Hong Kong College of Education & Research in Nursing Education and Examination Manual (2018) Address: LG1, School of Nursing, Princess Margaret Hospital, 232 Lai King Hill Road, Lai Chi Kok, Kowloon, HK PO Box No: 71393, Kowloon Central Post Office, Yau Ma Tei, Kln E mail: [email protected]
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Hong Kong College of Education & Research in Nursing Education and … · Core Competencies of Nurse Educator/ Researcher • is currently engaged education and/or research in nursing
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Hong Kong College of Education & Research in Nursing
Education and Examination Manual
(2018)
Address: LG1, School of Nursing, Princess Margaret Hospital,
232 Lai King Hill Road, Lai Chi Kok, Kowloon, HK
PO Box No: 71393, Kowloon Central Post Office, Yau Ma Tei, Kln
1.2 Terms of Reference & Memberships of Committees
2. Road Map to be a Member Fellow
3. Core Competencies of Nurse Educator/ Researcher
4. Education Specialty
4.1 Curriculum Design
4.2 Programmes for Potential Members before Taking Licensing Examination
4.3 Summary of theoretical hours for Education Specialty
Training
4.4 Course Descriptions and Learning Outcomes
5. Research Specialty
5.1 Curriculum Design
5.2 Programmes for Potential Members before Taking Licensing Examination
5.3 Summary of theoretical hours for Research Specialty Training
5.4 Course Descriptions and Learning Outcomes
6. Matching the Membership and Fellowship Competencies of HKCERN with Competency of the 7 Competence Domains of HKAN
7. Qualification of mentors
8. Training sites
9. Fellow Exit Assessment
Annex 1: A sample of the certificate of Membership
1. Background of HKCERN
The Hong Kong College of Education and Research in Nursing was established on 6 March 2012 with the following objectives:
1. To promote the advancement of nursing education and research; 2. To promote excellence in nursing and health care in Hong Kong through regulating
standards and practice of nursing education and research; 3. To promote integrity, ethical conduct and standards in the practice of nursing
education and research; 4. To promote the improvement of health care for Hong Kong citizens through nursing
education and research; 5. To foster the development of education and research in different nursing specialties; 6. To foster a spirit of collaboration and exchange of information and ideas in education
and research among nursing and healthcare practitioners.
1.1 Council Structure
1.2 Terms of Reference & Memberships of Committees Terms of Reference: 1. To work closely with HKAN to meet the mission and vision of the Academy of
Nursing; 2. To meet regularly (bi-monthly) or as necessary to direct and plan College activities; 3. To develop strategies and programmes to foster nursing education and research
for fellows, and members who are interested in nursing education and research; 4. To prepare for recruitment, training, promotion, examination of and for HKCERN
for full and potential members in both education and research streams; 5. To appoint fellows for a programmme evaluation panel; and 6. To monitor and uphold the quality of membership and scholarly activities for
fellows.
Credentialing Committee Terms of reference: 1. To vet and endorse the eligibility of the certificates and programs provided from
candidates, other colleges and institutions; 2. To vet and recommend the credentials of professional contributions in nursing
education and research submitted by candidates. Examination Committee Terms of Reference: 1. Formulate the assessment and examination format of HKCERN for full
membership in both education and research streams; 2. Establish the MCQ bank for full membership examination; 3. Write up the guidelines, procedures and instructions for the full membership
examination; and 4. Conduct examinations for candidates for Ordinary Members and candidates for
Fellow.
Education Committee Terms of Reference: 1. To organize nursing education and research programmes for members. 2. To collaborate with other colleges of the HKAN to deliver appropriate education
and research programmes in different specialty areas; 3. To provide Fellowship programmes for potential candidates; and 4. To collaborate with credentialing committee to accredit education or research
programmes. Professional Development Committee Terms of Reference: 1. To recommend and formulate future direction of professional development of the
College in alignment with international trends; 2. To review the objects of the College and the core competencies in nursing
education and research required to be its member; and 3. To raise and discuss key issues in nursing education and research for the
development of the College and its members. Registration and Membership Committee Terms of reference: 1. To assess, recommend approval or rejection on the applications for entering into
Associate / Full / Fellow / Honorary memberships; 2. To assess, recommend approval or rejection for recertification / renewal of
Associate / Full / Fellow / Honorary memberships; 3. To assess, recommend approval or rejection on the restoration of names to
Associate / Full / Fellow / Honorary membership status; 4. To assess, recommend approval or rejection for the removal of names from the
registry in HKAN; 5. To update and maintain a membership registry in HKAN; 6. To promote the College to potential candidates for application of membership; and 7. To make recommendations to the council on membership and registration issues. Newsletter Committee The purpose of HKCERN newsletter is to facilitate communications among HKCERN Fellows, HKAN and other Colleges. Since 2013, a total of 4 issues have been published. Contents of the newsletter include but not limited to the following: - President message - Activity highlights - Reflections - Membership promotion - Announcement of new Fellows - Announcement of upcoming events - Elections of HKCERN council members - Congratulation message
Members are most welcome to provide feedback to the newsletter committee on how to improve the newsletter and enhance communications among HKCERN Fellows.
Programme Evaluation Panel (ad lib) The purposes of programme evaluation are: 1. To determine interconnectedness and effectiveness of programmes; 2. To determine whether the programme has been implemented as planned; 3. To assess the extent to which the goals and outcomes of the programmes are achieved;
and 4. To establish alternatives for programme improvement.
Members:
Three Council Members, not involved in running the programme, will be appointed by the Council to evaluate the programmes offered by the College.
The evaluation includes: 1. course aims and objectives; 2. organization of the course; 3. course materials; 4. quality of teaching; 5. participants’ feedback and comments; and 6. arrangement of clinical practicum, if any.
2. Road Map to be a Member / Fellow A member of Hong Kong College of Education and Research in Nursing (HKCERN) is also a member of the Hong Kong Academy of Nursing. There are four categories of memberships in HKCERN and the flow of admission into these 4 categories (Associate Member, Full Member, Fellow and Honorary Fellow) are shown as below:
3. Core Competencies of Nurse Educator/ Researcher
A Registered Nurse • is currently engaged education and/or research in
nursing and/or health related disciplines at time of application
• has an active practising certificate with the Nursing Council of Hong Kong
Associate Member • a Registered Nurse is engaged in
postgraduate education or in any study or other activity which is in the nature of continuing nursing education or if the HKCERN is satisfied that he/she is interested in such study or activity
Full Member • has completed a nursing and/or health related discipline education
or research related specialty course of 500 theoretical hours and 500 teaching hours
• accumulated 4 years in the specialty in the most recent 6 years • passed the examination held by the HKCERN • holder of a postgraduate nursing and /or health-related education
degree • no criminal conviction or professional misconduct
Honorary Fellow • a person of eminence, or has
rendered outstanding service to nursing and/or health related disciplines education and/or research, or to the HKCERN, may be invited and admitted to the membership of the HKCERN as an Honorary Fellow
A Fellow (Earned Fellowship) • a Full Member of HKCERN • accumulated 6 years in the specialty in the most recent 9 years • currently 3 years must be working in the specialty applied for • demonstrated significant contributions in nursing and health-related education
and/or research practice • the conduct of his/her practice has been consistently good, no criminal
conviction or professional misconduct • achieved 60 CNE points within 3-year cycle, of which 45 CNE points are
specialty related • recommended by 2 fellows of HKCERN • presented personal portfolio to the Council of HKCERN for assessment of
eligibility to be admitted to a fellow • passed the assessment conducted by HKCERN • recommended by the Council of HKCERN to be a fellow member of HKAN
Persons to be admitted as
Honorary Fellows
3. Hong Kong College of Education and Research in Nursing
Core Competencies of Educator/Researcher in Nursing and/or Health-related
Disciplines
Domain 1: Managing learning and teaching situations
1. Plans and implements effective teaching strategies appropriate to learning needs,
content, outcomes, and context;
2. Grounds teaching strategies in educational theory and evidence-based teaching and
practice;
3. Creates learning opportunities and environment for learners to develop critical
thinking and reasoning skills;
4. Shows enthusiasm for teaching and learning that inspires and motivates learners;
5. Evaluates learning experiences and outcomes using appropriate assessment tools
and strategies;
6. Serves as an intellectual role model and resource person for learners in various
learning environments;
