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Resource: Neuroscience & the Classroom: Making Connections

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Teacher resources and professional development across the curriculum

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The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction.

Your choice of teaching method depends on what fits you - your educational philosophy, classroom demographic, subject area(s) and school mission statement.

Teaching theories can be organized into four categories based on two major parameters: a teacher-centered approach versus a student-centered approach, and high-tech material use versus low-tech material use.

Teacher-Centered Approach to Learning

Taken to its most extreme interpretation, teachers are the main authority figure in a teacher-centered instruction model. Students are viewed as " empty vessels " who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments.

Learn more about the different teaching styles that use a teacher-centered approach.

Student-Centered Approach to Learning

While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active role in the learning process.

The teacher's primary role is to coach and facilitate student learning and overall comprehension of material, and to measure student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class participation. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction.

Learn more about the different teaching styles that use a student-centered approach.

High Tech Approach to Learning

Advancements in technology have propelled the education sector in the last few decades. As the name suggests, the high tech approach to learning utilizes different technology to aid students in their classroom learning. Many educators use computers and tablets in the classroom, and others may use the internet to assign homework. The internet is also beneficial in a classroom setting as it provides unlimited resources. Teachers may also use the internet in order to connect their students with people from around the world.

Below are some tech tools used in classrooms today:

Low Tech Approach to Learning

While technology undoubtedly has changed education, many educators opt to use a more traditional, low tech approach to learning. Some learning styles require a physical presence and interaction between the educator and the student. Additionally, some research has shown that low-tech classrooms may boost learning. For example, students who take handwritten notes have better recall than students who take typed notes. Another downside of technology in the classroom may be that students exposed to spell check and autocorrect features at an earlier age may be weaker in spelling and writing skills. Ultimately, tailoring the learning experience to different types of learners is incredibly important, and sometimes students work better with a low-tech approach.

Here are some examples of low technology usage in different teaching methodologies:

Kinesthetic learners have a need for movement when learning. Teachers should allow students to move around, speak with hands and gestures.

Expeditionary learning involves "learning by doing" and participating in a hands-on experience. Students may participate in fieldwork, learning expeditions, projects or case studies to be able to apply knowledge learned in the classroom to the real world, rather than learning through the virtual world.

Many types of vocational or practical training cannot be learned virtually, whether it be a laboratory experiment or woodworking.

Through these different approaches to teaching, educators can gain a better understanding of how best to govern their classrooms, implement instruction, and connect with their students. Within each category of teacher and student centeredness and tech usage, there are specific teaching roles or "methods" of instructor behavior that feature their own unique mix of learning and assessment practices. Learn more about each one to find the best fit for your classroom.

Teacher-Centered Methods of Instruction

Direct Instruction (Low Tech)

Direct instruction is the general term that refers to the traditional teaching strategy that relies on explicit teaching through lectures and teacher-led demonstrations.

In this method of instruction, the teacher might play one or all of the following roles:

As the primary teaching strategy under the teacher-centered approach, direct instruction utilizes passive learning, or the idea that students can learn what they need to through listening and watching very precise instruction. Teachers and professors act as the sole supplier of knowledge, and under the direct instruction model, teachers often utilize systematic, scripted lesson plans. Direct instruction programs include exactly what the teacher should say, and activities that students should complete, for every minute of the lesson.

Because it does not include student preferences or give them opportunities for hands-on or alternative types of learning, direct instruction is extremely teacher-centered. it's also fairly low-tech, often relying on the use of textbooks and workbooks instead of computers and 1:1 devices.

Flipped Classrooms (High Tech)

The idea of the flipped classroom began in 2007 when two teachers began using software that would let them record their live lectures. By the next school year, they were implementing pre-recorded lectures and sharing the idea of what became known as the flipped classroom.

Broadly, the flipped classroom label describes the teaching structure that has students watching pre-recorded lessons at home and completing in-class assignments, as opposed to hearing lectures in class and doing homework at home. Teachers who implement the flipped classroom model often film their own instructional videos, but many also use pre-made videos from online sources.

A key benefit of the flipped classroom model is that it allows for students to work at their own pace if that is how the teacher chooses to implement it. In some cases, teachers may assign the same videos to all students, while in others, teachers may choose to allow students to watch new videos as they master topics (taking on a more "differentiated" approach).

But despite this potential for more student-centeredness, flipped classroom models are still mostly based on a teacher's idea of how learning should happen and what information students need, making it chiefly teacher-centered. From a technology perspective, the system hinges on pre recorded lessons and online activities, meaning both students and teachers need a good internet connection and devices that can access it.
Read More:
Kinesthetic Learning (Low Tech)

Sometimes known as tactile learning or hands-on learning, kinesthetic learning is based on the idea of multiple intelligences, requiring students to do, make, or create. In a kinesthetic learning environment, students perform physical activities rather than listen to lectures or watch demonstrations. Hands-on experiences, drawing, role-play, building, and the use of drama and sports are all examples of kinesthetic classroom activities.

Though a great way to keep students engaged and, at times, simply awake, very few classrooms employ kinesthetic learning activities exclusively. One reason is that, despite the popularity of learning style theories, there is a lack of researched-based evidence that shows that teaching to certain learning styles produces better academic results.

One upside is that kinesthetic learning is rarely based on technology, as the method values movement and creativity over technological skills. That means it's cheap and fairly low-barrier to adopt, as well as a welcome break from students' existing screen time. Kinesthetic learning can be more student-centered than teacher-centered when students are given the choice of how to use movement to learn new information or experience new skills, so it's also adaptable to a teacher's particular classroom preferences.
Read More:
Student-Centered Methods of Instruction

Differentiated Instruction (Low Tech)

Differentiated instruction is the teaching practice of tailoring instruction to meet individual student needs. It initially grew popular with the 1975 Individuals with Disabilities Education Act (IDEA), which ensured all children had equal access to public education. The Individualized Education Programs (IEPs) that started under IDEA helped classroom teachers differentiate for students with special needs. Today, differentiated instruction is used to meet the needs of all types of learners.

Teachers can differentiate in a number of ways: how students access content, the types of activities students do to master a concept, what the end product of learning looks like, and how the classroom is set up. Some examples of differentiation include: having students read books at their own reading levels, offering different spelling lists to students, or meeting in small groups to reteach topics.

