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Benefits of Bubbl.us mind maps over text:

Superior clarity of structured information

Whether it's a family tree, a decision flow map, or an algorithm, mind maps have a huge advantage in presenting complexity clearly and concisely.

Better retention of complex ideas.

Visualizing complex ideas in shapes, lines, and pictures leads to much better recollection later than simple text.

Creative collaboration with others.

Visual brainstorming with a team can dramatically improve the quality of the final product because of diversity of perspectives and experiences.

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Bubbl.us - Create Mind Maps | Collaborate and Present Ideas

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Mind map and brainstorm online with Bubbl.us! Create colorful mind maps to print or share with others. Millions of people are using Bubbl.us worldwide to generate ideas, map out processes and create presentations.

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Please contact Blackboard for further information

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Record, edit and share video to connect with students, parents and faculty.

91%

think it is easier to build good working relationships when you can see and hear people

64%

Answered: "In a 60-minute work meeting, less than 30 minutes is relevant to my job."

87%

think that seeing and hearing people is less likely to result in misunderstandings.

Findings based on a 2022 survey of 1,064 ScreenPal users.

Expand your knowledge and learn how to use video creation tools for learning in any environment.

Easily integrate with the tools you already use

Connecting in the classroom

Communicate more effectively

When you have the video and you have a platform to share it with an 'authentic audience,' it creates ownership with the learning ... the student becomes invested in their learning. They want to improve everything they do.

Read Dr. Doak's 4 C's

Educational Technologist at Hawaii Preparatory Academy

Asynchronous communication

The best tool in the global marketplace for asynchronous communication... We have the capacity to run a video recorder on any platform and create a solution to capture any screen-based resource, anywhere, anytime.

Read Martin Mehl's profile

Cal Poly University and co-author of Digital Academic Revolution

A full-featured application

You pull it up and it's super easy to get started and press record. It also has editing capabilities, too, that really put that production value in and allow you to cut the video down, add effects, add titles...

Read about Teaching in Higher Ed

Director of Teaching Excellence and Digital Pedagogy at Vanguard University of Southern California

Video learning: Frequently asked questions

It's easy to record videos with ScreenPal! You can launch our screen recorder and start recording within a few minutes. You can read more about our screen recorder in this ' Ultimate Guide on How to Screen Record.'

With our free recorder, you can record videos for up to 15 minutes long. It's plenty of time for many educators. You'll also have basic editing options including trimming the start or end of your screencast, adding music options from our stock music library, and adding a captions file.

If you want more including draw and zoom features, green screen, or options to edit your screencast, we invite you to take a look at our affordable Deluxe plan.

There are many reasons why videos are good for learning. We have educators around the world who have implemented videos into their curriculum. They report seeing higher levels of engagement, a stronger connection with their students, and improvement in their grades.

According to research, the average viewer remembers 95% of a message when it is watch; compared to 10% of text-based messages. There's no doubt that video can help with learning.

Here are a number of educators who share their own stories of success:
5 Powerful Ways Educators Are Using Video Professor Uses Flipped Learning to Spark Passion In Her Students Professor Believes Digital Literacy and Video Learning Can Change the World

Absolutely! With your ScreenPal hosting account, you can create a channel dedicated to your class topics.

Create a channel (or playlist) of video content for each of your subjects. Then send a sharable link to your students so they can watch your channel. It's a great way to share your videos!

With ' Channel Recorder,' you can create a channel with its own recording button. Encourage your students to create their own videos to share within your channel.

Here is an overview of our hosting management platform and how to create your own video channel.

With ScreenPal, you don't have to worry about privacy or security concerns. We offer a free screen recorder you can launch on our website.

You don't need to create an account or have a login. This is especially helpful for educators who want their students to create their own videos.

Encourage your students to launch the free screen recorder and start recording videos for class. This easy how-to guide will get you started.

Yes! We are excited to provide a badge program for educators. Our program features educators and how they are able to implement video into their class curriculum.

To get started, head to our badge program to watch all the videos needed for your certification. After watching, take a quick quiz.

Once you pass, you'll receive a badge and a certificate of completion.

Yes! We offer discounted team plans for schools and universities of any size.

You can head here to find out more about our team plans.

Having a team plan is a great idea if you are looking to implement video learning into your school or university. It's a great way for your educators to communicate and collaborate with their students.

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Video creation and management for education. ScreenPal offers the most robust, easy-to-use and cost-effective solutions available for video creation, management, and sharing.

