8:20- 8:30 AM DRAWINGS
8:30 - 9:30 AM KEYNOTE ADDRESS
“FROM
STRESS TO ZEST: TURN JOY STEALING GAMES
INTO ZESTFUL WORKPLACES”
Kathleen Heinrich, PhD, RN
CONTENT:
8:20- 8:30 AM DRAWINGS
8:30 - 9:30 AM KEYNOTE ADDRESS
“FROM
STRESS TO ZEST: TURN JOY STEALING GAMES
INTO ZESTFUL WORKPLACES”
Kathleen Heinrich, PhD, RN
CONTENT:
Do you awaken eager to start your workday and lea e work with energy to devote to your personal life? It’s not an impossible dream; it can happen to you! This is how nurses describe zestful workplaces. During this interactive session, you’ll learn how to boost the zest in your workplace by bridging the gap between your real and ideal workplace.
Click
on session number for a full synopsis. |
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| Time |
Title
-- Click on the "Session Code" for a complete abstract of
the session. |
Session
Code |
| 10:00 - 11:00 AM | KEYNOTE SPEAKER BREAKOUT
“THE ART AND SCIENCE OF HUMOR IN HEALTHCARE” |
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| “LANDSCAPES
OF LEARNING: A MENTORSHIP PROGRAM FOR NEW FACULTY” Create positive learning for your students by developing quality teaching for new nursing faculty through a mentorship program titled Landscapes of Learning. Teaching and learning within the framework of learning centered principles is featured. Rosalinda Haddon, MA, RN; Enid Rossi, EdD, RN; Laura Blank, MSN, RN, Northern Arizona University, AZ |
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| “REDEFINING
QUALITY AND SAFETY IN NURSING EDUCATION” Update you pre-licensure curriculum with new national standards in the areas of quality and safety. This presentation will give you ideas for classes, clinical, and simulation activities to make these important innovations. Gayle Preheim, EdD, RN; Gail Armstrong, ND, RN; Amy Barton, PhD, RN ; University of Colorado, Denver SON; CO |
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| “EMPOWERING
STUDENTS: CREATING AN ENVIRONMENT OF ACTIVE LEARNERS” Everyone loves to talk about their experiences! Learn how Narrative Pedagogy empowers students to become active and responsible learners. Learn how teachers are energized by this method, semester after semester. Barbara Gallogly, MSN, RN; Cathy Andrews, PhD, RN, Edgewood College; WI |
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| “INNOVATIVE
APPROACHES TO LEARNING IN THE ONLINE AND TRADITIONAL CLASSROOM” How does a NLN Center of Excellence keep their curriculum dynamic and flexible? Come and experience how innovative approaches to education can be learner centered and evidence- based. Leave the session with ideas to enhance the excellence in your curriculum. Michelle Gierach, MSN, CNE; Cindy Mulder, MSN, RNC, CNP; University of South Dakota, SD |
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| “PREVENTING
MEDICATION ERRORS: COMPETENCY EVALUATION” Do you have students that are struggling with safe medication administration? This workshop will discuss incorporation of a strategy that allows faculty to assess the students’ competency in medication administration skills. In addition attendees will actively participate in the use of this teaching-learning methodology. Laura H. Clayton, PhD, RN; Barbara Kemerer, MSN, MBA, RN, Shepherd University Department of Nursing Education; WV |
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| “KNOWLEDGE
TO APPLICATION: REWIRING THE THINKING PROCESS” “USE
OF THE LEGACY CYCLE TO INCREASE STUDENTS’ CLINICAL REASONING SKILLS”
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Click on session number for a full synopsis. | |
| 1:30 - 2:30 PM | “MULTIPLE
CHOICE TEST QUESTIONS AND CRITICAL THINKING” This program will help the student become better test takers because they have a better understanding of multiple choice tests. It will also help educators identify the cognitive level of their test questions and create a leveled test blueprint for a nursing program. Jean Schroeder, PhD, RN, Arapahoe Community College; CO |
|
| “ Have you been thrust into the role of online educator with little or no preparation? Are you concerned about Your students’ satisfaction with online learning? Hints are shared to increase your comfort and effectiveness in your role as facilitator of online learning. Linda K. Hardy, MSN, RN; Nebraska Wesleyan University, NE |
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| “LIGHTS,
