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FME Process improvement for patient safety

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FME Process improvement for patient safety

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Flipping the Nursing Classroom: Where Active Learning Meets Technology by Karen Hessler

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Flipping the Nursing Classroom: Where Active Learning Meets Technology by Karen Hessler

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Wouldn't it be great if creating infographics was as simple as writing text-based blog posts? Usually, it would take a lot of time, effort, and skill to make them - but that doesn't have to be the case.

Considering the popularity and effectiveness of visual content in marketing today, you shouldn't throw in the towel just yet.

That's why we decided to do most of the work for you. With HubSpot's Free Infographic Templates in PowerPoint, you can create high-quality, professional infographics in under an hour.

You can add your own content to premade outlines in a cinch. And if you need a helping hand, we'll show how to personalize your infographic in PowerPoint in this post. Keep reading to learn how to make a memorable infographic with ease.

If you prefer watching, this video shows the process of creating an infographic, step-by-step:

1. Choose your desired infographic template.

First things first, you have to choose an infographic template appropriate for representing that data.

The important thing is to choose a template that specifically works for the type of data set/content you want to present.

As you saw pictured above, you can download our 15 infographic templates in PowerPoint and choose whichever template you'd like.
Download for Free
Choosing a template before creating a goal for your infographic can speed up your infographic creation process. First, it helps you visualize how you will organize and present your data. This can help you narrow your focus before you get into designing your infographic.

Next, infographic templates have premade sections or modules to help you structure your content. This makes it easy to understand how your information will fit within each section to give your infographic a logical flow and helps you create a better audience experience.

Starting with a template can also spark creative ideas for your infographic and inspire original ways to tell your visual story.

Other important qualities to consider as you choose a template include:

Whether your infographic is using quantitative, qualitative, or categorical data

How complex your data set is

Whether the infographic design elements align with your brand

Accessibility, including readability for all audiences

Some of your template options in the offer linked above include a timeline, flowchart, side-by-side comparison, and a data-driven infographic.

Types of Infographics

Here are some basic types of infographics. This list can help you choose an infographic template that suits the story you want your data to tell:

Side-By-Side Comparison Infographic

This infographic design can help prove the advantage of one concept over another, or simply explain the differences between two competing entities.
Download this template
Flowchart Infographic

This design is perfect for presenting a new workflow for your organization, or how a linear or cyclical process works across your industry.
Download this template
Timeline Infographic

This design can tell a chronological story, or history, of a business, industry, product, or concept.
Download this template
Graph-Based Infographic

This design is suitable for content creators publishing a high volume of data and statistical information, making it a good fit for expert-level audiences, too.
Download this template
Image-Heavy Infographic

This design caters to content creators who are trying to reveal trends and information from shapes, designs, or photography - rather than just numbers and figures.
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Pro tip: Choose a template that offers a range of layout options for different types of information. A template with diverse layouts can help you create more visually engaging and informative infographics.

2. Decide on a goal for your infographic.

Once you have the template you want to use, it's time to get into the details. Without a clear goal, your infographic may include too much information or fail to convey your message.

Your goal should include the purpose of your infographic. Do you want to educate, persuade, inform, or inspire your audience?

An infographic can help you:

Quickly summarize complex topics

Simplify complicated processes

Highlight research or survey results

Condense long-form content, like blog posts or case studies

Analyze and compare different products or concepts

Boost awareness about a topic

And an infographic is for more than just presenting information. So, your goal should also include a desired action or response you want to elicit from your audience. Do you want them to sign up for a newsletter, visit a website, or take another desired action?

Critically thinking about goals for your infographic helps you align each infographic with larger marketing targets.

3. Identify the audience for your infographic.

Infographics don't sell themselves on design alone. They're ultimately about communication. You need to deliver "info" that's just as compelling as the "graphic," and to do that, you need to know the audience your infographic intends to reach.

According to Harvard Business Review, five possible audiences can change how you choose and visualize your data: novice, generalist, managerial, expert, and executive. Start by comparing your infographic's ideal reader with one of these five audiences - which one applies to your reader?

When thinking about the data you want to visualize, let the five audiences above dictate how advanced your data will be. For example:

A novice audience might need data whose meaning is more obvious at first blush.

A generalist may want to better understand the big picture of a concept.

A managerial audience might need to see how different groups or actions affect one another.

An expert might be more interested in getting into the weeds of your numbers and posing theories around them.

An executive has more in common with a novice audience in that they only have time for the simplest or most critical information and the impact it'll have on the business.

Once you've identified who your infographic is for, dig deeper into that persona. You should understand what interests that audience, what motivates them, and what specific information they need.

Then, think about how and where they'll see your infographic. Will it be on a website, shared on social media, or presented at a conference? Can you repurpose sections of your infographic for different channels?

The platform and situation should influence the design and format of your infographic. Keeping these details in mind will make your infographic stand out and make an impact.

Pro tip: Take audience awareness a step further by conducting research or gathering feedback from your target audience. These details make it easier to tailor your infographic to their specific needs.

4. Collect your content and relevant data.

Using the audience you've chosen above, your next step is to organize all the content and data you'll use in the infographic. You can either collect third-party data or use your own original data.

Choose your data.

Compelling data needs to be comprehensive enough to give your readers proper context around the data you're presenting.

When collecting your data, make sure you know what story you want to tell through this information. Data for the sake of data won't add value to your infographic at all.

Choose data that's interesting and gives a good understanding of the topic. You can compare numbers or look at trends over time to tell a story with your data.

For example, a spike in website traffic from one month to the next doesn't mean much - until, say, you reveal that traffic was on a steady decline over the previous three months. Suddenly you have a story of how you were able to reverse a downward trend.

Organize your data.

Make sure to organize the data in a way that makes sense and tells the story you want to share. Think about what data points are most important and create a structure that emphasizes that data.

For example, you may want to write a quick outline of your data story. Then, match your data points with each relevant section of your outline.

Cite your sources.

If you use third-party data, be sure you properly cite your sources - just like in any other good piece of content.

And, try to keep your infographic uncluttered by a ton of different source URLs. A great way to cite your sources is to include a simple URL at the bottom of your infographic that links to a page on your site.

You can also list the individual stats used in your infographic and their sources on a landing page. Try linking this page to an offer that includes your free infographic.

With these tips, your infographic will look clean and professional and people will be able to access the sources no matter where the infographic gets shared or embedded. It may even drive visitors back to your site.

Pro tip: Think about different types of charts and graphs to present your data. Look for chances to turn complex statistics or concepts into easy-to-understand visualizations.

5. Download your template to PowerPoint.

For the sake of time (remember, our mission is to create an infographic in under an hour), I'm going to create an infographic with PowerPoint.

This is the easiest tool to use because it's widely accessible software that's already on most computers, so you can work on your infographic even without an internet connection. The user interface is also familiar and user-friendly, making it easy for beginners.

This example is based on steps and best practices from our guide, How to Create Effective Inbound Marketing Campaigns.

I've picked the "World's Greatest Timeline" infographic template from our collection of infographic templates. This template is best suited for my data set since it will allow me to outline each step of the campaign creation process in chronological order.

If you're ready to get started, just open the infographic template in PowerPoint. This will create a new presentation based on the selected template. Then you can start customizing.

6. Customize your infographic.

This is the most time-consuming part - plugging in the content you already have. With the right template, this step will go fast. All you need to do is replace the placeholder text and graphics with your own information.

Come up with a catchy title, plug in your data/content, and adjust your font sizes and formatting. Feel free to switch up the graphics and colors, too, so they're relevant to your brand and the data you're providing. To customize the look of the infographic even more, you might add or change the colors or font styles to your liking.

In this example, you'll notice that I've inputted my text and changed the font colors to HubSpot's signature colors:

You're not limited by what the template includes, either. You can use the tools in PowerPoint software to create bar graphs, pie charts, and other visuals to support your data. (Note: Download our free infographic templates for a cheat sheet for using PowerPoint's various features and tools.)

As you customize, focus on visual hierarchy and readability. Remember, any visuals should support and enhance your data.

Pro tip: Use consistent visual cues such as icons, color schemes, or illustrations. This creates a consistent visual language for your infographic and reinforces your brand. If your business plans to use infographics consistently, think about creating an infographic-specific style guide.

7. Include a footer with your sources and logo.

Finally, include a link to your source (mine is here) and the company logo. This way, people will recognize your content if it gets shared on social media or embedded on other websites.

After all, one of the main benefits of creating infographics is their shareability. These details will also make your infographic feel more credible and authentic.

Pro tip: Contributor details or acknowledgments can also boost the trustworthiness of your infographic.

8. Promote and publish your infographic.

The only thing left to do is to publish and promote your awesome new infographic. A few recommendations for promotion:

Publish your infographic on your blog.

Publishing an infographic on a blog improves the visual appeal of your content. It also makes it easier for your audience to understand complex or new concepts, boosts SEO, and drives user engagement. Don't forget to include your list of sources.

Add a Pinterest button.

This will help visitors easily "pin" your infographic on Pinterest for quick sharing and added exposure. Think about adding a brief description or caption for Pinterest sharing. This increases your chances of engagement and can generate more interest from potential viewers.

Create and add an embed code.

This makes it easy for visitors to share your infographic on their websites, social media platforms, and blogs, as we did below.

Share This Image On Your Site

With the infographic complete and published, that's a wrap. It won't take you long to create some impressive infographics of your own once you get started - but before you begin, we've got some tools to make the creative process even smoother.

How to Make an Infographic for Free

Now that we've reviewed the many variations of infographic formats and when to use them, you may be wondering how much it's going to cost. The good news is you can make engaging and effective infographics for free with many tools on the market. Here are some of our favorites:

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Canva is a design platform than can help you create a variety of media like presentations, blog graphics, and posters in addition to infographics. It's easy to get started using one of their templates.

The tool works by simply dragging and dropping the elements that you'd like to use into place. Once you're satisfied with your graphic, you can easily download it in a variety of formats of formats to share with your team.

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As we showcased earlier, HubSpot's free, customizable infographic templates make it easy to quickly create new visuals for your project. Simply download the template and open in PowerPoint.

From there you can replace text by typing into the template and change the colors to suit your brand's palette. Our offer comes with step-by-step directions to make ensure a hiccup-free experience.

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Piktochart is a free online tool to help you create infographics with zero design experience required. Where Piktochart shines is its many offerings to help visualize data. The free version gives you access to pie charts, maps, bar charts, and pictographs to display data in a variety of formats.

Users have the option to upload a CSV, Google Sheet or Excel file into the graph maker or opt to copy/paste into the template. The brand stands by their user-friendliness, aiming to help novices create infographics in 30 minutes or less.

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Snappa's infographic maker pushes the limits of creating media on the fly - claiming users can make infographics in just five minutes. Snappa offers a variety of readymade templates and an easy drag-and-drop builder to help users quickly create the content they need.

Users have to option to add and take away graphics, text, and stock images to customize their creations. Once completed, the finished product can be easily downloaded for use. Snappa also makes it easy to repurpose the infographics you've made by offering several formats for social sharing.

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Similar to others on this list, Venngage uses a drag and drop editor to help users create infographics without any design experience. Start with a template, and customize colors, text, and shapes as you see fit.

Venngage also has a robust stock photo library, with an impressive 40,000 icons and images available for use, plus another 3 million from Pixabay. The only drawback is that the collaboration features and brand kit are only available with paid tiers.

