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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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ow, how to find those QR Generators online (Note that some of these can be made in color or use your logo (for a conference, I inserted the Drexel Dragon):

QR Code Generator

QR Code Monkey

Cloud QR

Unitag

Now, to Scan QR Codes just download the APP for your mobile device (Android, iPhone, Windows).  There are plenty of free resources.

Remember, in NURS 613, we used QR codes on our posters so that conference attendees could have easy access to the references we used. But there are many more ways that you can use QR codes in face-to-face and online teaching as well as simulation, clinical lab....the uses are endless.

Ideas For Using QR Codes

Embed into presentations and resources for easy access.

Place one at the top of your CV to link your Professional Portfolio

Create a problem solving “scavenger hunt” case study.

Education: scan the QR code to reveal a task and create team work together to get the task complete, using communication, collaboration and critical thinking.

Place QR codes around your unit informing staff of updates.

Link to access or helpful resources (create information hot spots in the environment).

In Simulation, QR codes can be sources of ECG, lab, or other data for the patient

In the Clinical Lab, students don't have to wait for faculty to demonstrate a skill, they can come into the room, click on the code and begin watching.

Link to a video.

NEWS FLASH!!!! Beth Bass created a QR Code as part of the Orientation at her hospital. She organized all the things that are important for staff to know on a padlet. She then created a QR Code to be displayed on the cover of their orientation packet so staff can access the padlet and the information on it. Good Going Beth!

Further Reading:

Shustak, L. (2018). Virtually Engaging Millennial Nursing Students Through QR Codes, Journal of Nursing Education, 57(11), 699-670. doi:10.3928/01484834-20181022-15 virtually-engaging-millennial-nursing-students-through-qr-codes.pdf

50 Great Ways to Use QR Codes in the College Classroom. Source (Best Colleges Online.com) I created a pdf of this online article for you) Sorry, nothing in the Professional Nursing Development literature as yet....but wait...an idea for all of you. 50 Great Ways to Use QR Codes in the College Classroom.pdf

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Concept Mapping

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Ways to Engage Students and Stimulate Learning

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Ways to Engage Students and Stimulate Learning

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Fundamentals of Nursing Co-Author Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF shares ten ideas for infusing active learning into your classroom lessons.

1. Patient Teaching Pamphlets
Create a sample patient that has an illness or injury related to what you're currently covering in class. Then ask each student to develop an educational pamphlet, flyer, or mini brochure for that patient. Make sure students cover all the necessary information in their pamphlet such as: risk factors, signs and symptoms, when to call the primary care provider, treatments, prevention strategies, and online and community resources for further information. Encourage students to be creative with the design and writing of the piece to make the information engaging and understandable for the patient.

2. Ace® Wrap Relays
Divide the class into teams (2-4 teams depending on size of classroom and number of available patient mannequins or body parts). In the relay, each member of a team takes a turn at wrapping and unwrapping a specific body part of a "patient". The actual ace bandage serves as the baton as it is handed from one team member to the next. The team that finishes all of their wrappings effectively in the fastest amount of time wins. You may decide to have each student complete their bandage wrapping on the same body part for the same problem (e.g. every student performs a wrap on an amputation below the knee), or you can vary the body parts, problems, and wrap style depending on the relay round (e.g. student 1 from each team does a figure 8 wrap on a right leg with edema, student 2 does a spiral wrap on a sprained left ankle, and so on). For an extra challenge, have each student assess the wrapped extremity for circulation, sensation, and movement. You can even have students document their care electronically before moving on.

3. NCLEX Exam Authors
Break students into pairs and have them write ten different NCLEX exam-style questions on a specific nursing concept or class topic. Make sure students include a variety of wrong responses along with the correct answer. Then have students present their questions and response options. After classmates vote on which answer is correct, have the presenting pair reveal the correct answer and explain their rationales for both the right and wrong responses.

4. O2 Bingo
Introduce your class to O2 Bingo by creating bingo boards with oxygenation terms (think oximetry, CPAP, hypoxia, etc.). Then ask students questions and have them mark the answer on their boards. The bingo game can also be developed to cover a variety of different nursing concepts and related exemplars. For a creative end-of-the-year review idea, have each of your students develop their own bingo cards and questions surrounding a specific nursing concept. Then have the entire class play a round of bingo to review the concept.

5. Medication Commercials
Divide students into groups of two or three and have them write and perform medication commercials. You can have the entire class cover the same medication or have each group cover something different. After each group performs their commercial, have the class compare and discuss what they experience in the clinical area versus what they read about in research.

6. Unfolding Case Studies
Bring the subject to the center of your classroom by incorporating unfolding case studies into your lesson. Start off by providing basic assessment data on a patient. As class progresses, continue to reveal more information about that patient and their disease/disorder. Make sure students have their smartphones, tablets or laptops on hand to reference medication, diagnostic testing, and care planning point-of-care software.

7. Reading Reflections
Assign a particular section of the text to read for homework. Then at the beginning of the next class, have students write down: 1.) three things they learned from the reading, 2.) one way that learning might affect them in clinical practice, and 3.) one question they hope to have answered today in class. Have students hand in their written reflections, and then discuss the various takeaways as a class. Ask students to help answer their classmates' questions from the reading. This short exercise is a great way to ensure students complete the assigned reading ahead of time.

8. The Sensory Deprivation Experience
When covering nursing concepts such as functional ability or sensory perception, have students take turns experiencing the blind or deaf patient's point of view during simulation or a classroom activity by having the student wear a blindfold or earplugs respectively. Afterwards, have students discuss what they felt and learned from their sensory deprivation.

9. Name That Personal Care Item
Use this identification game to familiarize fundamentals students with the patient care items they will frequently encounter on the job. Start by collecting a variety of personal care items, such as a fracture pan, regular bed pan, catheter, etc., and set them on a table. Give each item a number and hold them up one item at a time. Then have students write down what they think the item is. This game can be used in place of a quiz where students individually write down the answers on a piece of paper to hand in. Or for an interactive review, divide the class into four teams and carry out the activity as if it were a round in a game show (first team to ring the bell gets to guess, and so on).

10. Clinical to Classroom
Each week, assign one student to write a case study based anonymously on a former clinical patient whose diagnoses relate to concepts being covered in readings and class. Have the student present his/her case study. Then allow classmates time to discuss their possible answers to the questions provided in the case study. Finally, have the author lead a discussion about the clinical patient case study and provide the "correct answers" that the authoring student prepared from required class readings, preparatory research, and his/her actual clinical experience with the patient. These can be submitted to you prior to class for review and you can then post it on the course website for all students to download prior to class.

For more resources on active learning and flipping your classroom click here.

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10 Active Learning Exercises to Engage Students | Elsevier Evolve

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Fundamentals of Nursing Co-Author Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF shares ten ideas for infusing active learning into your classroom lessons. Patient Teaching Pamphlets Create a sample patient that has an illness or injury related to what you're currently covering in class.

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Using Unfolding Case Studies to Develop Clinical Forethought in Novice Nursing Students

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Using Unfolding Case Studies to Develop Clinical Forethought in Novice Nursing Students

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Structured Model of Debriefing on Perspective Transformation for NP Students

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Structured Model of Debriefing on Perspective Transformation for NP Students

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We know what they did wrong, but not why: the case for ‘frame-based’feedback

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We know what they did wrong, but not why: the case for ‘frame-based’feedback

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Understanding Psychological Safety in Health Care and Education Organizations: A Comparative Perspective

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Understanding Psychological Safety in Health Care and Education Organizations: A Comparative Perspective

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Use of Prebriefing in Nursing Simulation:A Literature Review

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Use of Prebriefing in Nursing Simulation:A Literature Review

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Use of Prebriefing in Nursing Simulation: ALiterature Review

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Use of Prebriefing in Nursing Simulation: ALiterature Review

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A review of selected literature has revealed that the following are characteristics of effective clinical teachers:

Communication

Possesses and demonstrates broad knowledge

Explains the basis for actions and decisions

Answers learner questions clearly and precisely

Open to conflicting ideas and opinions

Connects information to broader concepts

Communicates clear goals and expectation

Captures learners attention

Makes learning fun

Careful Analysis of the Learner

Accurately assesses learner's knowledge attitudes and skills

Uses direct observation of the learner

Provides effective feedback

Performs fair and thoughtful evaluations

Skill in Practice and Teaching

Provides effective role modeling

Demonstrates skillful interactions with patients

Presents information with organization and clarity

Generates interest in the subject matter

Organizes and controls the learning experience

Balances clinical and teaching responsibilities

Gives appropriate responsibility to the learner

Motivates the Learner

Emphasizes problem solving

Translates specific cases into general principles

Promotes active involvement of the learner

Demonstrates enjoyment and enthusiasm for patient care and teaching

Develops a supportive relationship with the learner.

