Teaching in nursing and role of the educator, second edition

www.ebook3000.com TEACHING IN NURSING AND ROLE OF THE EDUCATOR Marilyn H Oermann, PhD, RN, ANEF, FAAN, is the Thelma M Ingles Professor of Nursing and director of Evaluation and Educational Research at Duke University School of Nursing, Durham, North Carolina She is the author/coauthor of 18 nursing education books and many articles on teaching and evaluation in nursing, and on writing for publication She is the editor of Nurse Educator and the Journal of Nursing Care Quality and is past editor of the Annual Review of Nursing Education Dr Oermann received the National League for Nursing Award for Excellence in Nursing Education Research, the Sigma Theta Tau International Elizabeth Russell Belford Award for Excellence in Education, and the American Association of Colleges of Nursing Scholarship of Teaching and Learning Excellence Award Jennie C De Gagne, PhD, DNP, RN-BC, CNE, ANEF, is an associate professor at Duke University School of Nursing, Durham, North Carolina She has provided consultation to a variety of nursing schools, including in South Korea, Ghana, South Africa, Sri Lanka, India, and Taiwan, on program development, continuing education, and faculty development As an expert in educational technology and online education, Dr De Gagne has focused her research on effective use of instructional technology as well as cybercivility in nursing education across the curriculum and guidelines Her scholarly work includes nearly 100 authored or coauthored publications, 40 of them in peer-reviewed journals, and more than 70 national and international presentations Beth Cusatis Phillips, PhD, RN, CNE, is an associate professor at the Duke University School of Nursing She has over 20 years of teaching experience at the undergraduate level and also teaches at the master’s level in nursing education Dr Phillips is a proponent for innovation in teaching and preparing the new generation of nurses for the future Dr Phillips presents nationally on nursing education topics including clinical decision making among prelicensure nursing students, interprofessional education, and faculty development www.ebook3000.com TEACHING IN NURSING AND ROLE OF THE EDUCATOR THE COMPLETE GUIDE TO BEST PRACTICE IN TEACHING, EVALUATION, AND CURRICULUM DEVELOPMENT SECOND EDITION MARILYN H OERMANN, PHD, RN, ANEF, FAAN JENNIE C DE GAGNE, PHD, DNP, RN-BC, CNE, ANEF BETH CUSATIS PHILLIPS, PHD, RN, CNE EDITORS Copyright © 2018 Springer Publishing Company, LLC All rights reserved No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Springer Publishing Company, LLC, or authorization through payment of the appropriate fees to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, info@copyright.com or on the Web at www.copyright.com Springer Publishing Company, LLC 11 West 42nd Street New York, NY 10036 www.springerpub.com Acquisitions Editor: Margaret Zuccarini Composition: diacriTech ISBN: 978-0-8261-4013-5 e-book ISBN: 978-0-8261-4014-2 Instructor’s PowerPoints ISBN: 978-0-8261-4017-3 Instructor’s Manual ISBN: 978-0-8261-4015-9 Instructor Materials: Instructors may request supplements by emailing textbook@springerpub.com 17 18 19 20 / The author and the publisher of this Work have made every effort to use sources believed to be reliable to provide information that is accurate and compatible with the standards generally accepted at the time of publication The author and publisher shall not be liable for any special, consequential, or exemplary damages resulting, in whole or in part, from the readers’ use of, or reliance on, the information contained in this book The publisher has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate Library of Congress Cataloging-in-Publication Data Names: Oermann, Marilyn H., editor | De Gagne, Jennie C., editor | Phillips, Beth Cusatis, editor Title: Teaching in nursing and role of the educator : the complete guide to best practice in teaching, evaluation, and curriculum development / Marilyn H Oermann, Jennie C De Gagne, Beth Cusatis Phillips, editors Description: Second edition | New York, NY : Springer Publishing Company, LLC, [2018] | Includes bibliographical references and index Identifiers: LCCN 2017030284 | ISBN 9780826140135 | ISBN 9780826140142 (e-book) | ISBN 9780826140173 (instructor’s PowerPoints) | ISBN 9780826140159 (instructor’s manual) Subjects: | MESH: Education, Nursing—methods | Faculty, Nursing | Teaching Classification: LCC RT90 | NLM WY 18 | DDC 610.73071/1—dc23 LC record available at https://lccn.loc.gov/2017030284 Contact us to receive discount rates on bulk purchases We can also customize our books to meet your needs For more information please contact: sales@springerpub.com Printed in the United States of America by McNaughton & Gunn www.ebook3000.com To nurse educators and students preparing for a future role as a teacher in nursing www.ebook3000.com Contents Contributors xi Preface xv Share Teaching in Nursing and Role of the Educator: The Complete Guide to Best Practice in Teaching, Evaluation, and Curriculum Development, Second Edition SECTION I: NURSING EDUCATION: ROLES OF TEACHER AND LEARNER The Process of Becoming a Nurse Educator Marilyn H Oermann and Betsy Frank Learning Theories 17 Beth Cusatis Phillips Understanding the Learner 29 Beth Cusatis Phillips SECTION II: TEACHING AND TEACHING METHODS Learning Environment and Teaching Methods 47 Debra Hagler and Brenda Morris Integrating Technology in Education 75 Jennie C De Gagne, Helen B Connors, and Kathy Tally Teaching in Online Learning Environments 95 Jennie C De Gagne Clinical Simulations in Nursing Education: Overview, Essentials, and the Evidence 113 Pamela R Jeffries, Kristina T Dreifuerst, and Katie A Haerling Weaving Interprofessional Education Into Nursing Curricula Karen T Pardue, Shelley Cohen Konrad, and Dawne Marie Dunbar 135 viii Contents SECTION III: TEACHING IN A LEARNING LABORATORY AND CLINICAL SETTING Learning Laboratories as a Foundation for Nursing Excellence 155 Carol F Durham and Darlene E Baker 10 Clinical Teaching in Nursing 179 Lisa K Woodley 11 Partnerships With Clinical Settings: Roles and Responsibilities of Nurse Educators 203 Karen L Gorton and