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iClicker: Student Response Systems & Classroom Engagement Tools

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iClicker is the market-leader in student and audience response systems for Higher Education, recognized for ease-of-use, reliability, and focus on pedagogy.

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Host interactive online meetings | Poll Everywhere

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Kahoot! | Learning games | Make learning awesome!

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

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Drive Clinical Excellence

How is i-Human being used?
View all

Simulated "real world" experience

i-Human Patients provides a complete, active learning experience that results in more effective competency development and knowledge retention. Students and clinicians take a patient history, perform physical exams, select and prioritize differentials, order and interpret tests, develop a treatment plan, and document the encounter in the built-in EMR. Our fully interactive, immersive multimedia user experience simulates the real world. Follow patients over time as their symptoms and diagnoses increase in complexity.

Self-directed and team-based learning

i-Human Patients provides individualized feedback and coaching at every step of the way, showing students and clinicians how their questions, interpretations and decisions compare to those of an expert. In team-based i-Human Patients settings, players consult with and learn from each other as they work through cases together. Embedded learning exercises, basic science tutorials and optional reference links provide a full, integrated learning experience.

Accelerate clinical competency development with increasingly complex diagnostic reasoning challenges

i-Human Patients provides progressive clinical competency development from beginning to advanced students, residents and beyond. Use it to provide early simulated patient encounters and a clinical context for learning basic sciences. Expose students and clinicians to a full range of presenting patients, reinforcing a symptoms-based diagnosis approach. Help users revisit basic science concepts in their clinical years.

Objectively Evaluate Individual And Group Performance

i-Human Patients data analytics provides a wealth of information on both individual and group performance. What can be concluded about their patient assessment and diagnostic reasoning development based on their history taking, physical exams, differentials, test interpretations and diagnoses? What areas can be identified for improvement?

Select From Existing Cases Or Easily Create, Customize And Share Your Own

i-Human Patients is offered with two types of simulated patient cases: those created by subscriber institutions and freely shared under a Creative Commons licensing model; and those authored and peer-reviewed by faculty from leading medical and other schools across the country. In addition, our free point-and-click authoring system and rich medical multimedia repository of tutorials, learning exercises, ECGs, CTs, radiographs, echocardiograms, colonoscopy and endoscopy videos, pathology slides, etc. make it easy to create your own cases or create derivative works. Share these with others using our cloud-based Creative Commons rights management and case distribution system.

Vinay Kumar, MBBS, MDi-Human is the most exciting advance in healthcare education that I've seen. It has the power to change how faculty teach and how student and clinicians learn. The result will be better-prepared clinicians and improved patient care.

Vinay Kumar, MBBS, MD

Donald N. Pritzker Professor and Chairman, Department of Pathology, University of Chicago; Senior Editor, Robbins & Cotran Pathologic Basis of Disease and Robbins Basic Pathology

Nick ColazzoI think that i-Human is an incredible product. I really love the open-ended feedback that they give you - it lets you choose your course and corrects you as needed, and I think that's really valuable. I think that it can augment standardized patients really well, and it gives students exposure to things that they may not experience otherwise.

Nick Colazzo

Medical Student, Rutgers Robert Wood Johnson Medical School

Reliance Foundation

i-Human Patients, Inc. has partnered with Reliance Foundation to enhance technology and content and to spread quality medical education and training.

American Medical Association

i-Human Patients case development funding is generously supported by the American Medical Association.

National Science Foundation

i-Human Patients, Inc. is the proud recipient of several National Science Foundation grants.

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Drive Clinical Excellence How is i-Human being used? View all Simulated "real world" experience i-Human Patients provides a complete, active learning experience that results in more effective competency development and knowledge retention.

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How to Maximize Learning in Nursing Education

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How to Maximize Learning in Nursing Education

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Southeastern Regional Nursing Education and Innovation Summit in Birmingham, AL 4/5/19

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Using Simulation to Teach Safe Medication Administration

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Using Simulation to Teach Safe Medication Administration

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Southeastern Regional Nursing Education and Innovation Summit in Birmingham, AL 4/5/19

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Using Simulation to Teach Safe Medication Administration UAB handout

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Nursing Simulation Scenarios: Preparing Tomorrow's Nurses, Today

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Nursing Simulation Scenarios: Preparing Tomorrow's Nurses, Today & Why They're More Popular Than Ever

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Strengthening creativity in nurse educators

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Strengthening creativity in nurse educators

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Strengthening creativity in nurse educators

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National League for Nursing(NLN)The Voice of Nursing Education

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National League for Nursing(NLN)The Voice of Nursing Education

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Use of health information technology to augment/support the nursing care process - includes concepts such as safety, care improvement, decision assistance/support, outcome analysis, and data analysis.