Visme helps users make graphics in three easy steps: choose a template, upload or input your data, and customize. If you prefer to start a graphic from scratch, there is also an option to swap specific portions of your infographic using blocs instead of using a full template.
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Once finished, users can opt to share their project with a link or download in a variety of formats. While the basic version of Visme is free, you'll need to opt for a paid tier for access to the brand kit feature.

Ready to get started? Here are some guidelines you should keep in mind.

Tips for Creating a Great Infographic

1. The information you communicate matters more than its design.

You can make the most visually appealing infographic of the year, but if it doesn't clearly communicate a purpose or message, then what's the point?

Not to say that the infographic's design is unimportant, but the information available on it should always be the priority. A good infographic tells the audience what they need to know, and is given adds more depth or dimension when coupled with a good design.

2. Know who you're making the infographic for.

Speaking of the audience, you have to know the type of reader that's looking for the information you have to offer. We already discussed the different types of audiences you write for, but we just wanted to reiterate it once more.

3. Avoid adding clutter to your infographic.

It's easy to get carried away with icons, graphics, and word art, but if it's becoming distracting to the reader, then it's defeating the purpose of the infographic in the first place.

Keep your infographic looking clear and skimmable, the reader shouldn't have to navigate it like a puzzle to find the information they need.

4. Ensure the visuals add value to your data.

Echoing our last point, the visuals that do make it to your infographic should be there to add value to the data beside it - this is the concept behind information design.

Whether it's graphs, diagrams, icons, or real-life imagery, it should take the numerical value of information shared and contextualize it. This way there's an emotional element behind the messaging than just bolding percentages.

5. Test for readability and user experience.

Before you share your infographic, make sure it's legible and accessible to a wide range of users. Test the font size, color contrast, and readability on different screens and devices. Think about usability factors like navigation and CTAs.

Share Your Professional Infographic Today

This whole thing took me under an hour to put together - much less time (not to mention more professional looking) than it would've taken if I'd started from scratch. Plus, it's less expensive than hiring a designer and using the resources you might want to save for larger campaigns.
Editor's note: This post was originally published in May 2020 and has been updated for comprehensiveness. This article was written by a human, but our team uses AI in our editorial process. Check out our full disclosure to learn more about how we use AI.

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How to Create an Infographic in Under an Hour [+ Free Templates]

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See how quick and easy it is to create a professional-looking infographic with 15 free infographic templates in PowerPoint.

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When given the opportunity to actively engage with the information they're learning, students perform better. It nurtures the brain, giving it an extended opportunity to connect new and old information, correct previous misconceptions, and reconsider existing thoughts or opinions.

Research into why active learning works

According to a study into learning-centered approaches to education, students learn more when they participate in the process of learning. Active learning is discussion, practice, review, or application. Problem solving. Exploring new concepts in groups. Working out a math problem on a piece of paper.

Active learning encourages your brain to activate cognitive and sensory networks, which helps process and store new information. Claire Hoogendoorn, New York City College of Technology wrote a good introductory article on the neuroscience of active learning. She summarized several studies, writing, "...learning is enhanced when multiple neural pathways are activated at the same time. In plain terms, the more we can activate students' brains in different ways, the more they learn. This means that engaging as many sensory, cognitive, emotional, and social processes in students will increase their learning potential."

What's more, Cornell University found that research suggests learner attention starts to wane every 10-20 minutes during lectures - which means instructors are continuously fighting to keep attention. Incorporating regular, varied active learning moments is a great solution to recapture an audience.

Unblurring the lines

The line between 'active' and 'passive' learning can be blurry. Isn't a student taking notes during a lecture actively engaged in a class, especially when compared to their peers sleeping or texting in the back of the room? Perhaps, at some point in time, active note-taking was the best we could hope for from our students.

A 1991 study on active learning called "Active Learning: Creating Excitement in the Classroom", the researchers (citing even earlier research) talked about the need to upgrade how we think about engaging our learners:

"...many faculty assert that all learning is inherently active and that students are therefore actively involved while listening to formal presentations in the classroom. Analysis of the research literature (Chickering and Camson 1987), however, suggests that students must do more than just listen: They must read, write, discuss, or be engaged in solving problems. Most important, to be actively involved, students must engage in such higher-order thinking tasks as analysis, synthesis, and evaluation." (Bonwell and Eison 1991)

The problem we see today is that students furiously typing or scribbling notes are more focused on getting every word down, rather than evaluating, understanding, and analyzing what it is they are meant to be learning. They have engaged with the professor, but not the material being relayed - which is the most important part.

In a world with a job market increasingly focused on independent critical thinking abilities, we must teach our learners how to go deeper and engage those higher-order thinking tasks. Reconsidering the degree and form by which students are actively participating matters if we want to truly impact long-term outcomes and futures.

Leaving a history of didactic instruction in the past

Didactic instruction - an authoritative, lecture-heavy approach to teaching in which the learner is fairly passive - turns the teacher into a dispenser of knowledge and the student into a mostly idle recipient. Students can still ask questions of the teacher to gain/broaden understanding, but although it doesn't have to be an 'all one way' approach it generally is fairly one-sided.

Didactic teaching and lecture can be dated back to the 14th century medieval times, when instructors read to students while they took notes. At the time, information wasn't easily accessible nor available, so this method solved for the problem of the age; large lectures halls were the best available method for sharing and spreading knowledge. "Education" for students became "take copious notes and memorize as much information as possible".

In the Age of Information, we can thankfully move forward and away from lecture-only models.

"Lectures alone are too often a useless expenditure of force. The lecturer pumps laboriously into sieves. The water may be wholesome; but it runs through. A mind must work to grow." (Charles Wiliam Elliot 1869)

Passive learning vs. Active learning

Teaching that remains a one-way transfer of information from instructor to student is now a widely-criticized pedagogical model, accepted as being a poor way to motivate students to learn. But those models can be updated:

1. Passive learning is the lecture on deadly diseases, while active learning is the discussion on which diseases students have heard about and in what context

2. Passive learning is providing the image of a cell which is already annotated, while active learning is providing the unlabelled image of a cell for students to explore and annotate themselves.

3. Passive learning is the video watched in a dark classroom without thinking prompts or discussion, while active learning is the simulation which reacts to student interaction or pauses to ask formative questions.

Of course, there are times when passive learning is useful, e.g. scaffolding learners towards expertise more efficiently. But teaching without providing an opportunity to ask questions or discuss is, as attributed to Elliot above, like pumping information into a sieve; ultimately, learners will retain grains of new information, but most will be lost.

More and more instructors are incorporating some active learning approaches into their teaching.

What keeps educators from relying on active learning more often?

It takes more class time, so instructors can't cover as much material in one class.

Planning active learning exercises takes more prep work, which instructors can't always spare.

Many instructors have done well as lecturers thus far, so they are less inclined to overhaul their current teaching methods.

Instructors lack the support, materials, and budget from their academic institution to try new teaching methods.

Large class sizes prevent the realistic implementation of many active learning strategies.

The most common deterrent we hear from instructors is the combination of the final two reasons - problems with support and scalability. Instructors need more teaching assistants, more space, or more budget to buy materials for in-class activities. Ultimately, and unfortunately, implementing more active learning can feel like a hassle.

Enter Active Learning Technology

As Arizona State University has pointed out, it is a popular misconception that active learning can only occur in small, face-to-face learning environments. Active learning can also take place in large-enrollment courses, hybrid courses, and online courses through the intentional use of cost-effective technology.

"Intentional" is important to acknowledge because using technology does not innately provide a positive active learning experience. In fact, digital learning technology has generally performed poorly in the past because most implementations result in passive practices, e.g. lifting lectures or artifacts of lectures (like Powerpoint presentations) and putting them online.

For example, if you're trying to teach students the relationship between brightness and distance, you could create an online lesson that gives the formula, provides a few examples, and asks students to memorize everything. But we know that's no better than reading a traditional textbook.

Rethinking how you teach using technology

Technology-enabled active learning is about the larger design of the lesson. In one example, Professor Ariel Anbar constructed an active approach to teaching the relationship between brightness and distance.

He designed an online lesson that asks students what they think the about relationship between brightness and distance, and then has them test and evaluate their hypotheses. To do so, students explore a simulation of our universe, evaluate the brightness of different stars alongside their "current distance" from that star, and discover the relationship between brightness and distance on their own.

In taking on this exploration, students have engaged several neural pathways and truly dug into the material in order to learn. Professor Anbar coined this approach "Education Through Exploration" and this lesson is now part of a fully online, adaptive, and interactive course called HabWorlds.

Here are a few other ways to bring active learning to your class through technology:

1. Discussion Boards - Have students take what they learned in class or readings and continue the discussion online. Require students to select something they found interesting in the material, do additional research, and write a few paragraphs about what else they have learned on the topic. Additionally require students to respond to what their peers have shared.

2. Online Adaptive Tutorials or Virtual Labs - Use an elearning platform, such as Smart Sparrow, to build an online tutorial or lab experience where students can work through material or practice a skill as often as necessary, at their own pace, in their own time.

3. Virtual Field Trips - Several instructors using Smart Sparrow have created amazing "field trip" experiences that allow students to explore out-of-reach places around the world from a first person point of view. We've seen archaeological dig sites, the Australian outback, and even their university campus. Students can click around to learn more about what they're seeing, answer questions when prompted by their "guide", and receive personalized feedback to their responses.

Not every teaching moment needs to be maximally active - that simply isn't realistic and it's not always meaningful. But every learning experience should incorporate active learning at some point.

Example of a virtual field trip created by the California State University East Bay, to introduce new students to campus before they arrive. This is one of several explorable locations available in the online orientation courseware.

The state of edtech and active learning platforms

Today's digital learning technology allows instructors and learning designers to create highly-interactive lessons that can be used as in-class activities, as take-home assignments for flipped/blended courses, or as one module of a fully-online class.

With the right technology, active learning experiences can be scaled to hundreds or thousands of learners. They can also meet accessibility standards while still providing a good experience for learners with disabilities, surpassing the traditional classroom in the ability to support all learners.

It's always important to note that some activities lend themselves well to interaction from any device - and some don't. If you want to create active learning experiences that are equally wonderful experiences on desktop, tablet, and mobile, you must plan ahead and take into consideration the size, layout, and complexity of your activity.

Interest in active learning over time

According to Google Trends reporting, 'active learning' and 'interactive learning' have enjoyed a pretty steady following since 2004 (which is as far back as Google Trends data goes), with 'active learning' recently seeing a boosted interest. Other loosely-related terms such as 'learning by doing' and 'project-based learning' have been less popular in comparison, but still capture ongoing interest.

Numbers represent search interest relative to the highest point on the chart for the given region and time. A value of 100 is the peak popularity for the term. A value of 50 means that the term is half as popular. A score of 0 means there was not enough data for this term.

What do we think it means that 'active learning' has replaced 'interactive learning' as the frontrunner in our minds and Google searches? Perhaps interactive learning originally came alongside the question, "How do I get students to interact with my lesson?" which has been left behind as instructors learned that 'just doing something' is not good enough... whereas active learning is a recognized pedagogical practice with research-based underpinnings that showcase explain why it positively impacts student learning.

Active learning in the global market

In the 2017 Digital Learning Innovation Report, which surveyed university educators across Australia, the majority of instructors reported that they currently employ some type of active learning technology. That included discussion boards (75%) and tools specializing in interactive learning (65%). The interactive learning options outstripped more passive learning options, such as lecture capture (63%) and presentations (49%).