Though differentiation is focused on individual student needs, it is mostly planned and implemented by the teacher. And technology, though a potential aid, is not a hallmark of the differentiated teaching style, making it a fairly traditional, low-barrier method to adopt.
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Inquiry-based Learning (High Tech)

Based on student investigation and hands-on projects, inquiry-based learning is a teaching method that casts a teacher as a supportive figure who provides guidance and support for students throughout their learning process, rather than a sole authority figure.

In this method of instruction, the teacher might play one or all of the following roles:

Teachers encourage students to ask questions and consider what they want to know about the world around them. Students then research their questions, find information and sources that explain key concepts and solve problems they may encounter along the way. Findings might be presented as self-made videos, websites, or formal presentations of research results.

Inquiry-based learning falls under the student-centered approach, in that students play an active and participatory role in their own learning. But teacher facilitation is also extremely key to the process. Usually, during the inquiry cycle, every student is working on a different question or topic. In this environment, teachers ask high-level questions and make research suggestions about the process rather than the content. At the end of the inquiry cycle, students reflect on the experience and what they learned. They also consider how it connects to other topics of interest, as an inquiry on one topic often results in more questions and then an inquiry into new fields.

Inquiry-based learning can make great use of technology through online research sites, social media, and the possibility for global connections with people outside of the community. But depending on the subject at hand, it doesn't necessarily require it.
Read More:
Expeditionary Learning (High Tech)

Expeditionary learning is based on the ideas of the educator who founded Outward Bound, and is a form of project-based learning in which students go on expeditions and engage in in-depth study of topics that impact their schools and communities.

The learning in this model includes multiple content areas so that students can see how problem-solving can happen in the real world--ideally, their own worlds. A student in a big city, for example, might study statistics about pollution, read information about its effects, and travel to sites in their city that have been impacted by the problem. When they have a good understanding of the circumstances, students and teachers work to find a solution they can actively implement.

Technology-wise, G Suite (Google Docs, Sheets, and Drive) and internet access can aid student research, presentation, and implementation of projects. But it's the hands-on work and getting out into the community that's the cornerstone of this methodology.
Read More:
Personalized Learning (High Tech)

Personalized learning is such a new educational model that its definition is still evolving. At the heart of the model, teachers have students follow personalized learning plans that are specific to their interests and skills. Student self-direction and choice in the curriculum are hallmarks of personalized learning.

Assessment is also tailored to the individual: schools and classrooms that implement personalized learning use competency-based progression, so that students can move onto the next standards or topics when they've mastered what they're currently working on. That way, students in personalized learning classrooms can progress to work beyond their grade level as they master topics, while students who need additional help have that time built into their daily schedules as well.

There's also room for an emphasis on college and career readiness in personalized learning environments. Students who don't require remediation or extension work can instead work with teachers to nurture social skills and other or 21st-century skills lessons and receive mentoring.

Personalized learning is extremely student centered, but teachers are required to lessons, look at frequent assessment data, and meet with students to make any necessary changes to their learning plans. They'll also need to have a certain comfort level with technology: the differentiated and personalized instruction that students receive often come in the form of online lessons and programs, so teachers must be able to navigate virtual platforms with ease.
Read More
Game-based Learning (High Tech)

Game-based learning comes from the desire to engage students in more active learning in the classroom. Because they require students to be problem solvers and use soft skills that they will need as adults, games are a great way to encourage a "mastery" mindset, rather than a focus on grades.

In a game-based learning environment, students work on quests to accomplish a specific goal (learning objective) by choosing actions and experimenting along the way. As students make certain progress or achievements, they can earn badges and experience points, just like they would in their favorite video games.

Game-based learning requires a lot of time and planning on the teachers' part. Fortunately, there is software that makes this process much easier, like 3DGameLab and Classcraft. Teachers who use this software may be better at differentiating quests for students because of the data the programs provide.

Because teachers play a big role in planning and creating content under this model, game-based learning isn't completely student-centered. But it is still very much focused on the student, who works at their own pace and makes independent choices in a gamified environment.
Read More:

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The term teaching method refers to the general principles, pedagogy and management strategies used for classroom instruction. Your choice of teaching method depends on what fits you - your educational philosophy, classroom demographic, subject area(s) and school mission statement.

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quizlet cne exam prep cne test cne nursing nln cne certification nurse educator exam questions certified nurse educator exam questions

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Preparing for the Certified Nurse EducatorCM Examination

Before you begin to study for the Certified Nurse Educator examination, please make sure that you meet the eligibility requirements. The Certified Nurse Educator examination is designed to assess the knowledge one has acquired as a result of engaging in the full scope of the faculty role. To that end, it is recommended that in preparing for this examination, you begin by reviewing the following:

1. The detailed test blueprint (PDF) to identify the content areas that will be on the exam and to determine which areas you should focus your study.

2. The test blueprint (PDF) to understand how each content area is weighted, and to review the percentage of questions that pertain to each area.

3. The recommended reference list (PDF), which provides references specific to each of the content areas. The recommended reference list is provided to serve as a guide and is not intended to be all-inclusive.

4. Sample questions, which can be found on pages 12-13 of the Candidate Handbook. These sample questions are similar to those found on the examination, but do not represent the full range of content or levels of difficulty.

In addition, we have the following resources available for purchase:

1. The Scope of Practice for Academic Nurse Educators developed in 2005 by the National League for Nursing's Certification Governance Committee, and revised in 2012. This document describes academic nursing education as a specialty area and an advanced nursing practice role within professional nursing. The description includes: definition, historical perspective, values and beliefs, theoretical framework, scope of practice, and competencies or standards of practice. To order your copy of The Scope of Practice for Academic Nurse Educators, visit NLN Bookstore.

2. A Self-Assessment Examination (SAE) is an internet-based, 65-item, multiple- choice practice examination and can be considered a learning tool and assessment instrument that is parallel in form to the actual CNE examination. The CNE SAE is a half-length examination that will meet the examination specifications including content outline coverage, percentage of items in each of the content categories and the cognitive complexity item distribution. By taking the SAE, candidates will be able to practice taking CNE-type questions, experience computer based testing, review rationales for correct and incorrect answers and receive a score report to assess strengths and areas for additional study. Note: those who purchase the SAE will be provided online access to this product for 60 days from the date of purchase. Additional Information "

Please make certain that you carefully review the Candidate Handbook for complete information about the Certified Nurse Educator examination.

