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This theory explains the importance and relevance of having students "do" while they learn in order to fully retain what is learned.

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Linda Silvestri, author

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With the patient care and hospital industries evolving so quickly, the way we approach nursing education and classroom learning styles should adapt and grow, too - right? A singular approach of teaching concepts and theories, or the "old school" way, still has its place, but the benefits of implementing active learning strategies in nursing education are impossible to ignore.

The benefits of using active learning strategies in nursing education

Simply presenting course material may provide short-term value, but physical practicing, experiencing, and learning through active engagement helps the roots of that material grab hold. Today's nurses are tasked with effectively communicating with multiple departments through different technology platforms while making critical decisions across a spectrum of patient scenarios. It's not an easy job!

Educators who use active learning strategies in their nursing programs are able to teach to a variety of learners: visual learners, auditory learners, tactile learners, and yes, even those learners who have difficulty remaining seated. But what's more, students are able to learn in a way that most closely simulates real, on-the-job nursing situations, making for a more seamless transition into the workforce.

Try these active learning strategies in your nursing classroom

Okay - so now that you understand the benefits of using active learning strategies in nursing education, try implementing some of the following activities to encourage active learning among your students:

1. Pre-class assignments

Prior to teaching a concept in class, ask your students to research key terms, review patient assessments, required medications or drug classes, and exemplars related to the concept. This will not only help students feel more prepared during class, but it typically leads to a more involved and engaging class discussion.

2. Unfolding case studies

Repetitive Powerpoint presentations can be dry. Try incorporating case studies that include visual cues, lab tables, and patient quotes to encourage discussion among students. This keeps those "necessary evil" slideshows engaging and forces students to apply "book knowledge" and think critically about real-life examples.

3. NCLEX practice questions

Working NCLEX practice questions throughout your curriculum will have amazing long-term benefits on your nursing students when it comes time to buckle down and study leading up to the big exam. Have students answer example NCLEX questions individually and then guide and encourage a larger class debate on correct and incorrect answers. Adaptive learning systems like Lippincott's adaptive learning system, PrepU, is jam-packed with NCLEX practice questions and gives students a unique learning experience based on their level on knowledge. It also gives teachers the ability to see exactly where each student in the class is at in the course.

4. Role play

This is a fun one that gets students up and moving around! Have your nursing students act as patients, nurses, family members, and technicians in a skit presentation that reveals a deeper learning point for the rest of the class. For example, the skit could reveal the importance of good and poor therapeutic communication.

5. Concept maps

Use concept maps to cover content acquisition, student assessment, or knowledge applications and then encourage them to take pictures of them on their phones to use as study tools. This style of active learning strategy is great for visual learners. Sometimes seeing a concept laid out and then being able to refer to it again later can make all the difference.

6. Simulation activities

Here's where things can get interesting. Break students into groups and allow them to practice more hands-on interventions and procedures, like a code blue scenario, and use their critical thinking skills to react quickly and efficiently. You, as the educator, can participate and guide as necessary, but take a smaller role and encourage students to do the heavy lifting.

7. Brain drain

This is a rapid-fire exercise where students shout out 5-10 concept-related terms that the instructor lists on a whiteboard. Then, as you work through and discuss each term, the instructor erases them one by one, enhancing students" recall capabilities.

8. Mystery/patient/drug in a box

Here's an effective way to implement a hands-on active learning strategy for your nursing students. Place a number of boxes around the classroom with items and pictures related to that day's concept. Students will then use that to build a patient story and present it to the class. The class then brainstorms how a nurse might treat the hypothetical patient. Students will appreciate being able to associate experiences and stories with concepts.

9. Gallery walk

For a gallery walk, scatter pictures and artifacts related to the day's concept around the classroom. Break students into small groups and have them wander throughout the room identifying each item and its relevance to the concept in terms of interventions, patients, and procedures. Use this style of activity to get the blood flowing again after a PowerPoint or to break up a long class - the student who can"t stay seated will appreciate it!