One-Minute Preceptor
Get a commitment

"What do you think is going on?"

Provide assessment of learner's knowledge/skill

Teach interpretation of data

Probe for supporting evidence

"What led you to this conclusion?"

Reveals learner's thought process and identifies knowledge gaps

Teach general rules

"When you see this, always consider..."

Offer "pearls" which can be easily remembered

Reinforce what was done well

Offer positive reinforcement

"You did a nice job with..."

Correct errors

"Next time, try or consider..."

Comment on omissions and misunderstandings to correct errors in judgment or action

Five-Step Method for Teaching Clinical Skills

From A Simple Five-Step Method for Teaching Clinical Skills (Family Medicine 2001, 33:577-8), John H. George, PhD and Frank X. Doto, MS, suggest taking the following steps:

1. Provide an overview of the need for the skill and how it is used in patient care.

2. Demonstrate exactly how the skill is performed without commentary.

3. Repeat the procedure, but describe each step.

4. Have student "talk through the skill" by detailing each step.

5. Observe and provide feedback to the student as he performs the skill.

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A review of selected literature has revealed that the following are characteristics of effective clinical teachers: Possesses and demonstrates broad knowledge Explains the basis for actions and decisions Answers learner questions clearly and precisely Open to conflicting ideas and opinions Connects information to broader concepts Communicates clear goals and expectation

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Source: eLearning Industry

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pindex | pinboard for learning | stephen fry | lhc | gcse | science

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Pindex is a pinboard for learning. Collect and discover the best material. Love teaching. Love learning. LHC. Hyperloop. Atoms and molecules. Periodic table.

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Nearpod is a student engagement platform that can be used to amazing effect in the classroom. The concept is simple. A teacher can create presentations that can contain Quiz's, Polls, Videos, Images, Drawing-Boards, Web Content and so on. They can also access over 7K k-12 standards-aligned lessons.

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Developing and Evaluating Multiple-Choice Tests 

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Developing and Evaluating Multiple-Choice Tests 

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Return on Investment for Nursing Professional Development

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Return on Investment for Nursing Professional Development

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Inside Higher Ed | Higher Education News, Events and Jobs

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It is simple to just provide students with a numeric or letter grade on their assignments, especially in an online class, but providing additional feedback supports the opportunity for enhanced academic growth. Feedback is defined as information based on a task to improve performance, and often times when students' work is graded, we overlook the importance of meaningful feedback by providing just a letter grade. Meaningful feedback on assignments enhances critical thinking, reflective practice, and develops instructor-student relationships which is important in an online environment. While feedback fosters reflection, correction and performance extension, it also increases student motivation as they feel the instructor is interested in their success.

Below are several tips to provide meaningful and effective feedback in online courses.
Feedback Format
In an online course, feedback can occur in different formats: written, verbal, or video. Instructors can provide written feedback directly in their learning management systems (LMS) or on the assignment submission itself. In addition to the written feedback, some LMSs, like Canvas, have built in voice and video recorders that allow instructors to provide feedback directly connected to the allocated grade.

If your LMS does not allow you to provide verbal or video feedback, there are several free programs that you can use. They include the following:

Vocaroo allows instructors to provide verbal feedback through an audio podcast. For example, Vocaroo allows instructors to record comments concerning the student's submission in an audio podcast format, and then place the recording link for playback with the assigned grade.

Jing allows instructors to combine screen capturing and verbal feedback in a video format. There are several ways online instructors can utilize this program to provide feedback to students. For example, Jing allows instructors to screen capture students' submissions and provide verbal feedback. Instructors can also screen capture written feedback and provide additional verbal feedback that elaborates on the written comments. Once the feedback is completed, a feedback video link is provided to students with their assigned grades.

Zoom is a videoconferencing software program that allows instructors to host virtual feedback sessions or virtual conferences. This software program has vast applications for feedback options in an online course. For example, instructors can provide feedback prior to an individual conference session, then elaborate during conference session upon given feedback. With this feedback option, students have the opportunity to ask clarifying questions about the given feedback. Zoom also allows instructors screen capture the feedback as well as themselves in video format. This option is effective with increasing the social presence as students get to see the instructor's nonverbal gestures while offering feedback, enhancing the depth of feedback.
Turn-around Time
When offering meaningful feedback to students, a timely response is an effective approach especially in online courses. It helps to avoid content disconnection and student isolation. If students have to wait several weeks for a grade on an assignment, feedback may not offer the opportunity for students to reflect, correct, and extend their performance. Students should be able to use feedback on assignments to influence the product of future work. A short turn-around time of grading and feedback supports the idea of facilitating a mentoring or coaching relationship with your students and in turn facilitates a more connected learning environment.
Instructor and Peer Feedback
While instructor feedback is essential for student progress, the power of peer feedback cannot go unnoticed in online courses. Students can often synthesize and reteach the content to their peers, which enhances the learning process. Leveraging the power of student feedback not only offers the opportunity to spark deeper, innovative thoughts on assignments, but it also supports increased mastery of content.

One of our favorite tools to use is VoiceThread, which allows instructors and students to provide written, verbal, and/or video feedback in a presentation format. Peer feedback also heightens social presence in online environments because it provides an inclusive atmosphere where students are more apt to openly share and support one another.
Meaningful Feedback
Many students have mentioned to us that online courses can be intimidating because of the isolated nature that often comes with online classes. Recently, students in our online courses completed reflections concerning learning in an online environment. A common theme within the reflections was the feeling of being connected to a community because they had the comradery of their peers combined with the support of their instructor. They specifically attributed this feeling to the meaningful feedback provided throughout the course.

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Salena Rabidoux and Amy Rottmann, Amy Rottmann, Salena Rabidoux

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How to provide meaningful feedback in an online course

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Salena Rabidoux and Amy Rottmann offer these tips for how to respond to students to improve success and build comradery among online learners.

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My practicum site uses the Donna Wright Model

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Competency Assessment Process by Donna Wright

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keep it simple

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How Presentation Zen Fixed My Bad PowerPoints

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Skill Stat (for ECG; ACLS; Cardiac Trivia

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Skill Stat (for ECG; ACLS; Cardiac Trivia

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https://www.skillstat.com/tools/ecg-simulator#/-home

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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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I’m a teacher. Now what do I do? There are several ways to engage learners in the classroom. Here are a few ideas if you get stuck. Additional resources: ~Mia

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https://prezi.com/o_w1kawgnj-t/the-flipped-classroom/?utm_campaign=share&utm_medium=copy

https://www.washington.edu/teaching/topics/engaging-students-in-learning/flipping-the-classroom/

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I've used Ticket-In & Ticket-Out in two types of situations. When in the classroom, I had students complete a case study ahead of time, to get into the class they had to arrive with the completed work. We would then discuss the case in the context of that days content and students were expected to be engaged with the discussion which was the Ticket-Out.

In the clinical laboratory, I've used the Ticket-In by having students complete preparatory work in their lab manuals (textbook companies have these for purchase) and I've also included online resources from the text-book companies such as 1. viewing physical assessment or procedure videos; 2. Completing term definitions, drag and drop and matching test exercises. Completion of these were noted prior to entering the lab. The Ticket-Out was the completion of the physical assessment on their lab partner with a SOAP note or Successful completion of the procedure (e.g. urinary catheter insertion) while in lab.

By now, I hope you are understanding my Ticket-In and Ticket-Out for you and the completion of the Simulation Basics Video.