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Before you begin to study for the Certified Nurse Educator examination, please make sure that you meet the eligibility requirements. The Certified Nurse Educator examination is designed to assess the knowledge one has acquired as a result of engaging in the full scope of the faculty role.

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Kirkpatrick - Summary of Levels w/examples

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Kirkpatrick - Summary of Levels w/examples

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

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

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

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

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

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

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

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

Examples of resources and techniques for level one:

Online assessment that can be graded by delegates/evaluators.

Interviews

Can be done immediately after the training ends.

Are the participants happy with the instructor(s)?

Did the training meet the participant's needs?

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

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

"Smile sheets".

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

Post-training program questionnaires.

Verbal responses that can be taken into consideration and considered.

Especially encourage written comments

Try to get honest responses and feedbacks

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

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

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

You may use a control group to compare.

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

Observations by peers and instructors

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

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

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

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

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

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

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

This can be carried out through observations and interviews.

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

Were the learned knowledge and gained skills used?

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

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

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

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

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

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

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

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

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

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

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

Use a control group

Allow enough time to measure / evaluate

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

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

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

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

References

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Kirkpatrick Model: Four Levels of Learning Evaluation - Educational Technology

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

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Login or sign up for free on Socrative - your assessment partner for real-time assessments and instant insights.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Examples of Formative and Summative Assessments

Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013):

Informal / formal

Immediate / delayed feedback

Embedded in lesson plan / stand-alone

Spontaneous / planned

Individual / group

Verbal / nonverbal

Oral / written

Graded / ungraded

Open-ended response / closed/constrained response

Teacher initiated/controlled / student initiated/controlled

Teacher and student(s) / peers

Process-oriented / product-oriented

Brief / extended

Scaffolded (teacher supported) / independently performed

Recommendations

Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously. Instructors can help students grow as learners by actively encouraging them to self-assess their own skills and knowledge retention, and by giving clear instructions and feedback. Seven principles (adapted from Nicol and Macfarlane-Dick, 2007 with additions) can guide instructor strategies:

Keep clear criteria for what defines good performance - Instructors can explain criteria for A-F graded papers, and encourage student discussion and reflection about these criteria (this can be accomplished though office hours, rubrics, post-grade peer review, or exam / assignment wrappers). Instructors may also hold class-wide conversations on performance criteria at strategic moments throughout a term.

Encourage students' self-reflection - Instructors can ask students to utilize course criteria to evaluate their own or a peer's work, and to share what kinds of feedback they find most valuable. In addition, instructors can ask students to describe the qualities of their best work, either through writing or group discussion.

Give students detailed, actionable feedback - Instructors can consistently provide specific feedback tied to predefined criteria, with opportunities to revise or apply feedback before final submission. Feedback may be corrective and forward-looking, rather than just evaluative. Examples include comments on multiple paper drafts, criterion discussions during 1-on-1 conferences, and regular online quizzes.

Encourage teacher and peer dialogue around learning - Instructors can invite students to discuss the formative learning process together. This practice primarily revolves around mid-semester feedback and small group feedback sessions, where students reflect on the course and instructors respond to student concerns. Students can also identify examples of feedback comments they found useful and explain how they helped. A particularly useful strategy, instructors can invite students to discuss learning goals and assignment criteria, and weave student hopes into the syllabus.

Promote positive motivational beliefs and self-esteem - Students will be more motivated and engaged when they are assured that an instructor cares for their development. Instructors can allow for rewrites/resubmissions to signal that an assignment is designed to promote development of learning. These rewrites might utilize low-stakes assessments, or even automated online testing that is anonymous, and (if appropriate) allows for unlimited resubmissions.

Provide opportunities to close the gap between current and desired performance - Related to the above, instructors can improve student motivation and engagement by making visible any opportunities to close gaps between current and desired performance. Examples include opportunities for resubmission, specific action points for writing or task-based assignments, and sharing study or process strategies that an instructor would use in order to succeed.

Collect information which can be used to help shape teaching - Instructors can feel free to collect useful information from students in order to provide targeted feedback and instruction. Students can identify where they are having difficulties, either on an assignment or test, or in written submissions. This approach also promotes metacognition, as students are asked to think about their own learning. Poorvu Center staff can also perform a classroom observation or conduct a small group feedback session that can provide instructors with potential student struggles.

Instructors can find a variety of other formative assessment techniques through Angelo and Cross (1993), Classroom Assessment Techniques (list of techniques available here).

Summative Assessment Because summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the goals and expected outcomes of the instruction.

Use a Rubric or Table of Specifications - Instructors can use a rubric to lay out expected performance criteria for a range of grades. Rubrics will describe what an ideal assignment looks like, and "summarize" expected performance at the beginning of term, providing students with a trajectory and sense of completion.

Design Clear, Effective Questions - If designing essay questions, instructors can ensure that questions meet criteria while allowing students freedom to express their knowledge creatively and in ways that honor how they digested, constructed, or mastered meaning. Instructors can read about ways to design effective multiple choice questions.

Assess Comprehensiveness - Effective summative assessments provide an opportunity for students to consider the totality of a course's content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course's ideas and content.

Make Parameters Clear - When approaching a final assessment, instructors can ensure that parameters are well defined (length of assessment, depth of response, time and date, grading standards); knowledge assessed relates clearly to content covered in course; and students with disabilities are provided required space and support.

Consider Blind Grading - Instructors may wish to know whose work they grade, in order to provide feedback that speaks to a student's term-long trajectory. If instructors wish to provide truly unbiased summative assessment, they can also consider a variety of blind grading techniques.

Considerations for Online Assessments

Effectively implementing assessments in an online teaching environment can be particularly challenging. The Poorvu Center shares these recommendations.

References

Nicol, D.J. and Macfarlane-Dick, D. (2006) Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31(2): 2-19.