Introduction

What is nursing informatics?
http://www.icn.ch/matters_informatics.htm

HIMSS Intro to Nursing Informatics
http://www.himss.org/ASP/topics_FocusDynamic.asp?faid=243

AMIA
Nursing Informatics History Project Interviews with NI Pioneers
http://www.amia.org/niwg-history-page
[Includes four Use cases of how to use this History Interviews in courses]

Roles and Job Descriptions
http://www.amia.org/working-group-nursing-informatics/working-group-nursing-informatics-roles

Clinical Informatics Wiki
http://www.clinfowiki.org/wiki/index.php/Main_Page

Patient Safety & Quality

Patient Safety & Quality Health Care: Digital Archives (contains many articles on information technologies that support patient safety and quality)
http://psqh.com/archives-of-past-issues-and-news/84-2008-2009.html

Here are two examples:
Medication Safety Technologies: What works and what does not (Interviews with experts in the topic)
http://psqh.com/julyaugust-2009/165-medication-safety-technologies.html

State of the Art: Diagnostic Clinical Decision Support Editorial Barry Chaiken
http://psqh.com/julyaugust-2009/163-q-and-a-july-august-2009.html

Improving Patient Safety through Information Technology
C. Andrew Brown, MD, MPH; Jessica H. Bailey, PhD; Margaret E. Miller Davis, MD; Paula Garrett, PhD; and William J. Rudman, PhD
http://library.ahima.org/xpedio/groups/public/documents/ahima/bok1_028123.html

The Role of Clinical Informatics in the Agency for Healthcare Research and Quality's Efforts to Improve Patient Safety
Eduardo Ortiz, M.D., M.P.H., Gregg Meyer, M.D., M.Sc., Helen Burstin, M.D., M.P.H
http://www.amia.org/pubs/proceedings/symposia/2001/D010001573.pdf

Patient Safety and Quality: An Evidence-Based Handbook for Nurses.
(AHRQ Publication No. 08-0043). Agency for Healthcare Research and Quality, Rockville, MD. http://www.ahrq.gov/qual/nurseshdbk/

47. Patient Safety and Health Information Technology: Role of the Electronic Health Record. (Nancy Staggers, Charlene Weir, and Shobha Phansalkar)
48. Patient Safety, Telenursing, and Telehealth (Loretta Schlachta-Fairchild, Victoria Elfrink, and Andrea Deickman)
49. Documentation and the Nurse Care Planning Process (Gail Keenan, Elizabeth Yakel, Dana Tschannen, P and Mary Mandeville)
50. Patient Care Technology and Safety. (G. Powell-Cope, A. Nelson, ES Patterson)

Health IT for Children Toolbox
The toolbox is a resource meant to serve those within the children's health community who seek to integrate information technology into promoting pediatric health and well-being. Resources compiled for this toolbox include information from non-profit organizations, Government agencies, academic research, and various organizations in the private sector. This resource is designed for a diverse set of stakeholders, including State and Federal policy makers, providers, insurers, teachers and families and other caregivers.

AHRQ http://healthit.ahrq.gov/
[Click on Health IT Tools-Left Menu side]

Computerized Provider Order Entry
Clinical application that allows clinicians to order and process lab tests, medications, clinical procedures, and other services electronically...

Health Information Exchange
Health Information Exchange (HIE) enables clinical staff to access more information about a patient when it is needed...

Electronic Prescribing
The use of computing devices to enter, modify, review, and output or communicate drug prescriptions...

Electronic Medical Record Systems
A basic component of an health IT system, electronic medical record systems have the potential to provide substantial benefits...

Telehealth
Geographic disparities in access to care can be addressed partially using technologies that allow for remote audio, visual, and haptic communication between caregivers and specialists or patients...

Clinical Decision Support
Given the exponential growth in our knowledge of medicine it is impossible for any clinician to know everything he or she needs to know...

