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

Details	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

Details	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
Contact Information:	angel.barrios@ucsf.edu \| Cell: 650-922-8732

Introduction to the Learning Agreement

The NR 621 Learning Agreement serves as a structured academic and professional roadmap to guide nursing students through their practicum experience. It establishes a clear framework for setting learning objectives, implementing evidence-based strategies, and engaging in continuous reflection. This agreement ensures alignment between individual learning goals and the broader course outcomes, promoting both accountability and ongoing professional development.

Throughout the practicum, students are expected to collaborate with their assigned mentor to review, refine, and validate their progress. The process includes setting goals during Week 1 (Initial Learning Agreement) and revisiting them in Week 6 (Updated Learning Agreement) for reflection and evaluation.

By Week 6, students will critically assess their learning outcomes, document measurable achievements, and obtain mentor validation. Completion of these steps ensures readiness for advanced nursing education and leadership roles.

Evaluation Phases and Points Allocation

Phase	Timeline	Points Allocated	Requirements
Initial Learning Agreement (Week 1)	Due by Sunday, 11:59 p.m. (MT)	75 points	Submission of learning goals, strategies, and mentor/faculty signatures
Updated Learning Agreement (Week 6)	Due by Sunday, 11:59 p.m. (MT)	50 points	Reflection on progress, updated goals, and final mentor/faculty signatures

Note: Students are required to complete 72 practicum hours for NR 621. Late submissions follow the institutional Late Assignment Policy.

Initial Learning Agreement (Week 1)

The following table illustrates the student’s Week 1 learning plan, aligned with the NR 621 course outcomes. Each column specifies the identified goal, planned actions, and progress notes.

Learning Agreement Table – Week 1

Course Outcomes (COs)	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)	Strengthen the ability to deliver safe, evidence-based, and patient-centered care while mentoring student nurses.	Integrate real-world patient safety scenarios during discussions and emphasize holistic, patient-centered decision-making in clinical simulations.	Actively engaging students in patient safety dialogue and case-based learning to enhance their awareness and decision-making.
CO2: Explore caring, learning-centered educational interventions focused on quality health outcomes (PO 2: care-focused)	Design interactive teaching strategies to enhance clinical reasoning and improve patient outcomes.	Implement collaborative group learning, simulation-based education, and reflective journaling supported by evidence-based resources.	Students demonstrated improvement in engagement and understanding of quality care principles through simulation activities.
CO3: Apply teaching strategies that consider cultural diversity through reflective practice (PO 3: cultural humility)	Cultivate culturally responsive teaching practices that recognize and respect diverse learner backgrounds.	Integrate literature reviews on cultural humility and develop inclusive educational materials that reflect cultural diversity.	Increased awareness and adaptability in responding to culturally diverse learning needs among students.
CO4: Explore opportunities in teaching, research, and service as a nurse educator (PO 4: professional identity)	Develop a professional educator identity by participating in academic and service opportunities.	Attend professional development workshops, seek mentor feedback, and contribute to scholarly nursing projects.	Participation in mentoring sessions and academic seminars enhanced self-efficacy and leadership identity.
CO5: Practice the role of nurse educator and leader through evidence-based, collaborative practice (PO 5: extraordinary nursing)	Strengthen leadership and teaching competencies using evidence-based strategies and collaboration.	Facilitate group discussions, evaluate peer contributions, and apply best teaching practices in clinical and classroom settings.	Demonstrated effective collaboration and leadership through evidence-informed instructional techniques.

Updated Learning Agreement (Week 6)

By Week 6, students reassess their learning progress, refine goals, and document outcomes achieved during the practicum. This stage ensures preparation for the transition into NR 622.

Learning Agreement Table – Week 6

Course Outcomes (COs)	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	Enhance mentorship skills by integrating reflective debriefing sessions to reinforce patient-centered safety.	Conduct peer feedback sessions on safety practices and refine teaching techniques based on reflection.	Demonstrated competence in applying patient-centered teaching methods; plan to expand focus on interprofessional collaboration in NR 622.
CO2: Explore caring, learning-centered educational interventions focused on quality health outcomes	Refine simulation-based instruction by incorporating advanced clinical reasoning activities.	Develop case scenarios promoting critical thinking and adaptive learning.	Improved student performance in simulation assessments; will implement outcome measurement strategies in NR 622.
CO3: Apply teaching strategies that consider cultural diversity through reflective practice	Continue advancing inclusive teaching through cultural dialogue and sensitivity training.	Engage students in discussions about cultural perspectives in health care and implement self-reflection assignments.	Strengthened cultural awareness and inclusivity; plan to co-develop cultural competence modules in NR 622.
CO4: Explore professional interests in teaching, research, and service as a nurse educator	Expand participation in scholarly research and faculty-led projects.	Collaborate on manuscript preparation or presentation related to nursing education innovations.	Enhanced scholarly engagement and interest in academic research; goal to publish a co-authored paper during NR 622.
CO5: Practice the role of nurse educator and leader through evidence-based, collaborative advanced practice	Advance leadership in academic settings through evidence-informed curriculum design.	Partner with peers to create lesson plans emphasizing innovation and collaboration.	Successfully demonstrated leadership in curriculum planning; will integrate digital tools and analytics for NR 622 projects.

Final Signatures

Submission Stage	Submitted by	Date	Accepted by (Faculty)	Date	Mentor Sign-off	Date
Week 1 Submission	Janice Chua	07/11/2021	[Insert Faculty Name]	[Insert Date]	Dr. Angel Barrios	07/11/2021
Week 6 Submission	[Insert Student Name]	[Insert Date]	[Insert Faculty Name]	[Insert Date]	[Insert Mentor Name]	[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 Publishing Company.

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.