In the United States, the Department of Education created the National Education Technology Plan (NETP), a plan articulates a vision of equity, active use, and collaborative leadership to make everywhere, all-the-time learning possible. They also shared a Higher Education supplement to examine learning, teaching, leadership, assessment, and infrastructure in the context of higher education. About active learning, they shared:

Technology can provide instructors with the means of creating active learning environments that connect students with content in different ways... For example, rather than traditional lectures, instructors using these tools can create active learning environments that encourage students to collaborate, participate in inquiry based learning, and jointly produce content that demonstrates their learning. In addition, learning can be organized around real-world challenges and scenarios so students can master skills and work together to find collaborative solutions.

In recommendations for improving teaching practices through technology, the NETP report went on to say, "Instructors should use technology to reimagine courses in ways that more actively engage students, are more inclusive of different learning needs, and enable a collaborative and flexible learning environment."

Empowering unique teaching styles

When incorporating technology-based instruction, educators should still be able to flaunt the engaging stories, quirky anecdotes, and fun activities that they have tested and relied upon in the classroom. Digital learning tools can make life simpler for professors, help them reflect on their pedagogy, and make their teaching more powerful without sacrificing their unique, honed teaching voice.

Smart Sparrow encourages educators to create learning activities - old standbys and new ideas - for digital lessons. Our library of learning components offers 30+ different ways to get students to engage with the material. In addition, instructors and learning designers can import existing simulations or reach out to our team for support in creating a completely new activity.

Game "Dot resiliency series" courseware created by the Northest Resiliency Consortium (NRC), used to give learners insight into their mental state during challenge tasks.

Combining active learning with adaptive learning

The most powerful part of using Smart Sparrow to provide active learning experiences is the ability to personalize the lesson based on an individual's actions. Many digital simulations and activities limit instructor insight to "complete/incomplete", but Smart Sparrow can collect data on every click and length of interaction and then adapt what the student sees next accordingly - this can't be done with most learning tools or simulations.

What does "adaptive learning" mean for Smart Sparrow? Our adaptive platform relies on expert-model adaptivity, where an instructor or learning designer creates rules such as "If THIS happens, then do THAT" (IFTTT) to guide students' digital learning experiences.

This is important because it means individual educators maintain complete control over what their students see, when they see it, and why they see it. Adaptivity rules can be easily updated at any time by an instructor, allowing even non-technical instructors to take full advantage of personalization at scale. Examples of rules-based adaptivity depending on activities include:

If a student is completing a virtual lab simulation and must move the beaker from the shelf to the desk, but they move a pipette instead, then feedback can be provided to correct and explain the mistake.

If a student is completing a fill-in-the-blank activity and it takes five attempts to submit the correct answers, then the lesson could provide selected remedial content next.

If a student tries to skip through screens too quickly (faster than they can possibly read), then provide a popup that encourages them to slow down.

If a student is speeding through a lesson, answering every question correctly, and you think this indicates existing mastery of the content, then ask them if they want to skip ahead to the next topic or perhaps move onto advanced material. If they say yes, move them onward. If they say no, continue along the original path.

Learning analytics, data, and reports to improve active teaching

A data-informed approach to digital learning means instructors can assess the efficacy of their teaching methods to help students achieve better outcomes. Looking at Smart Sparrow's analysis and reporting tools, instructors know exactly how students are engaging with activities, where they're getting stuck, and how they're performing in the class overall.

Moreover, instructors and learning designers can also update content at any time to reference current events, so learning experiences never feel outdated.

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Active learning is any learning activity in which the student participates or interacts with the learning process, as opposed to passively taking in the information.

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Continuing ed? Say what? I just completed my degree! Most of the time, we think of a college education as a one-and-done proposition. You get your degree, go out and start your career, and never darken the door of a classroom again - at least, maybe, until you retire and take a sculpture class for fun at the local community college. But many professional careers aren't like that. In certain professions - like law, accounting, social work, or health care - regulations, techniques, and technology change quickly, sometimes from day to day. That's real life - the things you learned in nursing school when you earned your BSN may not still be the way things are done a year from now, or even a month from now.

The pace of modern healthcare means that you're never done learning your craft, and that you can always learn something new that makes you a better nurse. To be a responsible, effective nurse, you have to keep learning. Sometimes, though, people can't be trusted to keep their expertise, knowledge, and skills current on their own time - or on their own dime. That's why, in just about every state, registered nurses have to take continuing education courses to keep their credentials. That's where CEUs come in.

What is a CEU?

If you've gone through the process of getting your BSN and taking the NCLEX exam for your RN license, you have probably already heard about Continuing Education Units (CEUs) from your teachers or fellow nurses. Before you entered the world of healthcare, it may never have occurred to you that the nurses who draw your blood, check your vitals, and give you a sticker at the end, had to keep educating themselves from year to year. Many prospective caregivers start their nursing education not realizing that nursing education is never actually over.

In most states, keeping your RN license means earning a certain number of CEUs every year. A CEU is simply a measure of how many "contact hours" of continuing education you have - that is, how many hours you sat in a classroom (or at a computer) learning new things that increase your skills or knowledge. That number can be very different from state to state. In the state of North Carolina, for instance, RNs need 30 CEU hours every two years, or 15 if they are credited as an investigator or author on a research project. In New York, on the other hand, only 3 hours every 4 years is required (or every three years for nurses who have DEA clearance to work with pain medication), but they have to be in specific areas: child abuse reporting and infection control.

To earn the CEUs you need to renew your RN license, you may need to take courses in things like:

Changes in regulations

New techniques or treatments

Emerging technology

Diverse communities

New public health dangers

Cutting-edge research

In some cases, these are things a nurse will learn on the job; if there's a previously unknown strain of flu ripping through the public schools, nurses will be the first to notice it. But in other cases, nurses may need more incentive to catch up on trends and developments in the field; it's the rare nurse who gets home from a 14 hour shift in the ER and wants to curl up by the fire with a scholarly journal on medical research.

So, like it or not, to keep your RN license, CEUs are a fact of life.

Where Do I Earn CEUs?

The good news, as far as convenience goes, is that nurses can earn their CEUs in all kinds of different ways and places. The essential thing is to make sure the the CE courses you are taking are accredited by a legitimate, nationally-recognized accrediting body. In almost all cases, that should be the American Nurses Credentialing Center (ANCC), which is a part of the American Nurses Association (ANA). If the course you're taking is not ANCC-accredited, your state board is probably not going to accept it.

Throughout the time period you have before reapplying for your license - which varies between states, but is generally somewhere between 2 and 4 years - you will need to look into finding courses that will earn your required CEUs. Those courses may come from:

Community College/College/University: The absolute most secure way to earn CE credits is from an accredited community college, college, university, or private nursing school. Since they're already regionally and nationally accredited, almost any nursing continuing ed course from a college will be approved by the nursing board. The courses need to be nursing-related, though; save that sculpture class for retirement.

Hospitals: Many larger regional or research hospitals will provide CE courses for their employees and other nurses in the area. Since offering courses can often be expensive, these tend to come from the more well-funded hospitals; smaller institutions may just not have the means to do it, but that doesn't mean you can't make the trip to the larger hospitals that do.

Professional Associations: Who better to offer continuing education activities for nurses than other nurses, through a professional association or organization? Professional groups like the American Nurses Association exist for the purpose of uniting nurses, bringing professionals together to do things for themselves, and that includes continuing education. Once you join a network, pay attention to their communications - you should see opportunities announced in their emails or newsletters.

Online Providers: Many colleges and universities offer plenty of CE nursing courses online, but these days, there is an abundance of companies that provide CE courses fully online. These companies may be for-profit, or they may be nonprofit. The important thing is whether they are accredited or not. If they're not recognized by the ANCC, they're not going to be recognized by your state board.

Workshops/Seminars: CEUs don't necessarily have to come from classes. Since the need for continuing nursing education is very well known, there are many events like workshops, seminars, and research activities that are approved or accredited to count toward CEUs. Groups like the ANA or similar agencies are a good source for information on where and when to find these. In fact, earning CE credit is the #1 reason many nurses attend conferences and conventions - #2, if there's free coffee.

It's important to note that, in most cases, your day-to-day work cannot be counted toward CE units. CEUs have to come from formal classes, workshops, seminars, or similar experiences. Depending on how open your state board is, you may be able to make an argument that a class or activity that is not explicitly a "nursing class" still pertains to your profession, but be careful. This is not an "ask forgiveness, not permission" situation - if the board doesn't accept your credits, you're out of luck.

Do I Have to Pay for CE Classes?

Maybe, maybe not. In some cases, it will be totally on you to pay for your own continuing ed courses. After all, it's the cost of doing business. But there are more than a few ways to get your CE paid for, so you can keep your license, and your job, at no cost to you.

You may be able to get your CE requirements for free depending on:

Employer: It's very common for employers to pay for part or all of their nurses' continuing education expenses. After all, it's pretty important for hospitals and clinics to make sure their licensed RNs stay licensed. In fact, many larger, well-funded hospitals will hold their own accredited continuing education classes and events, keeping the whole process conveniently in-house.

Union or Professional Association: Unionized nurses have access to many more perks and benefits than non-unionized nurses, and often one of those perks is paying for, or holding, continuing education courses. The New York State Nurses Association, for example, offers free online CE courses for their members, holds workshops throughout the state, and partners with providers to offers discounts on educational opportunities.

Free Online Courses: It's the 21st century. Real life is online. And just as more and more nursing students are turning to online RN to BSN completion programs, working RNs who need to complete their CEUs are turning to online CEUs. Many of these courses are free, or very cheap. That, of course, is totally acceptable - as long as those online courses are accredited and approved by your state nursing board. That is something you'll have to take up with the board in your state, however.

Unfortunately, these sources are not available to everyone. Very few nurses are part of a nursing union; only around half a million nurses are represented by a union, but there are well over 4 million RN and LPN nurses in the US. And most nurses do not work for a large hospital or well-funded clinic; the majority of nurses work for doctor's offices, small clinics, and local or regional hospitals that may not be able to afford to pay for continuing education, or offer their own CE classes.

There is some good news, though; if you qualify to itemize your income taxes, oftentimes CE fees are tax deductible, so you get some financial benefit from improving your credentials (besides keeping your job).

Get Credit, Keep Working

The process is different in every state, but there are some very broad similarities and guidelines that are roughly the same everywhere. For one, you have to have a valid RN license to practice as a nurse in any state. Every state requires that those licenses be renewed periodically. And to renew your license, pretty much every state requests some kind of continuing education to prove you are still competent and capable of doing your job.

That's when you have to get credit for your CEUs. Now, what that process looks like is going to depend on your state, but you can count on one thing in every state - there's going to be a lot of paperwork.

Take North Carolina, for example. It's a big state for healthcare, and its requirements for nursing licensure are very strict. RNs have to renew their license every two years (on the last day of their birth month, so they can't forget), and in order to renew, nurses have to complete a significant number of CEUs. These Continuing Competence Requirements (as they're officially called) have to be done before renewals take effect, and there are no grace periods or exceptions.

Now, for full-time working nurses, the requirement is 15 CE hours and 640 hours of practice; nurse researchers can fulfill the requirements with 15 CE hours and credit as an author, co-author, or investigator on a research project. Nurses without any of those have to complete 30 CE hours to renew their license.