Theall, M. and Franklin J.L. (2010). Assessing Teaching Practices and Effectiveness for Formative Purposes. In: A Guide to Faculty Development. KJ Gillespie and DL Robertson (Eds). Jossey Bass: San Francisco, CA.

Trumbull, E., & Lash, A. (2013). Understanding formative assessment: Insights from learning theory and measurement theory. San Francisco: WestEd.

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Both forms of assessment can vary across several dimensions (Trumbull and Lash, 2013): Informal / formal Immediate / delayed feedback Embedded in lesson plan / stand-alone Spontaneous / planned Individual / group Verbal / nonverbal Oral / written Graded / ungraded Open-ended response / closed/constrained response Teacher initiated/controlled / student initiated/controlled Teacher and student(s) / peers Process-oriented / product-oriented Brief / extended Scaffolded (teacher supported) / independently performed Formative Assessment Ideally, formative assessment strategies improve teaching and learning simultaneously.

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George Lucas Educational Foundation

The benefits of movement in the classroom aren't limited to younger students. Pairing new words and concepts with gestures or dance moves locks in understanding-and active brain breaks prime students to learn even more.

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A free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education.

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Professionalism

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Communication Slide Deck

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Competent Communication Video

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Agenda

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Competent Communications

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CCNE Accreditation

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powered by clearvantage association management software

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American Association of Colleges of Nursing (AACN) > CCNE Accreditation

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

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NLN Accreditation

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ACEN

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The ACEN Accreditation Manual is comprised of three sections. Each section is available separately. Section III includes the ACEN Standards and Criteria and Glossary. You may download the Standards for all six program types by clicking on the 2013 Standards and Criteria link. To download only the Standards for a specific program type, click on link for the program type.

Section I

Section II

Section III

Side-by-Side Comparison of 2013 and 2017 Standards and Criteria with Comments

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The ACEN Accreditation Manual is comprised of three sections. Each section is available separately. Section III includes the ACEN Standards and Criteria and Glossary. You may download the Standards for all six program types by clicking on the 2013 Standards and Criteria link.

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The Joint Commission

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Hospital Accreditation | Joint Commission

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Joint Commission, Magnet, ACEN, CCNE, NLN...

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Since the American Nurses Credentialing Center (ANCC) unveiled its Magnet Recognition Program in 1993, the designation "Magnet Hospital" has become a coveted honor that attracts nurses and patients to the few healthcare organizations that earn this "gold standard" credential.

But for nurses who work at these hospitals - or wish to work there - is the designation really meaningful?

Or is the designation more of a status symbol than a marker of higher job satisfaction, better working environments, and superior patient outcomes?

Although Magnet Hospital definitions vary, in general, an ANCC Magnet Hospital must demonstrate the following:

◐ Higher percentage of satisfied registered nurses
◐ Lower RN turnover and vacancies
◐ Greater nurse autonomy
◐ improved patient satisfaction

In practice, say some critics, Magnet Hospitals don't necessarily offer better working conditions for nurses, and some accreditation criteria are difficult to actually document.

So where does the truth lie?

Should you put Magnet Hospitals at the top of your list of potential employers? And what does it take to land at one?

How Do Hospitals Get Magnet Status?

Magnet accreditation is a resource-intensive process that takes an average of 4.25 years to complete at an average cost of $2,125,000.1

Because of the serious investment needed to demonstrate nursing excellence and high-quality patient care, only 8.8 percent of U.S. hospitals (425 total) had this performance-driven credential in 2015.2

Though the list of criteria for receiving Magnet status is lengthy, here are a few key requirements:

Data Collection. The hospital must collect relevant data related to nursing, which must then be compared with that of other hospitals for benchmarking purposes. This data must also be used to identify problems areas and the means for improvement.Feedback Process. The institution must develop a way for nurses to confidentially express concerns about the hospital's practices in a way that encourages them to do so.
BSN Degrees. Nurse leaders, with a rank between manager and chief nursing officer (CNO), must have at least a bachelor's degrees in nursing.
Management. Nurse Managers must be registered nurses. They have around-the-clock accountability for the RNs at the hospital, handle performance reviews, recruiting, and other managerial duties related to the nursing department.
Chief Nursing Officers. The CNO must be a participant in the hospital's governing body, as well as the body responsible for strategic planning. The CNO must have at least a master's degree. If the degree is not in nursing, the officer must have either a bachelor's degree or a doctorate in nursing.
Nurse Empowerment. All nurses should have a say in patient care and be involved in data collection, a collaborative approach that empowers nurses.

What Magnet Means for Nurses, Patients, and Hospitals

Over the past two decades, a number of studies have shown that most Magnet Hospitals do live up to the prestigious reputation associated with the designation.

A Gallup survey found that Magnet Hospital nurses were more engaged with their work, which correlates with better outcomes. 3

In addition, the study estimated that the average Magnet facility experiences 7.1% fewer safety-related incidents. These organizations also have significantly fewer RN workplace injuries and lower rates of blood and body fluid exposure.

The Gallup survey found that nurses in Magnet Hospitals have higher job satisfaction rates, including more desire to remain in their positions. (The study estimated that Magnet Hospitals have 1.7% less turnover than the industry average.)

Other studies discovered that nurse safety is significantly better at Magnet facilities, including fewer cases of musculoskeletal injuries and needle-stick incidents, and that patients with hip fractures were less likely to develop pressure ulcers or to fall.

And the benefits of Magnet status extend beyond patients and nurses to the hospitals themselves.

A study funded by the Robert Wood Johnson Foundation's Interdisciplinary Nursing Quality Research Initiative found that the revenue increases achieved by obtaining Magnet status more than offset the costs of achieving it. "Net patient revenue increased on average by 3.89 percent compared to non-Magnet Hospitals, while costs increased only by 2.46 percent." 4

Such revenue increases are due, in part, to the publicity that comes with the credential.

Magnet Hospitals are often ranked among the nation's best - e.g., in U.S. News & World Report's annual list of "America's Best Hospitals" and Fortune's "100 Best Companies to Work For."

"Having Magnet status heightened our visibility in the community and state for being a leader for health care," said Cabiria Lizarraga, RN, manager of telemetry at Sharp Grossmont Hospital in San Diego. "When people see we are a Magnet facility, they know the employer is committed to nursing excellence."5

The Major Criticisms

But Magnet Hospitals are not without their critics.