7. Develops good relationships with learners, faculties, and clinical staff to promote
positive learning environment for learners; and
8. Demonstrates evidence of scholarship in teaching with research.
Domain 2: Facilitate learner development and socialization
1. Fosters the cognitive, psychomotor, affective, and moral development of learners;
2. Cultivate learners’ spirit of inquiry to enhance personal and professional
development;
3. Fosters life-long learning for the learners;
4. Uses appropriate pedagogical frameworks or models to enhance learners’
socialization into professional roles;
5. Facilitate learners in selecting, planning, and evaluating learning experiences;
6. Serves as professional role model.
Domain 3: Demonstrate effective leadership and team work
1. Demonstrates effective communication and interpersonal skills;
2. Develops partnership with healthcare professionals;
3. Exercises influences in the development of nursing and/or health-related discipline
education;
4. Acts as a change agent in policies and practice in response to healthcare needs and
professional development;
5. Evaluates organizational effectiveness in nursing and/or health-related discipline
education;
7. Provides leadership in the parent institution as well as in the nursing and/or health-
related discipline programs to enhance the visibility of the profession and its
contributions to the community.
Domain 4: enhancing quality assurance and improvement
1. Participates in the on-going process of designing, evaluating and revising program
curriculum;
2. Initiates and implements reflective investigation of the interaction between nursing
or health-related theory and practice in collaboration with various health
disciplines;
3. Develops a comprehensive Quality Assurance (QA) System to ensure a culture of
continuous improvement in nursing; and
4. Appraises scholarly teaching includes self-assessment, peer assessment, and
learner assessment
Domain 5: Managing and negotiating innovative and effective approaches to
education and research
1. Draws on current literature to design evidence-based teaching and assessment;
2. Supports the transfer of knowledge into practice;
3. Promotes innovative and creative practices in educational and research
environments;
4. Participates in interdisciplinary efforts to address health care and educational needs;
5. Exhibits a spirit of inquiry about teaching, learning, and research;
6. Designs and implements scholarly activities in an area of expertise;
7. Creates new and unique scientific body of knowledge specific to the discipline of
nursing through scholarship of discovery;
8. Demonstrates skills in proposal writing in research and curriculum development;
and
9. Shares knowledge and expertise within the wider nursing/allied health community.
Domain 6: Enhancing professional attributes of teachers and researchers
1. Participates actively in professional organizations and keeps cognisant of global
trends in nursing and/or health-related discipline education
2. Fosters and models the commitment to life-long learning and a spirit of inquiry;
3. Demonstrates awareness of trends, issues, and needs in nursing and/or health-
related discipline education and research;
4. Engages in self-reflection and reflective practice in nursing and education practice;
5. Maintains a professional portfolio which demonstrates education and research
competence;
6. Identifies and engages in professional development activities;
7. Demonstrates cultural competence in education and research;
8. Embodies the Nursing Code of Conduct and Ethics in all aspects of education,
research and practice;
9. Nurtures a caring and positive attitude; and
10. Demonstrates qualities of a scholar: integrity, courage, perseverance, vitality,
creativity, and openness to criticism.
Domain 7: Enhancing personal attributes of educators and researchers
1. Analyzes situation critically and solves problems effectively;
2. Maintains active membership in professional organization; and
3. Demonstrates effective communication and interpersonal skills at an advanced
level.
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4. Education Specialty in Nursing and Health-related Disciplines
4.1 Curriculum Design
Generic Core Advanced Practice Core Specialty Core
Structured courses at post-graduate level
(60-100%)
Illustrative examples:
Management & Leadership in Education & Research Educational Research Trend and Development in Education and Research Scholarship of Teaching Clinical Teaching Skills Pedagogy Health promotion / patient education
Illustrative examples:
Educational Philosophies and Learning Theories Evidence-based Teaching in Education Curriculum Design, Development & Evaluation Education Psychology Ethical Consideration in Education Research
Curriculum Design, Development & Evaluation (4, 12)
30 SC/APC
10
Domain Content Theory hours
Course names (matched content no.)
Course hours
Generic Core/Advanced Practice Core/ Specialty Core
Clinical /field hours (50-100% supervised practice, 0-50% work placement)
2. Facilitating
Student
learning
5. Socialization
6. Student motivation
7. Mentoring
30
Education Psychology (5,6)
30 APC
Teaching Methodology (7, 15, 19)
Noted in Domain 5
3. Effective
leadership
8. Leadership (problem solving, negotiation)
9. Teams building 10. Change
(influencing skill) 11. Policy
90
Management & Leadership in Education & Research (8, 9, 10,11, 13)
90 GC/APC 60 - 140 hrs
4. Quality
assurance
and
improvement
12. Evaluation of
program outcomes
13. CQI
Curriculum Design, Development & Evaluation (4, 12)
Noted in Domain 1
Management & Leadership in Education & Research (8, 9, 10,11, 13)
Noted in Domain 3
GC/APC
5. Innovative
approaches
to education
and research
14. Instructional design
15. Pedagogies (IT, PBL)
16. Research planning & implementation
125
Instructional Design (14) 30 SC
Teaching Methodology (7, 15, 19)
65 SC
Educational Research 30 GC/APC
11
Domain Content Theory hours
Course names (matched content no.)
Course hours
Generic Core/Advanced Practice Core/ Specialty Core
Clinical /field hours (50-100% supervised practice, 0-50% work placement)
6. Professional
attributes
17. Continue
development
18. New development
in education and
research
19. Reflective practice
30
Trend and Development in Education and Research (18)
30 GC 40 hrs
7. Personal
attributes of
educators
and/or
researchers
20. Ethics in education
and/or research
21. Life- long learning
22. Effective
communication
60
Scholarship of Teaching (17, 20, 21, 22)
30 GC 0
Ethical Consideration in Education Research
30 APC
Total number of hours
500 500 500 hours
Remarks: Criteria for learning and teaching training ground (no double count) 1. Education experience at post-registration training sites (universities/ IANS, etc) (at least 40 hrs) 2. Gazette schools of Nursing Council / institutions accredited by HKCAAVQ (Hong Kong Council for Accreditation of Academic and
Vocational Qualifications) / recognized by HKCERN 3. Teaching venue with structured education activities (at least 16 hrs) 4. Health education talk(s) offered at other organizations (max 30 hrs)
12
4.3 Summary of theoretical hours for Education Specialty (Nursing and/or Health-related Discipline)
Competency Framework for Education Specialty
Domains D1 D2 D3 D4 D5 D6 D7
General Core: 167 hours In hours
Management & Leadership in Education & Research
90
Trend and Development in Education and Research
30
Scholarship of Teaching 30
Educational Research
(Also 13 hours in APC)
17
Advanced Practice Core : 167 hours
In hours
Educational Philosophies and Learning Theories
15
Curriculum Design 15
Education Psychology 30
Educational Measurements 34
Educational Research 13
Ethical Consideration in Education Research
30
Evidence-based Teaching in Education
30
Specialty Core: 167 hours In hours
Micro-teaching 30
Assessment Strategies
Educational Measurement
26
Curriculum Development and Evaluation
15
Instructional Design 30
Teaching Methodology 65
Total Hours: 500 hours 150 30 90 15 125 30 60
13
4.4 Course Descriptions and Learning Outcomes
Course Name Educational Philosophies and Learning Theories
Domain 1
Course Hours 15
Course Descriptions
This course provides an overview of educational philosophies of and major learning theories, and their implications in education. In addition, this course enhances participants to manage learning and teaching situations into facilitate learners managing clients with complex health conditions.
Intended Learning Outcomes
At the end of the course, the learners are able to: • Define philosophy of education and learning theories; • Discuss the relationship between theory, philosophy and educational
practice; • Discuss each of the philosophies and learning theories as they relate
to the aims of education, teaching methodologies, curricular designs; and
• Discuss the strengths and limitations of the various philosophies and learning theories.