Here is a link to more information on this: Ticket-In; Ticket-Out

Here is an article as well by Judith Herrman. Go to the subheading titled Admit and Exit Tickets on page 454: Keeping_Their_Attention_Innovative_Strategies_for_Nursing_Education.pdf

Herrman, J. W. (2011). Keeping their attention: Strategies for nursing education. The Journal of Continuing Education in Nursing, 42(10), 449-456. DOI:10.3928/00220124-20110516-05

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As all of you listened to one another's Mini Teach sessions some of you commented that you enjoyed it when the "teacher" provided real-life stories to represent the concepts being presented. I was glad to see so many of you use Storytelling as a teaching strategy. Storytelling is also known as Narrative Pedagogy and has its background with the stories of native Americans, and ancient cultures. Many times, we forget to list Storytelling as a teaching method on our lesson plans. I think because in nursing, it is second nature to us. Here are some positive outcomes from using storytelling found in the literature:

1. It makes a subject accessible to learners as concepts come to life.

2. Gains the attention of learners.

3. Builds stronger schema and memory, making knowledge easier to recover.

4. Reduces learner intimidation with complex concepts.

I bet many of you can recall a story told by a faculty member that helped you remember concepts important for a test or even the NCLEX. Many times, we can remember the exact moment the story was told and the story in detail. This demonstrates that our neurons like stories.

I am including two articles here on Storytelling in the hopes that you will read these at your leisure. If they don't make it through email, I will also place in News for Nurse Educators in the blue panel of our course.

Fitzpatrick, J. J. (2018). Teaching through storytelling: Narrative nursing. Nursing Education Perspectives, 39(3), 60. doi: 10.1097/01.NEP.0000000000000298 Teaching_Through_Storytelling___Narrative_Nursing.pdf

Brown, S. T., Kirkpatrick, M. K., Mangum, D., & Avery, J. (2008). A review of narrative pedagogy strategies to transform traditional nursing education. Journal of Nursing Education, 47(6), 283-286. A_Review_of_Narrative_Pedagogy.pdf

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Infographics are increasingly becoming an important teaching tool for adult learners in various settings. Infographics are visual representations of information with accompanying, abbreviated text that conveys a story or data. They provide a visual representation of a concept and allow for relationships between ideas to be depicted. The benefits of using infographics as an education tool are linked to the functions of the human brain. Neuroscientists conclude that human brains prefer visual information because we process images faster than words and with less effort. They state that processing visual information reduces the cognitive load on the brain compared with reading text.

Infographics can be found online (pinterest has many as do healthcare organizations (CDC etc) or you can design your own. Tips for designing infographics includes the following:

Keep the design of the infographic simple and organized

Limit words and choose graphics or pictures that represent the text idea as literally as possible

Limit variety of shapes and colors - choose an appealing color scheme that does not distract the viewers

Use sections to divide content

Provide citations

Include a footer with your sources and logo

Some tech tools to use for designing your infographic include:

Canva

Easel.ly

Infogr.am

Piktochart

Venngage

Infographics can be displayed on patient care units and pocket-size formats can be printed and laminated for nurses to keep on hand.

Examples of Infographics:

Trach Care

4 Ways to Get Ahead of Sepsis

Wash Your Hands  (This is the CDC guideline for Healthcare Providers)

References: (*the best of just a few in the nursing literature)

Bradshaw, M., & Porter, S. (2017). Infographics: A new tool for the nursing classroom. Nurse Educator. 42(2), 57-59. Doi: 10.1097/NNE. 0000000000000316 Infographics A New Tool for the Nursing Classroom.pdf

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Concept Maps are a type of graphic organizer used to help learners organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics. Concepts are often represented in circles or boxes, and are linked by words and phrases that explain the connection between the ideas. Most concept maps represent a hierarchical structure, with the overall, broad concept first with connected sub-topics, more specific concepts following.

How They Work: A meta-analysis, looking at studies including almost 12,000 students, concluded that creating concept maps does indeed promote learning. Specifically, it was found that creating concept maps is much better than simply looking at concept maps, or listening to lectures, or even writing summaries. The active strategy of creating a concept map helps us learn because they:

doing rather than passively reading or listening is an effective way to reinforce a memory. We do so by retrieving what was learned as we create a map and reconstructing that knowledge

creating concept maps, explicitly links concepts and ideas to one another, countering our tendency to view each detail separately. Making interconnections with our knowledge helps us to retain it in our memory.

concept maps help with metacognition, which is our awareness or understanding of what we know, thus being able to fill-in the gaps.

How to Build a Concept Map:

1. Start with a main idea, topic, or issue to focus on.

2. Then determine the key concepts

3. Finish by connecting concepts--creating linking phrases and words

Students can draw a concept free-hand on paper, use a template developed by faculty, or create their own using a tech tool such as the following:

Popplet

Bubbl.us

Lucidchart

NOTE: It is always best to include visuals with concept maps. You can even add videos. All of these help to encode the content into long-term memory.

Sample Concept Maps: Chronic Heart Failure     Memory

Garwood, J. K., Ahmed, A. H., McComb, S. A. (2018). The effect of concept maps on undergraduate nursing students' critical thinking. Nursing Education Perspectives, 39(4), 208-214.

Schroeder, N. L., Nesbit, J. C., Anguiano, C. J., & Adesope, O. O. (2018). Studying and constructing concept maps: A meta-analysis. Educational Psychology Review, 30, 431-455. DOI 10.1007/s10648-017-9403-9

Joanne

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Presentation tips for teachers (Never give a boring lecture again!) TEDxOsaka

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15 minute read

A concept map is a diagram or graphical tool that visually represents relationships between concepts and ideas. Most concept maps depict ideas as boxes or circles (also called nodes), which are structured hierarchically and connected with lines or arrows (also called arcs). These lines are labeled with linking words and phrases to help explain the connections between concepts.

Concept maps are also referred to as conceptual diagrams. While other types of diagrams may look similar, concept maps have specific characteristics differentiating them from other visual tools.

Concepts

Concepts are defined as "perceived regularities or patterns in events or objects, or records of events or objects, designated by a label" and are depicted as shapes in the diagram.

Linking words/phrases

Linking words or phrases are located on the lines connecting objects in a concept map, and these words describe the relationship between two concepts. They are as concise as possible and typically contain a verb. Examples include "causes," "includes" and "requires."

Propositional structure

Propositions are meaningful statements made up of two or more concepts connected with linking words. These statements are also known as semantic units or units of meaning. Concepts and propositions are the foundation for the creation of new knowledge in a domain. Essentially, a concept map visually conveys a set of propositions about a certain topic.

Hierarchical structure

A key element of the concept map is its hierarchical structure. The most general and inclusive concepts are positioned at the top of a concept map with the more specific and exclusive concepts arranged hierarchically below. As such, a concept map is designed to read from top to bottom.

Focus question

A focus question defines the issue or problem the concept map needs to solve. Developing a focus question allows you to design with a context in mind and thus helps guide and maintain the direction of your concept map. Within the hierarchical structure, the focus question should be at the very top of the concept map and serve as a reference point.

Parking lot

Before beginning your concept map, it can be helpful to come up with a list identifying the key concepts that need to be included. Establish a rank ordered list from the most general concept to the most specific. This list is referred to as a parking lot, as you will move the items into the map as you figure out where they fit in.

Cross-links

Cross-links are relationships between concepts in different domains of the concept map, allowing you to visualize how ideas within these different domains are connected. Both the cross-links and the hierarchical structure facilitate creative thinking, and these cross-links often indicate moments of creativity.

The brain processes visuals 60,000 times faster than it processes text. Designed as a tool to organize and represent knowledge, concept mapping can help you visualize relationships between various concepts and test your understanding of complex subjects. Thinking through and visually representing relationships between ideas forms mental connections that allow for better retention of knowledge. This diagram is a popular way to capture understanding of a topic for work, school, or personal study. It's used most frequently in academia, but the process can be easily applied to other fields.

Concept mapping offers benefits for any learning process:

Facilitates comprehension with its visual format

Synthesizes information by integrating new and old concepts to better grasp the big picture

Encourages brainstorming and high-level thinking

Fosters discovery of new concepts and their connections

Provides clear communication of complex ideas

Promotes collaborative learning

Sparks creativity

Snapshots your current knowledge to assess understanding

Identifies areas that need further knowledge or review

Concept maps are an optimal learning tool for students and educators, whether the contributors are enrolled in school, teaching or tutoring a subject, or developing new skills on their own. The process of connecting ideas in a tangible space can solidify your topical knowledge, as well as clarify which areas need a little work.

Making a concept map can be helpful when:

Presenting concise overviews of a field

Absorbing information while studying for an exam

Assessing a student's grasp of a particular topic

Consolidating knowledge during the learning process

Demonstrating an acceptable level of understanding on a subject

Defining knowledge that exists in your head but hasn't been formally documented

Concept maps are similar to other node-linking mapping methods such as topic maps or UML diagrams. However, concept maps differ due to their philosophical basis, which holds that concepts and propositions are the foundation of new knowledge and meaning.

