# data[].attributes.attachment_link.title
Online Voice Recorder - Record Voice from the Microphone

# data[].attributes.attachment_link.description
Please allow access to your microphone to continue…

# data[].attributes.attachment_link.title
Voki | Speaking Characters For Education

# data[].attributes.attachment_link.title
Animaker, Make Animated Videos on Cloud for free

# data[].attributes.attachment_link.description
Animaker is an online do-it-yourself (#DIY) animation video maker that brings studio quality presentations within everyone’s reach. Animated Videos, Done Right!

# data[].attributes.attachment_link.title
Powtoon | Create Awesome Videos Yourself

# data[].attributes.attachment_link.description
Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary - it's free, easy, and awesome!

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Presentations and videos with engaging visuals for hybrid teams | Prezi Present

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Our screen capture tools help you easily create, edit and communicate with videos and images. Simple and intuitive tools to share your ideas.

Windows, Mac / iOS, Android, and Chromebook | No account required

Easy video communication for everyone

190 countries

Million of users in ourglobal community

Trusted

by Fortune 100 companies, school districts,
and 98 of the top 100 universities in the US

100,000,000+

Videos captured (and counting) since 2006

How can ScreenPal help you?

I need to capture videos and images.

Highly rated by our community

Overall rating: 4.6 out of 5 based on 4,516 reviews.

What our community is saying

With ScreenPal I've been able to extend my expertise and automate some of my more routine tasks by creating high-quality video content and feedback, which then frees up my time for more personalized mentorship.

Cal Poly University Professor and founder and CEO of Mentorship Academy

ScreenPal's user-friendly interface and seamless integration into our existing teaching methods made it an obvious choice. From day one, it was clear that ScreenPal was not just another tech tool; it was a catalyst for active learning and collaboration.

Technology Integration and Innovation Coordinator, Arlington ISD

We use ScreenPal internally to create and manage all of the videos we share with educators. ScreenPal makes it easy to create videos with a consistent, branded look and feel, and then to share all of those videos from a central repository.

Chief Program Officer, The Modern Classrooms Project

Join millions of people communicating through video.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Authentic Assessment: Examples & Overview

# data[].attributes.subject
Authentic Assessment: Examples & Overview

# data[].attributes.attachment_link.title
Authentic Assessment: Examples & Overview

# data[].attributes.body
Create Jeopardy Style Quiz Games

# data[].attributes.attachment_link.readable_text
For Remote or In-Person Classrooms

Factile is a free learning platform that lets teachers create engaging jeopardy-style quiz games for the remote or in-person classroom

Assess students' understanding of new topics or review the latest concepts using our simple, user-friendly gameboard template. Create and share your games with students, or search our database of already-created games. Use Factile with Google Classroom to easily assign games and flashcards to your class.
Play Demo Game

Four Team Review Games
Play in classroom or remote with Buzzer Mode

Two Individual Study Games
Self-paced learning in classroom or remote

Buzzer Mode

Buzzer Mode

Turn phones, tablets or computers into buzzer buttons for an engaging multi-player gameshow experience

"Factile is fun and exciting. Students enjoy the competition, the team-building, the camaradarie, the positive reinforcement, or all of the above. The standard, free version is very workable and click-driven, although I am sure the premium version contains greater functionality that may appeal to some folks. Your students will enjoy it as much as you enjoy watching them learn"

Bruce DuBoff AASL Best Websites for Teaching and Learning Committee Member

See more reviews

Are you looking to make your Factile game even more engaging? Let students BUZZ IN via their laptops, phones or tablets! Remote or In-Classroom.

Send a link to your participants and they can play at any time on their own

Create custom games

Share games

Play the many public games

Multi-language support
(English, German, French, Italian, Spanish, Chinese, Arabic)

...and much more

Buzzer Mode for Remote or in-classroom

Flashcards, Choice and Memory Games

Add Images, Videos and Equations

Print Answer Keys and Quizzes

Unlimited Games and 100 Teams

Double Jeopardy and Daily Double

Interactive Choice

Quiz-Bowl

...and much more

Home/School features

Add up to 3 Images in Question/Answer

Multi-Member Teams up to 3 Players Per Team

Question Bank Up to 3

...and much more

Home/School Plus Features

Private games

Customize with your Logo

Remote View Gameboard Screen Sharing

Question Bank Up to 10

Multimember Teams for Buzzer Mode

Verification of Training Completion

...and much more

* All amounts are in USD.

What are you waiting for?

Sign up now to create your free game!

Get Started

For Remote or In-Person Classrooms

# data[].attributes.attachment_link.title
Classroom Jeopardy Review Game | Buzzer Mode | Factile

# data[].attributes.attachment_link.description
Create your own Jeopardy template online without PowerPoint, or browse the pre-made templates to play Jeopardy-style classroom games or quizzes in minutes.

# data[].attributes.body
keep it simple

# data[].attributes.attachment_link.title
How Presentation Zen Fixed My Bad PowerPoints

# data[].attributes.body
A variety of nursing games to test knowledge

# data[].attributes.attachment_link.readable_text
Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

The Super Nurse and Word Guess games have been developed in HTML5. Therefore, the latest browser versions of Internet Explorer (IE10/11), Firefox, Chrome or Safari need to be used. These games can also be played on most mobile devices.

We have enhanced the games software to produce a Report that you can print out and keep for your records, or to hand in for assignments. For statistical and research purposes, the game results are now being tracked and recorded.

Click on a Title below to open up a specific nursing educational game in a new window. If you find the audio annoying or distracting, click the Mute button on your computer. Enjoy!

1. Nursing Games - Super Nurse Series

1.27 Drug Dosage Calculations I - This game tests your knowledge of the metric system and how to accurately make conversions between the various units. ( 15 items selected from 50 questions).