Related field work
Choose one philosophy of education and describe its impact on personal learning as well as in education.
Course Topics Philosophies of education • Defining philosophies of education • Major education philosophies e.g. essentialism, progressivism,
behaviorism, reconstructionism, existentialism, experimentalism • Implications of the philosophies in education. Learning theories • Development of learning theories • Types of learning theory e.g.
- Sensory Stimulation theory - Reinforcement theory - Holistic learning theory - Facilitation theory - Experiential learning theory - Action learning theory - Adult learning theory
• Application of the learning theories in education
14
Course Name Micro-teaching
Domain 1
Course Hours 30
Course Descriptions
This course provides learners with comprehensive knowledge and skills in practical aspects of teaching in clinical and classroom settings. It also involves environment for practice-based teaching to instill peer and self-evaluative skills with a small group.
Intended Learning Outcomes
At the end of the course, the learners are able to: • Define basic concepts related to microteaching; • Describe the elements, phases, and cycles of microteaching; • Plan, implement and evaluate a broad range of teaching skills (set
induction, closure, communication, stimulus variation, etc.); • Engage in critical reflection with peer feedback on the process of
teaching skill development and implementation; • Competently observe and describe the key interactions in a school
classroom; • Recognize the value and the use of technology-based tools and
resources to enhance teaching; • Explain the links and affinities between microteaching laboratory
skills practice and classroom teaching
Related field work Develop a teaching plan for micro-teaching, implement and evaluate the effectiveness.
Course Topics Introduction to micro-teaching • Meaning and Definition of Micro-Teaching • Origin and Development of Micro-teaching • Concept of Micro-teaching • Objectives of Microteaching
• Core Teaching Skills - Probing Questions - Explaining Components - Illustrating with examples - Stimulus variation - Reinforcement - Classroom Management - Use of audiovisual aids and multimedia
• Characteristic of micro-teaching • Micro-teaching Cycle • Phases of Micro-teaching • Merits and limitations of Microteaching • Planning a micro-teaching session and teaching practice
(Integration of Teaching Skills) • Providing feedback
15
Course Name Assessment Strategies and Educational Measurement
Domain 1
Course Hours 60
Course Description
This course introduces basic educational measurement concepts and principles. The course also provides overview of systematic assessment as well as planning and uses of various types of assessment tools, techniques and issues.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Demonstrate an understanding of basic principles of educational
evaluation and assessment; • Discuss measurement concepts that are used in test development
including reliability, validity, measures of central tendency, measures of dispersion,
• Measurement error as well as ethics in assessment; • Integrate assessment results to evaluate student performance; • Construct assessments, and critique, interpret and communicate
standardized tests and assessment findings; • Evaluate methods of measuring classroom learning, clinical
reasoning, clinical judgment Related field work Construct, analyze and improve assessment that adequately appraise
general and specific instructional objectives. Construct appropriate select-response and constructed-response items.
Course Topics • Structure and sequence of learning & assessment Clinical assessment and evaluation
• Assessment during instruction • Formative and summative assessments • Performance assessment and grading • Computer-based and classroom assessment • Assessment objectives • Lesson planning • Assessment formats • Types of tests • Test development • Item writing, construction, analysis • Test administration • Evaluating tests • Essay rating • Rubric • Learning outcomes • Modes, methodologies and materials to be used for training and
The course examines the evidence of best practice in teaching and research as well as its implication and application in learners’ own practice context. Learners are equipped with knowledge and skills to identify and critique the evidence, to apply to their own teaching and research practice, and stay abreast of current research literature.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Discuss the differences between evidence-based practice and
evidence-based teaching; • Analyze the different evidence-based practice theories/ models and
their application to evidence-based teaching; • Formulate answerable questions about teaching/ learning in
nursing; • Identify search strategies for collecting evidence from different
resources; • Conduct an effective and efficient search for evidence related to a
teaching/ learning topic; • Critically appraise the evidence collected; • Apply the evidence in the design of evidence-based teaching and
assessment. Related field work Teaching using evidence-based approach and evaluate the quality of
teaching / learning during and after the implementation of evidence-based teaching
Course Topics • Overview of evidence-based teaching • Critical appraisal of evidence review, evaluate and synthesize the
evidence • Transform curriculum/ education program to incorporate
evidence-based teaching
17
Course Name Curriculum Design, Development & Evaluation
Domain 1 and 4
Course Hours 30
Course Description This course introduces key considerations that are applicable to education in nursing and/or health-related discipline for curriculum planning and design. The course discusses the forces and issues influencing curriculum development as well as models for evaluation.
Intended Learning Outcomes
At the end of the course, learners will be able to: Articulate concepts of curriculum design and understand issues
affect educational practices;
Analyze elements of curriculum design, aims, goals, and educational
objectives in relation to curriculum design;
Gain insight to apply curriculum concepts to current practices in
nursing and/or health-related disciplines;
Develop the skills and knowledge in planning, developing,
implementing and evaluating curriculum for education in nursing
and/or health-related disciplines;
Evaluate curriculum effectiveness of the programs.
Related field work Design a model curriculum that include critical elements of curriculum design, construct program evaluation plan for a program in nursing and/or health-related disciplines.
Course Topics • Historical evolution of curriculum building and innovation in nursing and/or health-related disciplines
• Planning for curriculum development • Forces and issues influencing curriculum development Curriculum
plan • Designing the Curriculum • Program delivery • Program models • Evaluation Methods • Accreditation models • Program Evaluation Models • Curriculum Evaluation Models • Service Learning • Comparison of traditional learning and service learning • Integrating service learning into the curriculum
18
Course Name Educational Psychology
Domain 2
Course Hours 30
Course Descriptions
The course gives an overview of the key elements in Educational Psychology about human learning and development, effective teaching and learning, and implications for instructional methods and teacher behaviors in relation to education. In addition, this course facilitates learner development and socialization into to enhancing therapeutic relationship with clients.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Demonstrate the connection between psychological theories of
development and teaching and learning strategies; • Compare and contrast different teaching approaches, with a focus
on evaluating their strengths and limitations; • Apply behavioral learning theories to the development of classroom
management techniques; • Describe learning assessment techniques in terms of their strengths
and limitations in the context of human psychological responses; • Demonstrate an understanding of the interrelationships between
teacher behaviors and student behaviors; • Evaluate current practices to related educational psychology
theories and concepts.
Related field work Students need to analyze an educational issue in nursing and/or health-related discipline education from the perspective of educational psychology and to explore the practical implications and applications of psychological theories in education.
Course Topics • Introduction to Educational Psychology • Adult development and learning • Understanding student diversity • Behavioural learning theories • Information processing and cognitive theories of learning • Approaches to instruction e.g. student centered, constructivist • Creating effective learning environment • Teacher as change agent • Motivation in Learning and Teaching
19
Course Name Management and Leadership in Education & Research
Domain 3
Course Hours 90
Course Description The course examines management and leadership issues in education settings and those influence health education and research in clinical environment.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Demonstrate an understanding of how organizational theory
underpins organizational strategy, design and structure of
education and research institutions;
• Identify the factors driving changes in organizational strategy and
design within the contemporary education and research setting;
• Analyze the impact of organizational culture and professional
subcultures in education and research;
• Examine models of workforce development used in organizational
capacity building in education and research setting;
• Explore the relationship between effective change leadership and
improving organizational capacity and performance;
• Develop a comprehensive Quality Assurance (QA) System to ensure
a culture of continuous improvement in education, health education
and research.
Related field work Learners will critically review and analyze organization factors that affect the effectiveness and quality of nursing or health education and research at their own workplace. Based on the analysis and critique, learners develop recommendations for improvement.