CAMERA, . . . LEARNING; CLINICAL SIMULATIONS FOR CLINICAL SITUATIONS!” Through the use of video technology, learn how senior level nursing students develop and film clinical scenarios to enhance decision making and prioritization skills. Through this method, students enhance their confidence and skills in realistic simulated clinical settings. Patricia McLean Hoyson, PhD, RN, Youngstown State University, OH |
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| “PERILOUS
NCLEX SCORE DECLINE: METHODS OF RESCUE” |
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“USE
OF THE LEGACY CYCLE TO INCREASE STUDENTS’ CLINICAL REASONING SKILLS” "PERILOUS
NCLEX SCORE DECLINE: METHODS OF RESCUE" |
||
| “UNFUSSY
STORIES FOR FUSSY, COMPLEX CONTENT” Have you heard about. . . .??? A new generation of learners needs a fresh approach to complex content. Fun short stories 3-7 minutes will be shared with you. Stories proven to catch students’ attention. They will talk about the stories-NOT about you! Paulette Rollant, PhD, RN, Rollant Concepts, Inc; FL |
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| “INNOVATIVE
CAPACITY BUILDING STRATEGIES” Learn how to transform your nursing education programs through strategies that strengthen faculty competencies, expand clinical faculty support, and offer programs that respond to student needs. Kaia Gallagher, PhD, Center for Research Strategies; Kris Wenzel, MBA, RN, Central Area Health Education Center; Laurel Petralia, MS, Colorado Trust; CO |
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| 2:30 - 3:00 PM | BREAK | |
| 3:00 - 4:00 PM | “COURSE
PORTFOLIOS, SHARING TEACHING SCHOLARSHIP” How do you improve your courses? How do you share your best teaching strategies with colleagues and the profession? Learn to use evidence-based Course Portfolios as timely approaches to course sharing, quality improvement, and dissemination of teaching success. Wanda Bonnel, PhD, RN, University of Kansas; KS |
|
|
KEYNOTE
SPEAKER BREAKOUT |
||
| “MANAGING
THE ONLINE NURSING CLASSROOM FOR SUCCESS” Ever wonder how online nursing faculty manage their time and still create a stimulating, caring learning environment for online nursing students? This session will show you how, and provide you with practical tools for successfully managing the “virtual” nursing classroom. Margaret Reneau, MSN, RN, University of North Florida; FL |
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| “TEST
ANALYSIS FOCUS: DECISIONS ABOUT OPTIONS” Is it a stem or problems with options? And if the problems are with the options, how do I know which one is a non- performer? Come and learn to make decisions and revisions about options with ease. Paulette Rollant, PhD, RN, Rollant Concepts, Inc; FL |
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| “CURRICULAR
BUILDING BLOCKS FOR EBP” Tired of hearing research described as boring or not useful? Bring your students over from the dark side! This presentation will discuss how principles critical to the success of evidence-based practice can be woven throughout a curriculum to create meaningful learning. Mary Rolloff, MS, RN, Bellin College of Nursing; WI |
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| “CLINICAL
INNOVATION: EDUCATION AND NURSES IN PARTNERSHIP” Learn how to create a more effective partnership between nursing education and staff nurses to mentor novice nursing students. Jo Voss, PhD, RN; Paula Goddard, MS, RN; Marie Cissell, MS, RN, South Dakota State University; SD |
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| “THE
WORLD OF GENERATION Y: NURSING’S FUTURE” Gen Y is coming to nursing classrooms in record numbers. Research has shown them to have different expectations in the classroom and clinical setting. Come and see what nurse educators need to know and do in order to prepare for “The World of Y.” Jean T. Walker, PhD, RN, Tina Martin, PhD, RN; LaDonna Northington, DSN, RN, University of Mississippi, MS |
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| 4:00 - 5:00 PM | POSTER
FORUM: LAST OPPORTUNITY TO RECEIVE POSTER CE CREDITS |
|
F13
"THE ART AND SCIENCE OF HUMOR IN HEALTHCARE:
EVIDENCE-BASED PRACTICES FOR BETTER HEALTH AND WELLBEING"
Humor
and laughter are therapeutic for the body, mind and spirit. However, creating
a successful interaction is an art. Knowing when, how, and what kind of humor
to use will increase our chance for success. The scientific research measuring
the therapeutic benefit of humor is growing in both quality and quantity,
Patty will explore, explain and expound on the
most recent scientific studies and how this evidence can guide our practice
as we integrate therapeutic humor principles into the healthcare setting.