1.28 Drug Dosage Calculations II - Test and refresh you knowledge and skills about how to calculate the correct tablet medication dosages. ( 15 items selected from 50 questions).

1.29 Drug Dosage Calculations III- This game is designed to assess and review your knowledge and skills in calculating the correct fluid medication dosages. ( 15 items selected from 50 questions).

1.30 Drug Dosage Calculations IV - Test and refresh your knowledge and skills in calculating the correct dosages for medication administration by injection. ( 15 items selected from 50 questions).

1.31 Drug Dosage Calculations V - This game assesses your knowledge and skills in calculating the correct intravenous (IV) dosages, flow rates and administration times. ( 15 items selected from 50 questions).

2. Nursing Games - Word Guess Series

2.45 Pediatric Disorders I - Test your knowledge of the names of disorders related to child development, vision, hearing, blood, respiratory system and nervous system in pediatric patients. (1 5 items drawn from a pool of 45 questions).

These Drag and Drop games were developed using Articulate's StoryLine 3 software. For best viewing of these SL3 games on Apple's iPhone and iPad, download and install the FREE Articulate from the iTunes Store. If you are using an Android tablet or phone, download and install the FREE Articulate Android Player App from Google Play.

3.2 Blood Tests I - See how well you know the indications / applications of 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.3 Blood Tests II - Test and refresh your knowledge of the indications / applications of another 60 blood tests used to diagnose and monitor various body disorders and diseases. ( 15 questions selected from 60).

3.4 Cancer Symptoms - Try this funky nursing game to see how well you know the signs and symptoms of 12 different types of common cancers. ( 24 questions).

3.5 Diagnostic Tests I - Try this game to see how well you know the indications / applications of 45 electrodiagnostic, endoscopic and nuclear diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.6 Diagnostic Tests II - Another game to see how well you know the indications / applications of 45 manometric, ultrasound and x-ray diagnostic technologies, tools and procedures used to identify, monitor and evaluate body disorders and diseases. ( 15 questions from 45).

3.10 Infectious Diseases - See how well you know the causes (bacteria, virus, fungi, parasites or protozoa) of these infectious diseases. ( 48 questions).

3.18 Oral Dosages - Another game about calculating the correct dosages for medications administered orally using solutions, suspensions, mixtures and syrups. ( 15 questions randomly selected from 35 items).

3.21 Pressure Ulcer Terms II - Another game to review the terminology used in the assessment, prevention and treatment of pressure ulcers / bedsores. ( 20 questions chosen from 70 items).

# data[].attributes.attachment_link.description
Here are 156 free nursing games with some 6,000 questions designed to make your nurse learning / education more interesting, engaging and fun! In this section we have developed, and are experimenting with, different kinds of educational nursing games. Online games are very popular, so why not apply them to your nursing education?

# data[].attributes.body
A detailed look into some strategies for understanding electrolyte balance in the body!

# data[].attributes.attachment_link.title
Fluid and Electrolytes Easy Memorization Tricks for Nursing NCLEX RN & LPN

# data[].attributes.attachment_link.readable_text
Welcome to Using Debriefing Methods in Simulation.

This is the third and final session

in the debriefing module.

My name is Dr Christina Thomas Dreifuerst,

and I'm going to be guiding you through this module.

There are three objectives for this third presentation.

the end of this presentation in the module,

you will be able to identify the methods of

debriefing that are commonly

used in healthcare simulation.

The second is that you will be

able to recognize similarities

briefing methods presented in this module.

Finally, the last objective

is that you will be able to distinguish

differences in the commonly used to

briefing methods presented in this module.

So one objective is to be able to compare the methods,

and the other objective is to be able to contrast them.

That's important when you're picking

one to use in your practice.

I want to remind you of the definition of

debriefing that we are using in this module.

This definition from the uniaxial standards of

best practice simulation glossary defined

simulation debriefing as a reflective process,

immediately following simulation that is led by

a trained facilitator using

an evidence-based debriefing method.

Participants reflective thinking is

encouraged and feedback is

provided regarding the participant's performance

in various aspects of the simulation.

Participants are encouraged to

explore emotions and question,

reflect, and provide feedback to one another.

The purpose of debriefing is to

move toward assimilation and

accommodation to transfer learning to future situations.

Plus-delta is a very simple method of debriefing that is

primarily used to provide

immediate feedback and our coaching.

It is particularly effective when

the simulation involves task training or skills,

which utilize a checklist

or applied established protocols.

The premise behind plus-delta is that you

identify with the learners what went well,

and those become the pluses.

Then you also identify what did not go well,

and requires a change in either thinking,

Delta is the Greek symbol signifying change.

The advantage to the plus-delta method

is that it can be done quickly and efficiently.

It is designed for task-based or procedural skills.

The disadvantage to plus-delta is that when you have

a simulation that is more

thinking based or has complexity,

it's difficult to move beyond feedback

in interreflection using this method.

Debriefing with good judgment is

a method of debriefing that was developed by

Jenny Rudolph and her colleagues at

the Harvard Medical School Simulation Center

The goals of this method are to allow

learners to explain, analyze,

and synthesize information and

emotional states that they are in,

to improve performance in

similar clinical situations in the future.

This method of debriefing has three primary components.

The first component is a conceptual framework,

and it comes out of cognitive science

It helps to make evident the learner's mental models or

frames of reference that they are

using as they participate in simulation.

the combined value of curiosity about

and respect for learners in simulation and debriefing.

The third and final component of

this method is the use of advocacy inquiry within

debriefing for good judgment that becomes

the underlying stance or reference.

Debriefing with good judgment has

the theory of reflection throughout.

It holds the principle that reflection is used to

scrutinize your own practices

and taking for granted assumptions.

Both of these are the mental model or frame

of reference that the learner and the debris for have.

This debriefing method emphasizes moving away from

critiquing performance in simulation.