It's a Matter of Fact

Then come the forms: self-assessment worksheets; learning plans; documentation of employment; evidence submission. They're not going to take your word for it; everything has to be proven.

Of course, working nurses fill out reports all day, every day; they're not afraid of a little paperwork. This is just to say, there is a process, and that process is critical to keeping your RN licensure. Every state isn't going to look exactly like North Carolina; some will be more involved, some will be simpler. But actually taking the course, attending the workshops, or sitting in on the seminars is only part of the job.

Most of the time, if you've earned your CEUs from an accredited provider, your state board is going to trust it; the official forms you fill out will be enough. But just in case your renewal raises any red flags and gets you audited, be smart. Keep records of any courses or events you attend for at least a few years, and know where they are. If the board of nursing ever questions your credentials, you will be able to prove that you did what you say you did, learned what you say you learned, and are qualified to work as a registered nurse.

Don't Sweat It

There are probably a lot of newly-graduated RNs and BSN nurses out there who think about CEUs and shudder. You just got out of school, and you're not in a hurry to go back. Most people who go into nursing like the hands-on, face-to-face work of caring for patients; the classroom is not for them.But don't worry. Even if you don't care for school, CE courses can be a lot of fun, as well as opportunities to network with other nurses.

Look at your continuing education like exercise for your mind. If you choose an exercise you don't enjoy, your body won't like you, but if you find a physical activity you actually have fun doing, exercise won't seem like work. The same goes for your CEUs. Try different formats, different topics, and different settings, and you may turn earning your CE credits from a chore into a welcome break from the daily grind.

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The Ultimate Guide to Understanding Continuing Education for Nurses - Top RN to BSN

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Continuing ed? Say what? I just completed my degree! Most of the time, we think of a college education as a one-and-done proposition. You get your degree, go out and start your career, and never darken the door of a classroom again - at least, maybe, until you retire and take a sculpture class for fun ...

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Using NCLEX-Style Questioning during Theory Discussion to Prepare Students for Clinical Application

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Using NCLEX-Style Questioning during Theory Discussion to Prepare Students for Clinical Application

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Using NCLEX-Style Questioning during Theory Discussion to Prepare Students for Clinical Application

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Help your students "think like a nurse" and establish the link between theory and application by using NCLEX-style questions during classroom experiences and discussions.

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How to put a plan in place

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Failure Modes and Effects Analysis (FMEA) is a systematic, proactive method for evaluating a process to identify where and how it might fail and to assess the relative impact of different failures, in order to identify the parts of the process that are most in need of change. FMEA includes review of the following:

Steps in the process

Failure modes (What could go wrong?)

Failure causes (Why would the failure happen?)

Failure effects (What would be the consequences of each failure?)

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Failure Modes and Effects Analysis (FMEA) Tool

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A systematic, proactive method for evaluating a process or product to identify where and how it might fail and to assess the relative impact of different failures, in order to identify the parts of the process that are most in need of change.

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Janice Brewington, PhD, RN, FAAN
NLN Chief Program Officer
​

With the complexity of academic institutions, health systems, and the external environment, nurse leaders must be positioned within all types of organizations. Responding to the call to integrate leadership theory across the curriculum and foster the development of leaders, the center provides an opportunity for nurse educators and nurses in practice to advance through the NLN Leadership Institute. The institute is comprised of three one-year programs, LEAD Leadership Development for Simulation Educators and Executive Leadership in Nursing Education and Practice.

The center promotes diversity and inclusivity in nursing and develops global leadership through the Institute for Diversity and Global Initiatives. Nurse educators can build skills using resources, vision statements, toolkits, and interactive programs provided through the center. NLN's global presence focuses on membership in the in the International Council for Nurses Education Network (ICNEN). The center also houses NLN's public policy and advocacy initiatives. As the leading voice for nurse educators in the political arena, the NLN public policy and advocacy department creates influential advocacy leaders through #NLNVoices leadership development and innovative public policy & advocacy programming.

NLN Leadership Institute NLN Institute for Diversity & Global Initiatives NLN Advocacy and Public Policy

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NLN Center for Transformational Leadership

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Janice Brewington, PhD, RN, FAAN NLN Chief Program Officer ​ With the complexity of academic institutions, health systems, and the external environment, nurse leaders must be positioned within all types of organizations. Responding to the call to integrate leadership theory across the curriculum and foster the development of leaders, the center provides an opportunity for nurse educators and nurses in practice to advance through the NLN Leadership Institute.

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Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development (Second ed.). Upper Saddle River, New Jersey: Pearson Education LTD.

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ERIC - ED463931 - The Power of Experiential Learning: A Handbook for Trainers and Educators., 2002

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Experiential learning is a client-focused, supported approach to individual, group, or organizational development, which engages the young or adult learner, using the elements of action, reflection, and transfer. This book explores the theory and practice of experiential learning as the basis for designing and delivering effective learning exercises in the classroom or outdoors.

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https://www.youtube.com/watch?v=g_Xm5IljYKQ

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JIng for capturing and video taping presentations

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JIng for capturing and video taping presentations

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Jing

Software

Jing is a screencasting computer program launched in 2007 as Jing Project by the TechSmith Corporation. The software takes a picture or video of the user's computer screen an…

Developer: TechSmith

Written in: C++, C# & .NET (Windows)

License: Jing: freeware, Jing Pro: shareware, Requires

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Jing is a basic screen capture program which allows users to quickly and effortlessly create screen snapshots or video captures.

When you first start the program, you may be forced to create an account, but setting it up does not require email confirmation. Once up and running, you'll be given access to Jing's nice user interface which provides the option of capturing a specific region of the screen, an active window or the entire screen.

Once a screenshot has been taken with Jing, you can save it as a PNG image. If you've taken a screen videocast, you can save it as an SWF file. You may also upload it to Screencast.com if you desire.

In terms of editing screenshots, there are options of adding text to the image as well as arrows, creating annotations.

Jing provides a number of configuration options, the most important probably being image and video quality and hotkey selection.

All in all, Jing is a suitable program for creating screenshots but lacks some of the features some other programs might offer. It is also a little bit heavy in the scope of system resources which is surprising in its genre of software applications.

Features and highlights

Enhance online conversations with screen captures

Capture exactly what you see

Record what you're doing

Quick and easy sharing

Create step-by-step tutorials

Jing on 32-bit and 64-bit PCs

This download is licensed as freeware for the Windows (32-bit and 64-bit) operating system on a laptop or desktop PC from screen capture software without restrictions. Jing 2.9.15255.1 is available to all software users as a free download for Windows 10 PCs but also without a hitch on Windows 7 and Windows 8.

Compatibility with this image capture software may vary, but will generally run fine under Microsoft Windows 10, Windows 8, Windows 8.1, Windows 7, Windows Vista and Windows XP on either a 32-bit or 64-bit setup. A separate x64 version may be available from TechSmith.

Filed under:

1. Jing Download

2. Freeware Screen Capture Software

3. Major release: Jing 2.9

4. Image Capture Software

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Jing is a basic screen capture program which allows users to quickly and effortlessly create screen snapshots or video captures. When you first start the program, you may be forced to create an account, but setting it up does not require email confirmation.

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Fabolous way to incorporate video to presentations

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At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

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Technology information website
https://www.lifewire.com/keys-to-creating-an-effective-presentation-2767347

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Sara holds a B.A. in American and Women's Studies from Dickinson College.

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Lifewire provides expert-created, real-world technology content for more than 10 million users like you every month. We have more than 50 technology professionals - software developers, educators, web designers, speakers, consultants, and more - all producing articles with informative visuals and straightforward instruction.

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Adobe Spark is an integrated suite of media creation applications for the mobile and web developed by Adobe Systems. It comprises three separate design apps: Spark Page, Spark Post, and Spark Video

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Open Canvas

Create, organize, and move freely on an open canvas. Create seamless presentations without the restrictions of linear slides.

Ready-made asset libraries

Choose from millions of images, stickers, GIFs, and icons from Unsplash and Giphy.

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Presentations and videos with engaging visuals for hybrid teams | Prezi Present

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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Infographics A New Tool for the Nursing Classroom

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Infographics A New Tool for the Nursing Classroom

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Infographics a new tool for the nursing classroom

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Sample of an inforgraphic created by NNP's from the Bradshaw and Porter article above

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(Cipher, Hooker, & Guerra, 2006)

Nurse practitioners are required to demonstrate knowledge, skill, and clinical judgment while navigating a complex healthcare environment...

(Mucklow, Bollington, & Maxwell, 2012)

Infographics are visual representations of synthesized data that is presented in a way that tells a story or supports a position...

(Abliock & Williams, 2014)

The World Health Organization's Guide to Good Prescribing offers novice prescribers a six-step methadology for rational prescribing process...

(deVries, et al., 1994)

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(Cipher, Hooker, & Guerra, 2006) Nurse practitioners are required to demonstrate knowledge, skill, and clinical judgment while navigating a complex healthcare environment... (Mucklow, Bollington, & Maxwell, 2012) Infographics are visual representations of synthesized data that is presented in a way that tells a story or supports a position...

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Great templates for infographics

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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With the introduction of a significant change to the NCLEX-RN® test plan comes the heightened anticipation of nurse educators everywhere. Even though we do not yet know the specifics of the Next Generation NCLEX (NGN) plan, we understand from NCSBN® that the focus on clinical judgment is of paramount importance. Nurse educators have already begun investigating ways to best prepare students for this new test plan that is expected to be implemented in 2023. Coupled with exploring ways to prepare students in the didactic, simulation, and clinical environments, is the desire to lay a strong foundation for how students need to approach studying for this test well in advance of the actual NCLEX-RN. In this article, we discuss best practices and proven methodologies for coaching students to take the NCLEX and highlight how current teaching techniques can reinforce students' ability to appropriately prepare for the test.

"The more things change, the more they stay the same."

French writer Jean-Baptiste Alphonse Karr once penned, "plus ça change, plus c'est la même chose." Translated, this means that "the more things change, the more they stay the same." Although NGN may sound new, there are key elements of this proposed test plan that are similar to what we currently know and expect of NCLEX-RN.

Nurse educators who remember testing by paper and pencil may recall "unfolding case study" questions on the test, where a scenario was presented and several subsequent queries regarding that situation were posed. At the 2018 NCLEX Conference in Charlotte, North Carolina, NCSBN provided examples of possible question types that are reminiscent of this model, in which students would read a scenario and then respond by answering several questions about relevant (key) information, irrelevant (non-important) information, and critical interventions that influence better patient outcomes.

Another possible type of question discussed by NCSBN at the 2018 NCLEX Conference is that of expanded multiple select. Currently, "select all that apply" questions may "require a candidate to select a single correct response, have more than one correct response, or require all responses to be correct regardless of the number of possible responses" (NCSBN, 2019). There are generally 5 to 7 possible answers. The NGN may have up to 12 possible answers. Consideration is being given to how these new multiple-response questions will be evaluated, with possible partial credit being given for a partial number of correct answers as long as no wrong answers were selected.

Readying for Readiness

Regardless of how or if these question types are adopted, the bottom line is that nurse educators already use multiple-select questions as a method of assessment, and unfolding case studies as a form of teaching and/or assessment. Being mindful of the possible changes to come, it is important to remember that adaptation to these proposed new forms of questioning does not appear to require radical, immediate transformation in the ways that nurse educators currently approach preparing students for NCLEX or for entry to practice.