Course Topics • Leadership
• Team building
• Change
• Education Policy
• Quality Assurance and Continuing Quality Improvement
• Organizational strategy, structure and design in education:
• Organizational Culture and Professional Subculture
• Characteristics of a Leader in Education and research
- Effective Communication Skills - Motivation - Teams Building - Win-win Negotiation - Conflict Management
• Effective Change Management
• Capacity Building in Education and research
• Organizational Governance and Development
• Workforce Capability Development
20
- Workforce Planning - Staff training and development - People management
• Quality assurance system in education and research
• Quality assurance workflow of educational and research programs
management
• Quality of teaching
• Quality of teaching and research professionals
- Credentialing - Core competencies - Role modelling - Life-long learning - Ethical and legal issues
• Quality of teaching and research programs
• Assessment of teaching and research programs
• Program Review and Evaluation
• Procedure of Handling Appeal on Assessment Result
• Appeal mechanism
• Assessment review panel
21
Course Name Instructional Design
Domain 5
Course Hours 30
Course Description
The course designs to discuss the influences of learning theories on instructional practices and examine the metacognitive process involved in designing instructions.
Intended Learning Outcomes
At the end of the course, learners will be able to: • Investigate how learning theories inform instructional practices; • Appreciating the factors to be considered during the process of
making up instructions; • Articulate the relationship between instructional strategies, the skills
and content to be learned, and the purpose of learning content; • Identify and select appropriate types of instructional strategies
according to the learning needs of adult learners; • Conduct learning needs assessments; • Demonstrate how to structure instructional events that address
psychological learning processes; • Select learning methods and media to support the attainment of
learning objectives Related field work
Construct training needs assessment, select and use data collection techniques as part of the training needs assessment process, write learning objectives based on observable actions and behaviors, apply guidelines to the use of visuals, text, and audio in instructional materials, create participant guides, facilitator guides, and supporting materials, prepare reports that document the training needs assessment, program design, and recommendations for training implementation.
Course Topics • Factors that influence teaching and motivate students • Learning theories / schools of thought • Brain-based instruction which leads to integration and differentiated
instruction • Various types of instructional strategies • Student diversity and differentiated instruction • Learning need assessment
22
Course Name Teaching Methodology
Domain 5
Course Hours 65
Course Description The course prepares learners the knowledge and skills of using various methods for effective teaching. Emphasis is placed on matching the needs of adult learners for classroom and clinical learning.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Identify the attributes of effective teaching; • Compare the roles of educators across the spectrum of nursing
and health educational settings; • Analyze characteristics of adult learning process; • Use evidence-based findings to analyze and critique teaching
modalities for nursing and health-related education; • Analyze the sequences and considerations in selecting teaching
strategies and designing course • Apply appropriate teaching strategies used in classroom and
clinical settings; • Evaluate teaching strategies used in various settings; • Incorporate technology to enhance and extend student learning; • Use technology to assist in developing teaching materials,
assessments and disseminate feedback and comments to enhance student learning.
Related field work Select and implement teaching strategies for clinical and classroom and evaluate the effectiveness afterwards.
Course Topics • Reflective teaching • Types of teaching strategies • Traditional teaching strategies • Activity-based teaching strategies • Technology-based teaching strategies • Clinical teaching strategies • Distance education teaching strategies • Preparation and delivery of lectures • Assessment and teaching strategies • Teacher evaluations • Clinical evaluations
23
Course Name Educational Research
Domain 5
Course Hours 30
Course Description The course discusses the most common types of studies including action research for addressing educational problems. The course provides learners the knowledge and skills to identify research problems and develop a plan to study educational problems, implement the study, interpret findings, make recommendations and disseminate findings.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Demonstrate understanding of why and how to conduct
educational research and in particular the action research; • Identify, formulate and define research problems and questions; • Design, plan, and implement a study to address educational
problem; • Evaluate and interpret findings.
Related field work Develop a research proposal using Action Research, implement the
study, collect and interpret findings, and disseminate results.
Course Topics • Purposes of educational research • Issues of various educational research methodologies • Ethical, legal and human relations issues • Formulate research questions • Review literature • Develop action plan • Collect, analyze, interpret data • Make recommendation and disseminate findings
24
Course Name Trends and Development in Education & Research
Domain 6
Course Hours 30
Course Descriptions
This course enlightens learners to recognize the current trends, issues in society and nursing and its impact in education and research.
Intended Learning Outcomes
At the end of the course, learners are able to: • Integrate knowledge of current trends and issues in society and
health care into a more holistic perception of their influence on education and research.
• Create a personal philosophy and plan for ongoing professional development and practice that integrates knowledge of current trends and issues.
• Access current information resources related to evolving trends and issues as a component of ongoing learning and preparation for practice.
Related field work Identify a current trend in society which may influence nursing education, practice and research. Critically analyze its implication in nursing and make recommendations.
Course Topics • Global trends in higher education and research • Contemporary issues and challenges in nursing and/or health-
related education and research e.g.: - Knowledge expansion and use of technology and the
internet - Practice-based competency outcomes - Performance-based learning and assessment - Socio-demographics, cultural diversity, and economic and
political changes - Community-Focused inter-professional approaches - Patient-Centered Care: engagement, safety, and privacy
• Approaches to the challenges
25
Course Name Scholarship of Teaching
Domain 7
Course Hours 30
Course Description This course discusses the core competences and attributes of educators in nursing and/or health-related disciplines. It also presents an overview of portfolio development as an authentic assessment tool to demonstrate scholarship of teaching.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Review systematically their own practice and learn from the
experience; • Recognize the core competences and attributes of educators in
nursing and/or health-related disciplines, and means to achieve them;
• Identify areas for improvement in personal and professional development to achieve the core competences and required attributes as educators in nursing and/or health-related disciplines;
• Develop the necessary technology-based skills and recognize available resources to achieve life-long learning;
• Develop a portfolio as assessment tool to document scholarly activities in their own teaching.
Related field work Develop portfolio to describe their own work and evaluate the performance against the professional standards and set plan for further development and improvement.
Course Topics • Legal Issues in nursing and/or health-related education • Ethical Issues in nursing and/or health-related education • Core competences of educators in nursing and/or health-related
disciplines • Life-long learning • Effective communication and networking • Use of technology in improving professional productivity • Use of technology to assist professional development
26
Course Name Ethical considerations in Education Research
Domain 7
Course Hours 30
Course Description The value and benefits of education research are vitally dependent on the integrity of the education research. To ensure the trustworthiness of research, researchers should abide by principles of honesty, accountability, professional courtesy and fairness, and good stewardship in the conduct and publication of their work. This courses covers the international standards of ethical research as applied to the conduct of education research.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Learn essential principles and practices conducive to the promotion
of research integrity • Interpret general principles of responsible conduct of research and
apply these principles to their own research; • Discriminate instances of research misconduct from questionable
research practice
Related field work Develop an informed consent and information sheet with the aim to apply ethical approval for an education research study
Course Topics • Code of ethics • Ethical Principles • Anonymity and Confidentiality • Elements of Informed consent • Conflicts of interest • Management of research data and records • Research ethics compliance for research involving human subjects • Applications for ethical approval
27
Course Name Teaching Practicum - Clinical Focus
Domain 1-2, 5
Course Hours 150
Course Description This practicum focuses on applying knowledge, skills and attitudes for at clinical settings to nursing students, staff and patients that include clinical teaching as well as health promotion and education.
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Implement the role of educator in clinical setting; • Use theory and research findings to select the best teaching
strategies and models to conduct clinical teaching and patient education;
• Plan, implement and evaluate the teaching outcomes and effectiveness at clinical settings;
• Select assessment approach, design and conduct the assessment, interpret assessment findings and communicate the feedback to effect improvement in learning.
Course Details • Learners take part in clinical teaching and/or health education under the supervision of HKCERN Fellow or approved mentors in an approved clinical setting for not less than a total of 80 hours with learner involvement.
• Learners keep a clinical log for all practice hours and meetings with mentors.
• Evaluation by learners themselves and their mentors should be conducted regularly for not less than 4 times for the 80 hours’ teaching.
• Learners meet with mentors regularly, approximately every 2 weeks or 20 hours of clinical experience to present mini case studies, discuss problems and concerns in teaching, and collect feedback for improvement.