But you still give a critical message about

the positive and negative aspects

of the learning experience.

Throughout this debriefing method,

the debriefer guides the discussion with learners

to process reactions to the simulation experience,

analyze the situation together,

generalize what has occurred to

everyday experience as a health care professional,

shape future actions for the next clinical experience.

There are several strengths

to debriefing with good judgment.

This approach focuses on creating

a psychological and safe environment that enables

all adult learners to focus

on the key learning objectives.

It also focuses not only on the learner's actions,

but the thinking behind the actions.

Finally, the instructor's perspective

the experience is shared using

critical or appreciative inquiry.

Therefore, this good judgment approach

values the expert opinion of

the same time valuing the perspective of each learner.

Advocacy inquiry is used extensively in this method.

There are however, a few challenges to

using debriefing with good judgment.

The first is that there is

an assumption that the learner is operating

with good will and trying to do

correct things during the simulation.

The second is that this method can be difficult

with learners who defer to Authority and elders,

as those beliefs can inhibit discussion of

contradicting views or alternative ideas.

Finally, this method can be

very challenging with novice clinicians.

Debriefing for meaningful learning

is another method of debriefing,

and it's one that I developed.

The goal of this method is to help learners to develop

clinical reasoning or higher-order thinking skills,

using deliberate practice.

Debriefing for meaningful learning or DML,

as it is commonly referred to,

uses a consistent process of

recalling all of the events of the experience first,

and then going back to reflect

upon them through a discussion that it's

facilitated by a debriefer using Socratic questions.

These questions help learners to identify

their thinking and frame of

reference that underpin their actions.

Socratic questioning, and the NLM guide to

critical conversations are also

used to guide the dialogue in DML,

to uncover taken for granted assumptions and

ensure that there is synergy between learners knowledge,

thinking, decision-making, and actions.

Schon's theory of reflection, constructive theory,

and the E5 learning strategy all underpin

DML and provide the theory from which it was derived.

DML focuses on three kinds of reflection:

reflection in action which, emphasizes assimilation,

reflection on action, which

emphasizes assimilation and accommodation,

and reflection beyond action,

which focuses on anticipation and

preparing for the next clinical encounter.

DML is the only debriefing method

that uses a consistent structure,

and it involves use of worksheets to ensure

a regular process of deliberate thinking is

used each time in debriefing.

The greatest advantage to DML is the rich discussion and

meaningful learning that takes place

during debriefing with this method.

Its structure makes it ideal for

deliberate thinking practice and

it was originally designed for

simulations that are focused more on thinking and

decision-making and less on skilled demonstration.

It is also ideal for novices.

One challenge to using DML is time.

This method of debriefing can take

more time than other methods due to its structure,

particularly when working with

novice clinicians where there are

many disconnections between right thinking

and right actions that need to be explored,

understood, and reframed, during reflection.

Another debriefing method PEARLS

is relatively new method of debriefing.

PEARLS uses a blended approach to debriefing.

the selective and deliberate use of

more than one debriefing strategy,

and it's informed by the context of

the simulation and the particular learners needs.

PEARLS debriefing begins like

other methods by setting the stage for the discussion.

This is followed by four distinct phases;

the description phase, the analysis phase,

The reactions phase often begins

with open-ended questions like, how are you feeling?

What are your initial thoughts

or reactions to the simulation?

In the description phase,

debriefers guide learners to summarize

key events or major issues from the simulation.

Within the analysis phase,

debriefers can use different strategies to address

relevant aspects of the learner's performance.

The PEARLS method includes

a decision support matrix

that can be used while observing

the simulation to determine

which analysis strategy you're going to use.

Finally, the summary phase of

PEARLS debriefing can be facilitated in one of two ways;

recap the highlights of the debriefing,

or the debriefer can provide the summary.

The advantage of the PEARLS

debriefing method is that it allows

for a great deal of flexibility with different learners.

The biggest challenge with

this method is its inconsistency of

debriefing from one simulation to the next.

Here are some final thoughts.

Well, there is no one best method

of debriefing simulation in healthcare.

There is increasing evidence regarding

best practices for simulation debriefing,

and how to assess the quality of debriefing.

Each of the methods described in

this presentation have inherent strengths and challenges.

The debriefing standard in

the uniaxial standards of best practice simulation,

emphasizes that debriefing is so important for learning.

That debriefer should be trained and

supported in whichever method is going to be used.

Novice debriefers in particular can become easily

overwhelmed facilitating debriefing with learners.

It is important to pick a method,

and to practice it regularly,

you are confident in the process you are

going to be using in simulation,

and you can focus on the learners and the discussion,

and you can engage your learners in

a robust debriefing experience.

# data[].attributes.attachment_link.title
Using Debriefing Methods in Simulation - Basics of Debriefing in Simulation | Coursera

# data[].attributes.attachment_link.description
Welcome to Using Debriefing Methods in Simulation. This is the third and final session in the debriefing module. My name is Dr Christina Thomas Dreifuerst, and I'm going to be guiding you through this module. There are three objectives for this third presentation.

# data[].attributes.attachment_link.description
Find out how ANA membership will enhance your career, and advance the nursing profession.

# data[].attributes.headline
American Association of Colleges of Nursing membership

# data[].attributes.subject
American Association of Colleges of Nursing membership

# data[].attributes.attachment_link.keywords[]
powered by clearvantage association management software

# data[].attributes.attachment_link.title
American Association of Colleges of Nursing (AACN) > Membership > Membership > Join AACN

# data[].attributes.attachment_link.description
The American Association of Colleges of Nursing (AACN) is the national voice for baccalaureate and graduate nursing education. AACN works to establish quality standards for nursing education; assists schools in implementing those standards; influences the nursing profession to improve health care; and promotes public support for professional nursing education, research, and practice.