The emphasis at this time should be placed on the development of clinical judgment skills. Students should be guided to synthesize information that is relevant or irrelevant to the situation and taught how to select important interventions that lead to better outcomes. It is just as important that students be taught to consider interventions that could be potentially harmful to the patient, and how to avoid them. This skill set will help students answer multiple-select questions with even more distractors, as well as questions associated with unfolding case studies, ultimately helping them to be more effective when providing actual patient care.

How Exactly Do I Teach That?

In the weeks and months to come, we will continue to stay tuned to NCSBN as the authorities on what to expect as NGN develops. In the interim, maintain and strengthen what you are doing by focusing on helping students recognize cues (capture assessment information), analyze the meaning of that data, and use relevant information. Prompt them to think through what interventions most meaningfully assist the patient to regain or maintain health, as well as identify actions to avoid that could potentially be harmful. These approaches build students' confidence in their ability to meet the NCLEX examination head-on. It also helps them practice important ways of thinking that are critical in entry to practice.

Reference

NCSBN. (2019). What the Exam Looks Like. Retrieved from https://www.ncsbn.org/9010.htm.

PhD, MBA, RN, COI

DNP, RN, COI

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Getting Students Ready for Next Generation NCLEX

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With the introduction of a significant change to the NCLEX-RN® test plan comes the heightened anticipation of nurse educators everywhere. Even though we do not yet know the specifics of the Next Generation NCLEX (NGN) plan, we understand from NCSBN® that the focus on clinical judgment is of paramount importance.

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Applying  the  Flipped  Classroom Model  to Psychomotor Skill  Acquisition  in  Nursing

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Applying  the  Flipped  Classroom Model  to Psychomotor Skill  Acquisition  in  Nursing

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Ray W. Howard Library at Shoreline Community College

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An introduction to concept mapping. Includes examples from memory and philosophy.

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What is game-based learning? | Serious Game

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Rezzly applies game thinking and mechanics for a new kind of online learning platform.

As players complete quests, they "level up" to reach their educational goals. Like games, they'll earn experience points, ranks, rewards, and badges. And they'll see their progress on their very own player cards.

We tie content, tools, reports, and teacher training into one online, virtual platform for engaging and persistent learning. Its everything you need for an integrated experience to gamify your classroom.

We work with educators, instructional designers, educational organizations and content providers to create engaging quest‑based learning badges and professional development opportunities.

EXPERIENCE REZZLY AS . . .

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Rezzly applies game thinking and mechanics for a new kind of online learning platform. As players complete quests, they "level up" to reach their educational goals. Like games, they'll earn experience points, ranks, rewards, and badges. And they'll see their progress on their very own player cards.

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How to engage nursing students in learning

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How to engage nursing students in learning

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Matthew Howard, MSN, RN, CEN, CPEN, CPN, had just started his career as an emergency room nurse when he decided to try his hand at networking. He went to a local Emergency Nurses Association meeting and was quickly elected treasurer of the chapter. He continued to advance within the association and began attending national events where he had the opportunity to meet the ENA president. Less than a month later, Howard had become the ENA liaison to the American Academy of Pediatrics.

"You don't get chances like that without going to those kinds of events," says Howard, now director of educational resources for Sigma Theta Tau International Honor Society of Nursing. "Networking gives you a chance to become part of the nursing profession and not just a bystander."

The Importance of Networking

The opportunities that can present themselves through networking are limitless, says Angie Charlet, MHA, BSN, RN, director of quality and educational services for the Illinois Critical Access Hospital Network. "It lets nurses get involved and become engaged. There is so much value in a face-to-face interaction. You really get a sense of someone's energy. You meet like-minded people with the same struggles and ambitions, and gain insight into how nursing is changing."

The most important advantage of building a professional network is the opportunities it can bring for career advancement. "I always love to receive a resume from a nurse I've met through a professional society," Charlet says. "I like seeing a personalized cover letter that says, 'I met you at XYZ meeting and I look forward to hearing from you.'"

Getting Started

For novice networkers, starting local is usually the easiest route. When Phyllis Kupsick, MSN, BSN, RN, FNP-BC, CWOCN, president of the Wound Ostomy and Continence Nurses Society, graduated from her nursing program, her instructor told her, "I gave you the basic knowledge. It is now up to you to learn more by working with your peers."

She quickly joined her state association. "New grads should definitely join their state organization and go to the meetings," Kupsick says. "You make contacts, and the organization will keep you up-to-date on legislation and education practices."

The American Nurses Association (ANA) constituent and state nurses associations offer opportunities for nurses around the country to get involved close to home. Also, there are many groups dedicated to specific nursing specialties that are open to those working in specialized care.

Joining committees and networking within your hospital system can help with career advancement as well as help solve patient care problems. Kupsick served on her hospital's product review and standardization committee, where she gained important contacts and helped find solutions to wound care problems her facility was facing. "Committees can really help nurses see how their peers took a different approach to solving a patient care problem," she says.

Attend Conferences

National Nurses in Business Association President Michelle Podlesni, RN, is planning the organization's annual conference, scheduled for this fall in Las Vegas. "When you go to a conference, you really see the value," she says. "You meet someone who is further down the road you want to walk, and they're accessible. You can actually talk to them."

Podlesni does caution that it's best for nurses to shop around to find the right conference to meet their needs before investing in attending. "It is amazing," she says. "You find the right group of people and put them in an inclusive and accepting environment, and their attendance provides them a lot of opportunity."

In addition to helping grow your professional network and making lifelong friends, attending conferences can also give nurses a chance to break away from the stress of their everyday work. "We work hard while we are at our conference, but I like to keep things fun. Nurses tell me all the time what a great time they have at our events," Podlesni says.

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Matthew Howard, MSN, RN, CEN, CPEN, CPN, had just started his career as an emergency room nurse when he decided to try his hand at networking. He went to a local Emergency Nurses Association meeting and was quickly elected treasurer of the chapter.

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National League for Nursing - Membership Association for Nurse Educators Washington, DC

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Oldest nursing education membership association in the United States, NLN offers faculty development , networking, testing and assessment, grants and public policy initiatives to its members.

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An exploration of peer-assisted learning for undergraduate nursing students

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An exploration of peer-assisted learning for undergraduate nursing students

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An exploration of peer assisted learning

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Colalborative Learning in Practice (CLiP)

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Colalborative Learning in Practice (CLiP)

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CRLT is dedicated to the support and advancement of evidence-based learning and teaching practices and the professional development of all members of the campus teaching community. CRLT partners with faculty, graduate students, postdocs, and administrators to develop and sustain a University culture that values and rewards teaching, respects and supports individual differences among learners, and creates learning environments in which diverse students and instructors can excel.

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Article explores use of social media to study for NCLEX exam

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Article explores use of social media to study for NCLEX exam

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The purpose of DiversityRx is to improve the accessibility and quality of health care for minority, immigrant, and indigenous communities. We support those who develop and provide health services that are responsive to the cultural and linguistic differences presented by diverse populations. Read more...

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DiversityRx | Improving Health Care for a Diverse World

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The purpose of DiversityRx is to improve the accessibility and quality of health care for minority, immigrant, and indigenous communities. We support those who develop and provide health services that are responsive to the cultural and linguistic differences presented by diverse populations. Read more...

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New E-learning Program for Behavioral Health Professionals

OMH launched of a new, free and accredited e-learning program: Improving Cultural Competency for Behavioral Health Professionals. The program, available via OMH's Think Cultural Health website, is designed to develop behavioral health providers' knowledge and skills related to culturally and linguistically appropriate services (CLAS).

In November 2018, National Center for Health Statistics (NCHS), one of the Centers for Disease Control and Prevention (CDC), released the public use files and restricted data files for the 2016 National Ambulatory Medical Care Survey Supplement on Culturally and Linguistically Appropriate Services for Office-based Physicians (National CLAS Physician Survey). The National CLAS Physician Survey is the first nationally representative survey designed to describe cultural and linguistic competency and the provision of the National Standards for Culturally and Linguistically Appropriate Services in Health and Health Care ( the National CLAS Standards) among office-based physicians in the United States. For more information visit, https://www.cdc.gov/nchs/ahcd/datasets_documentation_related.htm.

CLAS Report and Toolkit from OMH

OMH developed a framework and toolkit to guide health care organizations' efforts in evaluating their implementation of the National CLAS Standards. The full report can be accessed below along with the toolkit which distills the elements of the framework and can help guide evaluations across four settings (ambulatory care, behavioral health, hospitals and public health).

Report - Development of a Long-Term Evaluation Framework for the National CLAS Standards

Toolkit - Evaluation of the National CLAS Standards: Tips and Resources

Last Modified: 9/14/2019 6:38:00 PM

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Cultural Competency - The Office of Minority Health

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OMH launched of a new, free and accredited e-learning program: Improving Cultural Competency for Behavioral Health Professionals. The program, available via OMH's Think Cultural Health website, is designed to develop behavioral health providers' knowledge and skills related to culturally and linguistically appropriate services (CLAS).

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Raising awareness of campus diversity and inclusion

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This blog post introduces a new learning-evaluation model, the Learning-Transfer Evaluation Model (LTEM).

It is well past time for a new learning-evaluation model for the workplace learning field. The Kirkpatrick-Katzell Model is over 60 years old. It was born in a time before computers, before cognitive psychology revolutionized the learning field, before the training field was transformed from one that focused on the classroom learning experience to one focused on work performance.

The Kirkpatrick-Katzell model- created by Raymond Katzell and popularized by Donald Kirkpatrick -is the dominant standard in our field. It has also done a tremendous amount of harm, pushing us to rely on inadequate evaluation practices and poor learning designs.

I am not the only critic of the Kirkpatrick-Katzell model. There are legions of us. If you do a Google search starting with these letters, " Criticisms of the Ki," Google anticipates the following: " Criticisms of the Kirkpatrick Model " as one of the most popular searches.

Here's what a seminal research review said about the Kirkpatrick-Katzell model (before the model's name change):

The Kirkpatrick framework has a number of theoretical and practical shortcomings. [It] is antithetical to nearly 40 years of research on human learning, leads to a checklist approach to evaluation (e.g., 'we are measuring Levels 1 and 2, so we need to measure Level 3'), and, by ignoring the actual purpose for evaluation, risks providing no information of value to stakeholders...

For the past year or so I've been working to develop a new learning-evaluation model. The current version is the eleventh iteration, improved after reflection, after asking some of the smartest people in our industry to provide feedback, after sharing earlier versions with conference attendees at the 2017 ISPI innovation and design-thinking conference and the 2018 Learning Technologies conference in London.

Special thanks to the following people who provided significant feedback that improved the model and/or the accompanying article:

Julie Dirksen, Clark Quinn, Roy Pollock, Adam Neaman, Yvon Dalat, Emma Weber, Scott Weersing, Mark Jenkins, Ingrid Guerra-Lopez, Rob Brinkerhoff, Trudy Mandeville, Mike Rustici

The model, which I've named the Learning-Transfer Evaluation Model (LTEM, pronounced L-tem) is a one page, eight-level model, augmented with color coding and descriptive explanations. In addition to the model itself, I've prepared a 34-page report to describe the need for the model, the rationale for its design, and recommendations on how to use it.

You can access the model and the report by clicking on the following links:

The LTEM model and report were researched, conceived, and written by Dr. Will Thalheimer of Work-Learning Research, Inc., with significant and indispensable input from others. No one sponsored or funded this work. It was a labor of love and is provided as a valentine for the workplace learning field on February 14th, 2018. The model and report are copyrighted by Will Thalheimer, but you are free to share them as is, as long as you don't sell them.