Clinical Decision Support
http://www.amia.org/inside/initiatives/cds

Berner ES. Clinical decision support systems: State of the Art. AHRQ Publication No.
09-0069-EF. Rockville, Maryland: Agency for Healthcare Research and Quality. June 2009. Available at: http://healthit.ahrq.gov/images/jun09cdsreview/09_0069_ef.html

Health Information Technology government Site
http://hhs.gov/healthit/ [Click on Health IT Tools]

California Health Care Foundation-Telehealth
http://www.chcf.org/topics/index.cfm?topic=CL707

Communication

Includes electronic health records, personal health records, standardized languages and terminology.

Electronic Health Record
http://www.himss.org/ASP/topics_ehr.asp

ROI
http://www.himss.org/ASP/topics_FocusDynamic.asp?faid=167

EHR Adoption
http://www.himss.org/ASP/topics_FocusDynamic.asp?faid=198

Project Management
http://www.himss.org/ASP/topics_FocusDynamic.asp?faid=196

Success Stories
http://www.himss.org/ASP/topics_FocusDynamic.asp?faid=37

Tools for EHR professionals
http://www.himss.org/ASP/topics_FocusDynamic.asp?faid=195

AHRQ Health IT Tools
http:// healthit.ahrq.gov/ [Click on Health IT Tools-Left Menu side]

Pediatric Rules and Reminders
This tool provides pediatricians and other clinicians with the information needed to develop and implement specific rules and reminders into an EHR system for pediatric patients. These rules and reminders are designed to help providers who use EHRs improve adherence to clinical guidelines.

Pediatric Documentation Templates
This tool provides ambulatory clinicians with a series of templates for acute and chronic pediatric conditions that can also be implemented into an EHR system. These templates are based on national guidelines and can be used to electronically document visits.

Personal Health Record Tools

Microsoft HealthVault
http://www.healthvault.com/

Google Health
http:// www.google.com/health

Mayo Clinic's Health Manager
https://healthmanager.mayoclinic.com/default.aspx

Electronic Health Records Software
Tools to use with your students:
Cerner Academic Education Solutions
http://www.cerner.com/public/Cerner_3.asp?id=29911

Evolve
https://evolve.elsevier.com/cs/Satellite/FacultyHome?Audience=Faculty

Nurse2
http://nursesquared.com/

neehr Perfect
http://www.neehrperfect.com/index.html

Companies that sell EHR

Cerner
http://www.cerner.com/public/

McKesson
http://www.mckesson.com/en_us/McKesson.com/

Meditech
http://www.meditech.com/ProductBriefs/pages/Product_6.0.htm

Siemens
https://www.smed.com/default.asp

Eclipsys
http://www.eclipsys.com/

Nursing Classifications systems, terminologies & nomenclature

Podcast Interview with Dr. Virginia Saba creator of the Clinical Care Classification System
http://ojni.org/13_2/saba.htm

Standards for Nursing Terminology
Nicholas R. Hardiker, RN, MSc, Derek Hoy, RN, MSc, and Anne Casey, RN, MSc. J Am Med Inform Assoc. 2000 Nov-Dec; 7(6): 523-528. PMCID: PMC129660
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC129660/

Nursing Terminologies Judith Ozbolt 2003
http:.. www.verpleegkunde.net/.../NursingTerminologiesforNHII.pdf
International Classification of Nursing Practice System
http://www.icn.ch/icnp_collaborations.htm

ANA Recognized Terminologies and Data Elements Sets
http://www.nursingworld.org/npii/terminologies.htm

Standardized Nursing Terminology and Communication Protocols Lead to Increased Use of Patients' Plan of Care
http://www.innovations.ahrq.gov/content.aspx?id=1848

Glossary for Standardized Terminologies
http://dlthede.net/Informatics/Chap17InteroprabilityNursing/GlosStandTerm.html

Toward a standardized nursing terminologies: Next Steps Barbara Kripps CARING Newsletter
http://www.thefreelibrary.com/Toward+standardized+nursing+terminology:+the+next+steps.-a0187327610

Integration of a reference terminology model in nursing
http://www.iso.org/iso/catalogue_detail.htm?csnumber=33309

Consolidated Health Informatics Initiative Final Recommendation
www.ncvhs.hhs.gov/031209p5.pdf

AHRQ

Standards
Various clinical systems represent and communicate data in different ways, so standards are necessary to ensure interoperability...

Healthcare Information Technology Standards Panel
An effort initiated by HHS to advance the goals of interoperability and privacy/security of health information by fostering dialogue between the various health care information standards organizations...