. .
Objectives:
1.
Discuss recent scientific findings about the effect of humor and laughter
on body, mind and spirit.
2.
Describe techniques to improve the success of a humor intervention
3. List methods to assess the success of interventions to create "evidence"
that will guide practice for others.
F14
"LANDSCAPES OF LEARNING: A MENTORSHIP PROGRAM FOR NEW
FACULTY"
Quality
learning begins with quality teaching. Recognizing that the scholarship of
teaching and learning may be new concepts to new nursing faculty with limited
experience in teaching, Northern Arizona University, School of Nursing designed
and implemented a 3 year mentoring program for new faculty to assist with
the transition from practice to education and from teaching at an associate
level to teaching at a baccalaureate level. Faced with a continuing nursing
shortage, it has become increasingly difficulty to recruit and retain nursing
faculty with experience in baccalaureate education and in a school that is
rurally based with a large American Indian population. To recruit and retain
faculty it became apparent that we had to provide formal support to new faculty
for the unique challenges inherent in our program. An additional goal for
the program is enhance the quality of experiences the new faculty would have
with our program.
To respond to these issues, we designed the 3 year Landscapes of Learning
program for all new faculty and senior faculty who wished to attend. The purpose
is to provide a formal mentorship process with a focus on teaching and learning,
learning centered principles and interprofessional education. This presentation
will discuss the program, its goals and objectives, content, context, outcome
criteria and results to date. One of the presenters will also share her experiences
with the program as a new faculty member.
F15
"REDEFINING QUALITY AND SAFETY IN NURSING EDUCATION"
The Quality and Safety Education in Nursing Project (QSEN) is a national initiative designed to address the challenge of preparing nurses with the essential competencies for continuously improving the quality and safety of care. The School of Nursing at the University of Colorado Denver is a participant in the Robert Wood Johnson collaborative, engaged in redesigning nursing education to match the realities of practice. In this presentation, specific learning activities in classroom, clinical and simulation will be described to illustrate the redefinition of quality and safety competencies, emphasizing knowledge, skills and attitudes required of competent and respected nurses today.
F16
"EMPOWERING STUDENTS: CREATING AN ENVIRONMENT
OF ACTIVE LEARNERS"
Tired
of grading the same old assignment? Have you overheard students complain about
having to do "busywork" in your course or curriculum? Do you want
to use more interactive, interesting, fun and meaningful ways to engage your
students in thinking about course content? If you answered yes to any of these
questions, you might consider attending this workshop.
The presenters will discuss how Narrative Pedogogy was used to revamp a traditional
Nursing Leadership course. They will share how your role as a teacher will
become more stimulating and satisfying. Narratives de-center the teacher,
creating partnerships with students while they masterfully illuminate theoretical
concepts. By enabling students to actively engage with abstract topics from
a personal perspective, course content has more meaning. Students are motivated
to learn in ways that engender and foster accountability and creativity, resulting
in transformational learning. The presenters will share the theoretical underpinnings
of this student centered approach along with activities that are carried out
both in and outside of the classroom. This method calls students to become
willing and active participants in their learning.