10. Compare & contrast

Compare and contrast scenarios really fuel class discussion. As an example, faculty could create two (or more) scenarios of patients with the same symptoms and conditions, and students must discuss how they would treat the patients differently or similarly. This includes medication interventions, recommendations, diagnosis, etc.

11. What if?

Use 'what if" scenarios to transition between concepts or to review theories at the end of a class. Pose various 'what if?" questions to individuals or small groups on a clinical situation to force their critical thinking skills. For example, in a discussion of the concept of Perfusion, you could ask questions like: what if a patient is cold and blue? Complains of dizziness? Develops crackles in the lungs?

Moving forward

Active learning strategies in nursing education is all about empowering students to actually remember the large amount of information they face throughout nursing school. Many nursing students achieve success in their program by memorizing terms and concepts long enough to spit them back up on a test. Don"t let those be your students! Help them retain knowledge and graduate with the skills required to be an effective nurse in today's high-intensity, patient care settings through engaging, active learning strategies.

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11 Active Learning Strategies to Engage Active Learning

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With the patient care and hospital industries evolving so quickly, the way we approach nursing education and classroom learning styles should adapt and grow, too - right? A singular approach of teaching concepts and theories, or the "old school" way, still has its place, but the benefits of implementing active learning strategies in nursing education are impossible to ignore.

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Voki | Speaking Characters For Education

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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

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Transitioning from Clinical Nursing to Nursing Faculty

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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.

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The 411 on Debriefing in Clinical Simulation: How Nursing Simulations & Debriefing Create Better Nurses

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What you need to know about debriefing in clinical simulation, and how it's an essential component of simulation-based learning for nursing students.

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Video-based conversation platform

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We express ourselves in different ways. On Flip, you can use our simple and fun built-in camera to record your thoughts, add effects and share within your Flip group as video, audio only or text in your web browser or mobile app.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Classroom technology stories and tips

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Explore new tools and strategies for empowering students to fully participate in a connected, technology-rich society.

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Interactive classroom technology

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Top Hat empowers educators to engage students and unleash their potential through meaningful learning experiences. Get started today!

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Tools for creating rubrics for different kinds of assignments. Covers elementary through high school, but offers useful formatting and language.

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Create rubrics for your classroom projects.

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Submitted teaching strategies from educators from across the country

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

QSEN Teaching Strategies Director

Yolanda Nelson, EdD, MSNed, RN-BC, (December 2018 - present) nelsony1@tcnj.edu

QSEN Practice Strategies Director

Bethany Robertson, DNP, CNM, (December 2018 - present) robertsonbethany66@gmail.com

Nell Hodgson Woodruff School of Nursing

QSEN Teaching Strategies Coordinators

Fay Alexander (May 2017 - present) fxa31@case.edu

Dorothy Nurzynski (December 2018 - present) dbn7@case.edu

The materials on the QSEN Web site are freely available for educational use, but original content such as the teaching strategies must be cited. Please read our Terms and Conditions before using this material.

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Below is a listing of the peer-reviewed teaching strategies published on our website. Each strategy submitted undergoes a blind peer-review by a volunteer QSEN Teaching Strategy reviewer. You will receive feedback on revisions from the reviewer and then submit your revisions. You can scroll through the listing or search the strategies by author, title, and keywords.

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Access is required, but lists each issue's articles--gives a good way to find new ideas/best practices.

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Free YouTube channel to learn about various diagnoses and procedures

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osmosis osmosis.org pathophysiology pathology education "creative commons" "medical school" "nursing school" medicine health nursing "medical education" physiology pharmacology

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Osmosis.org is a leading medical & health education platform with an audience of over 700,000 current & future clinicians & caregivers. Our vision: Everyone ...

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A great tool to foster critical thinking and prioritization skills

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Septris - Stanford University School of Medicine

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Institute for Healthcare Improvement Open School Online Courses

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For reference regarding the value of simulation-based learning

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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.

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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.