A study by the University of Maryland School of Nursing found that Magnet status had little to do with nurse working conditions, including work schedules, hours and job demands.6

"My hospital spent tons of money getting magnet status, and then just a couple of months after we got it ... they said, 'We're sorry, but we are millions of dollars in the hole right now, so you will have to work at 103% productivity and a person short now and then,'" one nurse complained in a forum at allnurses.com.

The University of Maryland study also noted that, while nurses working in Magnet and non-Magnet Hospitals didn't differ in most demographic characteristics, Magnet Hospitals employed far fewer nurses of color - just 9% compared with 16% in non-Magnet Hospitals.

And some critics say there's no evidence that nurses at Magnet Hospitals are more empowered than their non-Magnet counterparts.

Getting a Job at a Magnet Hospital

Before submitting applications to Magnet Hospitals, you should know that they tend to be very selective in their hiring. Put bluntly: most give preference to RNs with BSN degrees.

So the first and most obvious step to getting your foot in the door is earning a BSN.

You should also show that you're serious about professional development. Magnet hospitals are looking to advance the nursing profession, so they want nurses who strive for excellence in their field.

If you have any special awards or have taken leadership roles (like sitting on committees or suggesting new procedures), make sure that's clear on your resume or in your interview.

It's also smart to develop contacts at Magnet Hospitals by networking with HR personnel in the hospitals you've targeted, as well as the current nurses and managers.

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Since the American Nurses Credentialing Center (ANCC) unveiled its Magnet Recognition Program in 1993, the designation "Magnet Hospital" has become a coveted honor that attracts nurses and patients to the few healthcare organizations that earn this "gold standard" credential. But for nurses who work at these hospitals - or wish to work there - is the designation really meaningful?

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Using the 4 Levels

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Using Kirkpatrick's Four Levels of Training Evaluation Infographic

Using Kirkpatrick's Four Levels of Training Evaluation Infographic

Don Kirkpatrick's groundbreaking Four Levels of Training Evaluation is the most widely used training evaluation model in the world. Ask any group of trainers whether they rely on the model's four levels Reaction, Learning, Behavior, and Results in their practice, and you'll get an enthusiastic affirmation.

But how many variations of Kirkpatrick are in use today? And what number of misassumptions and faulty practices have crept in over 60 years? The reality is: Quite a few.

James and Wendy Kirkpatrick have written Kirkpatrick's Four Levels of Training Evaluation to set the record straight. Delve into James and Wendy's new findings that, together with Don Kirkpatrick's work, create the New World Kirkpatrick Model, a powerful training evaluation methodology that melds people with metrics. In Kirkpatrick's Four Levels of Training Evaluation, discover a comprehensive blueprint for implementing the model in a way that truly maximizes your business's results. Using these innovative concepts, principles, techniques, and case studies, you can better train people, improve the way you work, and, ultimately, help your organization meet its most crucial goals.
See aslo: Read also:
Via: www.td.org

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Using Kirkpatrick's Four Levels of Training Evaluation Infographic - e-Learning Infographics

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Don Kirkpatrick's groundbreaking Four Levels of Training Evaluation is the most widely used training evaluation model in the world. Ask any group of trainers whether they rely on the model's four levels Reaction, Learning, Behavior, and Results in their practice, and you'll get an enthusiastic affirmation.

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Kirkpatrick's Levels of Evaluation Infographic

Kirkpatrick's Levels of Evaluation Infographic

If you deliver training for your team or your organization, then you probably know how important it is to measure its effectiveness. After all, you don't want to spend time or money on training that doesn't provide a good return. This is where the Kirkpatrick's Levels of Evaluation Infographic and the Kirkpatrick's Four-Level Training Evaluation Model can help you objectively analyze the effectiveness and impact of your training, so that you can improve it in the future.

LEVEL 1: SATISFACTION

Describes immediate reaction to program. Tells us how people feel. Information is quick and easy to obtain. Used by most organizations: post-training surveys, feedback forms, smile sheets, focus groups, interviews.

Can be entirely situational and focused on delivery aspects (i.e: the room was too hot!)
Totally perception based. Usually uses Likert scales, which can be skewed or lack refinement (what is the difference between 3.2 and 3.8 satisfaction?)

Useful? Relevant? Practical? Good investment? Valuable? Intent to use?

LEVEL 2: LEARNING

Measures increase in knowledge and skills. Ideally should be done before, during and after instruction/program. Most organizations opt for a questionnaire, but others methods can be used too: facilitation assessments, skills practices, performance demonstrations, simulations, team assessments, skill/confidence building exercises.

Challenge in testing beyond simple rote knowledge. Major debate over embedded vs. final testing & immediate vs. delayed testing. How do you evaluate in a way that is meaningful and fair to the learner?

Competency, Information, Confidence, Skills, Knowledge, Awareness, Capability

LEVEL 3: BEHAVIOUR

The extent that learning is transferred back to the workplace. Measures intermediate outcomes such as use of skills and knowledge, on-the-job performance changes and program implementation.

On the job coaching

On the job testing

Random job assessment

Manager appraisal

Self appraisal

360 degree appraisal

Performance Reviews

Performers often return from trainings motivated, but behaviour is not applied back at the workplace.
WHY?

Training does not meet job requirements

Performers often return from trainings motivated, but behaviour is not applied back at the workplace.

Performers often return from trainings motivated, but behaviour is not applied back at the workplace.

LEVEL 4: RESULTS

Describes impact on the organization. The consequences of applying new knowledge & skills back at work. Typically measured by questionnaires, action planning, performance contracting and performance monitoring.

There needs to be a baseline to compare results. You also need to identify and consider all the other factors that may influence key indicators. Are changes actually the result of the program?

Typical Impact Data: Incidents, Errors/Waste, Outputs, Efficiency, Turnover, Accidents, Productivity, Downtime, Employee Satisfaction, Absenteeism

MODELS OF LEVEL 5
Jack Phillips Return on Investment Model - Benefit to cost ratio: Kaufman's Societal Model - Impact on the Mega Level

Considers benefits of programs based on monetary value.

Debate regarding whether ROI fits in Kirkpatrick's level 4 or should be considered independently.

