4-hour Leadership Strategies Course

There were some questions about the assignment for Week 6, so here are some things to note.

 For the 4-hour Leadership course, you will actually be designing the course. You are required to develop the objectives, using the ABCD tool, and then create learning activities that will meet those objectives, while addressing the varied learning styles (visual, kinesthetic, and auditory). You will also discuss how you will evaluate learning for those activities (test, quiz, oral presentation, etc).

 For instance, one objective may be:

By the end of this course, participants will be able to:

• Define (verb) four leadership styles (content application)

For this objective, you may choose activities that address all of the learning styles. For the verbal learners you may provide a short presentation where you state and describe the styles. Then students will get into groups and discuss each leadership style and what kind of style they prefer or have experienced. Finally, you may provide a matching game where the kinesthetic learners will benefit from the action of the game, or do charades to act out each leadership style. You may choose to break each learning style up into groups and each do a different activity at the same time. You are the Director! Be creative. Just make sure your choices are evidence-based:-)

This is just quick a example. Remember this is a 4-hour Leadership course, so think of timing and meeting your objectives. Be sure to describe the activity and why you chose it.

Any questions?

As faculty members, you have been asked to design a 4-hour Leadership Strategies course that would accommodate the learning styles for a selected 10 learners. The learners have all completed a learning style inventory in which three of the learners are determined visual learners, four are kinesthetic learners, and the rest are auditory learners. Note: The intended audience for the course can be either newly graduated nurses or experienced staff nurses, as you choose.

Part 1

Create an outline which includes the following:

1. Class content and an agenda.
2. Your plan to accommodate the learning styles of each learner. 
3. Learner objectives that incorporate Bloom’s taxonomy and are written at the appropriate level for the audience. Address at least two learning domains in your objectives (cognitive, psychomotor, and affective). Use the “A-B-C-D Approach to Objective Writing” resource as a guide. 

Part II

In 50-150 words each, address the following:

1. Describe the diverse learning styles present in the audience.
2. Descriptions of the learning activities and the rationale for how the learning activities support diverse learner needs.
3. Describe at least two strategies to assess learning, based on the learning objectives.
4. Describe how the consideration of diverse learning styles aligns with the Christian worldview value of service.

General Requirements

Use at least three scholarly, peer-reviewed resources less than 5 years old that are not a part of the provided Class Resources.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

A-B-C-D Approach to Objective Writing

Writing objectives is much like writing outcomes in the nursing process. Objectives must be measurable, contain action verbs, be specific, include timelines, and indicate the degree to which you expect the leaner to achieve.

A helpful formula to write objectives is the A-B-C-D approach:

•Audience: Who is the audience for the class? Is it a student nurse? A staff nurse? A participant in a class?

•Behavior: What do I want the audience to accomplish by the end of the class? An example of a behavior is being able to identify the signs and symptoms of infection.

•Condition: How will learners demonstrate mastery and be assessed in their learning? An example could be that learners will demonstrate their knowledge of a lab or clinical area by taking a written test.

•Degree: How well will learners perform their new knowledge? Should learners be able to identify all signs and symptoms of infection, or would it be satisfactory if they identified only two symptoms?

A sample objective that illustrates these points is: “After reading this lecture (condition), the graduate learner in the nurse educator track (audience) will be able to write an objective (behavior) using the A-B-C-D approach (degree).”

The above objective dictates that the learner will be able to write an objective, as opposed to discussing or identifying it. Since the objective says “write,” the learner must write an objective to meet this objective. If the objective instead said: “List the components of a complete learner objective,” the appropriate evaluation would require that the learner list the A-B-C-D; whereas the objective “describe the components” would have learners describe the meaning of each A-B-C-D step. Well-written objectives will dictate the evaluation process.