Katherine Foss SECTION IV: ASSESSMENT AND EVALUATION 12 Assessment Methods 233 Marilyn H Oermann 13 Developing and Using Tests 259 Kathleen B Gaberson 14 Clinical Evaluation 283 Marilyn H Oermann SECTION V: CURRICULUM DEVELOPMENT AND EVALUATION OF NURSING PROGRAM 15 The Context in Which Teaching Takes Place: The Curriculum 301 Sarah B Keating 16 Curriculum Models and Development 321 Theresa M “Terry” Valiga 17 Program Evaluation 331 Donna L Boland SECTION VI: SCHOLARSHIP AND NURSING EDUCATION AROUND THE WORLD 18 Evidence-Based Teaching in Nursing 363 Marilyn H Oermann and Jamie L Conklin 19 Becoming a Scholar in Nursing Education 379 Marilyn H Oermann 20 Preparing Students for Interprofessional Work in the Global Village: The Role of Nurse Educators 397 Lynda Wilson, C Ann Gakumo, and Martha A Dawson www.ebook3000.com Contents Appendix A: Examples of Teaching Materials and Other Documents for a Laboratory Module 423 Appendix B: Clinical Teaching Activities and Resources for Students Appendix C: Caputi’s Alternative Approach to Clinical Evaluation Appendix D: Resources for Nurse Educators Index 449 441 429 435 ix Index AACN-AONE Task Force, 205–207, 443 AAHE See American Association for Higher Education A-B-C approach, 101 Academic Education Solution (AES), 80–81 academic employment, educational preparation for, 4–6 academic nurse educators, 4, 7–9 competencies of, 7, 89–92 educational preparation, 4–6 responsibilities, 7–10 scholarship responsibilities, 8–9 service responsibilities, teaching, 7–8 academic-practice partnerships, 203 AACN-AONE Task Force, 205–207 Alliance for Clinical Education, 216–217 American Association of Colleges of Nursing, 203 American Organization of Nurse Executives, 203 barriers to, 225 capacity management, 212–213 clinical affiliation agreements, 213–216 clinical scholar model, 220–221 Dedicated Education Units, 222–223 developing and sustaining, 207, 225, 226 formation of, 209–211 future of, 226 Future of Nursing, The, 4, 8, 135, 204, 224 guiding principles, 206 implementation of, 209–211 Institute of Medicine, 4, 113, 135, 204, 217, 402 interactive tool kit, 207 interprofessional education See interprofessional education meaningful partnerships, establishing, 205–211 models, 217–223 participants’ roles, 224–226 peer teaching and learning, 219 service learning, 219–220 structure, 212–217 transition into practice, 223–224 types of, 217–223 academic self-regulation, 37–39 accessible technology, 103–104 accommodators, 31 accreditation, 346–347 agencies, 5, 347 criteria, institutional, 347 nursing program, 347–348 professional, 335, 338, 348 Accreditation Commission for Education in Nursing (ACEN), 5, 8, 14, 311–312, 348 active learning, 53–54, 87, 88 lecturing, 53 planning for, 53–54 ActiveWorlds, 81 Advocacy-Inquiry debriefing method, 123 AES See Academic Education Solution affective development, 49 affective domain, 50, 183, 237 age, learning impact of, 33–35 Alliance for Clinical Education (ACE), 216–217 sample polices, 215 alternative choices, testing and, 270, 271 American Academy of Nursing, 443 American Association for Higher Education (AAHE), 97 American Association of Colleges of Nursing (AACN), 4, 203 Essentials of Baccalaureate Education for Professional Nursing, 204, 403 American Association of Community Colleges, 443 www.ebook3000.com 450 Index American Association of University Professors, 443 American Association of University Women, 444 American Council on Education, 444 American Organization of Nurse Executives (AONE), 203 Association of American Colleges and Universities, 444 Association of Black Nursing Faculty, Inc., 444 Association of Community Health Nursing Educators, 444 analytic scoring, 274 andragogy, 34, 60 anecdotal note, 288, 294 Anschutz Medical Campus (AMC), 216 appreciative inquiry evaluation model, 341 assembling of test, 276 answer key, 278 continuous item numbering, 277 cover page, 277 crowding, 277 directions, 276 item format, 276 logical sequence, 276 proofread, 278 related material, 277 scoring facilitation, 277 assessment-criterion relationship, 261 assessment methods, 237 cases, 243–245 conferences, 246–247 discussions, 246–247 electronic portfolio, 245–246 group projects, 247–251 multimedia, 245 objective structured clinical examination, 252–253 outcomes, 236–237 papers, 238–243 portfolio, 245–246 principles for, 233–234 self-evaluation, 253 simulations, 248–252 standardized patients, 252 tests, 237–238 See also test item format written assignments, 238–243 assigned reading, 56 assignments, written concept maps, 240 evaluation of, 242 formal papers, 238–239 other types of, 240–242 reflective journals, 239 short papers, 240 writing to learn, 240 assimilators, 31 Association for Nursing Professional Development, 13 associative skill development, 157 asynchronous interaction, 96, 107 augmented reality, 116 aural/auditory preference, 32 autonomous skill development, 157 baccalaureate degree, as job requirement, balancing role responsibilities, 12 Bandura, Albert, 21 behaviorism, 19–20 Pavlov, Ivan, 19 Skinner, B F., 19 teaching methods, 20 Thorndike, Edward, 19 Best Evidence Medical and Health Professional Education (BEME) Collaboration, 368 best-work portfolios, 246 bibliographic databases, 367 Cumulative Index to Nursing and Allied Health Literature, 367 Education Resources Information Center, 367 MEDLINE (PubMed), 367 PsycINFO, 367 Big (CRAP) principle, 107 Blackboard learning management system, 78, 103 blended learning, 96 blogs, 103 Bloom’s digital taxonomy, 78 Boyer’s forms of scholarship, 9, 380 brain-based learning, 24–25 Bring Your Own Device (BYOD), 82, 83, 103 Bring Your Own Everything (BYOE), 82 broadcasting, 104 Brunner, Jerome, 20 budget considerations, 175, 316–318 in academic setting, 316–317 accreditation, 317 forecasting, 317 funding sources, 317 in health care setting, 317–318 building curriculum model, 322 BYOD See Bring Your Own Device BYOE See Bring Your Own Everything California Virtual Campus, 97 Campus Computing Project, 103 Campus Computing Survey, 103 Index Canadian Interprofessional Health Collaborative, 137 Canvas learning management system, 78 capacity management, 212–213 career development, 245, 379, 393 Care Management, 325 Carnegie