F17
"EVIDENCE-BASED FACT SHEETS: ENHANCING
CLINICAL PARTNERSHIPS"
Literature
reports significant barriers prevent nurses from implementing research into
their daily practice. The purpose of this presentation is to share with others
how we have attempted to breakdown the barriers experienced by clinical nurses,
while encouraging nursing students to read and participate in research. Information
from this presentation could be utilized by nurses in the practice setting
as well as at multiple levels of the academic environment.
By exposing nursing students to research they may overcome existing barriers
and be empowered to continue further education after graduation. The presentation
will include: how the faculty team educated nursing students about research
and related theory, how guidance is provided to help undergraduate nursing
students develop Evidence-Based Fact Sheets, how Fact Sheets are reviewed
by experts and then distributed to health care agencies, and how the effectiveness
of the Fact Sheets and student experience are measured. The goals of our study
are to: 1) develop a research dissemination tool that is effective, 2) encourage
nurses and nursing students to participate in research, and 3) "give
back" to the clinical units.
Breaking down perceived barriers about research is the first step to strengthening
the professional knowledge base of nursing. As a result of this project, we
hope to "give back" to clinical units by supporting their professional
development while enhancing community partnerships"
F18
"PREVENTING MEDICATION ERRORS: COMPETENCY
EVALUATION"
Do you have students that are struggling with safe medication administration? The purpose of this workshop is to actively engage participants in an innovative teaching-learning strategy used to evaluate last semester Bachelor of Science in nursing students' competency in safe medication administration to a small group of complex patients. The competency evaluation requires students to incorporate assessment and diagnostic data, drug calculation accuracy, address safety concerns, and demonstrate critical thinking skills through identification of problems and corrective actions. The workshop will begin with an overview of the teaching-learning strategy, a discussion of how to incorporate the strategy into the clinical or classroom setting, and a discussion of the effectiveness of the teaching-learning strategy. Participants will then experience the teaching-learning strategy through active small group participation in two case scenarios, followed by a time of reflective learning and sharing.
F19
"KNOWLEDGE TO APPLICATION: REWIRING THE
THINKING PROCESS"
How
do you take students from the memorization of nursing facts to the identification
of appropriate nursing actions in the care of clients? Why is it that bright
pre-professional nursing students with GPA's ranging from 3.2 - 4.0 struggle
with applying the nursing process? Professors at this university developed
faculty teams at each semester level in the last two years of a baccalaureate
program. The Level II courses (2nd semester Junior year) consist of Pathophysiology,
Nursing Assessment, Pharmacology and Medical-Surgical Nursing. While each
of these courses is taught independently by different professors, they are,
in practice, a unified whole. The 4 courses are organized by topic so that
basic content is taught in Pathophysiology prior to, or simultaneously with,
content in nursing assessment and pharmacology. This new content can then
be used in the application of the nursing process in the medical-surgical
course.
The professors describe how they 'map" faculty circuitry and "rewire"
the thinking process of their students. This reconfiguration of thought processes
enables the student to SUCCESSFULLY utilize knowledge gained in Pathophysiology,
Pharmacology and Assessment into the application of nursing care delivered
in Medical - Surgical Nursing.
F20
"MULTIPLE CHOICE TEST QUESTIONS AND CRITICAL
THINKING"
This presentation will provide the participant with an overview of the relationship between multiple choice test questions written at higher levels of Bloom's taxonomy and critical thinking. The participant will be given background on the development of multiple choice tests, Bloom's taxonomy and critical thinking. The presenter will share with the participants the information given to first semester nursing students in an associate degree nursing program prior to their first exam to help them be successful in answering multiple choice test questions written at the higher levels of learning to improve critical thinking skills and increase retention. The presenter will also discuss the process of test analysis to identify the cognitive level of multiple choice test questions used on nursing tests and a sample test blueprint that increases the level of cognition through a 4 semester nursing program to prepare students for the national licensing examinations.