Interface Engines
Sharing clinical data necessitates the translation of one data format into another so that disparate systems can talk to each other...

HL7
A messaging standard for exchanging clinical and administrative data between health information systems...

SNOMED CT
A comprehensive coding standard used often to represent clinical concepts in electronic medical records (EMRs)...

LOINC
A widely accepted coding standard for results, such as laboratory tests or vital signs, for clinical care, outcomes management, and research...

NDC
Classification system used for reporting drugs and biological products in pharmacy transactions, prescription drug claims processing, and clinical information systems...

A messaging standard for exchanging medical images between medical equipment and information systems...

NCPDP
The standard used in electronic prescribing and pharmacy benefits/claims transactions...

CPT
A standard vocabulary used to describe procedures performed by medical professionals...

ICD
Lundberg, C., Warren, J.., Brokel, J., Bulechek, G., Butcher, H., McCloskey Dochterman, J., Johnson, M., Mass, M., Martin, K., Moorhead, S., Spisla, C., Swanson, E., & Giarrizzo-Wilson, S. (June, 2008). Selecting a Standardized Terminology for the Electronic Health Record that Reveals the Impact of Nursing on Patient Care. Online Journal of Nursing Informatics (OJNI), 12, (2). Available at http:ojni.org/12_2/lundberg.pdf

Saxion, E. (October, 2006). Interview: Multidisciplinary Terminology: Logical Observation Identifiers Names and Codes (LOINC). Online Journal of Nursing Informatics (OJNI), 10, (3) [Online]. Available at http://ojni.org/10_3/termint.htm

Hepler, A. (October, 2006). Interview: Data Element Set: Nursing Minimum Data Set (NMDS). Online Journal of Nursing Informatics (OJNI), 10, (3) [Online]. Available at http://ojni.org/10_3/termint.htm

Elawar, S. (October, 2006). Interview: Multidisciplinary Terminology: Alternative Billing Codes (ABC). Online Journal of Nursing Informatics (OJNI), 10, (3) [Online]. Available at http://ojni.org/10_3/termint.htm

Ryan, S. (October, 2006). Interview: Multidisciplinary Terminology: The International Classification for Nursing Practice (ICNP). Online Journal of Nursing Informatics (OJNI), 10, (3) [Online]. Available at http://ojni.org/10_3/termint.htm

Connolly, P., Mao, CL., Yoder, M. & Canham, D. (October, 2006). Evaluation of the Omaha System in an Academic Nurse Managed Center. Online Journal of Nursing Informatics (OJNI), 10, (3) [Online]. Available at http://ojni.org/10_3/connolly.htm

Matney, S., (February 2005). Update on Logical Observation Identifier Names and Codes (LOINC) . Online Journal of Nursing Informatics (OJNI). Vol. 9, No. 1. [Online]. Available at http://ojni.org/9_1/nurslangup.htm

Issues - includes legal, ethical, social, security, advocacy, and public policy.

We need privacy now. Barry Chaikan
http://psqh.com/septemberoctober-2009/235-september-october-2009-health-it-quality.html

The Health Information Privacy and Security Collaboration (HISPC) Toolkit
This toolkit provides guidance for conducting organization-level assessments of business practices, policies, and State laws that govern the privacy and security of health information exchange (HIE).

Health Information Exchange Policy Issues
Newly released set of tools to assist communities that participate in health information exchange. Provides guidance on contractual, policy, and technical issues.

Architecture of Health IT
The field of health information technology involves many technologies, and each one comes with an acronym...

Health Information Technology government Site
http://hhs.gov/healthit/

Meaningful Use

The focus on meaningful use is a recognition that better health care does not come solely from the adoption of technology itself but through the exchange and use of health information to best inform clinical decisions at the point of care.

Health Information Technology government Site
http://hhs.gov/healthit/ [Click on Privacy and Security]

Health Information Technology government Site
http://hhs.gov/healthit/ [Click on Standards & Certification]

Health Information Technology government Site
http://hhs.gov/healthit/ [Click on Federal Advisory Committees]

Health Information Technology government Site
http://hhs.gov/healthit/ {Click on Resources and then Fact Sheets]

Privacy and Security Framework-US Department of Health & Human Services
http://www.hhs.gov/ocr/privacy/hipaa/understanding/special/healthit/index.html

Patient Privacy in the era of health information technology: Overview of Issues
http://www.gwumc.edu/sphhs/about/rapidresponse/download/Rapid_HIT_FINAL.pdf