# data[].attributes.attachment_link.readable_text
In this episode Dr. Knight talks about the essence of enthusiasm and passion to engage learners. As teachers we often lose the luster of teaching others due the complexities of our lives and professional responsibilities. Maintaining one's enthusiasm and passion operates from the inner Law of Intent. Intention fuels energy furthermore driving our passions. From time to time we all may feel a loss of enthusiasm or passion for what we teach and this is okay. We have to stick with the plan and remain mindful of the larger purpose at hand. Distinguishing the difference between enthusiasm and an inner professional and personal commitment to the success of others is a key factor in maintaining passion.

Podcast: Play in new window | Download

# data[].attributes.attachment_link.title
All Nurses are Teachers...Maintaining Enthusiasm and Passion for Teaching - La Fe Solutions, LLC

# data[].attributes.attachment_link.description
In this episode Dr. Knight talks about the essence of enthusiasm and passion to engage learners. As teachers we often lose the luster of teaching others due the complexities of our lives and professional responsibilities. Maintaining one's enthusiasm and passion operates from the inner Law of Intent.

# data[].attributes.attachment_link.title
Applying Learning Theories to Healthcare Practice

# data[].attributes.headline
Multigenerational Challenges: Team-Building for Positive Clinical Workforce Outcomes

# data[].attributes.subject
Multigenerational Challenges: Team-Building for Positive Clinical Workforce Outcomes

# data[].attributes.attachment_link.keywords[]
organizational outcomes for providers and patients

# data[].attributes.attachment_link.title
Multigenerational Challenges: Team-Building for Positive Clinical Workforce Outcomes

# data[].attributes.body
The benefits of a flipped classroom

# data[].attributes.attachment_link.title
Flipped Classroom Model: Why, How, and Overview

# data[].attributes.attachment_link.readable_text
This tool kit was prepared by Hilda Haynes-Lewis, Jonas Veteran Healthcare Scholar (2014-2016) and Triniece Pearson, Jonas Nurse Leader Scholar (2014-2016) for the Graduate Nursing Student Academy (GNSA). AACN has not officially endorsed the materials contained therein.

Overview

The nursing shortage has fueled increased demand for nursing faculty. The average age of nursing faculty is increasing and many are expected to retire in the next decade. The demand to educate new nurses has led nursing schools to look for new solutions that solve the nursing faculty shortage. These solutions include developing new faculty roles that ease the transition from the bedside to academia. Since nursing faculty are on the forefront of creating the next generation of registered and advance practice nurses, increasing the number of nursing faculty, especially those of diverse ethnic backgrounds is also imperative to the advancement of the field.

Nurses are an integral part of the healthcare team. Changing from clinical to academic life and balancing both can cause role strain. Role strain stems from a conflict between the familiar expectations in your current role as a clinician and the new demands of an academic position. Taking time to thoroughly consider the transition to academia is the first step. This tool kit and webinar are here to inform and serve as a starting point when considering a faculty role. A guide to mapping out the transition and the responsibilities of desired faculty roles are discussed.

The purpose of this tool kit is to:

Explore the concept of role change and the impact of role change, from clinician to faculty, on the individual.

To provide a theoretical framework for transitioning into a faculty role as described in the literature.

To describe the faculty positions available for the clinician and provide a roadmap for attaining that position.

Note: The resources of this tool kit are not exhaustive. This document is a starting point of articles that inform the transition to nursing faculty.

The definition of role change or role transition has been described in the literature as any transition from one set of behaviors to another. According to Melesis (2010) role transition involves the need to attain new knowledge, changes in social status and interactions with others that may lead to feeling of instability and uncertainty since self-identity and role change can occurs simultaneously as you move from novice to master in the newly defined role.

Role theory posits that people learn to adapt to the roles given to them by society and the rules that are agreed upon by society for a given role. The roles that individuals have are learned behaviors (Goodling, 2003). Similarly Transition Theory states that people can learn and adapt to changes. Transitions theory notes that change happens over times therefore the experience of transition is fluid.
Suggested References
Anderson, J. K. (2009). The work-role transition of expert clinician to novice academic educator. The Journal of Nursing Education, 48(4), 203-208. doi:10.3928/01484834-20090401-02

Clark, N. J., Alcala-Van Houten, L., & Perea-Ryan, M. (2010). Transitioning From Clinical Practice to Academia. Nurse Educator, 35(3), 105-109. doi:10.1097/NNE.0b013e3181d95069

Goodling, S. M. (2003). Transition from academia to home health practice. Home Health Care Management & Practice, 16(1), 17-24. doi: 10.1177/1084822303260198

Meleis, A. I. (2010). Transitions theory: Middle-Range and situation-Specific theories in nursing research and practice. New York, EUA: Springer publishing company.

Ramsburg, L., & Childress, R. (2012). An initial investigation of the applicability of the
Dreyfus skill acquisition model to the professional development of nurse educators. Nursing education perspectives, 33(5), 312-316. doi.org/10.5480/1536-5026-33.5.312

Schoening, A. M. (2013). From bedside to classroom: The nurse educator transition model. Nursing education perspectives, 34(3), 167-172. doi.org/10.5480/1536-5026-34.3.167

The transition from the role of nurse clinician to that of faculty and a member of the academic society can result in internal conflict and cognitive dissonance since the expectations as a clinician and the multitude of demands of an academic position. Clarke et al (2010) states that this incongruence can result in role stress which has four causes; ambiguity, incongruity, conflict and overload, which are below.

Ambiguity

Ambiguity occurs when there is a deficiency of clarity surrounding the behaviors and responsibilities associated with the role are not well defined or understood by the parties involved; the clinician, the medical institution or the academic institution.

Ambiguity is a common occurrence because most clinicians have not been socialized into the culture of academe.

