| Course | NUR 635 Teaching and Learning for Nurse Educator |
|---|---|
| Module | Module 10 |
| Paper type | Closing reflective journal on teaching and learning |
| Length | About 380 words, 3 pages |
| Format | Journal entry with APA 7 citations |
| School | Southern New Hampshire University |
| Program | MSN |
| Updated | September 2026 |
Free sample paper for NUR 635 Module 10
Module Ten Journal
Three Habits I Am Retiring
I have taught hospital orientation for six years, and I came into this course confident in my methods. By the end, I had to admit that three of my favorite habits rested on belief rather than evidence. Naming them feels like the most honest way to close the term.
The first was learning styles. Every orientation group completed a styles questionnaire, and I built visual, auditory and hands-on versions of my handouts. The review by Pashler and colleagues showed me that the kind of study needed to support matching instruction to styles had almost never been done, and that what little existed did not support it (Pashler et al., 2008). I spent hours on a practice that did not help. I will keep variety in my teaching because content demands it, heart sounds must be heard and pumps must be handled, but the questionnaire is gone.
The second habit was review sessions that consisted of rereading slides together the week before competency tests. Nurses liked them and felt prepared. Then I read the experiment in which recall practice beat restudying on a test given a week later, though the students who restudied expected to do better (Roediger & Karpicke, 2006). My review sessions were building confidence, not memory. Next month they become short quizzes spread over the orientation weeks, with explanations after each question.
The third habit was harder to see because it lived in my test questions. When I reviewed my own competency exam using the item-writing guidance from this course, I found idioms such as "red flag" and "on the fence" in a quarter of the items. Our orientation groups include many nurses educated in the Philippines, India and Nigeria, and research on English language learners in nursing describes how much extra effort these learners spend on language and how monocultural teaching practices can hinder them (Mulready-Shick, 2013). My exams were partly testing idiom. I have rewritten every item.
On the first day of the next orientation, I will skip the styles questionnaire, give a five-question recall quiz at the end of the day and use my revised exam. It is a small start, but for the first time I can say why I teach the way I do.
References
Mulready-Shick, J. (2013). A critical exploration of how English language learners experience nursing education. Nursing Education Perspectives, 34(2), 82-87. https://doi.org/10.5480/1536-5026-34.2.82
Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9(3), 105-119. https://doi.org/10.1111/j.1539-6053.2009.01038.x
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249-255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
What the NUR 635 Module 10 instructions ask for
At the end of NUR 635 the journal turns to your own practice as a teacher: which assumptions about learning did the course overturn, and what will you do differently with real learners? Prompts may ask you to revisit the teaching philosophy you wrote early in the term or to connect your growth to nurse educator competencies. Expect to write somewhere near 400 to 700 words as yourself, and plan on citing a source or two in APA 7. Name specific habits or beliefs, show the evidence that changed them and describe changes you will make in an actual upcoming class or orientation, since this journal is graded on candor and on the practical reach of the reflection.
How this NUR 635 Module 10 journal example is built
In this entry a composite hospital staff development educator with six years of orientation experience retires three habits. Learning styles questionnaires and tailored handouts go after she reads the Pashler review. Rereading-based review sessions become spaced recall quizzes after the Roediger and Karpicke experiment showed restudy builds confidence rather than memory. Idiom-laden competency questions, found in a quarter of her items, are rewritten after research on English language learners' experiences, since many of her orientees were educated abroad. She ends with three concrete changes planned for the first day of her next orientation and a sentence about finally being able to explain why she teaches the way she does.
Where the NUR 635 Module 10 rubric puts the points
Closing reflections in NUR 635 are generally judged on the honesty of self-assessment, the link between course evidence and changes in practice, relevance to the educator role, sources and writing. The strongest entries name specific practices the writer is changing, with the research that prompted each change, rather than describing growth in general terms. Graders appreciate writers who critique their own past teaching, because it shows the reflective practice the course aims to build. Concrete plans for an upcoming class or orientation demonstrate application, and keeping the focus on a few practices usually produces more depth than reviewing every module of the course.
NUR 635 Module 10 help: the mistakes that cost points
End-of-course reflections are marked down when they recite the syllabus, claim transformation without naming what changed, skip citations or finish with aspirations such as becoming a better teacher that no one could observe. Identify two or three habits or beliefs you held, cite the evidence that challenged each, admit what the old practice may have cost your learners and describe what you will do in your next teaching session. Write personally and professionally within the length limit. If your prompt asks you to revise a teaching philosophy statement or address specific competencies, include it with notes on the habits you are reconsidering and the reflection will be drafted from them.
Get NUR 635 Module 10 written to your instructions
Name the teaching habits or beliefs this course made you question and share the journal prompt. We will draft a candid first-person reflection that cites the evidence behind each change and ends with plans for your next class, within 24 to 48 hours, free for the first. The paper above is an original model document written by our desk, not a submitted student paper and not an official Southern New Hampshire University document.
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NUR 635 Module 10 questions, answered
Where can I find a free NUR 635 Module 10 Journal sample?
Scroll up for the full entry: a staff development educator retires learning styles handouts, rereading-based review and idiom-heavy test items, citing the evidence for each change.
What should a teaching and learning reflection include?
Specific habits or beliefs you held, the evidence that challenged them, what the old practice cost learners and concrete changes you will make in your next teaching session.
Why stop using learning styles questionnaires?
A major review found almost no studies of the kind needed to show that matching instruction to learning styles improves learning, and the few that existed did not support it.
Is rereading an effective way to review?
Research shows retrieval practice, such as low-stakes quizzes, produces better long-term memory than rereading, even though rereading feels more effective to learners.
How long is the NUR 635 closing journal?
Often about 400 to 700 words, but the instructions for your section set the length and any source requirements.