Classification of Very High Research Activity, case-based learning (CBL), 144 case studies, 96, 98, 102, 195, 237, 254, 267, 345, 373 assessment method, 243–245 blogging, 103 learning, 63 CBL See case-based learning CCNE See Commission on Collegiate Nursing Education Center for Advancing Professional Excellence (CAPE), 218 cheating during tests, 280 cinemeducation, 70 classical conditioning, 19 classroom, flipping of, 88, 89 classroom redesign, 87 active learning, 87 pedagogy, 87 class size, learner considerations, 142 climate change, health effects of, 398 clinical activity planning, 184–191 environment, 184–185 orientation, 185–189 clinical affiliation agreements, 213–216 clinical appointments, clinical assignments, 189–191 learning objectives, 190 patient privacy, 190 responsibility, 190 service agency variables, 212 student input, 190 tracking of, 190 clinical conferences, 193–195, 247 clinical courses, grading, 295 clinical environment, planning of, 184–185 clinical evaluation anecdotal note, 288, 294 checklists, 288–289 desired competencies and outcomes, 283–284 formative, 65, 171–172, 234, 248, 252, 285–286, 335 grading, 295 judgmental process, 285 methods, 288–294 notes about students’ performance, 288 observation of performance, 288 process, 284–285 451 rating scales, 289–294 selection of methods, 287 summative, 285 support of student during, 287 clinical orientation, 185–189 assignments, 189–191 guidelines, 186 student accommodations, 188 student expectations, 186 Clinical Performance Evaluation Tool, 289, 290 Clinical Practice Environments for Students, 212 clinical scholar model (CSM), 220–221 clinical simulation See simulations clinical simulation environment, 80, 113–116, 126 clinical teaching activity planning, 184–185 assessing the learner, 184 case studies, 195 clinical assignments, 189–191 clinical conferences, 193–195 concept-based learning, 195 effective clinical teaching, 180 feedback, 197–198 lab blitzes, 196 multigenerational, nursing rounds, 196 organization, 191–192 orientation, 185–189 outcomes of, 183 passion for teaching, 181 relationships with students and staff, 182 research on, 181 strategies, 191–197 stresses, 181 structure within clinical day, 192 student feedback, 197–198 student presentations, 196 teaching skills, 181 written clinical assignments, 196–197 Clinical Transformations in Quality and Collaborative Care, 218 cloud computing, 79 cognitive development, 49 cognitive domain, 20, 49, 50, 183, 236 Cognitive Growth Theory, 20 cognitive learning, 183, 197 cognitive skill development, 157 cognitivism, 20–21 Brunner, Jerome, 20 Gagne, Robert, 20 collective learning agreements, 64 Commission on Collegiate Nursing Education (CCNE), www.ebook3000.com 452 Index communication skills, simulation of, 116 communities of practice, 139 competencies of nursing educators, 6–7, 389 See also NLN’s core competencies of nurse educators competencies of student, 236 competency evaluations, 171–174 See also clinical evaluation; simulations checklist, 171 formative skills, 171 grading of, 172 predetermined, 171 star system, 173 study guide, 172 teaching skill consistency, 172 types, 171–174 concept-based learning, 195 concept mapping, 60–61, 240, 315–316 conditioning, classical, 19 conferences as assessment method, 205, 246–247 case, 150 clinical, 193 facilities, 81 postconference, 194–195 preconference, 193–195 presentations at, 387, 389 connectionism, 19 constructivism, 22–23, 85, 102, 143 Dewey, John, 22 Fry, Roger, 23 Kolb, David, 23 Piaget, Jean, 23 teaching methods, 24 constructivist method, 143 construct validation, 260 content mapping, 315–316 content reconceptualization, online course, 104–106 example of, 104 faculty, 105 resources, 105 technology available, 105 content, review of quizzes, 169 round-table practice, 169 video recording, 169 content validation, 260 context as program evaluation, 334 context-dependent item set, 275–276 context, input, process, and product (CIPP) model, 338 contextually focused theorists, 334 contract learning, 60 convergers, 31 cooperative learning, 63–64 core competencies for interprofessional practice, 136–139, 141, 146–147, 217–218, 402 course learning contract, 60 course management system, 102, 103 cover page for test, 277 criterion-referenced interpretation, 235–236 critical thinking, 47, 60, 80, 84, 100, 117, 156, 195–197, 223, 239, 240, 246, 312 ability, 54 disposition, 54 teaching methods, 54–55 universal intellectual standards, 55 cultural diversity collectivism, individualism versus, 30 English fluency, 30 teaching styles, 31 culture of evaluation, 355–356 Cumulative Index to Nursing and Allied Health Literature (CINAHL), 367, 385 curricular considerations faculty role, 143 interprofessional education, 141 learner considerations, 141–142 learning outcomes, 140–141 curriculum budget considerations, 316–318 building curriculum model, 322 components, 307, 324–326, 329 concept/content mapping, 315–316 conceptual framework, 309–310 context in, 328 course syllabus, 326–328 framework, 324, 325 implementation plan, 312–315 interrelation among components, 324–326 level outcomes/objectives, 324, 326 mission of, 307–308 models and development, 321–323 needs assessment, 302–303 organizational framework, 309–310 parallel curriculum model, 321, 322 philosophy, 309, 324 prelicensure program outcomes, 324 program goals, 309 program, level, and student learning outcomes, 312–315 progressive curriculum model, 323 purpose, 309 sample programs, 314 teacher-focused versus learner-focused syllabus, 328 values, 309 vision, 308 well-crafted syllabus, components of, 327 Index curriculum integration, simulations and, 117–119 cybercivility, 101–102 cyberincivility, 101–102 debriefing after simulations, 53, 121–123, 194, 248, 363, 366 Debriefing for Meaningful Learning (DML), 122 debriefing methods, 122 Advocacy-Inquiry, 123 Debriefing for Meaningful Learning, 123 Gather-Analyze-Summarize, 123 Plus Delta, 123 decision-making framework for technology selection, 86–87 dedicated education units, 222–223 deliberate practice, 126, 155, 156, 158, 160, 170, 175 expectation versus task, 158 individual, 171 sessions, 171 demonstration methods, 69 Desire2Learn learning management system, 78 