If the cost is more than the benefit, a program is not worth pursuing.

View also: Read also:

We should look beyond the client & organization and instead evaluate program's impact on society as a whole.

Longterm benefit may outweigh the cost. Investing in education has been proven to raise GDP in the longrun.

Via: ca.linkedin.com

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Kirkpatrick's Levels of Evaluation Infographic - e-Learning Infographics

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If you deliver training for your team or your organization, then you probably know how important it is to measure its effectiveness. After all, you don't want to spend time or money on training that doesn't provide a good return.

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11 Rhythms Nurses Need to Know. 1: V-Fib: Ventricular Fibrillation 2: V-Tach: Ventricular Tachycardia 3:

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CAPCE credit must be claimed within 6 months of attendance. CME/CE credit will no longer be available to claim for this activity after six months of attending. Disclosures for Learn®: Rhythm Adult: I. Instructions for Independent Study Successful completion of this CE activity includes the following: (1) Complete the program including the exam.

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Basic Dysrythmia Refresher for Didactic Course:  Practicum Teaching

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Basic Dysrythmia Refresher for Didactic Course:  Practicum Teaching

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ECG | EKG | Heart Sounds | Murmurs | Lung Sounds

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Free EKG and auscultation training, drills and reference guides. Taking blood pressure tutorial and drills.

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DiscoverNursing.com | Campaign for Nursing

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Some nurses choose to go abroad-traveling the world and taking care of patients in other countries, or aiding underserved nations.

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"Professional accountability requires a self-regulating profession to set and maintain credible, useful standards for its members. Voluntary certification and recertification--evaluation by peers--serves the responsibility of the profession to establish and enforce its own standards." -JA Benson Certified Healthcare Simulation Operations Specialist (CHSOS) The development is going very well, and the results of the practice analysis will be finalized soon.

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General Questions

What is a DNP degree? DNP stands for Doctor of Nursing Practice. The Duke DNP program addresses the critical skills needed to translate evidence-based care into practice, to improve systems of care and to measure outcomes of groups of patients, populations and communities.

The Duke DNP program has two points of entry. The degree builds upon the experience and education of advanced practice master's-prepared nurses and also allows students who enter the program after earning a bachelor's degree in nursing to prepare for an advanced practice role as part of their DNP program.

The Duke University School of Nursing also offers a PhD in nursing for those students who have a strong interest in research.

What kind of jobs are out there for people with a DNP? The DNP program at the Duke University School of Nursing prepares you to be an interdisciplinary leader in a health setting. By providing care based on scientific knowledge, you will be able to improve safety, effectiveness, timeliness, efficiency and equity in patient-centered care.

After graduating from the DNP program, you may decide to take a leadership role in a clinical practice. Perhaps you will decide to apply your skills in administration or combine teaching with clinical practice.

Should I get a DNP or a PhD? When pursuing a nursing doctorate, should you choose the Doctor of Nursing Practice (DNP) program, or opt for a PhD? Here are some things to consider.

The DNP degree is a practice doctorate. The PhD is a research doctorate. Graduates of PhD programs are prepared to conduct independent research and disseminate their findings, while DNP graduates use research to influence their practice.

Scholarship is an integral part of both doctoral degrees. See a table that compares the two degrees.

Post-BSN Applicants

I have a Bachelor of Science in Nursing. Am I eligible for the DNP program? Yes, you may apply to the program. When you apply, you will need to declare your advanced practice specialty area. Currently you may choose between the nurse practitioner specialty and the nurse anesthetist specialty. Obtaining a slot within an individual specialty may be competitive due to limited space within the program.

How do you define advanced nursing practice? We use the definitions of advanced practice from the American Association of Colleges of Nursing: Nurse Practitioner, Clinical Nurse Specialist, Nurse Anesthetist, Nurse Midwife, Nurse Administrator and Health Informaticist.

Please refer to Master of Science Nursing (MSN) for more information about the advanced practice specialty areas that are available through the Duke School of Nursing.

How many credit hours is the DNP program? Between 73 and 94 credits are required for students with a BSN depending on the advanced practice specialty selected.

How long will it take me to complete the DNP program? For a BSN-prepared student, the program length varies depending on the advanced practice specialty selected. After students have completed their advanced practice specialty, they will need five semesters, on average, to complete their DNP.

Can I start during the spring or summer semester? If admitted to the advanced practice specialty area of your choice, you will be able to begin classes the semester for which you applied and were accepted: spring, summer or fall.

You will be able to begin the DNP core courses after you have completed a minimum of three-quarters of the coursework for your advanced practice specialty.

Will I be able to work while I am in school? Most of our students work full- or part-time while they are in school, except for nurse anesthesia students who pursue full-time studies.

Are there online classes or distance-learning opportunities? Please refer to our master's/advanced practice programs to see whether the advanced practice specialty area of your choice offers distance-learning opportunities. The DNP post-master's core courses are offered in a distance-based format, online with on-campus sessions typically once and no more than three times per semester (often on weekends).

Is it possible to be accepted into an advanced practice specialty program at Duke but not the DNP? Yes. If you apply to the Duke DNP program, it is possible that you could be accepted to an advanced practice specialty but not to the DNP program. In this case, you can attend and graduate with an MSN degree.

Post-MSN Applicants

Do I have the proper preparation to enter the DNP program? The DNP program is open to nurses who have earned a master's degree in nursing with an advanced nursing practice specialty.

How do you define advanced nursing practice? We use the definitions of advanced practice from the American Association of Colleges of Nursing: Nurse Practitioner, Clinical Nurse Specialist, Nurse Anesthetist, Nurse Midwife, Nurse Administrator, and Health Informaticist.

I have a master's degree in nursing with a specialty in nursing education. Am I eligible to apply for the DNP program? At this time we are limiting post-master's applications to the DNP to nurses with the advanced practice specialties listed above.

I have a master's degree in nursing with a specialty in nursing education. Am I eligible to apply for the DNP if I also want to complete a post-master's certificate as a Nurse Practitioner? Yes, you would be eligible to apply to the DNP program.