Keep in mind that concept maps are not the same as mind maps, though they're frequently confused (see below for more details). Concept maps aren't the best tool for visualizing new ideas, organizing meetings, or managing tasks and projects. You may want to try mind maps or another type of diagram in these scenarios.

Many people have trouble telling concept maps and mind maps apart. Here's how to determine if you're dealing with a concept map or a mind map:

Concept maps

Are used to represent tacit knowledge, like an existing theory or concept. The ideas are usually generated externally.

Tend to represent academic knowledge, so their application is more formal.

Contain general knowledge near the top of the map, with related concepts arranged hierarchically below.

Show topics with cross-linking and multiple relationships.

Mind maps

Are used to flesh out a set of ideas, which are often generated internally.

Tend to represent a greater variety of tasks and concepts, so their application is more flexible.

Contain a single word, phrase, or image in the center of the map, with related ideas radiating outward in all directions.

Show topics with a single parent and several children.

Create a Concept Map

Concept mapping can be a powerful tool in the world of education, helping students to perform at higher cognitive levels and helping teachers to explain complicated subjects and assess student understanding.

Students can use concept mapping to:

Organize and structure new material

Increase learning by relating new and old knowledge

Map out relationships between things such as vocab words, characters in a story, events in history, etc.

Plan/outline writing projects

Design their own representations of knowledge

Brainstorm new ideas

Take notes

Create study guides

Design complex structures

Teachers can use concept mapping to:

Plan curriculum

Assess understanding or diagnose misunderstanding of students

Explain complex ideas

Assist struggling readers

As educators incorporate concept maps into their teaching methodology, they can provide aids to help facilitate the process for students:

Give a focus question to get the wheels turning.

Create a parking lot (list of key concepts) to help students determine what to include in their map.

Provide expert skeleton maps so students have a structure to follow. These are small concept maps started by an expert on the topic which students can then expand upon.

Concept maps are especially useful as evaluation tools. For example, instructors can have students create a concept map at the beginning of the semester to assess existing knowledge. Students can then repeat this activity throughout the semester so both students and teachers can evaluate what is being learned. It helps to assess cognitive ability, as deciding what cross-links are most important to include requires high cognitive performance. This activity can also be used to identify and remedy misconceptions students might have.

Research indicates that students working in small groups and cooperating while learning results in positive cognitive and affective outcomes. Concept mapping allows for this productive small group work among students and teachers in any subject matter.

While widely used in education, concept maps have expanded to the business world as well. Concept maps communicate ideas well and prompt intuitive visual thinking that aid business analysis. Concept mapping is a group process, making it an ideal activity for teams or groups of stakeholders, and it is especially when solving problems, whether they be in marketing, new product design or administration. They allow all organization members to evaluate where they are currently and where they would like to go, and they can be easily made and maintained by anyone, even the non-technical users.

Concept maps bring a creative and results-oriented approach known as design thinking to business. Within this approach, concept maps can be used for inspiration, ideation and implementation. These diagrams are excellent storytellers, helping in the ideation and inspiration phases. When it comes time for implementation, concept maps help with instruction, documentation and communication.

Experts within a company have a wealth of knowledge that has been compiled over the years, some of which they might not be able to communicate well to others. Nonaka and Takeuchi highlight the importance of documenting a corporate expert's knowledge in order to become "the knowledge creating company". The use of concept maps to record this valuable information is increasing in practice.

Concept mapping can serve a variety of purposes in a business organization:

Promoting company-wide understanding of business requirements

Spotting gaps and contradictions

Identifying complex relationships among ideas

Learning the "language" of a client

Establishing a consistent language for a project

Identifying potential requirements dependencies

Modeling inventory flows, cash flows, relationship flows, etc

Product development

Market analysis

Decision-making

Formulating research projects

Mapping team knowledge

Archiving expert knowledge

Creating a shared vision within a team or organization

Generating advance organizers

Training new employees

Software design

Ontology-building

Within the healthcare industry, concept mapping allows for prioritizing ideas, evaluating consensus, identifying gaps and creating improved action plans. It allows the various stakeholders of an organization to come together and formulate effective plans, as faculty are able to create a shared representation of the patient's condition and situation and determine the proper next steps.

Applications of concept mapping within healthcare include:

Organizing workloads

Prioritizing patient assignments

Critically thinking through abnormal assessments

Mapping out plans of care

Identifying relationships between symptoms

Revealing diagnosis

Training medical staff

Concept mapping as a method was developed by Joseph Novak and a team of researchers at Cornell University in the 1970's. Dr. Novak was searching for a new tool to describe explicit changes in children's conceptual understanding.

Both he and his colleagues at Cornell had studied psychologist Jean Piaget's theories on cognitive operational stages. Piaget and other experts assumed that children weren't capable of comprehending abstract concepts, like the nature of matter, before the age of 11. Dr. Novak decided to launch a research project that would observe minute changes in the way children learned new ideas. He was inspired by a theory from David Ausubel, a proponent of Piaget's theories. Ausubel wrote,

"If I had to reduce all of educational psychology to just one principle, I would say this: the most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly" (Ausubel, 1968, p. vi)

With this idea as their guiding light, the Cornell team developed a new tool during their longitudinal study: the concept map. These maps were simple-just one or two words to represent the main idea, and lines showing linking words that created a meaningful statement. The most general concepts were grouped at the top of the map and the most specific ones at the bottom. Novak taught students to build concept maps to demonstrate their knowledge on focus questions such as "What is water".

The research team explained,

"We found that a 15- or 20-page interview transcript could be converted into a one-page concept map without losing essential concept and propositional meanings expressed by the interviewee. We soon realized this was a very powerful and concise knowledge representation tool, a tool that changed our research program from this point on."

Since 1972, concept mapping has become extremely popular, as specialists in fields from education to healthcare realize the unique benefits of this type of diagram.

Concept maps are based on Ausubel's Assimilation Theory and Novak's Theory of Learning, which discuss how people learn new information by incorporating new knowledge with knowledge they already posses. Novak stated,

"Meaningful learning involves the assimilation of new concepts and propositions into existing cognitive structures."

Through meaningful learning, discussed more below, the integration of new concepts into our cognitive knowledge structure occurs through linking the new knowledge to concepts already understood. A concept map provides a visual demonstration of these relationships between concepts in our cognitive structure. The origin of concept maps stems is based in constructivism, which discusses how learners actively construct knowledge.

Physiological foundation

Children acquire concepts during the age of birth to three years as they start identifying labels or symbols for regularities they observe in the world around them. This early and autonomous learning is known as the discovery learning process. After age three, the reception learning process begins, where new meanings are formed by asking questions and understanding the relationships between old and new concepts-concepts are no longer defined by the learner but described by others and transferred to the learner.

In addition to exploring these two learning processes, Ausubel also differentiates between rote and meaningful learning. Rote learning occurs when there is little or no relevant knowledge to the new information being presented and no internal commitment to incorporate new and existing knowledge. As a result, information is easily forgotten. The cognitive structure is not enhanced to clear up faulty ideas.

Meaningful learning can only occur under the following three circumstances:

1. The new material being presented must be clear and relatable to the learner's prior knowledge. Concept maps are helpful here, as they identify general concepts held by the learner which can then be built upon.

2. The learner needs to possess relevant prior knowledge, especially when trying to comprehend detailed and specific knowledge in an area.

3. The first two conditions can be controlled directly by the instructor. However, the third cannot, as it requires that the learner choose to learn meaningfully. In other words, they make an effort to assimilate new and old information rather than just memorizing.

The distinction between rote and meaningful learning is a continuum, as individuals possess different amounts of relevant knowledge and different motivation levels for knowledge assimilation. Creativity is a a very high level of meaningful learning on this continuum.

Working and short-term memory are the most important for getting knowledge into long-term memory. Information is processed in the working memory through interaction with knowledge in long-term memory; however, the working memory can only process a small number of units at a time. However, if these units can be grouped together, it is much easily recalled. Organizing large amounts of information requires repetition between working memory and long-term memory. Concept mapping is powerful for meaningful learning because it acts as a template to help organize and structure knowledge, even though the structure must be built piece by piece with small units of interacting concepts and propositions. This process allows for the use of knowledge in new contexts and for increased retention. In addition, research shows that our brain prefers to organize information in the hierarchical structure characteristic of concept mapping.