Dewey, John, 22 didactic course, 144–147 See also large-class teaching methods; lecture difficulty indexes, 281 digital taxonomy, 78 disabilities, students with, 40–41 disciplinary balance, learner considerations, 142 discrepancy evaluation modeling, 338 discrimination indexes, 281 discrimination power, 263 discussion, 56, 62, 372 as assessment method, 246–247 case, 243–244 frank/open, 63, 186, 327 group, 62, 194, 247 guiding, 121 online, facilitation of, 62, 100–101 disengagement, 40 distance education, 99 See also online learning distance learning, 96 divergers, 31 DML See Debriefing for Meaningful Learning DNP programs See doctor of nursing practice programs doctoral degrees, doctor of nursing practice (DNP) programs, domains of learning, 49–51, 124, 183, 236–237 drama, 66 453 educational games, 69–70 Educational Practices Simulation Scale (EPSS), 124 educational technology, 76 education paradigm, rethinking, 84–88 Education Resources Information Center (ERIC) database, 367, 385 educator role, transition to, 11–12 EDUCAUSE, 97, 444 e-learning, 96 electronic health record simulation Simulated E-hEalth Delivery System, 80 virtual care delivery system, 80 electronic portfolio (e-portfolio), 245–246, 254, 345 See also portfolios employment requirements, clinical appointments, empowerment, 335–336 enrollment size, impact on teaching, 52 essays, test writing of, 273–274 Essentials of Baccalaureate Education for Professional Nursing, 204, 403 evaluation, 234 clinical See clinical evaluation formative, 65, 171–172, 234, 248, 252, 285–286, 335 of participant performance, 126 methods See assessment methods plan design, 350–354 quality of, 234 of simulation, 123–126 summative, 234, 335 of teaching, 391 using simulation, 124–126 evaluation information analysis, 355 evaluation information reporting, 355 evaluation information use, 355 evaluation models, 337 appreciative inquiry, 341 choice of, 342 discrepancy, 338 goal-free, 338–339 goal-oriented/focus, 337–338 logic, 339, 340 meta-analysis, 341 success case studies, 339 systems-focused, 339 transformative, 339, 340 utilization-focused, 339 evidence-based teaching appraised resources, 369 definition of, 363–364 findings and use of, 375 phases, 365–366 research, 364–365 systematic reviews, 368–369 www.ebook3000.com 454 Index evidence evaluation Kirkpatrick’s Four-Level Evaluation Model, 373, 374 quality of, 373–375 expectation versus task, deliberate practice and, 158 experiential learning, 63 Experiential Learning Model, 23 exposure learning, 140 external clients, laboratory usage by, 175 external frame factors, 303–305 facilitators, 100–102 faculty competencies, development of, 89–90 faculty learning faculty technology development, 89–92 learning laboratory and, 159–160 organization strategies, 191–192 patient care, 192 peer mentors, 159–160 supervision, 170 teaching assistants, 159–160 training of, 159 faculty role, 143 faculty–student interactions, 40 Family Educational Rights and Privacy Act (FERPA) standards, 160 feasibility standards, 332 feedback, 197, 233, 234, 285 fidelity, simulation, 114–115, 369 flipping the classroom, 88, 89 forecasting, budgets and, 317 foreign-educated nurses (FENs), 400, 401, 412 formal papers preparation of, 238–239 assessment of, 239 formative evaluation, 65, 171–172, 234, 248, 252, 285–286, 335 formative skills, evaluation of, 171 foundational frameworks core competencies for interprofessional practice, 136–138 designing interprofessional education experiences, 138–140 interprofessional collaboration, 136 interprofessional education, 136 support interprofessional education, 137 frame reflection, 59 free online global health courses/modules, 409 Fry, Roger, 23 functional interactions, 40 funding sources, 317 Future of Nursing: Leading Change, Advancing Health, The, 4, 8, 135, 204, 224 Gagne, Robert, 20 game-based learning (GBL), 82 edugames, 82 university research centers, 82 games, educational, 69–70, 116 Gardner, Howard, 23–24 Gather-Analyze-Summarize (GAS) debriefing software, 123 GBL See game-based learning gender-neutral teaching, 36 Global Advisory Panel for the Future of Nursing and Global Health (GAPFON), 401 global burden of disease, 404 Global Code of Practice on the International Recruitment of Health Personnel, 400 global health case competitions, 414 challenges, 398 content integration, individual courses, 408–413 definition of, 401–402 diplomacy, 399 elective courses, 408 interest groups, 414 and interprofessional educational competencies, 402–403 media simulation assignment, 412 organizations for, 411 promotion in research initiatives, 415–416 service learning opportunities promotion, 413–414 using technology, sharing and collaboration, 414–415 global health competencies mapping across curriculum, 408 in nursing programs, integration of, 407–416 qualitative content analysis, 406 research to identify, 403–407 globalization of health and health care, 405 impact, on nursing practice, 399–400 global nursing, 401 organizations for, 411 goal-free evaluation models, 338–339 goal orientation, 38 grading, 235 clinical evaluation, 295 criterion-referenced interpretation, 235–236 norm-referenced interpretation, 235–236 student skills, 172 group projects, 247–248 evaluation rubric, 248–251 growth portfolios, 246 Index half-length method, 262 health care educational preparation for employment in, as human right and development resource, 406 in low-resource settings, 405–406 migration, travel and displacement implications, 404 social and environmental determinants of, 404 social determinants of, 36–37 Health Information Technology Scholars (HITS) Program, 89 Health Insurance Portability and Accountability Act (HIPAA), 160 Health Resources and Services Administration (HRSA), hierarchy of needs theory, 22 higher level thinking development, 54–55 higher order thinking skills (HOTS), 78 high-fidelity human patient simulator, 114 high-fidelity simulation, 114, 117, 218 See also simulations clinical, 117 interprofessional education, 118 modified, 118 unfolding case, 118 high-stakes simulation, 115 high-stakes testing, 345–346 alternatives to, 346 Valid Assessment of Learning in Undergraduate Education rubric, 346 history taking skills, simulation of, 