I am looking for a program that will prepare me to become a nursing faculty member. Is this the program for me? If you are seeking doctoral preparation because your primary goal is to become faculty in a nursing program, the Duke DNP curriculum may not be the best fit for you. If you want to combine teaching and clinical practice, you could take your DNP electives in the area of nursing education to help prepare you for that role.

Are there online classes or distance-learning opportunities? All of the required courses are online with some, but not all, classes having an on-campus component of once a semester for a weekend or a Thursday through Saturday session.

Students may choose to take their elective courses online, on campus or at another institution in consultation with their advisor.

How many credit hours is the DNP program? The number of credits for those with an earned master's degree in an advanced nursing practice specialty area is 35 credits, over five to six semesters.

How long will it take me to complete the DNP program? The DNP is a five-semester program for a master's-prepared student who progresses through the program following the recommended schedule. Two courses are offered each semester.

Can I start during the spring semester? Yes.

Will I be able to work while I am in school? Yes. The matriculation plan includes two courses per semester, plus the DNP project, affording students the opportunity to work while they are in the program. To date, 100 percent of the students are employed while attending school.

Will I have to move to Durham, North Carolina? The Duke University DNP program allows for out-of-area students to earn their DNP without having to move or leave their current employers. Current DNP students live in states representing all areas of the country, and there are several international students as well.

How often do I have to come to the Duke campus? Students will typically come to campus once a semester for a weekend or Thursday through Saturday session where they will attend intensive or executive sessions for the classes that require on-campus attendance. The remainder of the class content is delivered online.

How much time should I expect to devote to the DNP program? A post-master's DNP student who is following the recommended curriculum should expect to spend an average of 28 hours a week on class preparation, participation and assignments.

Are there scholarships or financial aid? We encourage you to contact the Duke School of Nursing Office of Financial Aid to discuss financial aid opportunities.

What is the DNP project? The DNP project is a scholarly project, four semesters in length, designed to address a practice issue affecting groups of patients, health care organizations or health care systems.

Students work with clinics, inpatient units, hospitals or health care systems to assess, plan, implement and evaluate an initiative jointly agreed upon by the practice setting, the students and the student's advisory committee.

Where would I complete my DNP project? The DNP project can be done at Duke or at your place of employment.

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General QuestionsWhat is a DNP degree? DNP stands for Doctor of Nursing Practice. The Duke DNP program addresses the critical skills needed to translate evidence-based care into practice, to improve systems of care and to measure outcomes of groups of patients, populations and communities.

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National Nursing Workforce Study | NCSBN

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

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There will be far more registered nurse jobs available through 2022 than any other profession, at more than 100,000 per year. With more than 500,000 seasoned RNs anticipated to retire by 2022, the U.S. Bureau of Labor Statistics projects the need to produce 1.1 million new RNs for expansion and replacement of retirees, and avoid a nursing shortage.

Current employment signals are mixed: shortages in some areas and surpluses in others. Nursing school graduates have experienced challenges landing initial jobs. Health care employers have tightened hiring or even ordered layoffs, and many RNs have delayed retirement as a result of the recession.

Despite the mixed signals, opportunities for RNs abound:

The Affordable Care Act is increasing access to health care services for more individuals.

Reform initiatives are increasing emphasis on primary care, prevention, wellness and chronic disease management.

Baby Boomers are swelling the Medicare rolls.

Community-based care is growing.

Specialties, such as geriatrics, informatics, and care coordinators, are blossoming.

The fastest growth for RNs' employment is projected in the West and Mountain states. The slowest growth is anticipated in the Northeast and Midwest. But in every state, growth is projected at 11 percent or more annually through 2022. For the bigger picture on the nursing workforce, check these resources.

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There will be far more registered nurse jobs available through 2022 than any other profession, at more than 100,000 per year. With more than 500,000 seasoned RNs anticipated to retire by 2022, the U.S. Bureau of Labor Statistics projects the need to produce 1.1 million new RNs for expansion and replacement of retirees, and avoid a nursing shortage.

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What can American nurses learn from Japanese car manufacturers?

A lot, according to Mary Ellen Smith Glasgow, PhD, RN, ACNS-BC, a Robert Wood Johnson Foundation (RWJF) Executive Nurse Fellow (2009-2012) and the new dean of the school of nursing at Duquesne University.

Last year, while serving as associate dean for nursing, undergraduate health professions and continuing education at Drexel University, she incorporated the tenets of the Japanese car manufacturing system-which emphasizes concepts such as quality and safety and waste reduction-into Drexel University's nursing school curriculum. She was the first nursing school faculty member in the country to do so, and she plans to integrate the system into the nursing school curricula at Duquesne, too.

Glasgow is one of countless nurse educators and administrators across the country who are rethinking teaching methods to better prepare students to ensure that all Americans have access to high-quality care in a reformed health care system.

It is, in fact, a new dawn in the way nurses are educated in both academic and clinical settings, according to nurse education experts.

"I see more excitement and innovation across nursing education now than I've ever seen before in my career," said Gwen Sherwood, PhD, RN, FAAN. She is associate dean for academic affairs and professor at the school of nursing at the University of North Carolina at Chapel Hill and co-investigator of Quality and Safety Education for Nurses (QSEN), an RWJF-supported initiative. "It's a very exciting time."

Innovation in nurse education, of course, is nothing new. But the pace of change has accelerated in the last few years thanks to a number of recent events, experts say.

In January 2010, the Carnegie Foundation for the Advancement of Teaching released a report calling for a "radical transformation" in nurse education. In March of that year, President Obama signed into law unprecedented reforms to the U.S. health care system. In October of 2010, the Institute of Medicine (IOM) released a groundbreaking report about the future of nursing that discusses innovation in nurse education. And that November, the Foundation launched The Future of Nursing: Campaign for Action, an initiative to advance comprehensive change in the nation's health care system that is grounded in the IOM report; it is also helping to spur changes in nurse education.

These events build on other philanthropic programs that are prompting nurse researchers, educators and administrators to review and evaluate curricula and innovations. RWJF-funded or initiated programs include QSEN, which aims to help nurse educators discover effective ways to promote student learning to prepare future nurses to become full partners in the work of improving patient safety and health care systems; Evaluating Innovations in Nursing Education, which funds evaluations of nurse education innovations targeting faculty work-life and productivity; and Academic Progression in Nursing, which aims to advance state and regional strategies to create a more highly educated nursing workforce.