Epistemological foundation

Epistemology is the branch of philosophy dealing with knowledge and new knowledge creation. There exists a growing consensus that new knowledge creation is a constructive process that involves our knowledge and our emotions. Novak believes that new knowledge creation is high meaningful learning by those with an organized knowledge structure on a certain topic and a strong motivation to find new meaning.

Concept maps are associated with constructivist theories of learning in which learners are active participants rather than passive recipients of knowledge. Learners must make an effort to bring new meaning to information they already know. Building concept maps is a creative process, as concepts and propositions are the foundation for knowledge in any domain.

Here are the basic steps in constructing a concept map. We have a much more detailed article with instructions on how to make a concept map step by step, if you're ready to learn more.

1. Identify the focus question or main topic-think about the problem or issue you want the concept map to resolve. This idea should connect to all others on your map and will guide the hierarchical structure.

2. Identify all the key concepts that relate to the main idea you identified. Order them with the most general concepts first and the more specific concepts last. This list is referred to as the parking lot.

3. Create a preliminary concept map linking the concepts together. Remember to add linking words or phrases on the lines to demonstrate how the concepts are related.

4. Add cross-links to connect concepts in different domains.

5. Continually revise your concept map as needed.

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Our concept mapping tutorial covers everything you need to know from definitions and key features to use cases and history. Learn about concept maps here.

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A Guide to Performing a Needs Assessment and a Gap Analysis - Article

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A Guide to Performing a Needs Assessment and a Gap Analysis - Article

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Keep your NPD program on the right track in the most effective and efficient manner.

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Gap Analysis is a simple tool which is used by organizations to raise their performance level.

Imagine you are hiking along a path when you come to a three-way junction. Which direction should you take? Well, that depends on where you want to get to. Armed with the knowledge of where you are going it becomes much easier to work out the necessary steps you'll need to take to reach your final destination, including which of the three junctions to take right now.

As we can see from the diagram, to get from our current state to our desired state there will be a number of key steps we need to take to bridge the gap. From this we will create an action plan outlining the exact actions we'll take to achieve each step so we eventually close the gap.

Gap Analysis Process

There are many very similar methods to perform a Gap Analysis. The process we present in this article consists of 5 steps:

1. Describe General Area

In this step we describe the general area that we want to analyse and improve. This may seem like an unnecessary step, but by performing it, we not only highlight what general area is under investigation, but also what areas are not under investigation.

This helps to avoid scope creep and keeps the rest of the analysis very focussed. For example, we might decide to analyse our online marketing efforts. This then implies that we are not investigating our offline advertising such as print and TV. By being very clear about what we are, and what we are not investigating, we keep everyone involved on the same page.

2. Identify Specific Improvement Areas

In this step we identify specific areas for improvement within the general area described in step 1. For example, if the general area we are investigating is our online marketing, then we may identify content creation and paid advertising as specific areas we'd like to improve.

3. Determine Targets

Now that we have identified our specific improvement areas, the next step is to set targets for each area.

A common input to this step (and the next step) is benchmarking, whereby a company will benchmark its performance in an area against its competitors performance in that same area. The results of this exercise will show areas of underperformance and these areas are then commonly chosen as the improvement areas for this step. Another commonly used input for this step is to analyse industry best practices.

What targets are set will depend on a combination of the time available to address the gap as well as the ambition of the organization.

4. Determine Current State

Now that we understand where we want to get to, it is important to understand where we are before putting the action plan together.

By understanding where we are it makes it more likely we'll create a realistic action plan. It also makes it easier to see if we are making progress towards our desired state, because if we don't know where we started then it's very difficult to measure progress towards our goal.

5. Determine Action Steps

Now that we understand the gap, we use this final step to describe the improvement steps we will take to close the gap and get to where we want to be. In essence, this step is our action plan to get to where we want to be.

Gap Analysis Example

Let's look at a simple example to bring this to life. For the purpose of this example suppose we work in an electronics company, and we are investigating the customer satisfaction of customers who return faulty equipment to us within warranty for repair.

Step 1: Describe General Area

The first step is to describe general area we are investigating. This is shown in Gap Analysis Template diagram below:

As you can see, we are concerned only with faulty goods returned within warranty. If we weren't explicit in stating the area under investigation then it's possible that confusion could be created amongst our peers' understanding of the scope of our Gap Analysis.

Step 2: Identify Specific Improvement Areas

Customer Satisfaction Rate: The percentage of customers that are satisfied with the service they receive.

Repair Time: The total time it takes to repair the faulty product and return it to the customer.

And we update the Gap Analysis Template to reflect this:

Step 3: Determine Targets

In this step we determine targets for the specific areas we've identified above. To determine target values for these metrics the company decides to benchmark its best competitors. From doing this it determines that to compete with the best in the industry it should be aiming for a Customer Satisfaction Rate of 99% and a Repair Time of 12 days, and it decides to choose these values as its targets for these areas.

Now that we know the targets we want to achieve, in this step we assess where we are currently against these targets. Unfortunately for this company, it doesn't currently benchmark customer satisfaction, but it does know that its average Repair Time is 16 days. The Gap Analysis Template is updated to reflect this:

Step 5: Determine Action Steps

We have reached the final step, where the company describes the actions it will take to close the gap between the Current State and the Desired State. Because the company has no data for Customer Satisfaction Rate it decides the first step is going to be to benchmark the current situation, and then review the findings of this analysis.
Step 4: Determine Current State
The diagram below shows the completed Gap Analysis Template including the action steps:

Through the completion of its Gap Analysis the company has clearly articulated the exact metrics it wishes to improve and by how much. It has understood exactly where it stands now for each of those metrics, and it has created a solid action plan to address the gap between the current state of each metric and the desired state.

Gap Analysis Template

You can download the template that we used for the example above here.

Summary

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Gap Analysis - Strategy and Management Training

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Gap Analysis is a simple tool which is used by organizations to raise their performance level. Imagine you are hiking along a path when you come to a three-way junction. Which direction should you take? Well, that depends on where you want to get to.

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

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Create and send surveys via this platform. The free access allows unlimited surveys but each can have only 10 questions.

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SurveyMonkey - Creating, Testing, and Sending a Survey

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Kahoot! is a game-based learning platform that makes it easy to create, share and play learning games or trivia quizzes in minutes. Unleash the fun in classrooms, hospital units, clinical labs, and anywhere you wish! Sign-up for free at Kahoot. The format and number of questions is up to you. Add videos, images and diagrams to your questions to amplify engagement. Here is a video on how to create a Kahoot on a computer:

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Games using prioritization or steps of a procedure can also be created using Kahoot Jumble. Below is a video created by one of our past students, Lauren Moore for her students' post-conference.  She published the following article: Using Kahoot Jumble to Teach Prioritization.pdf  published in Nurse Educator, Nurse Educator January/February 2020, Vol. 45 page 29

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This video explains a free alternative to ThingLink, which allows pictures to be more interactive. Instead, Google Drawings is used.

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Google Drawings as an Alternative to Thinglink

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Meeting the Professional Development Needs of Night Shift Nurses with a Night Shift Clinical Nurse Education Specialist

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Meeting the Professional Development Needs of Night Shift Nurses with a Night Shift Clinical Nurse Education Specialist

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This was created by my preceptor!

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Transitioning from Staff Nurse to Nurse Educator

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Transitioning from Staff Nurse to Nurse Educator

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Transitioning Patients From Specialty Care to Primary Care: What We Know and What We Can Do | Article | NursingCenter

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Growing demand for specialty care has resulted in longer wait times for appointments, particularly at US academic referral centers. A proportion of...

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How to Give and Receive Feedback Effectively

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How to Give and Receive Feedback Effectively

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Giving Student Feedback in a Clinical Setting

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Giving Student Feedback in a Clinical Setting

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Giving Student Feedback in a Real World Setting

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Authentic Assessment: Examples & Overview

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Authentic Assessment: Examples & Overview

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Authentic Assessment: Examples & Overview

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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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AACN

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As educators, we've all struggled with planning orientation for acute, progressive and critical care nurses. In this post, I'll share some of my tips for planning a successful novice nurse orientation - based on years of experience and plenty of trial and error.