F21
"HELOISE’S HARDY’S
HELPFUL HINTS FOR HAPPY ONLINE LEARNING"
The
growth of online programs, online courses, and the use of online components
within face to face courses has increased dramatically over the past few years
(Lowenstein & Bradshaw, 2004). Nurse educators may well be thrust into
the role of online faculty with little or no preparation or support. The role
of the faculty must undergo change when online components are part of nursing
education (Billings & Halstead, 2005). Delivery of online components,
courses, and programs requires careful consideration of best educational practices
and innovative methods of evaluation (Billings & Halstead; Leners, Wilson,
& Sitzman, 2007).
Topics include: 1. Set up of a course utilizing design elements of Blackboard.
2. Hints to enhance student learning and increase student satisfaction. 3.
Suggestions to facilitate development of an online learning community. 4.
Suggestions for methods of online learning evaluation (Billings & Halstead;
Leners & Sitzman, 2006; Leners et al., 2007; Lowenstein & Bradshaw,
2004).
References
Billings, D. M., & Halstead, J. A. (2005). Teaching in nursing: A
guide for faculty (2nd ed.). St. Louis: Elsevier Saunders.
Leners, D. W., & Sitzman, K. (2006). Graduate student perceptions: Feeling
the passion of caring online. Nursing Education Perspectives, 27,
315-319.
Leners, D. W., Wilson, V. W., & Sitzman, K. L. (2007). Twenty-first century
doctoral education online with a focus on nursing education. Nursing Education
Perspectives, 28, 332-336.
Lowenstein, A. J., & Bradshaw, M. J. (2004). Fuszard's innovative
teaching strategies in nursing (3rd ed.). Boston: Jones and Bartlett.
F22
"LIGHTS, CAMERA… LEARNING: CLINICAL
SIMULATIONS FOR CLINICAL SITUATIONS!"
With
the increasing technology available in education today, this session presents
an innovative approach to student learning developed utilizing video technology
in a senior level nursing capstone course. During the senior level course,
students working in small groups, participate in planning, developing, filming,
and presenting clinical simulation scenarios.
The clinical simulation scenarios allow students the opportunity to identify
how they would react and what they would do when presented with the actual
situation in the clinical setting. After completing the filming, each student
group then presents their "film" on the "big screen" to
the entire class for discussion, reflection, and analysis of the clinical
scenario. The overall goal of the video clinical simulation approach to learning
is to improve students' confidence, decision making, prioritization, comfort,
and skill level in a variety of clinical settings.
F23
"PERILOUS NCLEX SCORE DECLINE: METHODS
OF RESCUE"
The
purpose of this presentation is to illustrate the process that faculty at
a private urban university used to reverse the downward spiral of NCLEX pass
rates. Long Island University, known as a "School of Second Chances,"
is one of the nation's largest and most diverse private institutions of higher
education. LIU Brooklyn Campus, located in downtown Brooklyn, New York, has
a student population of approximately 12,000. The School of Nursing is increasingly
a school of minorities and has approximately 450 students: 48% non-Hispanic
Black; 13% Latino/Hispanic; 14% Asian/Pacific Islanders; 1% American Indian;
9% "Other" which includes non-resident aliens; and 26% White, the
majority of whom are from Eastern Europe and speak English as a second language.
Throughout its existence, Long Island University has been committed to providing
educational opportunities for the 5 boroughs of New York City's diverse urban
community.
By 2003, pass rates on the State Board Examination fell to an average of 71
%, with one brief dip to 59%. The New York State Education Department charged
the SON administration with raising the passing rate to maintain accreditation.
Faculty assessment of the curriculum, the student body and itself identified
multifaceted causes. Descriptions of the assessment process and of strategies
for reversing the downward spiral will be described. After one year, Long
Island University School of Nursing's NCLEX pass rate improved markedly to
83-85%. For the last two years, NCLEX pass rates ranged from 90-96%. LIU SON
has clearly demonstrated that pass rates are reversible, but the critical
need to monitor for issues and take proactive measures continues and will
be discussed.