If you would like to contact me (Will Thalheimer), you can do that at this link: https://www.worklearning.com/contact/

If you would like to sign up for my list, you can do that here: https://www.worklearning.com/sign-up/

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The Learning-Transfer Evaluation Model (LTEM)

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This blog post introduces a new learning-evaluation model, the Learning-Transfer Evaluation Model (LTEM). Why We Need a New Evaluation Model It is well past time for a new learning-evaluation model for the workplace learning field. The Kirkpatrick-Katzell Model is over 60 years old. It was born in a time before computers, before cognitive psychology...

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The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into account any style of training, both informal or formal, to determine aptitude based on four levels criteria.

Level 1 Reaction measures how participants react to the training (e.g., satisfaction?). Level 2 Learning analyzes if they truly understood the training (e.g., increase in knowledge, skills or experience?). Level 3 Behavior looks at if they are utilizing what they learned at work (e.g., change in behaviors?), and Level 4 Results determines if the material had a positive impact on the business / organization.

This model was developed by Dr. Donald Kirkpatrick (1924 - 2014) in the 1950s. The model can be implemented before, throughout, and following training to show the value of training to the business.

As outlined by this system, evaluation needs to start with level one, after which as time and resources will allow, should proceed in order through levels two, three, and four. Data from all of the previous levels can be used as a foundation for the following levels' analysis. As a result, each subsequent level provides an even more accurate measurement of the usefulness of the training course, yet simultaneously calls for a significantly more time-consuming and demanding evaluation.

Undoubtedly, the most widely used and in-demand method for the assessment of training in businesses nowadays is Kirkpatrick's system based around the four levels as guidelines. The Kirkpatrick model has been used for over 30 years by many different types of companies as the major system for training evaluations. It is evident that Kirkpatrick's vision has made a positive impact to the overall practice of training evaluation.

See also: Instructional design models
Listed below is an in-depth look into the four levels of the Kirkpatrick Model:
Level 1 Evaluation - Reaction

The objective for this level is straightforward, it evaluates how individuals react to the training model by asking questions that establishes the trainees' thoughts. Questions will figure out if the participant enjoyed their experience and if they found the material in the program useful for their work. This particular form of evaluation is typically referred to as a "smile sheet."

As outlined by Kirkpatrick, each program needs to be assessed at this level to help improve the model for future use. On top of that, the participants' responses is essential for determining how invested they will be in learning the next level. Even though an optimistic reaction does not ensure learning, an unfavorable one definitely makes it less likely that the user will pay attention to the training.

Examples of resources and techniques for level one:

Online assessment that can be graded by delegates/evaluators.

Interviews

Can be done immediately after the training ends.

Are the participants happy with the instructor(s)?

Did the training meet the participant's needs?

Are the attendee's happy with the educational tools employed (e.g., PowerPoint, handouts etc)

Printed or oral reports provided by delegates/evaluators to supervisors at the participants' organizations.

"Smile sheets".

Comment forms determined by subjective individual reaction to the training course.

Post-training program questionnaires.

Verbal responses that can be taken into consideration and considered.

Especially encourage written comments

Try to get honest responses and feedbacks

Level 2 Evaluation - Learning
New skills / knowledge / attitudes? What was learned? and What was not learned?
Evaluating at this level is meant to gauge the level participants have developed in expertise, knowledge, or mindset. Exploration at this level is far more challenging and time-consuming compared to level one.

Techniques vary from informal to formal tests and self-assessment to team assessment. If at all possible, individuals take the test or evaluation prior to the training ( pre-test) and following training ( post-test) to figure out how much the participant comprehended.
Examples of tools and procedures for level two:

Measurement and evaluation is simple and straightforward for any group size.

You may use a control group to compare.

Exams, interviews or assessments prior to and immediately after the training.

Observations by peers and instructors

Strategies for assessment should be relevant to the goals of the training program.

A distinct clear scoring process needs to be determined in order to reduce the possibility of inconsistent evaluation reports.

Interview, printed, or electronic type examinations can be carried out.

An interview can be carried out before and after the assessment, though this is time-consuming and unreliable.

Level 3 Evaluation - Transfer
Was the leaning being applied by the attendees?
This level analyzes the differences in the participant's behavior at work after completing the program. Assessing the change makes it possible to figure out if the knowledge, mindset, or skills the program taught are being used the workplace.

For the majority of individuals this level offers the truest evaluation of a program's usefulness. Having said that, testing at this level is challenging since it is generally impossible to anticipate when a person will start to properly utilize what they've learned from the program, making it more difficult to determine when, how often, and exactly how to evaluate a participant post-assessment.

This level starts 3-6 months after training.
Examples of assessment resources and techniques for level three:

This can be carried out through observations and interviews.

Evaluations have to be subtle until change is noticeable, after which a more thorough examination tool can be used.

Were the learned knowledge and gained skills used?

Surveys and close observation after some time are necessary to evaluate significant change, importance of change, and how long this change will last.

Online evaluations tend to be more challenging to integrate. Examinations are usually more successful when incorporated within present management and training methods at the participant's workplace.

Quick examinations done immediately following the program are not going to be reliable since individuals change in various ways at different times.

360-degree feedback is a tool that many businesses use, but is not necessary before starting the training program. It is much better utilized after training since participants will be able to figure out on their own what they need to do different. After changes have been observed over time then the individual's performance can be reviewed by others for proper assessment.

Assessments can be developed around applicable scenarios and distinct key efficiency indicators or requirements relevant to the participant's job.

Observations should be made to minimize opinion-based views of the interviewer as this factor is far too variable, which can affect consistency and dependability of assessments.

Taking into consideration the opinion of the participant can also be too variable of a factor as it makes evaluation very unreliable, so it is essential that assessments focus more defined factors such as results at work rather than opinions.

Self-assessment can be handy, but only with an extensively designed set of guidelines.

Level 4 Evaluation - Results
What are the final results of the training?
Commonly regarded as the primary goal of the program, level four determines the overall success of the training model by measuring factors such as lowered spending, higher returns on investments, improved quality of products, less accidents in the workplace, more efficient production times, and a higher quantity of sales.

From a business standpoint, the factors above are the main reason for the model, even so level four results are not usually considered. Figuring out whether or not the results of the training program can be linked to better finances is hard to accurately determine.
Types of assessment strategies and tools used for level four:

It should be discussed with the participant exactly what is going to be measured throughout and after the training program so that they know what to expect and to fully grasp what is being assessed.

Use a control group

Allow enough time to measure / evaluate

No final results can be found unless a positive change takes place.

Improper observations and the inability to make a connection with training input type will make it harder to see how the training program has made a difference in the workplace.

The process is to determine which methods and how these procedures are relevant to the participant's feedback.

For senior individuals in particular, yearly evaluations and regular arrangements of key business targets are essential in order to accurately evaluate business results that are because of the training program.

References

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Kirkpatrick Model: Four Levels of Learning Evaluation - Educational Technology

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The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into

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Simulation in Nursing Education: Current Regulations and Practices | NCSBN

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Simulation Education Solutions for Nursing

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Simulation Education Solutions for Nursing

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Tailored to Address the Needs of Your Nursing Program

Teaching nursing using simulation has been proven to be as effective as traditional clinical methods when faculty have the needed skills and resources. Simulation Education Solutions for Nursing (SESN), developed by the National League for Nursing's Center for Innovation in Simulation and Technology and Laerdal Medical, helps schools and programs successfully implement highly effective simulation training for nursing students.

Along with NLN and Laerdal expertise, SESN incorporates the INACSL Standards of Best Practice: SimulationSM , the Society for Simulation in Healthcare (SSH) Standards, and the guidelines produced by the National Council of State Boards of Nursing (NCSBN) in its landmark simulation study.

Manage Your Success with SESN

Comprehensive Assessment
Collect and analyze data to explore your program's existing resources and future needs. This information serves as an impetus to the implementation phase of the program.

Implementation
During the implementation phase, a Laerdal Success Manager will work with you to identify and execute recommendations for a successful simulation program that leads to improved student learning. Your customized plan is based on assessment findings grounded in industry best practices.

Pulse Check
Your dedicated Success Manager will guide you through the implementation and help sustain your simulation program. During this stage, a series of pulse checks deliver a quality assurance mechanism to evaluate program outcomes and assess the effectiveness of the program.

Pre-recorded webinar June 2017, by Susan Gross Forneris PhD, RN, CNE, CHSE-A

This one-hour webinar explored how nurse educators can maximize the use of simulation to accelerate nursing education. During this webinar we discussed how to think differently about simulation programs, reviewed skills needed to align industry best practice with your nursing programs, and identified the gaps. In addition, the webinar provided updates on the NLN Simulation Education Solutions for Nursing (SESN) program framework.

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Simulation Education Solutions for Nursing

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Teaching nursing using simulation has been proven to be as effective as traditional clinical methods when faculty have the needed skills and resources. Simulation Education Solutions for Nursing (SESN), developed by the National League for Nursing's Center for Innovation in Simulation and Technology and Laerdal Medical, helps schools and programs successfully implement highly effective simulation training for nursing students.

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Jump to

What can nursing schools do to prepare for the NCLEX exam? Is there anything educators should be doing to assist students?

What information will schools receive regarding the school's candidates performance?

See Answer

All nursing programs recognized by their nursing regulatory body may subscribe to NCLEX Program Reports. The NCLEX Program Reports are designed to help program administrators and educators understand how their nursing students performed on the NCLEX examination.

Additional information on NCLEX Program Reports may be found on the Mountain Measurement website.

How do I get information on workshops for item writing in my area?

See Answer

NCLEX Regional Workshops are hosted by nursing regulatory bodies (NRBs). If you are interested in a regional workshop, please contact your NRB.

Préparer les étudiants pour le NCLEX

Que peuvent faire les écoles d'infirmières et d'infirmiers pour contribuer à la préparation à l'examen NCLEX? Y a-t-il quelque chose que le personnel enseignant devrait faire pour aider les étudiantes ou étudiants?

See Answer

Pour mieux préparer les étudiantes ou étudiants à l'examen NCLEX, le personnel enseignant peut se familiariser avec le plan de l'examen NCLEX actuel, la distribution de son contenu correspondant et la méthodologie d'administration de l'examen. Les ressources du NCLEX sont offertes gratuitement au personnel enseignant et aux étudiantes ou étudiants. Ces ressources incluent ce qui suit :

NCSBN encourage le personnel enseignant et les étudiantes ou étudiants à utiliser ces ressources et à se familiariser avec le NCLEX, sa distribution, les types de questions anticipées, la terminologie spécifique et les règles d'administration en vigueur sur le site de l'examen.

Quels sont les renseignements qui seront transmis aux écoles sur la performance de leurs élèves qui se seront présentés à l'examen?

See Answer

Tous les programmes de formation des infirmières et infirmiers reconnus par leur organisme de réglementation peuvent s'abonner aux rapports des programmes du NCLEX.
Les rapports de programme NCLEX sont conçus pour aider les administrateurs de programme et les éducateurs à comprendre le fonctionnement de leurs étudiants en sciences infirmières à l'examen NCLEX.

Des renseignements supplémentaires sur les rapports de programmes du NCLEX sont fournis sur le site web de Mountain Measurement.