Incongruity

Incongruity is the incompatibility between the different aspects contained in the role. There can be conflict between the skills and abilities, values and expectations or role obligations.

Conflict

Role conflict arises when the expectations are perceived to be contradictory or incongruent and can result in irreconcilable demands on the part of the nurse or the institution.

Overload

Overload occurs when the demands of the roles or roles overwhelm the new faculty member resulting in difficulty in meeting the obligations of the role in the prescribed time.

Overload can lead to workplace tension, anxiety, and personal conflict that can result in the exhibition of negative behaviors.

Components of a Smooth Transition

Become immersed in academic culture by reading journals on nursing education in addition to clinical journals.

Suggested References

Anibas, M., Brenner, G. H., & Zorn, C. R. (2009). Experiences described by novice
teaching academic staff in baccalaureate nursing education: A focus on mentoring. Journal of Professional Nursing, 25(4), 211-217. doi.org/10.1016/j.profnurs.2009.01.008

Clark, C. L. (2013). A mixed-method study on the socialization process in clinical
nursing faculty. Nursing education perspectives, 34(2), 106-110. doi.org/10.5480/1536-5026-34.2.106

Clark, N. J., Alcala-Van Houten, L., & Perea-Ryan, M. (2010). Transitioning from
clinical practice to academia: University expectations on the tenure track. Nurse Educator, 35(3), 105-109.doi: 10.1097/NNE.0b013e3181d95069

Duffy, R. (2013). Nurse to educator? Academic roles and the formation of personal
academic identities. Nurse education today, 33(6), 620-624. doi.org/10.1016/j.nedt.2012.07.020

Gazza, E. A. (2009). The experience of being a full-time nursing faculty member in a
baccalaureate nursing education program. Journal of Professional Nursing, 25(4), 218-226. doi:10.1016/j.profnurs.2009.01.006

McDonald, P. J. (2010). Transitioning from clinical practice to nursing faculty: Lessons
learned. Journal of Nursing Education, 49(3), 126. doi:10.3928/01484834-20091022-02
Penn, B. K., Wilson, L. D., & Rosseter, R. (2008). Transitioning from nursing practice to
a teaching role. Online journal of Issues in Nursing, 13(3).
doi:10.3912/OJIN.Vol13No03Man03

Roberts, S. J., & Glod, C. (2013, April). Faculty roles: Dilemmas for the future of nursing
education. In Nursing forum (Vol. 48, No. 2, pp. 99-105).doi: 10.1111/nuf.12018

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding New Adjunct Clinical
Nursing Faculty Using a Quality and Safety Education for Nurses-Based Orientation Model. Journal of Nursing Education, 54(2), 111-115. doi:10.3928/01484834-20150120-02

Weidman, N. A. (2013). The lived experience of the transition of the clinical nurse expert
to the novice nurse educator. Teaching and Learning in Nursing,8(3), 102-109. doi:10.1016/j.teln.2013.04.006

Ziehm, S., & Fontaine, D. K. (2009). Clinical faculty: tips for joining the ranks. AACN
advanced critical care, 20(1), 71-81. doi: 10.1097/NCI.0b013e31819453ab

Bednash, G., Breslin, E. T., Kirschling, J. M., & Rosseter, R. J. (2014). PhD or DNP: Planning for Doctoral Nursing Education. Nursing Science Quarterly, 27(4), 296-301. doi:10.1177/0894318414546415

Sonson, S. L. (2013). DNP-prepared APRNs: Leading the magnet?? charge. Nursing Management, 44(7), 49-52. doi:10.1097/01.NUMA.0000431425.39076.81

What Is Tenure?
A guaranteed job contract given to academic professionals that have shown skills over a period of time. It provides security from being laid off without sufficient justification. Primary responsibilities include: teaching and research, independent program of research, publications,teaching undergrad and/or graduate students, serving as an academic/research advisor of students involvement.

Tenured Positions

Tenured Professor
After all other promotions have been reached

Associate Professor
On-Track to be a Full Professor upon evaluation of requirements needed for promotion. These requirements may vary by University/department.

Assistant Professor
Entry level tenure-track position for PhD graduates. DNP graduates may also be eligible for entry-level tenure-track positions depending on the University. On-Track to be an Associate Professor upon evaluation of requirements needed for promotion. These requirements may vary by University/department.

Non-tenured Positions

Adjunct Faculty
Non-tenure/part-time/per course. Primary duty is teaching. This includes developing syllabi, coordinating curriculum, facilitating class instruction, evaluating student performance, holding office hours, maintaining course website (blackboard).

Bachelors Degree (Required)

Master's Degree or DNP (May be required if teaching at graduate level

Nursing Experience (Active RN License

Clinical Instructor
Primary role is supervising students during clinical rotations. Coordinating with clinicians at clinical sites, making student assignments, instructing students on how to perform duties in the clinical site, evaluate students' work.

Active RN License

2+ years of clinical experience

BSN (MSN or DNP Preferred)

Research Faculty
Sustain a program of research that provides their salary. Publish in peer-reviewed clinical journals, present research findings at conferences, advise students in research activities. Serve on thesis and dissertation committees. Teaching expectations are limited.

Suggested Resources:

Faculty Roles

Duffy, R. (2013). Nurse to educator? Academic roles and the formation of personal academic identities. Nurse Education Today, 33(6), 620-624. doi:10.1016/j.nedt.2012.07.020

Roberts, S. J., & Glod, C. (2013). Faculty roles: Dilemmas for the future of nursing education. Nursing Forum, 48(2), 99-105. doi:10.1111/nuf.12018

Tenure

Gaugler, J. E. (2004). on the Tenure Track in Gerontology: I Wish I Had Known Then What I Know Now. Educational Gerontology, 30(6), 517-536. doi:10.1080/03601270490445122

Singh, M. D. (2015, July). An Exploration of the Pre-Tenure and Tenure Process Experiences of Nursing Faculty. In Sigma Theta Tau International's 26th International Nursing Research Congress. STTI

Smeltzer, S. C., Sharts-Hopko, N. C., Cantrell, M. A., Heverly, M. A., Wise, N. J., Jenkinson, A., & Nthenge, S. (2014). Challenges to research productivity of doctoral program nursing faculty. Nursing Outlook, 62(4), 268-274.