F24
"USE OF THE LEGACY CYCLE TO INCREASE
STUDENTS’ CLINICAL REASONING SKILLS"
This
initiative implemented in the spring and fall of 2007 at Tennessee Technological
University was guided by the National Research Council publication How People
Learn: Brain, Mind, Experience and School (2000) and by the VaNTH-ERC multi-institutional
biomedical engineering education initiative funded by the National Science
Foundation (NSF). "How People Learn" (HPL) is a comprehensive investigation
into the best practices for moving students from novice to expert. HPL frames
a method of teaching that is conceptual and challenged-based in approach as
compared to standard methods of teaching that are pure content-delivery in
approach. Incorporation of the "Legacy Cycle," an HPL recommended
instructional approach, into the curriculum at Tennessee Technological University
has resulted in HESI Mid-curricular test scores well above the national average
and significant gains on a critical thinking assessment test administered
by an independent office.
The presentation will focus on assisting nursing faculty to implement the
Legacy Cycle as well as other innovative teaching techniques. We will provide
specific guidelines for improving courses by engaging the students in interactive
lessons to increase clinical reasoning skills. The presentation will center
on a complete unit for teaching acid/base balance using the Legacy Cycle.
The attendees will be able to implement this learning cycle in their courses
upon completion of the presentation. We will also include the difficulties
we encountered during the implementation of the Legacy Cycle and practical
tips for avoiding similar problems.
F25
"UNFUSSY STORIES FOR FUSSY, COMPLEX CONTENT"
Have
you heard about....The Calcium Train with the Mystery Passenger? How Pizza
Delivery is Like the Phases of Stage 1 Labor? How Work Ethic Enlightens Fetal
Heart Decelerations? How the Best Years of Your Life are Linked to Serum Labs?
What Finding Things "Dead in Bed" Does to a Student? How the Fatty
Tire Guy is Related to the String Bean? What is Life's Meaning with PP and
no PooPoo?
A new and different generation of learners requires a fresh approach to complex
content. Why not? What generation are you from? Captain Kangaroo, Big Bird,
Barney or Blue's Clues? Why stop FUN stories at school age? FUN short, stories
will be shared with you - proven to catch your students' attention. Stories
take 3 to 7 minutes - shorter than the shortest story! Students will be talking
about the stories and NOT about you!
Present will be proven stories - the best of the best. Stories that will appeal
to multiple learning styles and the enrichment of thinking skills. The session
will be helpful to seasoned and new faculty as well as to faculty required
to 'teach content out of their element." The focus will be three fold:
Listen and enjoy the stories; bring your complex content and the presenter
will develop a story just for you; tell a story of your own - selected sharing
limited to two minutes or less per person.
F26
"USING PROBLEMS TO SOLVE PROBLEMS"
Active
learning, androgogy, developing critical thinking, and experiential learning
are current catch words in nursing education. Problem Based Learning (PBL)
encompasses concepts from each of the above, combines them into a whole, and
enables nursing students to develop the knowledge base and judgment necessary
for safe, skilled, and ethical nursing practice. Western Wyoming Community
College (WWCC) uses PBL exclusively in the didactic portion of the program,
and significantly in the skills lab portion. Most literature available on
PBL describes the benefits of PBL, but doesn’t how it actually works
in the classroom. This presentation would address classroom use specifically.
The benefits of, and the environmental requirements for PBL would be discussed
first. Next, using actual cases from the WWCC curriculum, the audience would
be led through the process of PBL, from data identification, through hypothesis
development, learning issue recognition, assignment and presentation, and
concept mapping. There will be handouts/PowerPoint showing student work from
previous semesters in all of these areas. The handout/PowerPoint will be from
Nursing 1 through Nursing 4 to demonstrate the growth the students experience.
Evaluation, facilitation, and side effects (improved communication, team building,
self responsibility, information retrieval etc) will be discussed during the
presentation. The wholistic nature of PBL, i.e. incorporating pathophysiology,
pharmacology, psychology, nutrition, etc. into one “case”, will
be demonstrated throughout. There will be time for questions at the end.