116 HITS Program See Health Information Technology Scholars Program holistic scoring, 274 Horizon Report, 83, 103 HOTS See higher order thinking skills HPS See human patient simulators HRSA See Health Resources and Services Administration humanistic theory, 22 Maslow, Abraham, 22 Rogers, Carl, 22 teaching methods, 22 human patient simulators (HPS), 80, 114 See also high-fidelity human patient simulator hybrid learning, 96 Illinois Online Network (ION), 99, 100 imagined script writing, 66 immersion, 140, 151 implementation of simulations, 119–121 455 iNACOL See International Association for K-12 Online Learning INACSL Standards of Best Practice SimulationSM, 128 independent learning methods, 56–62 concept mapping, 60–61 contract learning, 60 individual learning contract, 60 reading, 56, 57 reflection, 58–59 reusable learning objects, 61–62 self-paced modules, 61–62 writing, 56–58 individualism versus collectivism, 30 individual learning contract, 60 Information Processing Theory, 20 information repository, program evaluation and, 354–355 information searches Best Evidence Medical and Health Professional Education Collaboration, 368 individual studies, 370–372 literature reviews, 369–370 recording evidence form, 372 searching the literature, 366–372 strategies, 367 systematic reviews, 368–369 infrastructure, technological, 84–88 innovation, creation of, 85 Institute of Medicine (IOM), 4, 135, 204 Future of Nursing: Leading Change, Advancing Health, The, 4, 8, 135, 204, 224 institutional accreditation, 347 institutional approach, 85 instructional immediacy, 40 nonverbal immediacy, 40 verbal, 40 instructor-to-student ratio, 165–166 integrated learning contract, 60 interactions faculty–student, 40 online, 107 interdisciplinary simulations, 118 See also interprofessional education simulation internal consistency, 262 internal frame factors, 304–307 International Association for K-12 Online Learning (iNACOL), 90 international nursing research, 415 Internet, 77 online learning, 77 time interaction, 77 web versus, 76–77 interprofessional clinical learning, 149–150 interprofessional collaboration, 136, 218 www.ebook3000.com 456 Index interprofessional education (IPE), 218 core competencies, 136–139, 141, 146–147, 217–218, 402 curriculum mapping, 141 definition of, 136 evaluation of, 150–151 faculty role, 143 global health and, 402–403 integration example, 218–219 learner considerations, 141–142 learning outcomes, 140–141 simulation, 116, 118, 147, 149 theoretical frameworks, 137–140 timing for, 142 University of British Columbia Model, 139–140 Interprofessional Education Collaborative (IPEC), 136 interprofessional education simulation (IPE-SIM), 147, 149 interprofessional learning, 145 See also interprofessional education Interprofessional Practice and Education Development (IPED) curriculum, 218 interprofessional practice, core competencies for, 136–138 inventory tracking, 174 ION See Illinois Online Network IPEC See Interprofessional Education Collaborative IPE-SIM See interprofessional education simulation iPod, 104 item format, logical sequence, 276 item test format, 263–264 job description, Josiah Macy Jr Foundation panel, 146 kinesthetic learning style, 32 Kirkpatrick’s Four-Level Evaluation Model, 125, 373, 374 Knowles, Malcolm, 34 Kolb, David, 23, 31 lab blitzes, 196 Lancet Commission on Planetary Health, 398 large-class teaching methods, 67–71 See also didactic course debate, 70 demonstration, 69 educational games, 69–70 film, 70 lecture, 53, 67 narrative pedagogy, 70–71 questioning, 68–69 return demonstration, 69 storytelling, 70–71 learner attributes, 29–37, 51–52 learner characteristics, 51–52 learner-focused syllabus, teacher-focused syllabus versus, 328 learning activities, 50, 51, 195, 287, 315 analytics, 83–84 behaviorism and, 19–20 considerations, 141–142 contract, individual, 60 definition of, 18 domains, 49–51, 236 effects of age, 33–35 environment development, 47–48 gender, 36 simulation See simulations style preferences, 31–33 theories of, 18–25 learning laboratories, 155 action plan, 166–168 competency evaluations, 171–174 content review, 169 faculty role in, 159–160 instructor-to-student ratio, 165–166 integration in curricula, 160–161 lesson plans, 167 logistics, 174–175 modules, 168–169 organization of, 165–168 professional confidence, 158 psychomotor skill acquisition, 160 Quality and Safety Education for Nurses, 158, 289, 290, 446 quizzes, 169 realism of, 169–170 round-table practice, 169 sample learning module, 161 simulation experiences, 161 staging area, 166 student assignment, 166 student’s expectations, 160 supply bags, 170 teaching box, 167 therapeutic use of self, 158 types of, 161–165 video recording, 169 learning management system (LMS), 78 Blackboard, 78 Canvas, 78 Desire2Learn, 78 Moodle, 78 open source systems, 78 proprietary, 78 Sakai, 78 Index learning modules, 168–169 learning objectives, 190 SMARTER acronym, 191 learning outcomes, 140–141, 183–184 affective domain, 49, 50, 183, 196, 237 cognitive domain, 20, 49, 50, 183, 236 psychomotor domain, 49, 51, 155–156, 183, 237 unintended learning outcomes, 183 learning process, 17 learning style preferences, 31–33 definition, 31 Experiential Learning Model, 31 models, 31 teaching styles, 31 VARK learning preference, 31 learning theories, 18, 102–103 behaviorism and, 19–20 brain-based, 24–25 cognitivism, 20–21 constructivism, 22–23, 102 hierarchy of needs, 22 humanistic theory, 22 social cognitivism, 21 social learning theory, 21 lecture, 53, 67 reusable learning objects versus, 61–62 lesson plan, 167 literature reviews, 369–370 LMS See learning management system logic evaluation model, 339, 340 logistics, 174–175 longevity of learning, 25 lower order thinking skills (LOTS), 78 manikin-based simulation, 114–115 manuscript planning, 385–386 acceptance, 386 Cumulative Index to Nursing and Allied Health Literature, 385 Education Resources Information Center database, 385 formatting, 385 MEDLINE (PubMed), 385 peer review phase, 386–387 potential submissions, 386 revisions to, 386–387 writing, 386 Maslow, Abraham, 22 hierarchy of needs, 22 massive open online courses (MOOCs), 79–80, 97, 401 mastery, 140 matching exercises for tests, 268–269 