Comment puis-je obtenir des renseignements sur les ateliers portant sur la rédaction de questions dans ma région?

See Answer

Les ateliers régionaux du NCLEX sont tenus par les organismes de réglementation. Si vous souhaitez participer à un atelier régional, veuillez-vous adresser à votre organisme de réglementation.

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Preparing Students for the NCLEX | NCSBN

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The National Council of State Boards of Nursing (NCSBN) is a not-for-profit organization whose purpose is to provide an organization through which boards of nursing act and counsel together on matters of common interest and concern affecting the public health, safety and welfare, including the development of licensing examinations in nursing.

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Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare is a multidisciplinary publication encompassing all areas of applications and research in healthcare simulation technology.

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healthy nurses: perspectives on caring for ourselves

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Practicing Self-Care for Nurses: A Nursing Program Initiative

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Hold an active registered nurse (RN) license in United States or its territories.

Have the equivalent of two or more years of employment in the past five years functioning in the full scope of the academic faculty role.

Have Certified Nurse Educator Code of Ethics compliance.

Pay renewal fees by the certification expiration date.

Maintain five-year cycle, refer to certificate for expiration date.

Demonstrate continued maintenance or expansion of your knowledge relevant to the role of academic nurse educator within the five-year renewal cycle. Candidate must choose from one of the following:

Option A: Submit documents to support competence was maintained or enhanced.

Option B: Pass the CNE exam before the due date for the certification renewal documents.

The Retired option is available for CNEs who are retiring from academic teaching and wish to retain the credential. The Retired status as a form of renewal is a life-long status not requiring a renewal on a time cycle (i.e. five years). After approval, the credential designation "CNE-Ret" may be used.

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Hold an active registered nurse (RN) license in United States or its territories. Have the equivalent of two or more years of employment in the past five years functioning in the full scope of the academic faculty role. Have Certified Nurse Educator Code of Ethics compliance. Pay renewal fees by the certification expiration date.

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Campbell, Suzanne Hetzel, PhD, RN, WHNP-BC, IBCLC. Simulation Scenarios for Nursing Educators, Third Edition : Making It Real. New York :: Springer Publishing Company, 2017. Print.

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Campbell, Suzanne Hetzel, PhD, RN, WHNP-BC, IBCLC. Simulation Scenarios for Nursing Educators, Third Edition : Making It Real. New York :: Springer Publishing Company, 2017. Print.

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Web page for resources in simulation for nurse educators

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Web page for resources in simulation for nurse educators

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The purpose of the Simulation Innovation and Resource Center (SIRC) project, a collaborative alliance between the NLN and Laerdal Medical, is to develop a community of nurse educators who can effectively use simulation to promote and evaluate student learning and who dialogue with one another in an effort to advance simulation in nursing education.

The project began in 2007 with a call for simulation experts; 169 nurse educators applied and nine were chosen. They represented a variety of types of educational institutions in geographic locations around the country. Led by the project director, and together with the international participants and the technical team, this group developed the various areas of the SIRC and the courses that prepare nurse educators to design, implement, and evaluate the use of simulations in nursing education.

All of the funds from the purchase of the courses will be reinvested in the maintenance of the SIRC and development of new courses.

The SIRC launched on June 12, 2008 with three online courses. Six more debuted at the NLN™s Summit in San Antonio, September 17-20, 2008. In June, 2009, two additional courses were created. In September, 2011, Unfolding Cases became the 12th course offered.

4 new courses were added in January, 2013: Advanced Evaluation, Beyond Basic Debriefing, Standardized/Simulated Patients, and Simulation-Based Interprofessional Education.

Project Director: Pamela R. Jeffries, DNS, RN, FAAN, ANEF
Assistant Project Director: Marcella T. Hovancsek, MSN, RN
NLN Staff Liaison to Laerdal Projects: Mary Anne Rizzolo, EdD, RN, FAAN

SIMULATION AUTHORS

Andrea D. Ackermann PhD, RN, CCRN
Mount Saint Mary College

Mindi Anderson, PhD, RN, CPNP-BC
University of Central Florida

Mary L. Cato, EdD, RN
Oregon Health & Science University

Carol F. Durham, EdD, RN, ANEF, FAAN
The University of North Carolina at Chapel Hill

Deborah Henderson PhD, RN
Ohio University Zanesville

Suzan Kardong-Edgren PhD, RN, ANEFÂ
Washington State University

Clare Lamontagne MS, RN, CNE
Springfield Technical Community College

Susan Prion, EdD, RN
University of San Francisco

Patricia (Patty) Ravert, PhD, RN
Brigham Young University

Teri Boese, MSN, RN
International University of Nursing and University of Medicine and Health Sciences

Jeanne Cleary, MAN, RN
Ridgewater College

Cynthia Reese, PhD, RN, CNE
Lincoln Land Community College

Sharon Decker, PhD, RN, ANEF, FAAN
Texas Tech University Health Sciences Center

Katie Adamson, PhD, RN
University of Washington Tacoma

Andrea Parsons Schram, DNP, CRNP
Johns Hopkins University School of Nursing

Cate Nicholas, EdD, MS, PA
Fletcher Allen Health Care/University of Vermont

Mary Anna Gordon, DNP, RN
Oregon Health & Science University School of Nursing

INTERNATIONAL CONTRIBUTORS

Barbara Foulds, PhD, RN
Algonquin College, Ontario, Canada

Sissel Eikeland Husebo, RN, MNSc
University of Stavanger, Stavanger, Norway

Yumi Iwamoto, MA, RN
Hiroshima Bunka Gakuen University, Hiroshima, Japan

Michelle Kelly, MN, BSc, RN, PhD(c)
University of Technology, Sydney, Australia

Marcia Petrini, PhD, FAAN
Wuhan University HOPE School of Nursing, China

Ailing Wang, PhD
Wuhan University HOPE School of Nursing, China

Eliana Escudero Zuniga, RN
Pontiff Catholic University, Santiago, Chile

FITNE TEAM

FITNE, Inc. is an international organization dedicated to meeting the changing technology needs of today's nursing educators and healthcare professionals. FITNE is committed to creating innovative, interactive media and e-learning solutions that solve real world problems. Visit http://www.fitne.net/.

Project Management, Instructional Design: Julie McAfooes, MS, RN BC

Coordination: Tony Presti

Graphics, Programming, Editing: Will Presley

Graphics: Tim Martin

Graphics, Editing (Version 1.0, 2008): Caroline Caine

Graphic/Web Design (Version 1.0, 2008): Chad Johnson

LAERDAL MEDICAL TEAM

Laerdal™, one of the world's leading providers of Healthcare Solutions, is dedicated to helping save lives with products and services for Airway Management, Immobilization, Basic Life Support, Advanced Life Support, Patient Care, Self-Directed Learning, and Medical Education. We are pleased to serve all healthcare providers and educators, from the lay rescuer to the medical professional. www.laerdal.com

Project Coordinators: Clive Patrickson, CEO Laerdal Medical; Rosie Patterson; Brian Vigorita

Website Administration: Dawn Glusko

Graphic Design: Steven Pepe & Joe Scalise

eLearning & LMS Management: Chris Devenney

Last modified: Thursday, March 15, 2018, 11:11 AM

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The purpose of the Simulation Innovation and Resource Center (SIRC) project, a collaborative alliance between the NLN and Laerdal Medical, is to develop a community of nurse educators who can effectively use simulation to promote and evaluate student learning and who dialogue with one another in an effort to advance simulation in nursing education.

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The ultimate guide to Continuing Nursing Education for specific CEU requirements, finding approved programs, and the best professional development opportunities.

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Turning the tables: When the student teaches the professional

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Turning the tables: When the student teaches the professional

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24 hours for RN, NP, and APN license renewal

Every 2 years

4 contact hours of Alabama Board-provided continuing education related to Board functions, the Nurse Practice Act, regulations, professional conduct, and accountability is required for first renewal; CRNP, CNM and CRNA need additional 6 contact hours of pharmacology CE for APN renewal.

Must complete 2 of the following:

30 contact hours

30 hours professional nursing activities

320 hours nursing employment

Every 2 years

For APRN with prescriptive authority, 15 contact hours in advanced pharmacotherapeutics; for Controlled Substances Prescriptive Authority, also need two hours of education in pain management and opioid use.

15 contact hours, national certification/recertification, or completion of one college credit hour course in nursing with grade C or better

Every 2 years

All APRNs issued a certificate of prescriptive authority after 12/31/15, need at least 3 hours of prescribing education;
APRNs with prescriptive authority need 5 contact hours of pharmacotherapeutics in the APRN's area of certification.

None; National Certification for APN

Every 2 years

None; 50 contact hours for APRN

Every year; every 2 years for APRN

For APRNs, 50 contact hours related to area of practice, including at least five contact hours of training or education in pharmacotherapeutics, as well as at least one contact hour in each of the following topics: diseases, including, but not limited to, acquired immune deficiency syndrome and human immunodeficiency virus; risk management; sexual assault; domestic violence; cultural competency; and substance abuse. Also, at least two contact hours on the topic of mental health conditions common to veterans and family members of veterans must be completed not less than once every six years.

30 hours for RN; 24 hours for LPN; National Certification plus 10 pharmacology hours for APN

Every 2 years

3 hours related to substance abuse

24 hours in current area of practice for RN and APRN (including 15 pharmacology hours in area of practice for APRN); 18 hours for LPN

Every 2 years

LPNs must complete 2 contact hours related to LGBTQ and 3 hours related to HIV/AIDS.

24 hours or National Certification

Every 2 years

2 hours related to medical error prevention each renewal; 2 hours on the laws and rules that govern the practice of nursing in Florida; 2 hours related to human trafficking. Also, for initial renewal, one hour related to HIV/AIDS; 2 hours related to recognizing impairment in the work place every four years; and for each third renewal period, an additional 2 hours related to domestic violence.

APRNs must also complete at least three hours of continuing education onthe safe and effective prescription of controlled substances for each biennial renewal.

30 contact hours for RN beginning with license renewals January 31, 2016; 20 contact hours for LPN beginning with license renewals March 31, 2017

Every 2 years

20 hours for RN and LPN; 50 hours for APN

Every 2 years

APN with Schedule II included in Controlled Substances Registration, annual requirement of five contact hours in pharmacology.

None; 30 hours for APRNs

Every 2 years

APRNs with prescriptive authority must include 8 hours in pharmacology.

NEW! For practitioners licensed after July 1st, 2019 there is a requirement of 2 contact hours during the previous 2 years addressing the topic of opioid prescribing and opioid abuse.

36 hours for renewal of a three year RN or LPN license; 24 hours for the first renewal after initial Iowa licensure by examination, initial Iowa licensure by endorsement from another state, or reactivation from an inactive status. National certification required for ARPN.

Every 3 years

For RN, LPN, and ARPN who regularly examine, attend, counsel or treat dependent adults or children in Iowa: 2 hours every 5 years related to the identification and reporting of child/dependent adult abuse. For ARNP who has prescribed opioids to a patient during the renewal cycle: a minimum of 2 hours of continuing education regarding the CDC guideline for prescribing opioids for chronic pain (with each renewal).

14 hours

3 hours related to domestic violence (one-time requirement), and 1.5 hours on pediatric abusive head trauma (one-time requirement); 5 hours related to pharmacology for APRN; for Sexual Assault Nurse Examiners (SANE) credentialed nurses, 5 contact hours of approved sexual assault CE each licensure period (forensic medicine or domestic violence CE will meet this requirement).