Privacy and Health Information Technology
http://www.rwjf.org/pr/product.jsp?id=39409

Health Information Technology-Consumer Principles Privacy
www.nclnet.org/health/final%202006%20principles%20PDF.pdf

California Health Care Foundation Health Privacy
http://www.chcf.org/topics/index.cfm?topic=CL141

Baur, C & Kanaan, S. (June 2006). Expanding the Reach and Impact of Consumer e-Health Tools: Executive Summary and Chapter 1: Introduction. Washington DC: US Department of Health and Human Services. Office of Disease Prevention and Health Promotion Health Communication Activities. Available at:
http://www.health.gov/communication/ehealth/ehealthTools/executivesummary.htm
http://www.health.gov/communication/ehealth/ehealthTools/chapter1.htm

Nursing involvement through teamwork/collaboration

Covers the nurses role in determining usability, workflow analysis, and systems selection/evaluation.

HRSA Electronic Health Record Selection Guidelines
Electronic Health Records: Selection Guidelines for Health Centers December 2008 version
http://www.hrsa.gov/healthit/ehrguidelines.htm

AHRQ Health IT Tools
http:// healthit.ahrq.gov/ [Click on Health IT Tools-Left Menu side]

Health IT Evaluation Toolkit
This toolkit provides guidance on how to evaluate health IT. Example measures relevant to quality, safety and efficiency are provided along with suggested data sources and the relative costs to collect the measures.

Health IT Costs & Benefits Database Project
This searchable database contains the results of a literature search on the relative costs and benefits of health IT. Article outcomes are summarized for those who do not have access to some journals or articles.

Health IT Survey Compendium
This searchable resource contains a set of publicly available surveys to assist organizations in evaluating health IT. The surveys in the compendium cover a broad spectrum, including user satisfaction, usability, technology use, product functionality, and the impact of health IT on safety, quality, and efficiency.

Health IT Adoption Toolbox
The toolbox contains a range of resources relevant to the various stages of considering, planning, executing, and evaluating the implementation of health IT. The resources have been compiled from a number of public initiatives as well as resources explicitly created by the Health Resources and Services Administration (HRSA). The toolbox is designed to meet the needs of a broad range of providers.

Time and Motion Database
This tool enables organizations to measure the impact of health IT systems on clinical workflow through the collection of time-motion study data.

HIE Evaluation Toolkit
This toolkit provides guidance on how to evaluate health information exchange (HIE). Example measures are provided along with suggested data sources and the relative costs to collect those measures.

Rural Health IT Adoption Toolbox
The Rural Health IT Adoption Toolbox is a resource created to address the needs of rural providers in the planning and implementation of health information technology. Resources compiled for this toolbox include information from both public and private sector entities, including Government agencies, academic institutions, and research organizations. This toolbox is designed for rural health providers, but is intended to inform State and Federal policy makers, insurers, and other interested stakeholders regarding the special considerations for health IT adoption in rural settings.

Health IT Evaluation Measures: Quick Reference Guides
Each guide includes a brief description of the measure, summary of current literature on the measure, measurement methodology, and study design and analysis considerations. The guides provide a starting point for evaluators in the development of an evaluation plan for a given measure.

California Health Care Foundation--Health IT
http://www.chcf.org/topics/index.cfm?topic=CL108

Across all categories

http://www.nln.org/facultydevelopment/facultyresources/
nur4070_fall2009.pdf
Informatics Courses at New York City College of Technology, The City University of New York
www.cs.iusb.edu/syllabi/I101.pdfIndiana University of South Bend

Health IT Bibliography
The Health IT Bibliography puts expert-selected knowledge resources on health IT at the fingertips of those seeking to better understand how health IT can transform everyday care by improving its quality, safety, efficiency and effectiveness.

Linda Thede and Jeanne Sewall Informatics Nursing Book Pages
http://dlthede.net/Informatics/Informatics.html

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Use of health information technology to augment/support the nursing care process - includes concepts such as safety, care improvement, decision assistance/support, outcome analysis, and data analysis. What is nursing informatics?

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Raney Linck's EZ Tool for APA format (6th ed) (1)

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Southeastern Regional Nursing Education and Innovation Summit in Birmingham, AL 4/5/19

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Creating a Rubric

Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. In this course we will cover:

what rubrics are and how they can benefit you and your students

assessment concepts that relate to rubrics

how to create a rubric

how to judge the quality of the rubrics you create

The tutorial also provides several examples of rubrics and a list of resources where you can learn more.