"Changes such as health care reform, the aging nurse faculty workforce, and the increasing complexity of health care demand that we do something different," said Judith Halstead, PhD, RN, FAAN, president of the National League for Nursing. "It's almost a perfect storm that requires us to really examine what we're doing in the classroom."

Patricia Benner, PhD, RN, FAAN, an expert on nurse education and professor emerita and former chair of the Department of Social and Behavioral Sciences at the University of California in San Francisco, agrees. "The discussion about nurse education had become dormant. I'm really encouraged by the response that the schools are making."

Barriers to change remain in place, not least of which is the pressure to meet education and regulatory requirements set by academic institutions and professional organizations. But nurse educators and administrators must overcome those barriers, Benner and others say.

Much of the current nurse education system is based on the "Tylerian model," which was formulated more than 50 years ago and emphasizes content, structure and measurable, behavioral outcomes, according to the National League for Nursing.

Now, Benner and other nurse researchers are calling for curricular changes that emphasize how, along with what, students learn. Educators are bringing classroom and clinical teaching together by integrating knowledge acquisition and situated knowledge use in the classroom and clinical practice. The health care system and the patient population have undergone dramatic changes in the last half-century, but many nurse educators teach their students in the same way that they were taught decades ago.

"A significant gap exists between today's nursing practice and the education for that practice, despite some considerable strengths in nursing education," Benner and her co-authors wrote in the Carnegie report, Educating Nurses: A Call for Radical Transformation. "Simply requiring more education will not be sufficient; the quality of nursing education must be uniformly higher."

Responding to the Call for Transforming Education

Nursing school educators and administrators are responding to that call with innovations that will help nurses provide a higher quality of care in a range of settings. Many innovations fall into one of several broad categories: simulation technology and narrative pedagogy; new and stronger partnerships between academia and practice; new education systems that help students earn their degrees and advance their education; and the increasing use of new technology in the classroom. Others, like Glasgow's integration of the Toyota model into nursing curricula, don't fit into one of these categories but bring their own brand of creativity and responsiveness to the demands of educating nurses in the 21st century.

The use of dynamically sophisticated simulation technology and narrative pedagogy is one of the hottest trends in nursing education. In these situations, nurse educators create a narrative, or a story, about a fictional patient in need of medical attention. Students respond and provide treatment to the fictional patient on a high-fidelity mannequin that responds as if it were an actual person.

Many nursing schools also are forging stronger partnerships with hospitals and other health care institutions. The results include postgraduate nurse residency programs at health care organizations and dedicated education units at hospitals or other health care facilities that provide clinical education to nursing students and patient care at the same time.

Nurse administrators are also experimenting with new education systems that make it easier for students to earn nursing degrees and to advance their education. These include partnerships that ease the transition between associates-degree and baccalaureate nursing programs. Eight community colleges and one university in Oregon, for example, have created a shared curriculum in nursing, which enables nurses with associate degrees to move more easily into baccalaureate programs. Learn more about the Oregon Consortium for Nursing Education here.

Other innovative systems enable nursing students to earn baccalaureate and master's nursing degrees at an accelerated pace or to complete some coursework online.

Proponents of these types of new educational systems say they will help more nurses advance their education, a goal supported by the Institute of Medicine in its groundbreaking report The Future of Nursing: Leading Change, Advancing Health. It recommends that 80 percent of the nursing workforce be prepared at the baccalaureate level by the year 2020 to ensure that all Americans have access to high-quality, patient-centered care in a reformed health care system.

Proponents of innovation also cite benefits such as enhanced faculty productivity and school capacity, which could alleviate a shortage of nurse faculty and a looming shortage of nurses; opportunities for interdisciplinary education; and higher rates of patient satisfaction. Researchers are currently evaluating whether, and to what extent, these hypotheses are true.

Technological innovations are also changing the way today's nursing students learn. Electronic readers are replacing textbooks, faculty are showing YouTube videos during class and creating virtual "Second Life" teaching scenarios, and students are connecting with each other via social media outlets like Facebook and Twitter. But experts caution that while the tools themselves may be new, they do not necessarily represent innovation in nurse education. That, they say, only comes by using the new tools to teach in creative and innovative ways.

However technology is used in the classroom, change is a given, Halstead says. "The classroom of the future will be very interactive and technologically well-equipped. Students won't come into the classroom and line up in chairs and have content delivered to them. Rather, students will be very much engaged in interactive learning."

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A lot, according to Mary Ellen Smith Glasgow, PhD, RN, ACNS-BC, a Robert Wood Johnson Foundation (RWJF) Executive Nurse Fellow (2009-2012) and the new dean of the school of nursing at Duquesne University.

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Workload Model - Implementation in Practice

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Workload Model - Implementation in Practice

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Enhancing Retention through Work Environment

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Enhancing Retention through Work Environment

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Reflection Using the Clinical Judgment Model

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Reflection Using the Clinical Judgment Model

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Infographic - The Future of Nursing : Health and Medicine Division

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Second Life is a virtual world that can be utilized for nursing education distance learning. It can be made to incorporate a classroom and a lab.

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Second Life is a virtual world that can be utilized for nursing education distance learning. It can be made to incorporate a classroom and a lab.

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Second Life is a virtual world that can be utilized for nursing education distance learning. It can be made to incorporate a classroom and a lab. Apparently some schools use this already. Students choose their own avatar and the student chooses what it does. The nursing lab would set up a patient with whatever disease and medications. The student has to choose what to do. Would this help give students more opportunities for learning?

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Using Avatars in Nursing Education:  An Integrative Review

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Using Avatars in Nursing Education:  An Integrative Review

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Preceptor Experience - Using 2 Preceptor Models

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Preceptor Experience - Using 2 Preceptor Models

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Dedicated Education Units - using clinical experts to support students in the clinical space.

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Partnerships | Dedicated Education Units (DEU) - University of Massachusetts Boston

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One of the many benefits available to College of Nursing and Health Sciences students is the opportunity to participate in our Dedicated Education Units program, a nationally recognized innovation in clinical education for undergraduate nursing students.

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https://www.pinterest.com/pin/55661745371944001/