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Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

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For embedding questions into videos to gauge comprehension

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An online clinical assessment tool that allows users to auscultate and practice assessing various conditions

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Lessons, Drills, Quizzes
Ready to sharpen your clinical skills? Take on our ECG interpretation, blood pressure and auscultation lessons, drills and quizzes. Most of the content is free. Registration is optional.

ECG rhythms classes:
Authors, Reviewers and Developers
Thomas O'Brien.
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12 Lead Lecture: Dr. Michael Mazzini, MD, Cardiologist.
Spanish ECG: Breena R. Taira, MD, MPH
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Practical Clinical Skills | ECG | Heart Sounds, Murmurs, Lung Sounds

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Learn ECG, blood pressure measurement, lung sounds, and heart sounds. Our mostly free training includes drills, quizzes and reference guides. For all medical professionals.

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Interactive maps of multiple body systems for students who need review of anatomy

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Learn all about human body anatomy with Innerbody’s award-winning Anatomy Explorer. View over 1,000 3D diagrams and illustrations.

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There are 12 major anatomy systems: Skeletal, Muscular, Cardiovascular, Digestive, Endocrine, Nervous, Respiratory, Immune/Lymphatic, Urinary, Female Reproductive, Male Reproductive, Integumentary. Select a system below to get started.

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Lippincott includes a PDF with tips for all dimensions of nursing for novice nurses and students

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While the alphabet soup could get overwhelming to use these strategies for everything, instructors could point students to these tools to aid in memorization of complex assessment findings.

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The NLN has several cases prepared through their Advancing Care Excellence series--the cases include guidelines for simulation, objectives, and even audio files and transcripts.

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ACE.C (Advancing Care Excellence for Caregivers)

ACE.D (Advancing Care Excellence for Persons with Disabilities)

ACE.P (Advancing Care Excellence for Pediatrics)

ACE.S (Advancing Care Excellence for Seniors)

ACE.V (Advancing Care Excellence for Veterans)

ACE.Z (Advancing Care Excellence for Alzheimer's Patients and Caregivers)

Coaching for Excellence in Nursing

​ Fair Testing Guidelines (PDF)

Hallmarks of Excellence

Interprofessional Education (IPE)

NLN Reflections & Dialogue

NLN Vision Series (formerly Position Statements)

Practical Nursing Curriculum Resources

Simulation Innovation Resource Center (SIRC)

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ACE.C (Advancing Care Excellence for Caregivers) ACE.D (Advancing Care Excellence for Persons with Disabilities) ACE.P (Advancing Care Excellence for Pediatrics) ACE.S (Advancing Care Excellence for Seniors) ACE.V (Advancing Care Excellence for Veterans) ACE.Z (Advancing Care Excellence for Alzheimer's Patients and Caregivers) Coaching for Excellence in Nursing ​ Fair Testing Guidelines (PDF) Hallmarks of Excellence Interprofessional Education (IPE) NLN Reflections & Dialogue NLN Vision Series (formerly Position Statements) Practical Nursing Curriculum Resources Simulation Innovation Resource Center (SIRC)

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Allows students to identify signs and symptoms of acute decompensation for various conditions.

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Resources on how to foster critical thinking in students.

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Strategies for Assessing and Evaluating Learning Outcomes

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Strategies for Assessing and Evaluating Learning Outcomes

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The issues of validity and reliability are critical, especially when the purpose is for summative assessment and evaluation. The terms validity and reliability are defined and described in Chapter 24. For the purposes of this chapter, specific examples are given to clarify establishment of validity and reliability in nonmultiple-choice assessment methods.