28
Course Name Teaching Practicum – Classroom Focus
Domain 1-2, 5
Course Hours 250
Course Descriptions
This practicum integrates education theories into classroom teaching and assessment and provides learners opportunities to apply knowledge and skills of various teaching strategies into education. Learners take part in all phases of teaching role and to experience application of different teaching tools and methods.
Intended Learning Outcomes
At the end of the course, learners will be able to: Implement the role of educator at classroom and e-learning
platform; Apply various teaching modalities in traditional and online
learning; Analyze and evaluate didactic, activity-based and technology-based
teaching methods.
Course Details Learners take part in classroom and online teaching under the supervision of HKCERN Fellow or approved mentors in an approved practicum site for not less than a total of 80 hours of face-to-face or online contact hours with learner involvement.
Learners develop a practicum proposal which include the following content: - Core competences of educators - Overall aim and objectives - Setting and mentoring - Participation in curriculum design, development or review - Use of teaching strategies and learning activities - Use of assessment and evaluation strategies - Evaluation of teaching outcomes and program outcomes
Learners keep a practicum log for all practice hours and meetings with mentors. The practice hours include all face-to-face contact, online interactions, planning, design, implementation, assessment and evaluation for the teaching.
Evaluation by learners themselves and their mentors should be conducted regularly for not less than 6 times for the 80 hours’ teaching.
Learners meet with mentors regularly, approximately every 2 weeks or 20 hours of clinical experience to present mini case studies, discuss problems and concerns in teaching, and collect feedback for improvement.
29
Course Name Teaching practicum – Personal and Professional Development
Domain 3-4, 6-7
Course Hours 100
Course Descriptions This practicum engages learners to actively review their personal and professional development as nurse or health-related educators. Educators’ management, leadership, professional development trends are the focus of the reflection which lead to action plan for next year.
Intended Learning Outcomes
At the end of the course, learners will be able to: • Reflect on their own learning and development and establish a
context for compiling a professional portfolio; • With self-evaluation and reflection to compare their own
performance against the core competences of • Support the evaluation with samples of their own work from
teaching and/or research; • Appraise scholarly teaching and research includes self-assessment,
peer assessment, and learner assessment
Course Details • Learners take part in the practicum under the supervision of HKCERN Fellow or approved mentors.
• Learners keep a clinical log for all practice hours and meetings with mentors.
• Learners meet with mentors regularly, approximately every 2 weeks or 20 hours of clinical experience to discuss issues relating to management, leadership, and professional development trends, personal and professional development.
• Evaluation by learners themselves and their mentors should be conducted regularly.
• Learners will critically review and analyze organization factors that affect the effectiveness and quality of nursing and/or health-related education at their own workplace. Based on the analysis and critique, learners develop recommendations for improvement.
• Develop portfolio to describe their own work and evaluate the performance against the professional standards and set plan for further development and improvement.
30
5. Research Specialty
5.1 Curriculum Design
Generic Core Advanced Practice Core Specialty Core
Structured
courses at post-
graduate level
(60-100%)
Illustrative examples:
Introduction to Research
Management & Leadership in
Education & Research
Advanced in Research Design
Trend and Development in Education &
Research
Ethical Consideration in Research
Illustrative examples:
Writing a Research/EBP Proposal
Strategies & Methods for Disseminating Research Findings
Illustrative examples:
Advanced Quantitative Research
Advanced Qualitative Research
Introduction to Biostatistics
Evidence-based Practice
Research Quality and Outcome
Evaluation
Structured
courses
provided by
specialty course
providers
(0-40%)
Total 1/3 of 500 hours (167 hrs) 1/3 of 500 hours (167 hrs) 1/3 of 500 hours (167 hrs)
31
5.2 Curriculum for Associate Members before Examination
Domain Content Theory hours
Course names (matched content no.)
Course hours
Generic Core/Advanced Practice Core/ Specialty Core
Clinical /field hours (50-100% supervised practice, 0-50% work placement)
1. Learning &
Teaching
(1) Principles and
applications of
Research
(2) Evidence-based
practice (EBP)
190
Introduction to Research (1)
60 GC/APC/SC
320-400 hrs
(at least 160 hrs with leaner involvement)
Advanced Quantitative Research (1)
30 SC
Advanced Qualitative Research (1)
30 SC
Introduction to Biostatistics (1)
30 SC
Evidence-based Practice (2)
40 SC
2. Facilitating
Student learning
(3) Mentoring and
coaching in research
and evidence-based
practice
120
Writing a research/EBP proposal (4)
60 APC
Strategies & Methods for Disseminating
Research Findings (4)
60 APC
32
Domain Content Theory hours
Course names (matched content no.)
Course hours
Generic Core/Advanced Practice Core/ Specialty Core
Clinical /field hours (50-100% supervised practice, 0-50% work placement)
3. Effective
leadership
(4) Leadership & Nursing
and Health Care
(5) Leadership in
developing a research
culture
(6) Healthcare change
management
(7) Policy
90
Management & Leadership in Education & Research (5, 6, 7,8)
90 GC 60 - 140 hrs
4. Quality
assurance and
improvement
(8) Evaluation of research
outcomes
(9) Quality assurance of
conducting research
30 Research quality and outcome evaluation (9 & 10)
30 SC
5. Innovative
approaches to
education and
research
(10) Advanced in research
design
(11) Research planning &
implementation
10
Advanced in research design (11 & 12)
10 GC
Advanced Quantitative and Qualitative Research (11 & 12)
Noted in Domain
1
GC
33
Domain Content Theory hours
Course names (matched content no.)
Course hours
Generic Core/Advanced Practice Core/ Specialty Core
Clinical /field hours (50-100% supervised practice, 0-50% work placement)
6. Professional
attributes
(12) Continue
development
(13) New development in
research
(14) Reflective practice
60
Trend and Development in Education & Research (13, 14)
30
GC 40 hrs
7. Personal
attributes of
educators
and/or
researchers
(15) Ethics in education
and/or research
(16) Effective
dissemination of
research findings
Ethical consideration in Research (16)
30
GC 0 Strategies and Methods
for Disseminating Research Findings (15, 17)
Noted in Domain
2
Total number of hours 500 500 500 hrs
34
5.3 Summary of theoretical hours for Research Specialty
Competency Framework for Research Specialty
Domains D1 D2 D3 D4 D5 D6 D7
General Core: 167 hours In hours
Introduction to Research (Also 47 in APC;7 in SC level)
7
Management and leadership in Education and Research
60
Advanced in Research Design (Also 30 in SC level)
10
Trend and Development in Education & Research
30
Ethical Consideration in Research 30
Strategies and Methods for Disseminating Research Findings (Also 60 in APC level)
30
Advanced Practice Core : 167 hours
In hours
Introduction to Research 47
Writing a Research/EBP Proposal 60
Strategies & Methods for Disseminating Research Finding
60
Specialty Core: 167 hours In hours
Introduction to Research 7
Advanced Quantitative Research 30
Advanced Quantitative Research 30
Introduction to Biostatistics 30
Evidence-base Practice 40
Research Quality and Outcome Evaluation
30
Total: 500 hours 190 120 60 30 10 30 60
35
5.4 Course Descriptions and Learning Outcomes
Course Name Introduction to Research
Domain 1
Course Hours 60
Course Descriptions
This course provides an overview of the research process aiming to help learners acquire basic skills and knowledge of research, and to appreciate its importance in nursing and health-related practice.
Intended Learning Outcomes
At the end of the course, the learners are able to: • Develop an awareness of the importance of research and theory
development for the discipline of nursing and health-related disciplines;
• Describe the major characteristics of the research process; • Identify major characteristics of study frameworks and describe
how a framework guides research • Differentiate different types of research designs, sampling
procedures, data collection methods appropriate to nursing and health-related disciplines.