Tip #1: Be like a Boy Scout

My husband volunteers with the Boy Scouts of America, which teaches their members to always "Be Prepared." As educators, we may not wear their uniform, but that motto applies to us as well.

We must anticipate what is needed and have it purchased, available and scheduled in advance of the first day of orientation. Preparation is everything. Here are a few ideas to consider while you're planning:

Textbooks and E-Learning access

Consider what and how far in advance any purchases need to be made. For example, textbooks, supplies and online courses

Find out who will sign off on the purchase, and determine if you'll need an invoice

Classroom and simulation preparation

Have rooms been reserved?

Confirm that your supplemental instructors are prepared and scheduled

Ensure the teaching material is evidence-based, consistent and applicable to your facility

Preceptors
Ensure the preceptors are oriented and prepared with the tools they need to guide and evaluate their learners' progress

Lesson in Action
I was an experienced educator with numerous orientation classes tallied on my clipboard, when I discovered the day before my critical care residency class that I had forgotten to order 20 E-Learning seats. Thankfully, the E-Learning vendor devised a plan to deliver the seats the next day.

The moral of the story for veteran and new educators alike? Orientations inevitably go better when you use a checklist.

Remember: Prepare yourself and your new nurses for a great experience.

Tip #2: Assess your novice nurses' needs

Nurses new to acute, progressive and critical care come with different experiences, knowledge, skills and attitudes. When large numbers of novice nurses need to be oriented, assessing their unique needs can be a challenge. Some questions I've used as part of the assessment include the following:

Which units are they going to be working in?

Which skills and competencies do they need immediately?
Think about what is necessary to ensure safe patient care. Someone recently asked me, "What do they need immediately so they don't seriously harm someone?"

Which skills and competencies aren't as critical and could be taught later in the orientation?

What tools are needed to conduct this assessment?

What tools are available with your E-Learning course?

What tools can you create?

What tools do you need to purchase?

Lesson in Action
In my hospital, nurses from all ICUs (cardiac surgery, neuro, trauma, general surgery, medical, long-term acute care), the emergency department, cardiac cath lab and post-anesthesia care unit attended the critical care residency. Each unit's immediate competency needs were different.

But they all needed to be able to identify when a patient was failing and to prioritize the next steps in the care plan. This awareness helped us craft an orientation that met the diverse needs of each unit while avoiding a chaotic education plan.

We'll address scheduling ideas in an upcoming blog post.

Tip #3: Connect with the manager or leader of each unit to collaborate and agree on the schedule, goals and outcome measures

I find collaborating with unit leaders and mutually agreeing on orientation plans is the most efficient way to orchestrate a successful experience. During planning, be sure to discuss the following:

Who is scheduling the novice nurse?
To whom do you need to deliver the classroom and simulation schedule to ensure it appears on the master schedule for each nurse?

How are patient assignments identified? Is current skill level and potential skill development with more complex patients considered?

This step might not be as easy since all patients seem to be complex. Consider that we all care for patients who are more stable, more resilient and need less intensive monitoring than those who require constant attention, leaving little time for us to take a break.

Patient assignments for a novice nurse need to consider their skill level, their learning needs and where are they on their progression to advanced beginner.

Also consider the knowledge, skills and attitudes of the preceptor. Are they flexible and able to guide the novice nurse through simple and complex patient encounters?

How are preceptors identified? Who selects and matches preceptors to each novice nurse? How are preceptors oriented? How are preceptors evaluated?

Lesson in Action
Early in my career as an educator, I would get to the unit early to assess patient complexity and assign nurses based on the needs of the novice nurse and the E-Learning topic assigned. Other managers and I came to realize that this procedure created an issue with inconsistency in preceptors, and that a consistent preceptor is more important than the day-to-day patient assignment. Any capable preceptor can provide teaching and learning opportunities no matter the complexity of the patient.

Just remember that even the most experienced preceptors can't do it alone. Collaboration throughout the process is key.

Tip #4: Determine how, when and by whom evaluation will be done

To do more of what works (and less of what doesn't), first you have to find out what does work. I find that asking myself questions helps me identify what will work!

Start on your orientation evaluation process by answering the following questions.

How often should evaluations be conducted?
Daily, weekly, biweekly or monthly?

Who is conducting the evaluations?
Educator? Manager? Preceptor? All three?

Should the evaluations be formal, informal or both?
Use open-ended questions such as: What are you doing well? What could you do better? What goals do you want to achieve this week?

What outcome measures are you using to evaluate progress?
E-Learning completion? Competency skills checklist? Preceptor evaluation tools?

How can you ensure that documentation is simple, not cumbersome?
For instance, implementing the Likert scale vs open-ended feedback, and considering what is valuable and actionable for the learner.

Lesson in Action
One of my favorite activities during orientation for nurses new to ICU and PCU is to round with them in the units. I love hearing what they are doing to take care of the patient, allowing them to share their successes and struggles.

I love asking them why their patient is receiving norepinephrine or dexmedetomidine, or what ventilator settings mean or any number of other concerns to focus on. Most importantly, rounding gives me a chance to understand how the novice nurse is applying the knowledge gained through the E-Learning and blended-learning activities. It also inspires case study ideas for the next in-person class, so the new nurses can benefit from their classmates' experiences.

In addition to rounding on the units, at my former hospital we created an evaluation tool using the AACN Synergy Model for Patient Care. The eight nursing characteristics and levels of attainment provided a framework for evaluating progress toward competency. It also gave the preceptors and novice nurses a common tool to discuss difficult-to-define skills such as what it means to:

Develop critical thinking

Advocate for the patient

Use skilled communication to talk to a provider about a patient's declining condition

The tool and information about its development are in the book: " Synergy for Clinical Excellence. 2nd ed."

Last, I consider other educators and resources such as AACN to be valuable. Here are some of my favorite resources for connecting with other educators and helping to plan orientations:

What are your favorite resources that help you plan your orientations?

Share with me and our community of exceptional nurses!!

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Four Planning Tips for Successful Novice Nurse Orientation

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As educators, we've all struggled with planning orientation for acute, progressive and critical care nurses. In this post, I'll share some of my tips for planning a successful novice nurse orientation - based on years of experience and plenty of trial and error.

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The ABCDs of Writing Instructional Objectives 

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The ABCDs of Writing Instructional Objectives 

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Revised Blooms Taxonomy

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I chose to leave the bedside as a critical care nurse and become a nurse educator for many reasons: to engage in a continuous learning process, share recent and advanced nursing knowledge with colleagues and students, develop meaningful connections within the nursing community, inspire and motivate future nurses toward a teaching career, and learn from students. A teaching career has many benefits for nurses. For example, it can provide a sense of personal satisfaction, a flexible schedule, autonomous decision making, opportunities for research and scholarly work, and connections with like-minded scholars and colleagues. I encourage nurses with an interest in and passion for teaching to consider becoming nurse educators.

In this article, I critically analyze my teaching perspectives, experiences, and approaches through the lenses of various teaching and learning theories, and through comparison with the World Health Organization's Nurse Educator Core Competencies. This analysis results in three practical tips for nurses who intend to pursue a teaching career.

Tip 1: Identify your personal teaching philosophy

To become an effective educator, nurses need many skills, but I consider personal reflection to be the most important. Reflection is a thinking process that explores and examines personal thoughts and actions, and their underlying philosophies. Educators, particularly novice educators, should reflect on their teaching philosophies, preconceived ideas, and preferences that may influence their teaching skills and students' abilities to learn. Educators should also share their teaching philosophies with students to build rapport and encourage constructive student feedback.

My own teaching philosophy stems from a paraphrase of a statement made by Albert Einstein: Education isn't the learning of facts, but the training of the mind to think. I believe that my greatest responsibility as an educator is to develop a trusting and friendly relationship with students, facilitate their learning, and give them opportunities to expand their thinking and improve their nursing skills. It's also my responsibility to give timely feedback to students and allow them to constructively criticize my teaching approaches and abilities. With this philosophy, I can teach students to think critically and apply their knowledge to real-life nursing practice.

My teaching philosophy also stems from my experience as a critical care nurse. We use the nursing process to help our patients in a caring and compassionate manner. Likewise, as an educator, I believe that I must assess the learning needs, capabilities, and preferences of students. Identifying your teaching philosophy isn't accomplished all at once; rather, it's an ongoing process.

