didactic Content > Assignments and then click the email icon to email Learners in Pending, In Progress, or Complete status.

Email Templates

Save email templates when sending email to individual learners or a group.

Click the Save as Email Template checkbox.

2. Select the saved email template from the drop-down list the next time you send the email.

3. Click Update Email Template to save any changes made to the template.

View Progress – Faculty

Click Didactic Content > Assignments to:

Complete Evaluation – Faculty

• Click Didactic Content > Assignments > View Progress > Evaluation Pending to complete learner evaluations for assignments.

• Click Didactic Content > Assignments > Active Assignments .
• Click the Assignment Name to review the course Overview and Content .
• Click Start Course or Continue to complete assignments.
• Course Content: Complete the Course Content on the left to complete the assignment. The system tracks your completion. Click Course Content at the bottom of the screen to view full screen.
• Notes: Click to add notes and attachments.
• Browse Q&A: Click to add and reply to questions.
• Old bookmarks will be marked as Public – only newly created bookmarks can be marked as private.
• Bookmark search results will only display public bookmarks and private bookmarks for the logged in user.
• Transcripts: Click to view a transcript of a recording (where available).

Upload Document Content

To upload document content, click:

Select from Multimedia to add files from your Multimedia Library Note : Click Settings > Video Management > Multimedia to add files to your Multimedia Library

Click Upload Documents. Note: File types are:jpg, jpeg, png, gif, pdf, xlsx, xls, docx, doc, pptx, ppt, txt.

Email Summary

To email Online Course Assignment Summary (Administrator & Faculty only), click Didactic Content > Assignments > View Progress > View OR Evaluation Pending > Email Summary . Administrator and Faculty will receive an Evaluation Summary email .

Video Marker

Use video markers to identify particular points within a video.

• For time-based markers , learners will select from a pre-defined list of markers:
• For non-time-based markers , learners can add any number of markers to the video.

Check Answer

Click Check Answer after a response is selected to review your answer and correct/incorrect answer feedback provided by Faculty (if available).

Administrator & Faculty : Click Online Courses > Assignments > View Progress > View

Learner:  Click Online Courses > Active Assignments > select Assignment > View Score

Reports (Administrator & Faculty only)

Click Reports > View Report to generate Assignment and Assessment Reports, view details, and export data to Excel.

Online Course Certification (where enabled) – Administrator and Faculty only

• Click Didactic Content > Add Course or My Courses > Manage Course Sections to enable a Certificate of Completion. Click the Certificate of Completion field and select the template . Click Preview to view the file.
• Click the Certificate of Completion field and select the template . Click Preview to view the file.

Add Details

• Add the Course Name , Course Author Name , and then select and upload the Course Author Signature and Institute Log files.
• Click Save .

Certification Rules

• Course Video Content is fully watched
• Passing grade for assessments (add passing grade)

Certification Settings

• Click the checkbox if Recertification is Required .
• Total Learner Houres by Online Course
• Total Video Views
• Questionnaires Submitted
• Surveys Submitted
• Course Completion vs. Pending Ratio

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Since 2017 the Aquabus does not work!

When he founded his new capital, Peter the Great tried to get all the inhabitants of St. Petersburg to travel round the city by boat, with a view to improving the seafaring skills of the Russian population. His plans proved untenable, but in recent years the city government have been looking in to ways of exploiting St. Petersburg's waterways for transport purposes, in response to growing problems with congestion on the city's roads.

The Aquabus, also referred to as river tram or water taxi, is a public river transport system ferrying passengers along a fixed route to a set timetable. Despite the enormous distance covered by St. Petersburg's rivers and canals, there are currently only one inner-city line in operation. Reaching speeds of up to 80 km/h, the Aquabus really does provide a fast way of getting from A to B, although locals are yet to take it seriously as a transport option, and most passengers - travelling from one end of the line to the other and then back again - are tourists. Navigation begins at the very end of May and finishes in October.

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