Related field work
• Identify and explain a significant clinical issue, both to patients and nursing and health-related professionals, for research
• Conduct a comprehensive literature review to identify gaps in the literature and clinical practice
Course Topics • Overview of the research process and approach • Research problem, purpose and objectives, questions and
hypotheses • Literature review • Conceptual and theoretical framework • Quantitative research design and data collection • Sampling methods in quantitative research • Analyzing quantitative Data • Qualitative study design and data collection • Analyzing qualitative data
36
Course Name Advanced Quantitative Research
Domain 1 & 5
Course Hours 30
Course Descriptions
This course is designed to advance the students’ understanding and application of quantitative research.
Intended Learning Outcomes
At the end of the course, the learners are able to: Advance their knowledge and understanding of quantitative
research methods for health professionals; Discuss the processes/steps in conducting quantitative research Identify potential innovations for improving patient outcomes or
quality of care; Related field work
Work out a complete research proposal to be conducted in clinical settings
Course Topics Enhancing rigor in Quantitative Research Evaluating Nursing and Health Research The key components of a research proposal Identify a research design appropriate to a research problem Determine the sample size required in a research study Formulate the analysis strategy for a particular research design Writing a research grant proposal
37
Course Name Advanced Qualitative Research
Domain 1 & 5
Course Hours 30
Course Description
This course is designed to advance the students’ understanding and application of qualitative research.
Intended Learning Outcomes
At the end of the course, the learners will be able to: Gain a learning experience to look into the fundamental
principles of rigor in qualitative research; Discuss the processes/steps in conducting qualitative research, measurement error as well as ethics in assessment; integrate assessment results to evaluate student performance; construct assessments, and critique, interpret and communicate
standardized tests and assessment findings; Evaluate methods of measuring classroom learning, clinical
reasoning, clinical judgment Related field work
Conduct a qualitative research in clinical settings
Course Topics Overview of qualitative research Theoretical issues in the qualitative paradigm -- Issues of quality -- Perspective-driven data collection Research design and mixing qualitative methods Recording and transcription Primary and secondary data analysis Dissemination practice in qualitative research Applying qualitative research in practice.
38
Course Name Introduction to Biostatistics
Domain 1
Course Hours 30
Course Descriptions
This course covers descriptive statistics and elementary probability, and introduces basic topics in inferential biostatistics, including regression, confidence intervals and hypothesis tests. In particular, this course provides learners with the fundamental concepts of statistical reasoning and the applications in data analysis.
Intended Learning Outcomes
At the end of the course, the learners are able to: Describe fundamental concepts and principles of statistics; Apply basic statistical skills in the analysis of research; Formulate practical statistical methods and strategies to tackle
problems common in medical, nursing and health-related research Use SPSS to compute descriptive statistics and to carry out
statistical analysis
Related field work
Given a dataset, learners are required to (i) conduct a statistical analysis using SPSS; and (ii) report the findings
Course Topics Fundamental concepts and principles of statistics Basic statistical skills in the analysis of research Power analysis and sample size calculations Measures of Dispersion Hypothesis testing Correlation and simple Linear Regression Multiple regression Using SPSS to carry out statistical analysis
39
Course Name Evidence-based Practice
Domain 1
Course Hours 40
Course Description
With increasing advances in biomedical and clinical research providing unprecedented insights into health promotion and disease prevention, nurses and health care professionals face the challenge of having to utilize findings of well-designed research studies and translate them efficiently into everyday practice. In order to translate research into practice, there is a need for nurses and health-related professionals to be educated in the principles and methodologies of evidence-based practice. The purpose of this module is to prepare nurses to learn and implement evidence-based practice in clinical settings so as to improve patients’ outcomes and quality of health care.
Intended Learning Outcomes
At the end of the course, the learners will be able to: Identify clinical issues or problems requiring evidence-based
practice; Identify potential innovations for improving patient outcomes or
quality of care Develop evidence-based practice guidelines or protocols; Critically appraise the evidence in order to determine its
certainty and applicability Implement the evidence-based practice in clinical settings
Related field work
Developing a plan to Implement an evidence-based practice in clinical settings
Course Topics Identify a clinical issue for formulating searchable and answerable questions
Searching research articles and assemble evidence Critical appraisal of evidence Guidelines and Models for evidence-based practice Assessing implementation potential of an evidence-based
innovation Develop evidence-based practice guidelines or protocols Develop plans to implement the innovation Evaluate outcomes Generate the basis for deciding whether to adopt or modify the
innovation
40
Course Name Writing a research / EBP proposal
Domain 2
Course Hours 60
Course Description
The aim of the course is to provide mentoring and coaching for learners to write a research /EBP proposal
Intended Learning Outcomes
At the end of the course, learners will be able to write a research/EBP proposal to be conducted at their own workplace.
Related field work
Submit a research/EBP proposal based on clinical situation
Course Topics The course will be in a form of tutorial. Learners will receive mentoring and coaching to write a research/EBP proposal. The content contains: Identify a significant clinical issue Conduct a literature review to identify gaps in practice Systematic search of relevant evidence/studies Assessing the quality of the research findings Research methodology Ethical issues in conducting research Data analysis Potential significant of the findings Assessing the implantation potential of an innovation Developing an EBP guidelines or protocols
41
Course Name Strategies & Methods for Disseminating Research Findings
Domain 2
Course Hours 60
Course Descriptions
The aim of the course is to provide mentoring and coaching for learners to disseminate research findings
Intended Learning Outcomes
At the end of the course, learners will gain the knowledge and practical skills in effectively disseminating research findings through press release, newsletters, research briefs, editorial or scholarly journals
Related field work
Learners will disseminate a research findings in either press release, newsletter, research brief, editorial or scholarly journal with the mentoring and coaching provided by the supervisor.
Course Topics The course will be in a form of lectures and tutorial. Learners will receive mentoring and coaching to write a research proposal. The content contains: Introduction to writing for publication, What? Why? How? Basic writing skills for publication Disseminating research findings through
(i) press release; (ii) newsletter; (iii) research brief; and (iv) editorial
Writing for publication in scholarly journals Publication ethics in research
42
Course Name Management and Leadership in Education & Research
Domain 3
Course Hours 90
Course Description
The course examines management and leadership issues in education settings and those influence health education and research in clinical environment.
Intended Learning Outcomes
At the end of the course, the learners will be able to: Demonstrate an understanding of how organizational theory
underpins organizational strategy, design and structure of nursing education and research institutions;
Identify the factors driving changes in organizational strategy and design within the contemporary education and research setting;
Analyze the impact of organizational culture and professional subcultures in nursing and health-related education and research;
Examine models of workforce development used in organizational capacity building in nursing and health-related education and research setting;
Explore the relationship between effective change leadership and improving organizational capacity and performance;
Develop a comprehensive Quality Assurance (QA) System to ensure a culture of continuous improvement in nursing and health-related education, health education, and research.
Related field work
Learners will critically review and analyze organization factors that affect the effectiveness and quality of nursing and/or health-related education, health education, and research at their own workplace. Based on the analysis and critique, learners develop recommendations for improvement.
Course Topics Leadership Team building Change Education Policy Quality Assurance and Continuing Quality Improvement Organizational strategy, structure and design in education Organizational Culture and Professional Subculture Characteristics of a Leader in Education and research
- Effective Communication Skills - Motivation - Teams Building - Win-win Negotiation - Conflict Management
Effective Change Management Capacity Building in Education and research Organizational Governance and Development Workforce Capability Development
- Workforce Planning - Staff training and development - People management
43
Defining quality, quality assurance, continues quality improvement in education and research
Quality circle Quality assurance system in education and research Quality assurance workflow of educational and research
programs management Quality of teaching Quality of teaching and research professionals
- Credentialing - Core competencies - Role modelling - Life-long learning - Ethical and legal issues
Quality of teaching and research programs Assessment of teaching and research programs Program Review and Evaluation Procedure of Handling Appeal on Assessment Result Appeal mechanism Assessment review panel
44
Course Name Research quality and outcome evaluation
Domain 4
Course Hours 30
Course Description
The course designs to discuss the quality in conducting research and the correct interpretation of research findings
Intended Learning Outcomes
At the end of the course, learners will be able to: • Understand how to correct interpret research findings correctly; • Understand the methods in critically appraising the research
studies; • Gain knowledge in assessing the quality of research
Related field work
Select a research paper that relevant to learner’s own working place and perform a critical appraisal on the research paper with the aims to assess the research quality and evaluate the research outcomes.
