NR 621 Learning Agreement
Student Name
Chamberlain University
NR-621: Nurse Educator Concluding Graduate Experience I
Prof. Name
Date
NR 621 Learning Agreement
Student Information
- Student Name: [Insert Student Name]
- Student ID (D#): [Insert Student ID]
- Student Email: [Insert Student Email]
- Student Phone: [Insert Student Phone Number]
Mentor Information
- Mentor Name: Dr. Angel Barrios, DNP, CNS, RN-BC
- Mentor Title: Assistant Clinical Professor, Master’s Entry Program in Nursing
- Department: Physiological Nursing
- University: University of California, San Francisco
- Mentor Contact Information: angel.barrios@ucsf.edu | Cell: 650-922-8732
Introduction to the Learning Agreement
The NR 621 Learning Agreement is a structured framework designed to direct students through their practicum journey. It provides a roadmap for identifying learning objectives, developing implementation strategies, and conducting regular self-assessments to ensure alignment with course outcomes. This agreement is intended to be revisited and refined weekly in collaboration with the assigned mentor, fostering both accountability and professional growth.
By Week 6, students are required to critically evaluate their progress, document their outcomes, and obtain their mentor’s signature as validation. The agreement has two major phases:
- Initial Learning Agreement (Week 1): Allocated 75 points
- Updated Learning Agreement (Week 6): Allocated 50 points
Both components require the submission of goals, strategies, and signatures. Failure to meet deadlines may invoke the institutional Late Assignment Policy. Students are also expected to complete a total of 72 practicum hours within the NR 621 course.
Due Dates:
- Week 1 Submission: Due by 11:59 pm MT on Sunday of Week 1
- Week 6 Submission: Due by 11:59 pm MT on Sunday of Week 6
Initial Learning Agreement (Week 1)
The following table outlines course outcomes, student-identified goals, plans, and progress updates for Week 1.
Learning Agreement Table – Week 1
| Course Outcomes | Week 1 Student Identified Practicum Goals | Week 1 Plan to Meet Goals | Narrative on Progress and Revisions |
|---|---|---|---|
| CO1: Prioritize high-quality, safe, patient-centered care when working with learners (PO 1, holistic health & patient-centered care) | Develop skills in prioritizing safe and patient-centered care when supporting new nursing students in the RN program. | Highlight patient safety challenges and incorporate patient-centered care through discussions on nursing history and current practices. | Continued work on reinforcing safety measures and engaging students in patient-centered care discussions. |
| CO2: Explore caring, learning-centered educational interventions focused on quality health outcomes (PO 2, care-focused) | Create educational interventions aimed at enhancing quality outcomes by introducing innovative tutoring methods. | Utilize collaborative learning, simulation, and gaming strategies while integrating evidence-based practice. | Active use of group learning and gaming strategies; continued integration of evidence-based content. |
| CO3: Apply teaching strategies that consider cultural diversity through reflective practice (PO 3, cultural humility) | Develop culturally responsive teaching methods that encourage inclusivity and reflective learning. | Incorporate teaching strategies tailored to diverse student backgrounds and analyze literature on cultural humility. | Expanded focus on cultural adaptability and reflection on students’ varying backgrounds. |
| CO4: Explore opportunities in teaching, research, and service as a nurse educator (PO 4, professional identity) | Strengthen professional identity by exploring opportunities in education, research, and service roles. | Seek regular feedback from mentor and attend professional seminars and conferences. | Ongoing mentor feedback and participation in professional development activities. |
| CO5: Practice the role of nurse educator and leader through evidence-based, collaborative practice (PO 5, extraordinary nursing) | Gain experience as a nurse educator by practicing compassionate, evidence-based teaching approaches. | Engage in discussions, respond to peers, and design evidence-informed learning strategies. | Active collaboration and development of innovative teaching methods are underway. |
Updated Learning Agreement (Week 6)
At Week 6, students revisit and refine their initial goals, providing updates and documenting progress toward meeting course outcomes.
Learning Agreement Table – Week 6
| Course Outcomes | Week 6 Updated Goals | Week 6 Updated Plans | Final Evaluation of Attainment and Plans for NR 622 |
|---|---|---|---|
| CO1: Prioritize high-quality, safe, patient-centered care when working with learners | [Updated Goal from Week 1] | [Updated Plan from Week 1] | [Final Evaluation or plan for continued learning in NR 622] |
| CO2: Explore caring, learning-centered educational interventions focused on quality health outcomes | [Updated Goal from Week 1] | [Updated Plan from Week 1] | [Final Evaluation or plan for continued learning in NR 622] |
| CO3: Apply teaching strategies that consider cultural diversity through reflective practice | [Updated Goal from Week 1] | [Updated Plan from Week 1] | [Final Evaluation or plan for continued learning in NR 622] |
| CO4: Explore professional interests in teaching, research, and service as a nurse educator | [Updated Goal from Week 1] | [Updated Plan from Week 1] | [Final Evaluation or plan for continued learning in NR 622] |
| CO5: Practice the role of nurse educator and leader through evidence-based, collaborative advanced practice | [Updated Goal from Week 1] | [Updated Plan from Week 1] | [Final Evaluation or plan for continued learning in NR 622] |
Final Signatures
Week 1 Submission
- Submitted by: Janice Chua
- Date: 07/11/2021
- Accepted by (Faculty): [Insert Faculty Name]
- Date: [Insert Date]
- Mentor Sign-off: Dr. Angel Barrios
- Date: 07/11/2021
Week 6 Submission
- Submitted by: [Insert Student Name]
- Date: [Insert Date]
- Accepted by (Faculty): [Insert Faculty Name]
- Date: [Insert Date]
- Mentor Sign-off: [Insert Mentor Name]
- Date: [Insert Date]
References
American Association of Colleges of Nursing. (2021). The essentials: Core competencies for professional nursing education. AACN.
Billings, D. M., & Halstead, J. A. (2020). Teaching in nursing: A guide for faculty (6th ed.). Elsevier.
Jeffreys, M. R. (2022). Teaching cultural competence in nursing and health care: Inquiry, action, and innovation (4th ed.). Springer.
NR 621 Learning Agreement
Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2022). Teaching in nursing and role of the educator: The complete guide to best practice in teaching, evaluation, and curriculum development (3rd ed.). Springer Publishing Company.