In determining validity, faculty must ask whether the assessment technique is appropriate to the purpose and whether it provides useful and meaningful data (Linn & Gronlund, 2005). Faculty must consider the fit of the assessment strategy with the identified objectives. In other words, does the strategy measure what it is supposed to measure? For instance, if the objective for an assignment is for the student to demonstrate skill in written communication, evaluating student performance through oral questioning will not provide valid data. Similarly, at the nursing department level, faculty should coordinate assessment and evaluation strategies with nursing program outcomes such as critical thinking and communication. It is a challenge to develop sound criteria for assessment that accurately reflect the specified outcomes, objectives, and content. To establish face validity, faculty must seek input from colleagues by asking questions such as "Do these criteria appear to measure what my objectives are?" In addition, obtaining the opinion of other content experts can assist in determining whether there is adequate sampling of the content ( content validity). Whereas these types of validity (e.g., face, content) constitute the traditional approach to establishing validity, Gronlund (2006) asserts that this view is being replaced by validity as a unitary concept, based on several different categories of evidence (e.g., face-related evidence, content-related evidence). The evidence available to establish validity determines whether validity is considered low, medium, or high.

Once assessment and evaluation criteria or rubrics are developed, it is essential to establish their reliability. The most commonly used method for establishing reliability in this situation is when two or more instructors independently rate student performance using the agreed upon criteria or rubric for sample work. Then the ratings are correlated to establish interrater reliability. Interrater reliability is expressed as a percentage of agreement between scores. An example of using criteria to establish interrater reliability is provided in Box 25-1.

A multiplicity of assessment strategies can provide a more complete picture of the student's abilities and therefore contribute to the trustworthiness of the process. It is a serious limitation to rely on a single technique. Each assessment technique has limitations and issues that can influence the reliability, validity, and appropriateness of the technique for given student populations. Using multiple assessment techniques provides a more robust and accurate framework for making evaluative decisions.

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Strategies for assessing and evaluating learning outcomes

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25 Strategies for assessing and evaluating learning outcomes Jane M. Kirkpatrick, PhD, RN and Diann A. DeWitt, PhD, RN, CNE This chapter is dedicated to our outstanding colleague and friend Dr. Lillian Yeager, who died in May 2006. Dr. Yeager was appointed Dean for the School of Nursing at Indiana University Southeast in 2002 following...

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A detailed look into some strategies for understanding electrolyte balance in the body!

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Fluid and Electrolytes Easy Memorization Tricks for Nursing NCLEX RN & LPN

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A platform to make learning and trivia games for interactive presentations

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Create quizzes, games, study cards, etc for educational use

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Create your own educational games, quizzes, surveys, and web pages. Search millions of games and quizzes created by educators around the world.

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Record voice files to provide feedback to students or narration.

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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I had to use this to complete my training in progressive care at my hospital. It's a useful visual breakdown of arrhythmia and has quizzes, too!

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This FREE ECG simulator will help you practice interpreting core rhythms, as well as exceptions such as AV Blocks. It also has a game mode!

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A variety of nursing games to test knowledge

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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).

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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?

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Clinical teaching strategy

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A list of the top 200 tech learning tools

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Here are the Top 100 Tools for learning generated from the 17th Annual Tools for Learning survey. There were a total of 2,022 votes and this year there were more votes from the education sector than last year, which is why many of the educational tools have regained lost ground on this year's list. New tools on the list are shaded yellow in the table below, and tools returning to the list are shaded green. The big news for this year is that ChatGPT has jumped straight into the chart in the No 4 place. 2023 is the year that AI has finally taken off. For a categorisation of the tools (both as a list and in graphical format), take a look at By Category

To work through the list tool by tool, start with YouTube and follow the link at the top right of each page.

Total Page Visits: 921732 - Today Page Visits: 295

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Top 100 Tools for Learning 2023 – Results of the 17th Annual Survey published 4 September 2023

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Here are the Top 100 Tools for learning generated from the 17th Annual Tools for Learning survey. There were a total of 2,022 votes and this year there were more votes from the education sector than last year, which is why many of the educational tools have regained lost ground on this year’s list. New tools on the list are shaded yellow in the table below, and tools returning to the list are shaded green. The big news for this year is that ChatGPT has jumped straight into the chart in the No 4 place. 2023 is the year that AI has finally taken off. For a categorisation of the tools (both as a list and in graphical format), take a look at By Category

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For use in writing behavioral objectives