Course Topics • Interpreting research findings • Assessing the quality of research • Critical appraisal of research studies
45
Course Name Advanced in research design
Domain 5
Course Hours 10
Course Description
The course prepares learners the knowledge to conduct research using advanced research design
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Understand how to conduct a randomized controlled trial
(RCT); • Understand how to report a trial using the Consolidated
Standards of Reporting Trials (CONSORT); • Develop complex nursing interventions using mixed methods
research • Understand what is systematic review and meta-analysis; • Understand what is ;
Related field work
Write a brief research plan using RCT to examine the effect of a clinical intervention on patients’ outcomes.
Course Topics • Introduction to Randomized Controlled Trial • Reporting trial using CONSORT • Preferred Reporting Items for Systematic Reviews and Meta-
Analyses (PRISMA) • Designing and conducting mixed methods studies to generate
evidence for nursing • Introduction to systematic Review, meta-analysis and meta-
synthesis
46
Course Name Trends and Development in Education & Research
Domain 6
Course Hours 30
Course Descriptions
This course enlightens learners to recognize the current trends, issues in society and nursing and its impact on nursing and health-related education and research.
Intended Learning Outcomes
At the end of the course, learners are able to: • Integrate knowledge of current trends and issues in society and
health care into a more holistic perception of their influence on education and research.
• Create a personal philosophy and plan for ongoing professional development and practice that integrates knowledge of current trends and issues.
• Access current information resources related to evolving trends and issues as a component of ongoing learning and preparation for practice.
Related field work Identify a current trend in society which may influence nursing and health-related education, practice and research. Critically analyze its implication in nursing / health care and make recommendations. .
Course Topics • Global trends in higher education and research • Contemporary issues and challenges in nursing and health
related education and research e.g.: - Knowledge expansion and use of technology and the
internet - Practice-based competency outcomes - Performance-based learning and assessment - Socio-demographics, cultural diversity, and economic and
political changes - Community-Focused inter-professional approaches - Patient-Centered Care: engagement, safety, and privacy
• Approaches to the challenges
47
Course Name Ethical considerations in Research
Domain 7
Course Hours 30
Course Description
The value and benefits of research are vitally dependent on the integrity of the research. To ensure the trustworthiness of research, researchers should abide by principles of honesty, accountability, professional courtesy and fairness, and good stewardship in the conduct and publication of their work. This courses covers the international standards of ethical research as applied to the conduct of clinical research
Intended Learning Outcomes
At the end of the course, the learners will be able to: • Learn essential principles and practices conducive to the
promotion of research integrity in teaching and research • Interpret general principles of responsible conduct of research
and apply these principles to their own research; • Discriminate instances of research misconduct from questionable
research practice Related field work
Develop an informed consent and information sheet with the aim to apply ethical approval for a research study to be conducted in learners’ clinical settings
Course Topics • Code of ethics • Ethical Principles • Anonymity and Confidentiality • Elements of Informed consent • Conflicts of interest • Management of research data and records • Research ethics compliance for research involving human
subjects • Applications for ethical approval
48
6. Matching the Membership and Fellowship Competencies of HKCERN with the 7 Competence Domains of HKAN
7 Competence Domains of HKAN
Members/Fellows in
Education Specialty Associate
Member
Full
Member
Fellow
D1: Managing learning and teaching situation to facilitate learners managing clients with complex health conditions
Achieved Achieved Achieved
D2: Facilitate learner development and socialization to enhancing therapeutic nurse-client relationship
Achieved Achieved Achieved
D3. Demonstrate effective leadership and team work Achieved Achieved
D4. Enhance quality assurance and improvement Achieved Achieved
D5. Manage and negotiate innovative and effective
approaches to education
Achieved Achieved
D6. Enhance professional attributes of educators Achieved
D7. Enhance personal attributes of educators Achieved
7 Competence Domains of HKAN
Members/Fellows in
Research Specialty Associate
Member
Full
Member Fellow
D1: Managing research process to facilitate and
manage consumers, users and researchers of
different healthcare topics/programmes
Achieved Achieved Achieved
D2: Facilitate development and socialization to
enhancing participation in research and process
Achieved Achieved Achieved
D3. Demonstrate effective leadership, team work,
and collaborative research.
Achieved Achieved
D4. Enhance quality assurance and improvement in
research
Achieved Achieved
D5. Manage and negotiate innovative and effective
approaches to research
Achieved Achieved
D6. Enhance professional attributes of researchers Achieved
D7. Enhance personal attributes of researchers Achieved
49
Illustrative Competencies for Members & Fellows of HKCERN
Education stream
Membership Core competencies Requirements
Associated Member Facilitate learning
Facilitate learner
development and
socialization
Use assessment and
evaluation strategies
Currently engage in nursing and/or health related education, such as being a clinical
teacher or educator in nursing and/or health-related discipline for a period of less than
4 years.
Responsible for creating an environment in classroom, laboratory, and clinical settings
that facilitates student learning and the achievement of desired cognitive, affective,
and psychomotor outcomes.
Recognize their responsibility for helping students develop as nurses and /or health-
related discipline and integrate the values and behaviors expected of those who fulfill
that role.
Use a variety of strategies to assess and evaluate student learning in classroom,
laboratory and clinical settings, as well as in all domains of learning.
Full Member Participate in curriculum
design and evaluation of
program outcomes
Function as change
agents and leaders
Holder of a postgraduate degree with evidence of education in the curriculum.
Completed 500 theoretical hours and 500 clinical hours in nursing education related
specialty.
Accumulated 4 years in nursing and health-related education in the most recent 6
years of practice.
Passed the membership examination held by HKCERN.
Responsible for formulating program outcomes and designing curricula that reflect
contemporary health care trends and prepare graduates to function effectively in the
health care environment.
50
Function as change agents and leaders to create a preferred future for nursing
education and nursing practice.
Fellow Member Pursue continuous
quality improvements in
the educator role
Engage in scholarship
Function within an
education and research
environment
Accumulated 6 years in nursing and health-related education in the most recent 9
years of practice. Currently 3 years must be working as an educator.
Demonstrates significant contributions in nursing and /or health-related education.
Submitted a professional portfolio and passed a viva examination by the Council of
HKCERN.
Recognize that their role is multidimensional and that an ongoing commitment to
develop and maintain competence in the role is essential.
Acknowledge that scholarship is an integral component of the educator role and that
teaching is a scholarly activity.
Knowledgeable about the education-research environment within which they practice
and recognize how political, institutional, social, and economic forces impact their
role.
Revised Nov 2018
51
Illustrative Competencies for Members & Fellows of HKCERN
Research stream
Membership Core competencies Requirements
Associated Member Participate in nursing and
health care related research
under supervision
Currently engage in research as a research assistant/research professional for a period
of less than 4 years.
Full Member Design and implement
research studies that evaluate
clinical practice and service
delivery independently
Holder of a postgraduate degree with evidence of research in the curriculum.
Completed 500 theoretical hours and 500 clinical hours in nursing and health related
research specialty.
Accumulated 4 years in nursing and/or health-related research in the most recent 6
years of practice.
Passed the membership examination held by HKCERN.
Fellow Member Demonstrate evidence of
research leadership with
regional and/or international
recognition
Accumulated 6 years in nursing and/or health related research in the most recent 9
years of practice. Currently 3 years must be working in nursing and/or health related
research.
Demonstrates significant contributions in nursing and health-related research.
Submitted a professional portfolio together with research publications, and passed a
viva examination by the Council of HKCERN.
Research Stream_Revised_20181101
52
Education & Research stream
Membership Core competencies Requirements
Associated Member Facilitate learning
Participate in and teach
nursing and health care
related research under
supervision
Facilitate learner
development and
socialization
Use assessment and
evaluation strategies
Currently engage in nursing and ‘or health-related education with teaching and
research responsibilities as a nurse educator-researcher for a period of less than 4
years.