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Rubrics are a tool to help you evaluate student performance. Knowing how to create and use rubrics gives you a better understanding of assessment and another option for assessing student performance. Rubrics are a great way to improve communication, learning, and grading fairness. Course authored and designed by Lisa O'Reilly, Instructional Designer."

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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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Toolbox of teaching strategies in nursing education-Journal Article

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Toolbox of teaching strategies in nursing education-Journal Article

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Toolbox of teaching strategies in nurse education

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There are a variety of teaching strategies that instructors can use to improve student learning. It is of great importance to select appropriate teach...

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This content has been developed to support nursing students preparing for the National Council Licensing Examination for Registered Nurses (NCLEX-RN). All of this content has been created under the direction of Khan Academy and has been reviewed under the direction of the the American Association of Colleges of Nursing (AACN).

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You can also watch our APA vidcast series on the Purdue OWL YouTube Channel .

General APA Guidelines

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

Font

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

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

Major Paper Sections

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

Title Page

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

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

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

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

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

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

A student paper should not include an author note.

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

Professional paper APA title page

Abstract

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

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

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

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

APA Abstract Page

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

How to Cite the Purdue OWL in APA

Individual Resources

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

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

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

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

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

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

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

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

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Bloom's Taxonomy provides a list of action verbs based on each level of understanding. This assists instructors when creating lesson and course objectives.

The following is a list of measurable action verbs that can be used when you are creating your learning objectives. Keep in mind that the goal is not to use different or creative verbs for each objective. That could be confusing to your students. Instead, try and identify the most accurate verb that relates to how you will assess your student's mastery of the objective. For more about using Bloom's Taxonomy in your classroom, please see: tips.uark.edu/using-blooms-taxonomy/

TIPS tip: If you know what verb you want to use, but you are needing to know the Bloom's level, you can use the "find" function (press: Ctrl-F, or Command-F on a Mac) in your browser to locate specific verbs on this chart.

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Bloom's Taxonomy provides a list of action verbs based on each level of understanding. This assists instructors when creating lesson and course objectives. The following is a list of measurable action verbs that can be used when you are creating your learning objectives.

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Multiple choice test questions, also known as items, can be an effective and efficient way to assess learning outcomes. Multiple choice test items have several potential advantages:

Versatility: Multiple choice test items can be written to assess various levels of learning outcomes, from basic recall to application, analysis, and evaluation. Because students are choosing from a set of potential answers, however, there are obvious limits on what can be tested with multiple choice items. For example, they are not an effective way to test students' ability to organize thoughts or articulate explanations or creative ideas.

Reliability: Reliability is defined as the degree to which a test consistently measures a learning outcome. Multiple choice test items are less susceptible to guessing than true/false questions, making them a more reliable means of assessment. The reliability is enhanced when the number of MC items focused on a single learning objective is increased. In addition, the objective scoring associated with multiple choice test items frees them from problems with scorer inconsistency that can plague scoring of essay questions.

Validity: Validity is the degree to which a test measures the learning outcomes it purports to measure. Because students can typically answer a multiple choice item much more quickly than an essay question, tests based on multiple choice items can typically focus on a relatively broad representation of course material, thus increasing the validity of the assessment.

The key to taking advantage of these strengths, however, is construction of good multiple choice items.

A multiple choice item consists of a problem, known as the stem, and a list of suggested solutions, known as alternatives. The alternatives consist of one correct or best alternative, which is the answer, and incorrect or inferior alternatives, known as distractors.

Constructing an Effective Stem

1. The stem should be meaningful by itself and should present a definite problem. A stem that presents a definite problem allows a focus on the learning outcome. A stem that does not present a clear problem, however, may test students' ability to draw inferences from vague descriptions rather serving as a more direct test of students' achievement of the learning outcome.

2. The stem should not contain irrelevant material, which can decrease the reliability and the validity of the test scores (Haldyna and Downing 1989).

3. The stem should be negatively stated only when significant learning outcomes require it. Students often have difficulty understanding items with negative phrasing (Rodriguez 1997). If a significant learning outcome requires negative phrasing, such as identification of dangerous laboratory or clinical practices, the negative element should be emphasized with italics or capitalization.