For RNs who practiced nursing 1600 hours (or more) within the calendar year, minimum of 5 contact hours required annually for license renewal; for RNs who practiced nursing at least 160 hours, but less than 1600 hours, minimum of 10 contact hours required annually for license renewal; for RNs who practiced nursing less than 160 hours during the calendar year, minimum of 15 hours required annually for license renewal.

For APRN whose role and population focus does not provide for certification/recertification, 30 contact hours related to advanced practice nursing. For APRN with prescriptive authority, six contact hours in pharmacotherapeutics.

None; National Certification for APRN

Every 2 years

15 hours for RN and LPN; National Certification for APRN

Every 2 years

25 hours every 2 years for RN and LPN. National Certification for nurse anesthetist, nurse midwife, and nurse practitioner. Or, if initially certified after 1996 as a midwife, then continued competency assessment or 20 contact hours in the specialty field. Or, if certified as a nurse practitioner before 1991, then 40 contact hours in the specialty field.

Every 2 years

At least 2 hours in pain and pain symptom management

None for RN and LPN; 10 hours for the LPN certified in IV therapy and/or hemodialysis; 40 hours for APRN

Every 2 years

2 hours related to prescribing controlled substances (APRN)

None for RN and LPN; National Certification for APRN

Every 2 years

20 hours for RN and LPN (10 must be formally peer reviewed, up to 4 can be CPR or BLS classes); 40 hours for APRN-NP

Every 2 years

10 hours related to pharmacologyfor APRN-NP

30 hours for RN and LPN; 15 additional hours hours related to role or population of focus for APN (related to pharmacology if CRNA)

Every 2 years

4 hours related to bioterrorism (one time requirement)

30 hours for RN and LPN; 30 additional hours related to specialty for APRN, 5 of which must be related to pharmacology; for licensees with an active DEA # for prescribing: 3 of the 5 hours must address opioid prescribing, pain management, or substance abuse disorder. (For APRN, current certification in specialty will meet requirements for 30 continuing education hours for RN licensure)

Every 2 years

30 hours for RN and LPN; National Certification for APN

Every 2 years

1 hour related to prescription opioid drugs, including alternatives to opioids for managing and treating pain, and the risks and signs of opioid abuse, addiction, and diversion

30 hours for RN and LPN; 50 hours for APRN

Every 2 years

5 hours related to specialty and 15 hours related to pharmacology for APRN; for APRN with DEA registration and prescriptive authority, 5 of 15 pharmacology hours must be related to management of non-cancer or chronic pain

See specific requirements for RN and LPN; National Certification for APN

contact hours related to infection control every 4 years (RN and LPN); 2 hours child abuse (one time requirement for initial RN license)

For RN and LPN, one of the following:

15 contact hours and 640 hours of active practice

National certification or re-certification

30 contact hours

Completion of a Board-approved refresher course

Completion of a minimum of two semester hours of post-licensure academic education related to nursing practice

15 contact hours of continued education and completion of a nursing project as principal investigator or co-investigator

15 contact hours of continued education and authoring or co-authoring a nursing-related article, paper, book or book chapter

15 contact hours of continued education and developing and conducting a nursing continuing education presentation or presentations totaling a minimum of five contact hours

Nurse Practitioners must earn 50 contact hours of continuing education each year, with at least 20 of those hours for which approval has been granted by the ANCC or ACCME, or other national credentialing bodies, or practice relevant courses in an institution of higher learning. Nurse practitioners may choose to obtain formal continuing education credits from the above bodies for the full 50 hours, or they may choose to complete the following activities for all or any part of the 30 hours that do not have to meet the formal criteria.

5 hours - Clinical Presentations - Designing, developing and conducting an educational presentation or presentations for health professionals totaling a minimum of 5 contact hours

Preceptor hours - with validation from educational program - up to 30 hours

5 hours - author on a journal article or book chapter published during renewal year

15 hours - primary or secondary author of a book published during renewal year

10 hours - Completion of an Institutional Review Board (IRB) approved research project related to your certification specialty

5 hours - Professional volunteer service during renewal year with an international, national, state or local health care related organization in which your NP or certification specialty expertise is required.

Every 2 years for RN and LPN; Every year for APN

24 hours for RN and LPN; national certification or 12 additional contact hours in the nurse's area of practice or in relevant programs from other health care disciplines for CNS; 12 additional hours in advanced pharmacology for those authorized to prescribe if the certificate to prescribe (CTP) has been held for a full renewal period or 6 contact hours if the CTP has been held for less than a full renewal period.

Every 2 years

1 hour related to Ohio Nurse Practice Act and the rules of the Ohio Board of Nursing

One or more of the following for RN and LPN:

24 contact hours, employment in a position that requires an RN or LPN with verification of at least 520 work hours

current certification

completion of a Board-approved refresher course

completion of at least 6 academic semester credit hours of nursing coursework at the licensee's current level of licensure or higher

National certification required for APRN
Every 2 years

15 contact hours or 1 academic credit hour related to pharmacology for CNP, CNM, CNS with prescriptive authority; at least 8 contact hours related to administration of anesthesia for CRNA

National certification for APRN. If not certified, then 45 contact hours, with 15 of those hours focused in APRN-level pharmacotherapeutic content; for CNS who isn't certified, 40 contact hours.

Every 2 years

One-time requirement of 7 hours related to pain management for RN, LPN, and APRN (1 hour must be a course to be provided by the Oregon Pain Management Commission. The remaining six hours can be nurse's choice of pain management topics.)

30 hours for RN, CNS, and CRNP

Every 2 years

Effective January 1, 2015, initial licensees must complete 3 hours of Department of Human Services approved training in child abuse recognition and reporting requirements; those applying for the renewal of a license are required to complete at least 2 hours of approved CE. Approved courses can be found here.

16 hours related to pharmacology for CRNP with Prescriptive Authority; CRNPs with prescriptive authority approval complete at least 2 hours in pain management, the identification of addiction or in the practices of prescribing or dispensing of opioids.

10 contact hours for RN and LPN; National Certification for APRN

Every 2 years

Two of the ten hours required must be about substance abuse.

At least one of the following for RN:

30 contact hours

national certification

completion of an academic program of study in nursing or a related field

verification of competency and the number of hours practiced as evidenced by employer certification

National Certification for APRN
Every 2 years

For APRNs with prescriptive authority, 20 hours of pharmacotherapeutics with 2 of the 20 hours focused
on controlled substances.

National certification for APN

Every 2 years

Continuing competency requirements can be found here. One option is 5 contact hours for each renewal (for RNs/LPNs who are not practicing, ten contact hours will fulfill this competency requirement); National certification for APRN

Every 2 years

2 contact hours addressing controlled substance prescribing practices for APRN that is holder of a Certificate of Fitness

20 contact hours related to area of practice for RN, LPN, and APN or national certification

Every 2 years

2 two contact hours in nursing jurisprudence and ethics prior to the end of every 3rd licensure renewal cycle (The content must include information about the Texas Nursing Practice Act; the Texas Board of Nursing (BON) rules, including Board Rule 217.11; Standards of Nursing Practice; the Texas BON Position Statements; principles of nursing ethics; and professional boundaries.); 2 contact hours related to the older adult or geriatric care every licensure renewal cycle (must include information about elder abuse, age related memory changes and disease processes, including chronic conditions, and end of life issues (information related to health maintenance and health promotion of the older adult or geriatric populations, may be included) for all nurses who provide nursing care to this population; 2 contact hour (one-time requirement) related to forensic evidence collection for all nurses practicing in an ED setting; CE related to tick-borne diseases for this population; 5 additional contact hours related to pharmacotherapeutics for APRN with prescriptive authority; 3 additional hours related to prescribing controlled substances for APRNs that have prescriptive authority and prescribe controlled substances (this totals 28 contact hours for the APRN with prescriptive authority who prescribes controlled substances).

None; National Certification for APRN

Every 2 years

Continued competency can be demonstrated with 15 contact hours and 640 practice hours or 30 contact hours for RN and LPN; National certification for Nurse Practitioner licensed after 5/8/02 (if licensed as a Nurse Practitioner before 5/8/02, certification or 40 contact hours related to specialty area is required)

Every 2 years

8 contact hours related to pharmacologyfor nurse practitioner with prescriptive authority and 2 contact hours related to controlled substances.

531 practice hours and 45 contact hours (every three years) for RN and LPN; National Certification, 30 contact hours, and 250 independed clinical practice hours for ARNP

Every year

15 additional contact hours for ARNP with prescriptive authority

12 hours for RN; 24 contact hours and 400 practice hours for LPN; 24 contact hours for APRN

Every year for RN; every 2 years for LPN

2 contact hours related to mental health conditions common to veterans and family members of veterans and 1 contact hour related to drug diversion and safe prescribing practices; LPNs need 2 contact hours in end-of-life care (one-time requirement) and 3 hours in substance abuse with each renewal; APRNs need 12 contact hours related to pharmacotherapeutics

None for RNs and LPNs.

Every 2 years

Advanced Practice Nurse Prescribers: 16 contact hours in clinical pharmacology or therapeutics relevant to the area of practice, including at least 2 contact hours in responsible prescribing of controlled substances.

30 contact hours, or 15 contact hours and 200 hours of employment, or 400 hours of employment; National Certification for APRN

Every 2 years

15 contact hours related to pharmacology for APRN with prescriptive authority

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continuing education requirements for nurses

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24 hours for RN, NP, and APN license renewal Every 2 years 4 contact hours of Alabama Board-provided continuing education related to Board functions, the Nurse Practice Act, regulations, professional conduct, and accountability is required for first renewal; CRNP, CNM and CRNA need additional 6 contact hours of pharmacology CE for APN renewal.

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​​​​​​​​Institute for Healthcare Improvement
Cambridge, Massachusetts, USA

The SBAR (Situation-Background-Assessment-Recommendation) technique provides a framework for communication between members of the health care team about a patient's condition.

S = Situation (a concise statement of the problem)

B = Background (pertinent and brief information related to the situation)

A = Assessment (analysis and considerations of options - what you found/think)

R = Recommendation (action requested/recommended - what you want)

SBAR is an easy-to-remember, concrete mechanism useful for framing any conversation, especially critical ones, requiring a clinician's immediate attention and action. It allows for an easy and focused way to set expectations for what will be communicated and how between members of the team, which is essential for developing teamwork and fostering a culture of patient safety.

Background
Michael Leonard, MD, Physician Leader for Patient Safety, along with colleagues Doug Bonacum and Suzanne Graham at Kaiser Permanente of Colorado (Evergreen, Colorado, USA) developed this technique. The SBAR technique has been implemented widely at health systems such as Kaiser Permanente.

Directions
This tool has two components:

SBAR Guidelines ("Guidelines for Communicating with Physicians Using the SBAR Process"): Explains in detail how to implement the SBAR technique

SBAR Worksheet ("SBAR report to physician about a critical situation"): A worksheet/script that a provider can use to organize information in preparation for communicating with a physician about a critically ill patient

Both the worksheet and the guidelines use the physician team member as the example; however, they can be adapted for use with all other health professionals.

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​​​​​​​​Institute for Healthcare ImprovementCambridge, Massachusetts, USA The SBAR (Situation-Background-Assessment-Recommendation) technique provides a framework for communication between members of the health care team about a patient's condition.