Sussman, S. M. (2012). Job satisfaction and support for transitions in the nursing academy: A qualitative study of tenured nursing faculty who stay in academia (Doctoral dissertation, Teachers College, Columbia University).

Non-Tenure

Paul, P. A. (2015). Transition from novice adjunct to experienced associate degree nurse educator: A comparative qualitative approach. Teaching and Learning in Nursing, 10(1), 3-11.

Nicholes, R. H., & Dyer, J. (2012). Is eligibility for tenure possible for the doctor of nursing practice-prepared faculty?. Journal of Professional Nursing, 28(1), 13-17.

Schaar, G. L., Titzer, J. L., & Beckham, R. (2015). Onboarding New Adjunct Clinical Nursing Faculty Using a Quality and Safety Education for Nurses-Based Orientation Model. Journal of Nursing Education, 54(2), 111-115. doi:10.3928/01484834-20150120-02

Website Resources:
AACN Career Center
AACN's online resource dedicated to employment opportunities in nursing education.

HigherEd Jobs Listing of faculty positions (on-site or remote)

Education Nurses.com
Provides nursing education modules for new educators

Graduate Nursing Student Academy Career Network
Job board developed through partnership between AACN and AfterCollege.

National Council of State Board of Nursing - Nurse Licensure Compact
To determine if you live in a state included in the Nurse Licensure Compact

Professional Organizations to Consider:
It is important to maintain membership in professional associations that are tied to your area of specialization or instruction.
Association of Black Nursing Faculty National Association of Ethnic Minority Nurse Associations National Organization of Nurse Practitioner Faculties Professional Nurse Educators Group Sigma Theta Tau International The International Society of Nursing

# data[].attributes.attachment_link.keywords[]
powered by clearvantage association management software

# data[].attributes.attachment_link.title
Transitioning from Clinical Nursing to Nursing Faculty

# data[].attributes.attachment_link.description
The American Association of Colleges of Nursing (AACN) is the national voice for baccalaureate and graduate nursing education. AACN works to establish quality standards for nursing education; assists schools in implementing those standards; influences the nursing profession to improve health care; and promotes public support for professional nursing education, research, and practice.

# data[].attributes.attachment_link.keywords[]
powered by clearvantage association management software

# data[].attributes.attachment_link.description
Vizient and AACN connects members with opportunities to learn, improve and build. The Nurse Residency Program (NRP) focuses on new graduate nurses as they enter practice. The evidenced-based curriculum incorporates three key areas: leadership, patient outcomes, and professional development.

# data[].attributes.attachment_link.title
Guided Relaxation | Progressive Muscle Relaxation with Ocean Visualization for Stress Relief

# data[].attributes.attachment_link.readable_text
On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN's CNE Program for demonstrating compliance with the NCCA Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA). The NCCA Standards were created in 1977 and updated in 2003 to ensure certification programs adhere to modern standards of practice for the certification industry. The NCCA certification was renewed in 2014 and in 2020.

​COVID-19 Updates - No Testing in September

Due to the effects of the pandemic and changing of the certification testing platform, there will be no testing for certification available during the month of September 2020. We will resume scheduling on October 1 for test dates after that date. Thank you for your patience during this time.

Dr. Larry Simmons
Director of Certification
If you are Interested in the CNE or CNEcl Exam...
Now might be a good time to prepare for studying for the exam of your choice. There is an online NLN Prep Course for CNE and will soon be an online Prep Course for CNEcl. The NLN has books available that may help guide you in your studying. There are several Self-Assessment Examinations (SAEs) available for purchase that can also provide guidance for a study plan.
If you are interested in scheduling to take the CNE or CNEcl Exam...
Although most testing centers are closed, we hope they will reopen by May 1 following CDC guidelines of social distancing and hygiene. The testing period would be extended to July 31 to maintain eligibility.
If you have been scheduled for taking either exam...
If you are scheduled to take the exam, and the testing centers are not fully operational, you can contact the certification program by email and request an extension of eligibility at no cost to you. As they say, "We are all in this together," so we want to be as flexible as possible about eligibility periods.
If you have a CNE renewal due in 2020...
Your renewal application and activities list are due by September 30 to renew in 2020 for the next 5-year cycle. You may submit your renewal forms at any time; it is not necessary to wait. You also do not have to provide the documentation unless you are audited and the program requests it. At this time, there is no plan to extend the renewal application period beyond the September 30 deadline.

Most of all, stay safe and stay well!
NLN Certification Program Staff

Value of Certification

Certification in any field is a mark of professionalism. For academic nurse educators, it establishes nursing education as a specialty area of practice and creates a means for faculty to demonstrate their expertise in this role. It communicates to students, peers and the academic and health care communities that the highest standards of excellence are being met. By becoming credentialed as a certified nurse educator, you serve as a leader and a role model. Certification is the mark of distinction for nursing faculty.

Mission

The mission of the Academic Nurse Educator Certification Program is to promote excellence in the advanced specialty role of the academic nurse educator.

Certification Programs Offered

The NLN offers two academic nurse educator certifications:

Getting Involved

For those nurse educators who are certified through these certification programs, there are several ways to become involved as a volunteer to advance your career and those of your colleagues in the industry. You also will be recognized for your work by the NLN, including in the Salute to Members published annually. Learn more.

CNE Honor Cords

Due to the COVID-19 pandemic, we are temporarily unable to process orders for CNE Honor Cords.