F27
"COURSE PORTFOLIOS, DOCUMENTING TEACHING
SCHOLARSHIP"
While portfolios are often considered beneficial tools in documenting professional careers, they are also beneficial tools to document course teaching scholarship. Portfolios make a course easily visible and provide opportunity for documenting course successes to share with others. Course history, curriculum context, accreditation documentation, and data for presentations and publications are gained via course portfolios. Course planning, evaluation, and quality improvement are facilitated. The purpose of this presentation is to share a Course Portfolio Guide as a strategy for documenting course processes and products. Guided by the Bernstein (2006) course portfolio model, evidence-based portfolio approaches, action steps and case exemplars are provided. Using the portfolio guide, participants identify a course and generate a portfolio action plan that combines course objectives, class activities, assignments, student learning exemplars, evaluations, and faculty reflections. Strategies to showcase evidence-based teaching activities are addressed. Evaluative data from portfolio education is shared and sample course portfolios are provided. Course portfolios have relevance for all types of courses. They can provide a first step in presenting and publishing teaching success stories.
F28
"YOU CAN DO IT!: A STARTER KIT FOR WRITING
ABOUT WHAT YOU DO"
When one article can reach more people than a lifetime of practice, why aren't you writing about what you do? This interactive session gives you the tools to turn your most intriguing ideas into publications. In the process, you'll understand why nurses use words like "exhilarated" and "delighted" to describe how it ' feels to see their name in print.
Objectives:
1.
Find a professional challenge intriguing enough to write about.
2. Refine your idea, choose your reading audience, select a vehicle, and identify
a snappy slant.
3. Name a colleague
who can support you in writing about what you do.
"MANAGING THE ONLINE NURSING CLASSROOM FOR SUCCESS"
Managing
The Online Nursing Classroom For Success is a presentation about how online
nursing faculty can effectively manage their time, and create a stimulating
yet caring learning environment for online nursing students. The presentation
will provide practical knowledge and hands on skills to ensure faculty and
student success in the online learning environment.
The presentation will cover the do's and don'ts of online teaching, how to
manage large discussions, and motivate student participation. The presentation
includes tips to save faculty time when teaching online, and ways to effectively
provide student feedback, especially when grading papers, assignments and
student discussion forums. Finally, the presentation will show different ways
to reinforce key course concepts for the online students.
"TEST ANALYSIS FOCUS-DECISIONS ABOUT OPTIONS"
Bring
an exam and the statistics for exam's options. If you do not have any, the
handout will include many examples. An Analysis Kit will be given to each
participant. The Analysis Kit is an easy way to make decisions about your
test questions and options. Which questions are performing or not? What option[s]
need revised since it may NOT be a stem problem.
Samples of option revisions and the associated rationales will be demonstrated.
Hands on activities to learn the easy approaches for revisions of options
will be offered.
The Analysis Kit allows for a quick, simple, and different view for decision-making
about is it my question or is it an option problem. The use of this kit will
enhance the overall development of nursing exams for similarity to the NCLEX®
test plan and ease decisions for the progression of exams and their item analysis
throughout the process of testing in nursing curriculums.
"CURRICULAR BUILDING BLOCKS FOR EBP"
The use of evidence for clinical decision-making is a concept that has received increased attention in recent years. In 2003, the Institute of Medicine reinforced the need for educators to evaluate curricula for inclusion of evidence-based practice strategies and application of quality improvement approaches along with other core criteria (Long, 2003). The recently drafted version of the AACN Essentials (2007) identifies the ability to evaluate sources of evidence and clinical practice guidelines as an end of program competency. Baccalaureate nursing programs have typically offered a course in nursing research, yet most staff nurses identify feeling unprepared in the skills of literature searching and critiquing needed for EBP implementation. A new approach for skill acquisition is needed. The American Nurses Association has identified expectations for research for each of the educational levels of preparation. This presentation uses constructivist theory and student centered principles of learning to create a new model for integrating EBP throughout a nursing curriculum, weaving principles into existing courses without creating a new curriculum.
