Student learning outcomes have emerged as a major issue for higher education in terms of accreditation, accountability, and performance indicators and performance funding. Student Learning Outcomes are measurable cognitive, psychomotor, or affective skills or knowledge acquired which embody the overarching goals of a course or program. Both course and programs have SLOs. Course SLOs should be aligned with the program SLOs for the program that the course belongs to. This handbook is intended to serve as a resource for Faculty, staff, academic leaders and educational developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. Student learning should keep a sharp focus on differences in learning outcomes when studying the relationships between context, perceptions, and evaluations of context and approaches to learning.

In nursing education, the classroom and clinical environments are linked, because nurses must apply in clinical practice what they have learned in the classroom, and through other experience. Clinical teaching is a main part of nursing education. Excellent clinical teaching is a skill that can be studied, refined, and continuously improved. Teaching in the Intensive Care Unit (ICU) comes with unique challenges given the medical complexity of the patients. Identifying challenges of nurses in the clinical teaching environment could improve training and enhance the quality of its planning and promotion of the nurses. Also, This book providing a certain solution, strategies, and plan of management to overcome these challenges. The book utilized different experiences from multiple perspectives in addition to present the latest evidence on (ICU) clinical teaching and incorporates practical tips and examples

In Consequential Learning, Jack Shelton speaks out about the disconnect between school systems and the communities around them. Today’s students enter their classrooms from a variety of backgrounds and communities, but their classroom education has relevance only inside school walls. Teachers can no longer view their students lives as beginning and ending with the school day. Shelton's concept of Consequential Learning recognizes that student’s learning takes place both in the classroom and in the community, and therefore suggests the development of pedagogies with ties to both students’ educations and the formation of their personal characters. By encouraging students to use classroom lessons to the benefit of their communities, the students learn critical thinking and judgement. Students become self-aware learners, a core value of Consequential Learning, developed by Shelton through work with the students, teachers, and community members of Alabama’s schools and colleges, as well as communities nation- and world-wide.

Empowerment of nurse leaders is vital in enabling nursing teams to deliver high-quality care. Administrative support is needed to counterpoise the disempowering impact of financial, resource pressures and sustain practice engagement. This book allurements and attention to the different type, sources, barrier of leaders' power and how to enhance it. Implications for Nursing Management: Empowered nurse managers at all levels who feel reinforced by their institutions are more likely to stay in their roles, remain committed to achieving quality patient care and act as influential persuasive role models for prospective future leaders. Whether you are a novice or qualified health care provider, I faith that you find this book enjoyable and clinically crucial.

There is increasing interest in the use of learning outcomes in postsecondary education, and deliberations have surfaced with regard to their potential to serve as a tool for advancing credit transfer. Learning Outcomes, Academic Credit, and Student Mobility assesses the conceptual foundations, assumptions, and implications of using learning outcomes for the purposes of postsecondary credit transfer and student mobility. Through a critical review of current approaches to the use of learning outcomes across national and international jurisdictions, scholars and practitioners in postsecondary education provide a multivalent examination of their potential impacts in the unique context of Ontario and recommend future directions for the system. The collected works are the culmination of a multi-year study entitled Learning Outcomes for Transfer, funded by the Ontario Council on Articulation and Transfer. Contributions are authored by prominent international scholars across countries with significant outcomes-based experience and education reforms (South Africa, the United States, Australia, Europe, and the United Kingdom) and an Ontario research consortium comprising college and university experts working to advance student pathways.

The first edition of Assessing Student Learning has become the standard reference for college faculty and administrators who are charged with the task of assessing student learning within their institutions. The second edition of this landmark book offers the same practical guidance and is designed to meet ever-increasing demands for improvement and accountability. This edition includes expanded coverage of vital assessment topics such as promoting an assessment culture, characteristics of good assessment, audiences for assessment, organizing and coordinating assessment, assessing attitudes and values, setting benchmarks and standards, and using results to inform and improve teaching, learning, planning, and decision making.

The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.