materials, teaching and, 53 media clips, 245 457 media simulation assignment, 412 medium fidelity HPS, 114, 115 MEDLINE, 367, 385 mentoring, 40 meta-analysis, 369 evaluation model, 341 methods-focused evaluation theorists, 333–334 mission of curriculum, 307–308 mixed method approach, 343 mobile devices, 82–83 Bring Your Own Device, 82, 83 Bring Your Own Everything, 82 digital content, 83 modules, 168–169 MOOCs See massive open online courses Moodle open source system, 78, 103 motivation of students, 37–39 causal attributions, 38 goal orientation, 38 interest, 38 self-efficacy, 38 teaching strategies, 38 moulage, 115 multigenerational students, teaching methods, 35 multimedia, assessment method, 245 multiple-choice test items, 269–272 alternatives, 270, 271 stem writing, 269 Multiple Intelligences theory, 23–24 multiple-response test items, 271 narrative pedagogy, 70–71 National Black Nurses Association (NBNA) Inc., 399 National Council Licensure Examination for Registered Nurses (NCLEX-RN®), 4, 237 National Council of State Boards of Nursing, licensure competence, 113, 127 National Institute of Standards and Technology (NIST), 79 National League for Nursing (NLN), 4–6, 119 Commission for Nursing Education Accreditation, Core Competencies of Nurse Educators, 6–7, 389, 442 Jeffries Simulation Theory©, 128 Simulation Innovation Research Center, 120 NBNA Diversity and Inclusivity Committee, 399 NCLEX-RN® See National Council Licensure Examination for Registered Nurses www.ebook3000.com 458 Index needs assessment, 302–304 external frame factors, 303–305 internal frame factors, 304–307 negative reinforcement, 19 NLN See National League for Nursing NMC Horizon Report, 103 nonverbal immediacy, 40 norm-referenced interpretation, 235–236 North American Council for Online Learning, 90 nurse educators, 17, 141, 399 academic credentials for, careers, 3–4 competencies, 6–7 educational requirements, 4–7 employment, 10–11 faculty development, 12–14 goal for, 86 migration of, 400 responsibilities, 7–10 tracks, transition to, 11–12 understanding learners, 29, 30, 41 websites of interest for, 13–14 nursing education research, 6, 364–365, 370–372 nursing education scholarship See scholarship; scholarship of teaching nursing practice, globalization impact on, 399–400 nursing professional development educators in, practitioners, 10 Nursing Professional Development: Scope and Standards, 10 nursing programs accreditation, 347–348 global health competencies in, 407–416 IPE competencies in, 136–139, 141, 146–147, 217–218, 402 types of, nursing rounds, 196 objectively scored items, 264 objective structured clinical examination (OSCE), 115, 252–253 observation of performance, 288 Occupational Safety and Health Administration (OSHA), 160 OLC Quality Scorecard, 90–91 online forum, effective facilitation of, 100–101 online learning, 77, 96 See also learning management system advantages and disadvantages, 96 A-F tips and guidelines for, 106 American Association for Higher Education, 97 assessment and evaluation, 109–110 Blackboard, 103 blended, 96 content reconceptualization, 104–106 course assessment, 109–110 courses and modules, 106–108 definitions, 96 designing of, 107–108 distance education, 99 distance learning, 96 EDUCAUSE, 97 facilitators, 100–102 hybrid, 96 Illinois Online Network, 99 learning theories, 102–103 massive open online courses, 97 Moodle open source system, 103 online courses, 96–98, 105–108, 110 organizations, 97 prevalence of, 96–97 principles of, 98 Quality Matters review process, 91–92, 107–108 reports, 103 Sloan Consortium®, 96 stages and process of, 102 students, 99–100, 108 successful practices, 97–100, 106 teaching and managing, 108–109 technology in, 102–103 virtual universities, 97 web-based, 96 Web 2.0 technology, 77 YouTube, 99 online programs, 52 online universities, 97 open source systems, 78 operant conditioning, 19 organizational framework, 309–312 outcomes for assessment, 236–237 competencies, 236 learning domains, 49–51, 236 outcomes, simulations and, 119 parallel curriculum model, 321, 322 partnerships See academic-practice partnerships, 203 patient clinical assignments, 190, 191 See also clinical assignments Patient Protection and Affordable Care Act, 4, 137 patients clinical responsibility, 190 privacy concern, 190 Index Pavlov, Ivan, 19 classical conditioning, 19 PBL See problem-based learning PEARLS, 123 pedagogy, 85–86, 102 constructivism, 85 critical, 413 narrative, 70–71 Seven Principles for Good Practice in Undergraduate Education, 86 simulation, 113, 129 peer-mentored system, 159, 160 peer review, manuscripts, 386 peer-reviewed journals, 385–387, 390–392 peer teaching and learning, 219 performance observation, 288 See also clinical evaluation Pew Research Center, 83 philosophy statement, 309 Piaget, Jean, 23 planetary health, 398, 401 Plus Delta debriefing software, 123 podcasting, 104 portfolios, 245–246, 345, 346 See also electronic portfolio (e-portfolio) program evaluation and, 345 positive reinforcement, 19 practice laboratories See also learning laboratories individual deliberate sessions, 171 staffing, 170 preimplementation, simulations and, 124 presentations by students, 66, 196 presentations at conferences, 387, 389 problem-based learning (PBL), 64–65 problem solving, 31, 56, 143, 158 productive classroom climate, 48 professional nursing organizations, 399 professional service, program accreditation, 347–348 program evaluation accreditation, 346 culture, 355–356 design guides, 350 developing and implementing, 348 evaluation information analysis, 355 evaluation information reporting, 355 evaluation information sources, 354–355 formative, 335 models See program evaluation models questions, 350 repository, 354–355 steps, 344, 348–349 summative, 335 systematic evaluation plan, 348 use of evaluation information, 344, 355 459 program evaluation methodologies, 342–343 high-stakes testing, 345–346 mixed method, 343 portfolios, 345 procedural steps, 344 qualitative measurement, 344–345 quantitative measurement, 344–345 program evaluation models, 337 appreciative inquiry, 341 choice of, 342 discrepancy, 338 essential competencies, 342 goal-free, 338–339 goal-oriented/focus evaluation, 337–338 logic, 339, 340 