Tip 2: Identify influencing factors

Next, reflect on the various factors that influence your teaching philosophy, such as personal teaching style, subject matter knowledge, student learning style, educational environment, and institutional policies. For instance, I've identified some personal and situational factors that affect my teaching in both positive and negative ways. First, my experience in the nursing profession positively affects my teaching approach. Because nursing is both a theoretical and practical science, I envision teaching students in a way that helps them acquire theoretical knowledge and apply it to practice. I also realize that teaching abstract theoretical subjects, such as nursing theories and models, isn't effective if taught in a traditional lecture format. It's beneficial to come up with creative teaching and learning approaches to engage students. Think-pair-share, crossword puzzles, role playing, case studies, and audiovisual aids are some of the creative teaching strategies that I use.

My age has influenced my teaching philosophy. When I started teaching, I was the youngest teacher at the college, and many students were close to my age. This allowed me to understand the students and their problems, and develop a trusting and friendly relationship with them.

As a young teacher, I was also aware of my lack of experience. My inexperience made me anxious, and I didn't perform well in my first month of teaching. For example, I finished my very first lecture 1 hour before the allotted time. When I listened to the audiotape of the lecture, I realized that I'd spoken too quickly and students may not have understood me. In the next lecture, I asked for students' feedback, which confirmed my observations. I then improved by slowing down.

Tip 3: Analyze your teaching style

In order to analyze their teaching and learning approaches, educators should be knowledgeable about various teaching and learning theories, and know how to apply them as appropriate. My approach incorporates the principles of cognitive continuum theory, social learning theory, adult learning theory, and Patricia Benner's novice to expert model (see Selected teaching and learning theories).

I integrate cognitive continuum theory into my teaching by encouraging active student involvement during lectures. For example, I teach Faye Abdellah's Twenty-One Nursing Problems by using 21 real clinical cases, which address the physiologic, psychological, social, and emotional needs of patients. I convert these cases into brief scenarios and instruct pairs of students to evaluate the scenarios, develop a priority nursing diagnosis, and relate it to the theory. In this way, I provide them with an active learning environment and engage them in self-directed learning.

Social learning theory emphasizes using strategies such as role playing, simulations, and clinical experiences that inspire students to learn by observing and developing self-efficacy. For example, I teach several nursing theories through role playing and audiovisual aids. Two days before the lecture, I guide and assist the students in preparing a role play on the concepts of the theory under discussion. They present the role play before and after the discussion of the theory. During this session, the students and I engage in an open discussion about the role play and its relevance to the nursing theory. We explicitly address each concept of the theory and then reanalyze the same role play. This strategy allows the students to learn by observation and develop self-efficacy.

Final thoughts

Novice nurse educators, or nurses who intend to become educators, need to continuously reflect on their teaching philosophy, evaluate their teaching and learning approaches, and identify their teaching style. Through critical self-analysis, they can identify their strengths and limitations, and reflect on them periodically. In addition, novice nurse educators should use creative, practically grounded, and student-directed teaching and learning strategies. Early in my teaching career, I wouldn't have thought of performing a critical self-analysis of my teaching strategy. Now, as I reflect on my experiences, I have a better understanding of my strengths and weaknesses as an educator.

Selected teaching and learning theories

Cognitive continuum theory: Illustrates that decision making relies on cognition and judgment tasks, where cognition ranges from the use of intuition to analysis and judgment ranges from ill-structured to well-structured. Put simply, a well-structured task requires the use of more analytical decision making.

Social learning theory: Considers learning as a social process during which people learn by observing each other's behaviors and attitudes. Those who believe that they can complete difficult tasks take on challenging tasks.

Adult learning theory: Posits that learners are self-directed, self-motivated, and experiential.

Novice to expert model: Explains that learning takes place in different stages through continuous education, personal experiences, and guidance from others.

REFERENCES

Jasmine T. Art, science, or both? Keeping the care in nursing. Nurs Clin North Am. 2009;44(4):415-421.

Mann K, Gordon J, MacLeod A. Reflection and reflective practice in health professions education: a systematic review. Adv Health Sci Educ Theory Pract. 2009;14(4):595-621.

Nguyen QD, Fernandez N, Karsenti T, Charlin B. What is reflection? A conceptual analysis of major definitions and a proposal of a five-component model. Med Educ. 2014;48(12):1176-1189.

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Practical tips for novice nurse educators : Nursing made Incredibly Easy

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I chose to leave the bedside as a critical care nurse and become a nurse educator for many reasons: to engage in a continuous learning process, share recent and advanced nursing knowledge with colleagues and students, develop meaningful connections within the nursing community, inspire and motivate future nurses toward a teaching career, and learn from students.

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A current, unencumbered U.S. RN or APRN license is required.
An unencumbered license is not currently being subjected to formal discipline by any state board of nursing and has no provisions or conditions that limit the nurse's practice in any way.

Candidates must complete one of the following clinical practice hour requirement options:

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CCRN® is a certification for nurses who provide direct care to acutely/critically ill adult patients. Nurses interested in this certification may work in areas such as intensive care units, cardiac care units, combined ICU/CCUs, medical/surgical ICUs, trauma units or critical care transport/flight.

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As you prepare to take the CCRN, CCRN-K or CCRN-E exam we would like to share the following suggestions and tools to assist you.

Test Plan

One of the most important study tools is the test plan, also known as an exam blueprint, which can be found in the Exam Handbook. The test plan is broken down by content area with each assigned a percentage indicating how the topic area is weighted on the exam.

For each patient problem listed under Clinical Judgment you'll want to familiarize yourself with signs and symptoms, lab values, blood gases, potential medications and side effects, anticipated procedures and general nursing interventions related to the patient problems outlined.

You may want to do a self-assessment of the topics under the Clinical Judgment body systems that are weighted most heavily on the exam, checking the topics that you know you need to review, including any patient problems that you do not see often in your practice.

A core of items on the specialty certification exams deal with the Professional Caring and Ethical Practice components of the AACN Synergy Model for Patient Care. These questions may be asked about any age across the life span.

For example, if you are taking the adult CCRN you will likely see items related to pediatric or neonatal patients and families; this will alert you that they are Synergy items - not Clinical Judgment items.

Exam References

Another source of information is the exam reference list, also known as the Exam Bibliography, included in the Exam Handbook. This is a list of references used by the item writers to validate the correct answers to the exam questions.

If you find that during your in-depth study of the test plan you need information on lab values or medications related to a particular condition, use one of the resources listed on the Exam Bibliography, or you can refer to any recently published (last five years) acute/critical care nursing textbook.

Practice Exam and Questions

As your prepare for your exam, AACN's online CCRN/CCRN-E/CCRN-K Practice Exam and Questions can assist you in assessing your level of knowledge, identifying your strengths and uncovering areas for further study. This subscription-based resource provides a realistic exam-day experience with practice questions written in the style of actual exam questions. The mobile-friendly platform enables 24/7 access to randomized practice questions with correct answer rationales and exam scores plus unlimited practice exams. Available for adult, pediatric and neonatal certifications.

Exam Review Course*

Consider taking or purchasing an exam review course. Courses are offered across the U.S.A. or consider taking an exam review at AACN's NTI Conference held each year in May. The AACN Online Bookstore features a variety of educational and clinical products including video and audio review courses that you may find helpful.

Study Group

Consider forming a small exam study group to share ideas. Candidates who pool their resources and study together may be more confident in their knowledge and more likely to succeed at passing the exam. Consider scheduling to test at the same time and traveling to the testing site together and support one another every step of the way.

Certified Nurses & Other Colleagues

Talk with certified nurses to find out what tools they used to prepare for the exam and what study tips they might offer. Make arrangements to shadow a nurse who works on another acute or critical care unit, to expose you to different patient types - especially if you have worked primarily on a single unit.

Check with your unit manager or educator - or even your local AACN Ambassador - to see if they can be of assistance in setting up a clinical experience within your facility or at another hospital in your area.

Score Report

If you are retesting, review the printed score report that you received after taking the exam and identify in which areas you have the most opportunity to improve. Concentrate your studies on the most heavily weighted topic areas as listed on the test plan, but remember that the other areas are important too - especially if you scored a low percentage in an area.

We suggest that you plan your study emphasis and time in proportion to the weight of the topic.
*AACN Certification Corporation does not participate in the development of any AACN exam preparation products and does not approve, endorse or recommend any of these products.