References:
AACN (2007). Draft revision of the essentials of baccalaureate nursing education.
Retrieved October 22, 2007 from www.aacn.nche.edu
Long, K. A. (2003). The institute of medicine report health professions education:
A bridge to quality [Abstract]. Policy, Politics & Nursing Practice, 4
(4), 259-262.
"CLINICAL INNOVATION: EDUCATION AND NURSES IN PARTNERSHIP"
The
project purpose was to create a more effective partnership between nursing
education and staff nurses to mentor novice nursing students. Staff nurses
are faced with providing care for multiple patients with complex needs, and
these nurses must also provide supervision for the novice nursing students
along with the clinical instructor.
To reduce the demands on both staff nurses and clinical instructors, this
project was developed by assigning senior nursing students to mentor novice
nursing students in the clinical setting. Each clinical group of eight novice
students had 2 to 3 senior nursing students on the nursing unit along with
the clinical instructor. Each senior nursing student was responsible for assisting
2 to 4 novice nursing students in the care of assigned clients which involved
performing fundamental nursing skills and assessments. In addition, the senior
nursing student was required to collaborate with the staff nurses and clinical
instructor to coordinate nursing care. At the conclusion of the project, written
feedback was obtained from staff nurses, nursing instructors, and nursing
students.
This project resulted in benefits for the staff nurses, clinical instructors,
and nursing students. The staff nurses expressed confidence in allowing novice
nursing students to complete nursing care because of the adequate supervision
provided by the senior nursing students and clinical instructors. Also, staff
nurses shared that the novice students were actively providing nursing care
and not waiting for assistance or direction. Because the senior nursing student
was available for direct supervision of the novice nursing student, the clinical
instructor was able to provide individual assistance to the novice nursing
students while developing their critical thinking skills. In addition, this
project provided the senior student an opportunity to apply the concepts of
leadership. Through collaboration with a clinical instructor, the senior nursing
student assumed the role of educator and leader. The novice nursing student
gained the opportunity to learn the basic fundamental skills through the role
modeling of the senior nursing student. The faculty and nursing staff validated
the benefits of this project for both senior and novice nursing students.
This project helped to meet learning needs of senior and novice nursing students
while fostering collegial relationships between students, instructors, and
nursing staff.
With the increased demands on nursing staff, nursing instructors need to use
partnerships such as this project to provide efficient, effective teaching
strategies in the clinical setting. A partnership between nursing education
and staff nurses can reduce some of the demands placed on staff nurses as
well as provide quality clinical experiences for novice nursing students.
"THE WORLD OF GENERATION Y: NURSING’S FUTURE"
Nursing
classrooms across the United States are changing rapidly as increasing numbers
of students from Generation Y merge with Generation X. This great generational
transition has significant implications for nursing education as Baby Boomer
faculty teach record numbers of Generation X and the newly emerging Generation
Y.
In light of the tremendous increase in the number of Generation Y students
entering nursing programs, it will be very important to evaluate nursing curricula
and students' performance in the highly technological learning environment
but particularly in clinical competency measures. There is little to no research
available on clinical competency measures for nursing students from Generations
X or Y. Therefore, determining if and how Generation Y differs from their
Generation X counterparts in terms of clinical competency, is important.
Generation Y is expected to be a very mobile group who will willingly uproot
to seek opportunity and to find challenge and excitement in life. This generation
is anticipated to come forth with the combined best of the previous generations
to make a historical mark on this country. It is anticipated that Generation
Y will have the work ethic of the Boomers, the high drive and expectations
of the Xers, and their own technological advanced world that is tolerant and
culturally diverse.
In order for nursing educators to prepare for the changing face of higher
education with enormous numbers of Generation Y and significant Xers entering
college programs, it is important to examine teaching methods and students'
learning values and needs in relation to the multigenerational classroom as
well as how to evaluate the changing values and clinical competency of this
generation.
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