4. The stem should be a question or a partial sentence. A question stem is preferable because it allows the student to focus on answering the question rather than holding the partial sentence in working memory and sequentially completing it with each alternative (Statman 1988). The cognitive load is increased when the stem is constructed with an initial or interior blank, so this construction should be avoided.

Constructing Effective Alternatives

1. All alternatives should be plausible. The function of the incorrect alternatives is to serve as distractors,which should be selected by students who did not achieve the learning outcome but ignored by students who did achieve the learning outcome. Alternatives that are implausible don't serve as functional distractors and thus should not be used. Common student errors provide the best source of distractors.

2. Alternatives should be stated clearly and concisely. Items that are excessively wordy assess students' reading ability rather than their attainment of the learning objective

3. Alternatives should be mutually exclusive. Alternatives with overlapping content may be considered "trick" items by test-takers, excessive use of which can erode trust and respect for the testing process.

4. Alternatives should be homogenous in content. Alternatives that are heterogeneous in content can provide cues to student about the correct answer.

5. Alternatives should be free from clues about which response is correct. Sophisticated test-takers are alert to inadvertent clues to the correct answer, such differences in grammar, length, formatting, and language choice in the alternatives. It's therefore important that alternatives

have grammar consistent with the stem.

are parallel in form.

are similar in length.

use similar language (e.g., all unlike textbook language or all like textbook language).

6. The alternatives "all of the above" and "none of the above" should not be used. When "all of the above" is used as an answer, test-takers who can identify more than one alternative as correct can select the correct answer even if unsure about other alternative(s). When "none of the above" is used as an alternative, test-takers who can eliminate a single option can thereby eliminate a second option. In either case, students can use partial knowledge to arrive at a correct answer.

7. The alternatives should be presented in a logical order (e.g., alphabetical or numerical) to avoid a bias toward certain positions.

8. The number of alternatives can vary among items as long as all alternatives are plausible. Plausible alternatives serve as functional distractors, which are those chosen by students that have not achieved the objective but ignored by students that have achieved the objective. There is little difference in difficulty, discrimination, and test score reliability among items containing two, three, and four distractors.

Additional Guidelines

1. Avoid complex multiple choice items , in which some or all of the alternatives consist of different combinations of options. As with "all of the above" answers, a sophisticated test-taker can use partial knowledge to achieve a correct answer.

2. Keep the specific content of items independent of one another. Savvy test-takers can use information in one question to answer another question, reducing the validity of the test.

Considerations for Writing Multiple Choice Items that Test Higher-order Thinking

When writing multiple choice items to test higher-order thinking, design questions that focus on higher levels of cognition as defined by Bloom's taxonomy. A stem that presents a problem that requires application of course principles, analysis of a problem, or evaluation of alternatives is focused on higher-order thinking and thus tests students' ability to do such thinking. In constructing multiple choice items to test higher order thinking, it can also be helpful to design problems that require multilogical thinking, where multilogical thinking is defined as "thinking that requires knowledge of more than one fact to logically and systematically apply concepts to a ...problem" (Morrison and Free, 2001, page 20). Finally, designing alternatives that require a high level of discrimination can also contribute to multiple choice items that test higher-order thinking.

Additional Resources

Burton, Steven J., Sudweeks, Richard R., Merrill, Paul F., and Wood, Bud. How to Prepare Better Multiple Choice Test Items: Guidelines for University Faculty, 1991.

Cheung, Derek and Bucat, Robert. How can we construct good multiple-choice items? Presented at the Science and Technology Education Conference, Hong Kong, June 20-21, 2002.

Haladyna, Thomas M. Developing and validating multiple-choice test items, 2nd edition. Lawrence Erlbaum Associates, 1999.

Haladyna, Thomas M. and Downing, S. M.. Validity of a taxonomy of multiple-choice item-writing rules. Applied Measurement in Education, 2(1), 51-78, 1989.

Morrison, Susan and Free, Kathleen. Writing multiple-choice test items that promote and measure critical thinking. Journal of Nursing Education 40: 17-24, 2001.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Writing Good Multiple Choice Test Questions

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Writing Good Multiple Choice Test Questions. by Cynthia J. Brame, CFT Assistant Director Print Version Cite this guide: Brame, C., (2013) Writing good multiple choice test questions. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/writing-good-multiple-choice-test-questions/. Constructing an Effective Stem Constructing Effective Alternatives Additional Guidelines for Multiple Choice Questions Considerations for Writing Multiple Choice Items that Test Higher-order Thinking Additional Resources Multiple choice test questions, also...