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How to Prepare for the CCRN/CCRN-K/CCRN-E Exam

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As you prepare to take the CCRN, CCRN-K or CCRN-E exam we would like to share the following suggestions and tools to assist you. One of the most important study tools is the test plan, also known as an exam blueprint, which can be found in the Exam Handbook.

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The Adult Critical Care Nurses Certification is a way for nurses to provide tangible proof of their skill and expertise in caring for acutely/critically ill adult patients. In preparing for the test and the renewals every three years, you will maintain the most up-to-date knowledge about best practices in this important field of care.

How Can I Register for the CCRN Exam?

The exam is only available to those who meet certain eligibility criteria. So you will first have to verify that you meet those criteria. Then, once you've received an approval-to-test email, you can schedule your exam and pay the $340 exam fee ($235 for members of the American Association of Critical Care Nurses).

Eligible candidates include those who:

Are currently licensed as an RN or APRN in the United States, AND;

Have spent 1,750 hours in direct care of critically ill adult patients within the last two years, OR;

Have spent 2,000 hours in direct care of critically ill adult patients within the last five years.

When you schedule your AACN CCRN exam, you will be able to select any date you wish. Exams are offered daily, Monday through Saturday, beginning at either 9am or 1:30pm. Testing centers are available at over 300 locations across the United States.
What Should I Expect on the Day of the Test?

The exam is computer-based and timed. You will have three hours to answer 150 questions. 125 questions are scored while 25 are unscored. The unscored questions won't be marked, however, so you should do your best to answer correctly on all 150 questions.

On the day of the test, you shouldn't bring anything except your valid, photo ID in order to check in. You will not be allowed to eat or drink on the premises and you will not be allowed to bring any personal items into the exam room.

Taking breaks on your own is allowed, however, the clock won't be stopped on the test so it's best to keep breaks to a minimum or avoid them altogether. Here are a few test day tips to help you avoid the need for breaks:

Get a good night's rest and wake up early enough to eat a full breakfast so that you won't be hungry during the exam.

Bring a light sweater or jacket that you can put on or take off as needed during the test.

Arrive 15-30 minutes early to check in and get acclimated to the environment.

Which Subjects Will Be Covered?

The CCRN is a highly-focused, practice-based exam that intends to measure your expertise and skill in successfully performing all aspects of a critical care nurse's job. So it's broken down into two main sections: clinical judgement and professional care/ethical practice. Those sections are further broken down into the following content areas:

Clinical Judgement (80% of questions)

18% cardiovascular

17% pulmonary

20% endocrine/hematology/gastrointestinal/renal/integumentary

13% Musculoskeletal/neurology/psychosocial

14% Multisystem

Professional Care and Ethical Practice (20% of questions)

Advocacy/moral agency

Caring practices

Response to diversity

Facilitation of learning

Collaboration

Systems thinking

The content is entirely based on the American Association of Critical Care Nurses (AACN) Synergy Model for Patient Care. So you need to be familiar with this framework and procedures.
Clinical inquiry When Will I Find Out If I Passed?

The current minimum cutoff score is 87. That is, you must answer at least 87 out of the 125 scored questions correctly in order to pass and receive certification. You will get your score report immediately after taking the test.

Bear in mind that only 79% of candidates pass the test on their first attempt-meaning there's a 21% chance you won't pass the first time around. Avoid paying for retakes by scheduling your exam so that you have at least 4-8 weeks to prepare.

How Should I Study for the CCRN Exam?

The AACN provides an exam handbook that contains an extensive list of the references that were used in the creation of the exam questions. In lieu of reading hundreds of textbooks and reference texts, get a concise yet thorough overview of every topic you will need to know in the Mometrix Study Guide.

This guide has been extensively researched and carefully put together so that you get the clear and detailed explanations you need without having to sift through thousands of pages to find them.

Combine their expert-crafted study guide with the Mometrix flashcards for a complete study system that will ensure your chances of passing on the first try. These flashcards include key concepts, correct procedures, and best practices. Plus, they are perfect for fitting study time into the hectic schedule of a nurse. Whenever you have a few minutes of down time, you can pull them out and do a little review.

What does the CCRN stand for?

CCRN is a certification for Critical Care Registered Nurse. This certification shows that a registered nurse has met the requirements to be a critical care nurse for critical or acute adult, pediatric, or neonatal patients.

What is on the CCRN exam?

The CCRN exam contains two subject areas: Clinical Judgment and Professional Caring and Ethical Practice.

What do you have to score on the CCRN to pass?

If you take the CCRN Adult exam or the CCRN Pediatric and Neonatal exam, the minimum score you would need to pass is 89.

What do you have to do to become a critical care nurse?

To become a critical care nurse, you are first required to be a registered nurse. Once you have become a registered nurse, you can ask for assignments that will help you to gain experience and skills in the critical care nursing branch. Many employers require that you have between 1 to 2 years of experience in critical care.

How much does it cost to take the CCRN adult exam?

If you are an AACN member, the CCRN exam costs $235. If you are not a member, the cost to take the CCRN is $340.

How long does it take to get the CCRN scores?

When you take the CCRN by computer, you will receive your score results immediately upon completing the test. If you choose to take the exam by paper and pencil, you will receive your scores three to four weeks after completing the test.

How long do you have to wait before you can retake a CCRN exam?

If you need to retake the CCRN exam, you can sit for the exam up to four times within a 12 month period.

How many questions are on the CCRN Adult test?

The CCRN Adult exam contains 150 questions; 125 of which are scored and 25 are unscored.

CCRN Exam Practice Test Questions

CCRN Adult Study Guide

Mometrix Academy is a completely free CCRN review resource provided by Mometrix Test Preparation. If you find benefit from our efforts here, check out our premium CCRN study guide or CCRN flashcards to take your studying to the next level. Just click the CCRN Adult study guide link below. Your purchase also helps us make even more great, free CCRN test content for test-takers.

Upgrade your studying with our CCRN study guide and flashcards:
CCRN Adult Study Guide
CCRN Adult Flashcards

CCRN Adult Study Guide Customer Success Stories

Our customers love the tutorial videos from Mometrix Academy that we have incorporated into our CCRN Adult study guide. The CCRN Adult study guide reviews below are examples of customer experiences.

CCRN Adult Study Guide - Laura

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The Adult Critical Care Nurses Certification is a way for nurses to provide tangible proof of their skill and expertise in caring for acutely/critically ill adult patients. In preparing for the test and the renewals every three years, you will maintain the most up-to-date knowledge about best practices in this important field of care.

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How to be an effective preceptor

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One Minute Preceptor for the nursing instructor

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One Minute Preceptor teaching strategy for nursing clinical instructors - created at http://goanimate.com/

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University of Minnesota

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School of Nursing - University of Minnesota

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This e-Toolkit is designed for soon-to-be preceptors who wish to learn and practice basic precepting skills, and also for seasoned preceptors who want to reflect upon and renew their teaching capabilities.The School of Nursing offers a comprehensive preceptor orientation program that is comprised of a variety of online components.

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This Jeopardy Review Game is complete with images and sound files. I use this template for a variety of specific content review games in my classroom throughout the year. Hyperlinks are used to navigate through the game and notify the teacher/host which questions have already been used.

The two most recent updates include a User's Guide for those who have not had much experience in customizing PowerPoint Review Game templates. On 2/2/17, I also updated the PowerPoint files to include a scoreboard in the presentation. This may require you to enable content when you open up the file. If you do not like this feature, you can delete the text boxes and the rest of the game will flow smoothly.

Constructive Criticism and positive ratings are always welcome. Enjoy!

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This Jeopardy Review Game is complete with images and sound files. I use this template for a variety of specific content review games in my classroom throughout the year. Hyperlinks are used to navigate through the game and notify the teacher/host which questions have already been used. The two...

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Educational Online Games

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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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3-day certification course in ECG rhythm and 12 lead ECG interpretation

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Vanderbilt University Medical Center

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Welcome to the Nurse Educator Resource Center. This site is a central point of information for Nurse Educators at Vanderbilt. It provides key information for orientation to the role and also serves as an ongoing resource for educators.

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Nurse Educator Resource Center - Vanderbilt Health Nashville, TN

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Welcome to the Nurse Educator Resource Center. This site is a central point of information for Nurse Educators at Vanderbilt. It provides key information for orientation to the role and also serves as an ongoing resource for educators.

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AACN

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National League of Nursing

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Cardiac Clues