# data[].attributes.attachment_link.description
On April 1, 2009, the National Commission for Certifying Agencies (NCCA) granted accreditation to the NLN's CNE Program for demonstrating compliance with the NCCA Standards for the Accreditation of Certification Programs. NCCA is the accrediting body of the National Organization for Competency Assurance (NOCA).

# data[].attributes.attachment_link.readable_text
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel .

General APA Guidelines

Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides. Include a page header (also known as the " running head") at the top of every page. For a professional paper, this includes your paper title and the page number. For a student paper, this only includes the page number. To create a page header/running head, insert page numbers flush right. Then type "TITLE OF YOUR PAPER" in the header flush left using all capital letters. The running head is a shortened version of your paper's title and cannot exceed 50 characters including spacing and punctuation.

Font

The 7th edition of the APA Publication Manual requires that the chosen font be accessible (i.e., legible) to all readers and that it be used consistently throughout the paper. It acknowledges that many font choices are legitimate, and it advises writers to check with their publishers, instructors, or institutions for guidance in cases of uncertainty.

While the APA Manual does not specify a single font or set of fonts for professional writing, it does recommend a few fonts that are widely available. These include sans serif fonts such as 11-point Calibri, 11-point Arial, and 10-point Lucida Sans Unicode as well as serif fonts such as 12-point Times New Roman, 11-point Georgia, 10-point Computer Modern.

Major Paper Sections

Your essay should include four major sections: the Title Page, Abstract, Main Body, and References.

Title Page

Note: APA 7 provides slightly different directions for formatting the title pages of professional papers (e.g., those intended for scholarly publication) and student papers (e.g., those turned in for credit in a high school or college course).

The title page should contain the title of the paper, the author's name, and the institutional affiliation. A professional paper should also include the author note. A student paper should also include the course number and name, instructor name, and assignment due date.

Type your title in upper and lowercase letters centered in the upper half of the page. The title should be centered and written in boldface. APA recommends that your title be focused and succinct and that it should not contain abbreviations or words that serve no purpose. Your title may take up one or two lines. All text on the title page, and throughout your paper, should be double-spaced.

Beneath the title, type the author's name: first name, middle initial(s), and last name. Do not use titles (Dr.) or degrees (PhD).

Beneath the author's name, type the institutional affiliation, which should indicate the location where the author(s) conducted the research.

A professional paper should include the author note beneath the institutional affiliation, in the bottom half of the title page. This should be divided up into several paragraphs, with any paragraphs that are not relevant omitted. The first paragraph should include the author's name, the symbol for the ORCID iD, and the URL for the ORCID iD. Any authors who do not have an ORCID iD should be omitted. The second paragraph should show any change in affiliation or any deaths of the authors. The third paragraph should include any disclosures or acknowledgements, such as study registration, open practices and data sharing, disclosure of related reports and conflicts of interest, and acknowledgement of financial support and other assistance. The fourth paragraph should include contact information for the corresponding author.

A student paper should not include an author note.

Note again that page headers/page numbers (described above for professional and student papers) also appear at the top of the title page. In other words, a professional paper's title page will include the title of the paper flush left in all capitals and the page number flush right, while a student paper will only contain the page number flush right.
Student APA title page

Professional paper APA title page

Abstract

Begin a new page. Your abstract page should already include the page header (described above). On the first line of the abstract page, center and bold the word "Abstract" (no italics, underlining, or quotation marks).

Beginning with the next line, write a concise summary of the key points of your research. (Do not indent.) Your abstract should contain at least your research topic, research questions, participants, methods, results, data analysis, and conclusions. You may also include possible implications of your research and future work you see connected with your findings. Your abstract should be a single paragraph, double-spaced. Your abstract should typically be no more than 250 words.

You may also want to list keywords from your paper in your abstract. To do this, indent as you would if you were starting a new paragraph, type Keywords: (italicized), and then list your keywords. Listing your keywords will help researchers find your work in databases.

Abstracts are common in scholarly journal articles and are not typically required for student papers unless advised by an instructor. If you are unsure whether or not your work requires an abstract, consult your instructor for further guidance.

APA Abstract Page

Please see our Sample APA Paper resource to see an example of an APA paper. You may also visit our Additional Resources page for more examples of APA papers.

How to Cite the Purdue OWL in APA

Individual Resources

The page template for the new OWL site does not include contributors' names or the page's last edited date. However, select pages still include this information.

In the absence of contributor/edit date information, treat the page as a source with a group author and use the abbreviation "n.d." for "no date":

Purdue Online Writing Lab. (n.d.). Title of resource. Purdue Online Writing Lab. http://Web address for OWL resource

Purdue Online Writing Lab. (n.d.). General Writing FAQs. Purdue Online Writing Lab. https://owl.purdue.edu/owl/general_writing/general_writing_faqs.html

The generic APA citation for OWL pages, which includes author/edit date information, is this:

Contributors' names. (Last edited date). Title of resource. Site Name. http://Web address for OWL resource

Note: This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style can be found here.

# data[].attributes.attachment_link.description
You can also watch our APA vidcast series on the Purdue OWL YouTube Channel . General APA Guidelines Your essay should be typed and double-spaced on standard-sized paper (8.5" x 11"), with 1" margins on all sides. Include a page header (also known as the " running head") at the top of every page.

# data[].attributes.attachment_link.provider_name
College of Nursing and Health Professions

# data[].attributes.attachment_link.readable_text
State restrictions may apply to some programs
Program

The Drexel Online MSN Nursing Education program prepares students to work as nursing educators, nursing faculty, or nursing professors in all types of programs, at all levels, in a variety of settings. Graduates go on to work in hospitals, universities, long-term care facilities, community centers and corporate and philanthropic organizations.

With such a severe and critical nursing faculty shortage in the United States, and even globally, this program provides students with cutting-edge content essential for today's contemporary nurse educator.