Responsible for creating an environment in classroom, laboratory, and clinical settings
that facilitates student learning and the achievement of desired cognitive, affective,
and psychomotor outcomes.
Recognize their responsibility for helping students develop as nurses and/or health –
related disciplines and integrate the values and behaviors expected of those who fulfill
that role.
Use a variety of strategies to assess and evaluate student learning in classroom,
laboratory and clinical settings, as well as in all domains of learning.
Full Member Participate in curriculum
design and evaluation of
program outcomes
Design and implement
research studies that
evaluate clinical practice
and service delivery
independently
Function as change
agents and leaders
Holder of a postgraduate degree with evidence of education and research in the
curriculum. Completed 500 theoretical hours and 500 clinical hours in nursing and /or
health-related education and research related specialty.
Accumulated 4 years in nursing and health-related education and research in the most
recent 6 years of practice.
Passed the membership examination held by HKCERN.
Responsible for formulating program outcomes and designing curricula that reflect
contemporary health care trends and prepare graduates to function effectively in the
health care environment.
53
Function as change agents and leaders to create a preferred future for nursing and /or
health-related education, practice and research..
Fellow Member Pursue continuous
quality improvements in
the educator-researcher
role
Engage in scholarship
Function within an
education and research
environment
Accumulated 6 years in nursing and/or health-related education and research in the
most recent 9 years of practice. Currently 3 years must be working as an educator-
researcher.
Demonstrates significant contributions in nursing and/or health-related education and
research.
Submitted a professional portfolio and passed a viva examination by the Council of
HKCERN.
Recognize that their role is multidimensional and that an ongoing commitment to
develop and maintain competence in the role is essential.
Acknowledge that scholarship is an integral component of the educator-researcher role
and that both teaching and research are a scholarly activity.
Knowledgeable about the education-research environment within which they practice
and recognize how political, institutional, social, and economic forces impact their
role.
Education&ResearchStream_Revised_20180713
54
7. Qualification and Terms of Reference of mentors A list of qualified mentors will be drawn from Grandfather Fellows and Fellow Members
of HKCERN. In order to ensure the quality of mentorship and the inter-rater reliability
of the mentors in assessment, a mentorship workshop will be provided for the mentors
by the Professional Development Committee of the HKCERN.
A fellow must complete the ‘Acceptance to be appointed as the mentor for
HKCERN’ for the appointment (7.1).
The qualified mentors should be:
1. a Fellow of the HKCERN;
2. practicing in the accredited training institutes;
3. working in the related specialty (Education/Research) in current 3 years;
4. a holder of valid practicing certificate issued by the Nursing Council of Hong
Kong; and
5. appointed by HKCERN as a mentor.
Terms of reference for teaching and learning mentors
1. Appointed by the Council of HKCERN for a period of 3 years.
2. Provide learning and teaching supervision to the candidate who is applying for
membership examination.
3. Sign the learning and teaching logbook of the candidate.
4. Prepare the candidate to sit for membership examination.
55
7.1 Hong Kong College of Education and Research in Nursing Acceptance to be appointed as the mentor for HKCERN
I, _______________________, Fellow of HKCERN, accept to be appointed as a mentor for
HKCERN to give supervision to candidates who sit for membership examination.
The Fellows of HKCERN can be appointed as the mentors of the candidates who
want to apply for membership examination.
Each candidate should be designated with a mentor who will provide teaching
and learning supervision and to sign the logbook as required.
The Fellows of HKCERN who work with the candidate in the same institution may
be appointed as a mentor for the candidate, in case, there is no Fellow of the
HKCERN in that institution, the Council of the HKCERN may appoint a Fellow to
be the mentor for that candidate.
In assessing the suitability of mentors, the following criteria should be
considered:
The Fellow must be an active Fellow member of HKCERN with the relevant part
of fellowship with the candidate who is applying for.
The Fellow is actively engaged in the practice of specialty in education and/or
research.
The Fellow cannot take more than 3 candidates at the same period of time.
After the candidate has passed the membership examination, the mentor should
provide continue support and supervision to the candidate to prepare the
candidate to sit for examination.
The HKCERN should keep a current record of the mentors in teaching and
learning.
Terms of reference for mentors in teaching and learning
Appointed by the Council of HKCERN for a period of 3 years.
Provide learning and teaching supervision to the candidate who is applying for
membership examination.
Sign the learning and teaching logbook of the candidate.
Prepare the candidate to sit for membership examination.
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8. Training Sites Specification of training sites requirements The HKCERN has a set of formal and pre-determined criteria for recognition of the
training venues for the candidates. Profile of clinical training sites should include the
following:
1. Gazetted training sites as recognized by the Hong Kong Nursing Council.
2. For training sites, these sites should provide learning opportunities for the
candidates in either nursing education or nursing research specialties. Training
sites recognized by the Hospital Authority for post registration certificate training
programs are duly acknowledged to be suitable for training of the education or
research stream of HKCERN. Department of Nursing of the universities is also
acknowledged to be the training sites for training of the education or research
stream of HKCERN. Other training sites, apart from those foresaid, would need to
be institutions accredited by HKCAAVQ (Hong Kong Council for Accreditation of
Academic and Vocational Qualifications), and recognized by the HKCERN.
List of recognized institutes for teaching practices
List of Gazetted Registered Nurse Training Schools 已刊憲的註冊護士訓練學校名單 (as at 23 March 2016): Part I (General) 第一部份(普通科) (1) Queen Mary Hospital 瑪麗醫院
(2) Queen Elizabeth Hospital 伊利沙伯醫院
(3) Princess Margaret Hospital 瑪嘉烈醫院
(4) Prince of Wales Hospital 威爾斯親王醫院
(5) Caritas Medical Centre 明愛醫院
(6) Kwong Wah Hospital 廣華醫院
(7) United Christian Hospital 基督教聯合醫院
(8) Hong Kong Sanatorium and Hospital 養和醫院
(9) Tuen Mun Hospital 屯門醫院
(10) Yan Chai Hospital 仁濟醫院 (11) School of Nursing, the University of Hong Kong
(formerly known as Department of Nursing Studies, the University of Hong Kong) 香港大學護理學院(前稱香港大學護理學系)
(12) The Nethersole School of Nursing, the Chinese University of Hong Kong 香港中文大學那打素護理學院
(13) School of Nursing, the Hong Kong Polytechnic University 香港理工大學護理學院 (14) School of Science and Technology, the Open University of Hong Kong 香港公開大學科技學院
(15) The College of Life Sciences and Technology, HKU School of Professional and Continuing Education, the University of Hong Kong
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香港大學專業進修學院生命科學及科技學院
(16) Tung Wah College 東華學院
(17) Caritas Institute of Higher Education 明愛專上學院
(18) St. Teresa’s Hospital 聖德肋撒醫院 Part II (Psychiatric) 第二部分(精神科) (1) Kwai Chung Hospital 葵涌醫院
(2) Castle Peak Hospital 青山醫院 (3) The Nethersole School of Nursing, the Chinese University of Hong Kong 香港中文大學那打素護理學院
(4) School of Nursing, the Hong Kong Polytechnic University 香港理工大學護理學院 (5) School of Science and Technology, the Open University of Hong Kong 香港公開大學科技學院
List of Gazetted Enrolled Nurse Training Schools 已刊憲的登記護士訓練學校名單 (as at 4 July 2014) Part I (General) 第一部份(普通科)
(1) Kowloon Hospital 九龍醫院
(2) Caritas Medical Centre 明愛醫院
(3) Our Lady of Maryknoll Hospital 聖母醫院
(4) Tung Wah Eastern Hospital 東華東院
(5) Haven of Hope Hospital 靈實醫院
(6) The Grantham Hospital 葛量洪醫院
(7) Hong Kong Baptist Hospital 香港浸會醫院
(8) St. Teresa’s Hospital 聖德肋撒醫院 (9) Hong Kong Adventist Hospital and Tsuen Wan Adventist Hospital 港安醫院及荃灣港安醫院