Browsing by keyword "nurse educators"
Now showing items 1-2 of 2
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Redesigning Web-Based Courses for Nurse Educators. Fully Online? Hybrid?Background: Schools of nursing are experiencing faculty shortages which limit student admissions. The additional time and effort needed to gain competency as an academic nurse educator is one reason for this shortage. Nurse educator web-based courses offer increased flexibility in time management as well as reduced commuting time, however not all nurses embrace the online learning environment. Aim: Expand access to two web-based nurse educator courses at the University of Massachusetts Worcester by offering nurses the choice, within a single course, of completing either a hybrid or fully online course. N620: Teaching and Curriculum Development N623: Identifying and Measuring Outcomes Research Design: Exploratory prospective design. Qualitative data gathered from student focus groups and interviews. Quantitative data gathered through initial, formative and end of course surveys, student assignments, grades. Findings: 1. 50% of the students completed the hybrid course because face to face interaction was highly valued. 2. Students with prior satisfactory online learning experiences and who knew each other from other courses completed the fully online course. 3. Students with no previous experience taking online courses did not anticipate the time commitment. 4. Even a hybrid course format can increase access to graduate courses for busy students with jobs and families. The online format reduced the burden of commuting and allowed for flexibility. Enrollment in N 620 more than doubled from the previous year (four versus nine students). Recommendations: 1. Potential students should complete a self-assessment to determine if they are motivated to be self-directed learners and learn basic computer skills, Powerpoint© and Blackboard Vista© technology prior to beginning a hybrid or fully online course. 2. To facilitate communication in a hybrid or fully online course, course syllabi should contain detailed descriptions of all assignments, grading criteria and due dates. (U Wisconsin Milwaukee Learning Technology Center).
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Use of QSEN Based Simulation to Orient Nurse Educators: The Role of The Clinical TeacherBackground: Simulation has been well documented in the nursing literature as an effective strategy to prepare and teach students clinical based situations (Benner, Sutphen, & Day, 2010). Much of the literature addresses the implementation of simulation into nursing curriculum (Hayden, 2010) and the training of nursing faculty in the pedagogy of nursing simulation (Jeffries, 2008). However, the literature does not address how simulation can be used to train and orient new faculty to the clinical environment. Purpose: The purpose of this simulation project was to utilize the six QSEN core competencies to create simulation templates to orient the novice clinical faculty member to the clinical environment. Project Questions: 1) Does a simulation-based clinical nursing faculty orientation program increase self-perceived competence in the clinical nursing faculty role? 2) What are clinical nursing faculty's perceptions of a simulation-based clinical nursing faculty orientation? Methods: The first phase of this project was to merge the QSEN competencies (Cronenwett et al., 2007) and their respective KSAs to create a template for simulation. Because the competencies are written for nurses, they needed to be adapted for nursing educators. Adapted KSAs for nurse educators were developed and scenarios were created for each of the QSEN competencies: (a) patient-centered care, (b) teamwork and collaboration, (c) evidence-based practice, (d) patient safety, (e) quality improvement, and (f) technology and informatics. The second phase was to pilot the six QSEN competency simulations on novice clinical educators.