This online master's program has a special focus on preparing students with the required competencies to be successful on the new certified nursing educator exam.
What you'll learn
Graduates of the MSN Nursing Education program will be well prepared to assume nurse educator or faculty roles across all settings. Graduates will learn how to:

integrate theories specific to adult learning and curriculum design to support learning and critical thinking;

evaluate courses and programs;

utilize effective clinical and classroom techniques;

apply contemporary and leading educational modalities to support learning;

use technology to teach nursing in innovative ways;

develop and deliver interactive and engaging content online.

Students complete a role practicum experience in teaching, providing ample opportunity to apply theory to practice. In addition, students are required to attend an immersive on-campus simulation residency when taking practicum. The residency hours will count as part of the required 160 total practicum hours (24 practicum hours earned). The residency is offered biannually in January or July.
What makes this MSN program unique?

Graduates are prepared for a wide variety of employment opportunities.

Convenient online format ideal for working professionals.

On-campus, immersive simulation residency.

You are part of the Drexel University College of Nursing and Health Professions with access to clinical practice environments and simulated health care scenarios.

Pennsylvania RN licensure is required prior to the start of your clinical components. While this is not a requirement for admission, we recommend starting the process immediately after admission.
Note: Drexel University is not authorized to admit students from Louisiana and South Dakota to our online nursing programs

COMPLIANCE

The College of Nursing and Health Professions has a compliance process that may be required for every student. Some of these steps may take significant time to complete. Please plan accordingly.

Visit the Compliance pages for more information.

Application Deadline

June 1, 2019

Admission Requirements

Degree:
Bachelor of Science in Nursing from program fully accredited by National League of Nursing (NLN) and/or American Association Colleges of Nursing (AACN). The accrediting body for NLN is ACEN and the accrediting body for the American Association Colleges of Nursing is CCNE.

A GPA of 3.0 or above on all previous coursework or last 60 credits completed. Applications from RNs with GPA < 3.0 may be considered on individual basis. *Individuals who have a bachelor's degree in a field other than nursing may apply to the RN-MSN Bridge program.

Transcripts:

Official transcripts must be sent directly to Drexel from all the colleges/universities that you have attended. Transcripts must be submitted in a sealed envelope with the college/university seal over the flap. Please note that transcripts are required regardless of number of credits taken or if the credits were transferred to another school. An admission decision may be delayed if you do not send transcripts from all colleges/universities attended.

Transcripts must show course-by-course grades and degree conferrals. If your school does not notate degree conferrals on the official transcripts, you must provide copies of any graduate or degree certificates.

If your school issues only one transcript for life, you are required to have a course-by-course evaluation completed by an approved transcript evaluation agency

Use our Transcript Lookup Tool to assist you in contacting your previous institutions

Prerequisites:
N/A

References:
Two professional references required from previous or current supervisors, managers, nursing faculty members or program directors who can attest to applicant's clinical knowledge, skill, and potential aptitude for graduate study. References will not be accepted from colleagues or family members.

You may use our electronic letter of recommendation service

If a recommender prefers to submit an original, hard copy letter, please remind them that it must include an ink signature and be submitted in a sealed envelope.

Personal Statement/ Essay:
Personal Statement describing why the student is interested in this MSN Degree and particular study.

Interview/Portfolio:
Admissions interview may be required

CV/Resume:
Required.

Licenses:
Copy of Current U.S. RN license required. Copies of any Advanced Practice Nursing Licensure and Certification Documents.

Clinical/Work/Volunteer Experience:
Previous related work experience may make an applicant more competitive.

International Students:
International applicants, as well as immigrants to the United States and U.S. permanent residents whose native language is not English and who have not received a bachelor's degree or higher in the United States, Australia, Canada, Ireland, New Zealand, or the United Kingdom, must show proficiency in English speaking as well as listening, writing and reading. American citizens born on U.S. military bases abroad may be waived from the TOEFL requirement after providing documentation of this status. Otherwise, applicants must meet one of the following requirements:

If you take the TOEFLiBT exam, you must have:

a minimum combined score for listening, writing, and reading sections of 79 plus a speaking section score of 26 or higher.

a minimum score of 550 or higher and a Test of Spoken English score (TSE) of 55 or higher.

Additional requirements can be found here

Tuition and Fee Rates:
Please visit the Drexel Online MSN in Nursing Education tuition page.

Application Link (if outside organization):
N/A

Accreditation

The baccalaureate degree program in nursing, master's degree program in nursing, Doctor of Nursing Practice program and post-graduate APRN certificate program at Drexel University are accredited by the Commission on Collegiate Nursing Education, 655 K Street, NW, Suite 750, Washington DC 20001, 202.887-6791.

# data[].attributes.attachment_link.title
Master of Science in Nursing: Nursing Education - College of Nursing and Health Professions

# data[].attributes.attachment_link.description
State restrictions may apply to some programs The Drexel Online MSN Nursing Education program prepares students to work as nursing educators, nursing faculty, or nursing professors in all types of programs, at all levels, in a variety of settings. Graduates go on to work in hospitals, universities, long-term care facilities, community centers and corporate and philanthropic organizations.

# data[].attributes.headline
Active learning for the college classroom

# data[].attributes.subject
Active learning for the college classroom

# data[].attributes.attachment_link.title
Active Learning For The College Classroom

# data[].attributes.attachment_link.description
alternatives to, rather than enhancements of, professors' lectures. We provide below a survey of a wide variety of active learning techniques which can be used to supplement rather than replace lectures. We are not advocating complete abandonment of lecturing, as both of us still lecture about half of the class period.

# data[].attributes.headline
American Association  of Critical-Care Nurses CE Catalog

# data[].attributes.subject
American Association  of Critical-Care Nurses CE Catalog