meta-analysis, 341 success case studies, 339 systems-focused, 339 transformative, 339, 340 utilization-focused, 339 program goals, curriculum and, 309 progressive curriculum model, 323 proofreading, 278 propriety standards, 332 psychological fidelity, 114 psychomotor domain, 49, 51, 155–156, 183, 237 psychomotor skill development, 51 PsycINFO, 367 publishing, 385–386 peer-reviewed journals, 385 writing for publication, 384–387 purposes, curriculum and, 309 QM program See Quality Matters program Quad Council for Public Health Nursing, 399 qualitative measurement, 344–345 Quality and Safety Education for Nurses (QSEN) competencies, 158, 289, 290, 446 Quality Matters (QM) program, 91–92 review process, 107–108 rubric, 107–108 quality standards, technology and, 90–92 International Association for K-12 Online Learning, 90 North American Council for Online Learning, 90 Quality Matters program, 91–92, 107–108 Southern Regional Education Board Standards for Quality Online Courses, 90 quantitative measurement, 344–345 questioning, 68–69 sandwich technique, 109 questions, during tests, 280 quizzes, 169 www.ebook3000.com 460 Index rating scales, 289–294 See also clinical evaluation adult health nursing course, 289, 291 Clinical Performance Evaluation Tool, 289, 290 grading performance guidelines, 289, 292 reading comprehension, 56, 57 assigned reading, 56 read/write learning style, 32 reflection, 58–59 action and, 53–54 reflective journals, 239 relationships, clinical teaching and, 182–183 reliability of assessment, 261–262 affecting factors, 262 resources for teaching, 52–53 materials, 53 physical spaces, 52 support staff, 52 technology, 52 time, 52 return demonstration, 69 reusable learning objects (RLO), 61–62 Robert Wood Johnson Foundation, Future of Nursing, 4, 8, 135, 217, 224 Rogers, Carl, 22 role play, 65 round-table practice, 169 rubric, 274, 346 group project evaluation, 248–251 written assignments, 242–243 Sakai open source system, 78 sandwich questioning technique, 109 scheduling, learning laboratory, 174 Schoening’s Nurse Educator Transition model, 11 scholarship defined by Boyer, 9, 380 grant funding, phases of, 382–383 research, responsibilities of, 8–9 spirit of inquiry, teaching, scholarship of teaching, 379–380 assessment of, 389–390 becoming a scholar, 382–384 Boyer’s forms, 9, 380 conceptualizations, 380–381 criteria, 382 dissemination of, 384, 387–389 peer review, 386–387, 390–392 portfolio, 392–393 publishing, 385–386 student evaluations, 391 transition to, 382–383 Scholarship Reconsidered: Priorities of the Professoriate, science, technology, engineering, mathematics (STEM) fields, 53 Scope of Practice for Academic Nurse Educators, The, 5, scoring of test, 264, 277 objective, 264 searching the literature, concept of, 366–372 Second Life, 81 SECTIONS model, 86 SEEDS See Simulated E-hEalth Delivery System self-actualization, 22 self-assessment, 247, 254 self-efficacy, 38, 39 self-evaluation, 253 See also self-assessment self-paced learning module, 61–62 self-regulation, 37–39 semantic web, 79 sense of salience, 168 sequencing of test, 276 service agency, clinical capacity variables, 212 service learning, 66–67, 219–220, 413–414 service responsibilities, Seven Principles for Good Practice in Undergraduate Education, 86 short-answer test writing, 272–273 short papers, preparation of, 240 Sigma Theta Tau International (STTI) Service Learning Task Force, 413 Simulated E-hEalth Delivery System (SEEDS), 80 simulation-based assessment, 248 Simulation Design Scale (SDS), 124 simulation experiences, 161 simulation fidelity, 115 moulage, 115 psychological, 114 simulation integration, 80 electronic health records, 80 human patient simulator, 80 simulation learning, 147–149 simulations, 65, 80–82, 102, 218, 248–252, 287, 316, 373, 385, 389 creation of, 119 curriculum integration, 117–119 debriefing, 121–123 deliberate practice, 155, 156, 158, 160, 170 Educational Practices Simulation Scale, 124 enhancement of, 115 evaluation strategies, 124–126 evidence and research in, 126–129 Index gaming, 116 high-fidelity See high-fidelity simulation implementation of, 119–121 Kirkpatrick Model, 125 learning, 147–149 manikin-based, 114–115 participant performance, 126 pedagogy, 113, 129 phases, preimplementation, 124 Simulation Design Scale, 124 standardized patients, 115–116 team-based approach, 147 types of, 114–116 virtual worlds, 76, 81 skill development, 156–158 associative, 157 autonomous, 157 cognitive, 157 deliberate practice, 156 phases, 157 Skinner, B F., 19 operant conditioning, 19 Sloan Consortium®, 96 small-group learning methods, 62–67 case study, 63 cooperative, 63–64 discussion, 62 drama, 66 experiential learning, 63 presentations, 66 problem-based learning, 64–65 role play, 65 service learning, 66–67 simulation, 65 standardized patients, 65 social cognitivism, 21 teaching methods, 21 Vygotsky, Lev, 21 social-cultural cognition, 21 social determinants of health, 36–37 social engagement models, 139 social learning theory, 21, 102 Socratic method, 17 SP See standardized patients spirit of inquiry, split-length method, 262 staging of laboratory, 166 standardized patients (SP), 65, 115–116, 161, 237, 252, 253, 255, 287 objective structured clinical examinations, 115 star evaluation system, 173 statewide program, 104 STEM fields See science, technology, engineering, mathematics fields 461 stem writing, 269 storytelling, 70–71 strategic learners, 37 Strategies and Tools of Enhance Performance and Patient Safety (TeamSTEPPS) curriculum, 218 stress, 181, 287 student engagement, 39, 40 student learning outcomes (SLO), 313 students accommodations of, 188 assessment of, 184 clinical assignment input, 190 course assessment, 109–110 evaluations, 391 expectations and requirements, 160 feedback, 197–198, 233–234, 237–239, 285–287, 295, 373, 390 instructor ratio, 165–166 laboratory assignment of, 166 learner characteristics, 51–52 learning objectives, 190, 326–328 motivation, 37–39 online learning, 96–97, 99–100 organization strategies, 191–192 orientation, 185–189 patient care, 192 presentations, 66, 196 ratings of teaching, 390 SMARTER acronym, 191 student learning outcomes, 313 uniform, 160 students’ performance, notes about, 288 students with disabilities, 40–41 study guide, 172 subjectively scored items, 264 success case studies evaluation model, 339 success-focused evaluation model, 339 summative evaluation, 65, 110, 171–172, 234, 248, 252–253, 285, 335 support staff, impact on teaching, 52 support strategies, 56 Sustainable Development Goals, 398 syllabus, 326–328 well-crafted, components of, 327 synchronous interaction, 96, 107 systematic reviews, 368–369 appraised resources, 369 meta-analysis, 369 systems-focused evaluation model, 339 task versus expectation, deliberate practice and, 158 TBL See team-based learning www.ebook3000.com 462 Index teacher-focused syllabus versus learner-focused syllabus, 328 teacher’s online best practices error correction, 109 presence, 109 teaching and managing, 108–109 teacher-student relationships, 39–40, 104, 253 instructional immediacy, 40 strategies to promote, 40 teaching assistants, 159–160 teaching box, 167 teaching methods, 20, 21, 47, 49–53, 56–71 active learning, 53–54 affective, 49 case study, 63, 195 cognitive, 49 concept maps, 61, 240 contract learning, 60 cooperative learning, 63–64 critical thinking, 54–55 debate, 70 demonstration, 69 discussion, 62 film, 70 flipping the classroom, 88–89 games, 69–70 higher level thinking, 54–55 large-class, 67–71 learner characteristics, 51–52 learning, 56–62 lecture, 67 presentations, 66 problem based, 64–65 psychomotor, 49 questioning, 68–69 reading, 56, 57 reflection, 58–59 resources, 52–53 selecting, 49–53 self-paced modules/reusable learning objects, 61–62 service learning, 66–67 simulation See simulations small-group, 62–67 storytelling, 70–71 writing, 56–58 teaching portfolio, 392–393 teaching process, 17 teaching responsibilities, 7–8 teaching skills, 181 consistency in, 172 teaching styles gender neutral, 36 learning style, 31 motivation, 37–39 multicultural classroom, 31 self-regulation, 37–39 team-based learning (TBL), 64 team learning contract, 60 technological infrastructure, 84–88 benefits of, 84 classroom redesign, 87 flipping the classroom, 88, 89 pedagogy, 85–86 technological reports online learning, 103 Campus Computing Project, 103 NMC Horizon Report, 103 technology accessible, overview of, 103–104 cloud computing, 79 electronic health records, 80 faculty development, 89–92 game-based learning, 82 impact on teaching, 52 Internet, 76–77 learning analytics, 83–84 learning management system, 78 massive open online courses, 79–80, 97 mobile devices, 82–83 reports, 103 semantic web, 79 successful implementation, 97–98 tools, 78–84 Web 2.0, 79 Web 3.0, 78–79 tenure, test administration, 279–280 cheating, 280 questions during, 280 test anxiety, 279 test, assessment of, 259 difficulty indexes, 281 discrimination indexes, 281 internal consistency, 262 item difficulty, 280 purpose of, 262 reliability, 261–262 validity, 260–261 test blueprint, 264–265 test cover page, 277 test difficulty, 263 test item format, 263–264 context-dependent item set, 275–276 essay, 264, 273–274 matching exercises, 268–269 multiple-choice, 269–272 multiple-response, 271 short-answer, 272–273 specific formats, 267 true-false, 267–268 Index test length, 263 test planning, 262 test scoring, 264 analytic scoring, 274 essay scoring, 273–274 holistic scoring, 274 rubric, 274 test security, 278 test, student preparation for, 278 anxiety, 279 information, 278–279 skills, 279 test-taking skills, 279 test writing, 265–267 think, learning to, 183 Thorndike, Edward, 19 connectionism, 19 transformative evaluation model, 339, 340 transition into practice, 223–224 transition to educator role, 11–12 true-false test items, 267–268 unannounced patients, simulation enhancement, 116 unfolding case, 118, 148, 244–245, 254 uniforms, students and, 160 unintended learning outcomes, 183 United States Department of Education, 40 United States Department of Education National Center for Education Statistics, 30 universal resource locators (URLs), 76 universities, employment requirements, University of Colorado AMC health science programs, 218–219 URLs See universal resource locators use of evaluation theory, 332–333 accuracy standards, 333 feasibility, 332 propriety standards, 332 utility, 332 use-/utilization-oriented evaluation theorists, 332–333 utility standards, 332 utilization-focused evaluation model, 339 utilization-focused evaluation theory, 333 Valid Assessment of Learning in Undergraduate Education rubric, 346 validity of tests, 260–261 assessment-criterion relationship, 261 consideration of consequences, 261 construct, 260 content, 260 VARK learning preference model, 31 aural/auditory preference, 32 kinesthetic learning style, 32 read/write learning style, 32 visual preference, 32 verbal immediacy, 40 videocasting, 104 video recording, review of, 169 virtual care delivery system, 80 virtual simulation, 76, 116 See also virtual worlds simulation Second Life, 116 virtual universities, 97 California Virtual Campus, 97 virtual worlds simulation, 76, 81 ActiveWorlds, 81 applications for, 81 Second Life, 81 Web 2.0, 77, 79 Web 3.0, 78–79 vision of curriculum, 308 visual preference, 32 Vygotsky, Lev, social-cultural cognition, 21 Web 2.0, 77, 79 Bloom’s taxonomy, 78 digital taxonomy, 78 tools, 78 Web 3.0, 78–79 web-based learning, 96 web, Internet versus, 76–77 wiki, 104 World Health Organization (WHO), 136 writing, 56–58, 386 assignments, 58 core competencies, 58 manuscript, planning, 385–386 for publication, 386 writing-to-learn activities, 240 written assignments, 240–242 evaluation, 242–243 short written clinical assignments, 196–197 YouTube, 245 as online learning tool, 99 www.ebook3000.com 463 ... effective teaching in nursing and carrying out other dimensions of the educator role The book examines the role of a faculty member in a school of nursing and nurse educator in other settings; theories... theories of learning; teaching methods, including integrating technology in teaching; teaching in online environments, simulation, learning laboratories, and clinical settings; interprofessional... evidence-based teaching in nursing, the need for better research in nursing education, and a process for engaging in evidencebased teaching The role of the nurse educator includes more than teaching, assessing