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EdSurge - Education Journalism and Research

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A nonprofit newsroom reporting on the powerful forces, fascinating people and innovative practices shaping teaching and learning.

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Inside Higher Ed | Higher Education News, Events and Jobs

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Free Higher Education News, Jobs, Career Advice and Events for college and university faculty, adjuncts, graduate students, and administrators.

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Newborn feeding methods course

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A FREE ONLINE SIMTECH RESOURCE FOCUSED ON HEALTHCARE SIMULATION. A 'hub' for medical simulation technologists (simtech) to share ideas and information. Free scenarios, XRAYs, ECGs, Ultrasounds, equipment lists, templates, moulage videos, etc... medical simulation, healthcare simulation, simulation technologist, simtech, the sim tech, simulation, free medical simulation scenarios

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Hafsa Wajeeh, dtopgadgets

Have you "Flipped your classroom" yet? The flipped classroom is a useful technique that has moved lectures out of the class, and onto digital media. In doing so, teachers can drastically increase interaction time with their students. It also creates two unique learning environments instead of just one, and opens up the opportunity for students to ask questions, solve problems, and use technology in a meaningful way.

A number of tools are available that can be used to record lectures, including YouTube, Edmodo, Schoology, and Moodle. No matter what tool you're using, recording and uploading lectures, then hosting them for years to come has never been easier.

The first tool is Panopto. It is one of the most widely used class capturing tools, used in many K-12 classrooms and universities. To use this, you'll need a Panopto recorder installed on your classroom computer. With it you can easily record a class lecture, yourself, your PowerPoint presentations, and your screens. These recordings can then be uploaded to Canvas, and students can review these lectures later anytime they want.

If you are a teacher and you are using Panopto, you don't have to worry about uploading your lectures because it is integrated to a Course Management System, Canvas. Before start recording, you can choose to add archive to your course folder, and when you are finished with recording it will automatically be added to your course folder. It also allows you to send a live feed of your lecture recordings to your students.

Panopto is as useful for students as it is for teachers. As a student, you can search any lecture using related keywords. You can also take your own notes in a better way because you have the option to pause the lecture anytime. In this way you can understand and concentrate on the lecture more easily while working at your own pace.

Tegrity is another great tool that is used for flipping the class. It records each and every activity that is performed on a teacher's computer. Audio of the teacher can also be added by simply adding a microphone to the computer. If you add a web-cam, and a tablet you would be able to record the video of the teacher and his writing actions as well. Tegrity is also integrated with a Course Management System, Angel, so after completion of lecture recording, these are uploaded automatically for the students.

To use Tegrity, you don't have to change your teaching style. As a teacher or instructor, you can manage the number of students you want to share the recording links with, and can delete the recordings whenever you want, or save them for future.

As a student, you have freedom to find a specific portion of a lesson, bookmark it, and you can also send electronic questions to your teachers. This tool helps you access materials easily, even from your smartphone.

3. Screencast-o-matic

Screencast-o-matic is a tool that helps a teacher in recording everything they do does on their computer. They can also add audio to the recording with the help of a microphone. This tool can be especially helpful when teaching involves modeling the use of online tools and resources as students can effectively watch over the shoulder of the teacher.

As a teacher you don't have to install any software to use this tool, as it is run directly from the website. If you set up a free account on their website, you'll get 15 minutes of free recording, video uploading, and you can directly publish the recorded material to YouTube. If you purchase Screencast-O-Matic, along with unlimited recording and editing, among other features.

4. Camtasia Studio

This is one of the most popular class flipping tools, proving itself again and again in the classroom. With Camtasia, as a teacher you can integrate Power Point presentations, videos, flash cards, music, and even games to your lessons, or add different visual effects to them.

You can also edit your lessons that have been prepared using this tool. In the latest version of this high quality screen recorder, quiz creation and sharing has become even easier to boot.

5. Wikispaces

Wikispaces is an online tool that helps a teacher to prepare and save lessons online. This tool is being used by a number of teachers and institutions due to its simple interface and flexible use. And being free doesn't hurt, either. If you are a teacher it would be a lot easier for you to use this tool then setting up your own website.
Image attribution flickr user flickeringbrad

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5 Digital Tools For The Flipped Classroom

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Hafsa Wajeeh, dtopgadgets Have you "Flipped your classroom" yet? The flipped classroom is a useful technique that has moved lectures out of the class, and onto digital media. In doing so, teachers can drastically increase interaction time with their students.

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I have worked at Boston Children's Hospital for the last 10 years, the first two as a co-op and the last eight as a staff nurse - all on 6W. I just love this floor. We're a small, 14-bed unit that provides longer-term care for children undergoing bone marrow transplants. We see different types of leukemia and other cancer and blood disorders such as neuroblastoma, aplastic anemia and myelodysplastic syndrome. We also see other genetic, metabolic and hematologic diagnoses like CVID, Wiskott-Aldrich syndrome, SCID, adrenoleukodystrophy and sickle cell disease, some of which we treat with gene therapy.

Knowing that there's always something new unfolding here and a new horizon that people are trying to reach keeps me optimistic and excited to come to work.

I work up to four 12-hour shifts per week, usually with two patients per shift, depending on acuity. Kids are here for an average of four to six weeks, so we get to know them and their families really well and we also get to know their treatments and side effects just as well.

"The longer I'm here, the broader the scope of treatments we at Boston Children's/Dana Farber Cancer and Blood Disorders Center offer children​. Knowing that there's always something new unfolding here and a new horizon that people are trying to reach keeps me optimistic and excited to come to work. A lot of things that happen at Boston Children's are firsts in the world of medicine and science.

Over the years at Boston Children's, I've sought out opportunities to learn and have always had the support of my nurse manager, Barb Cuccovia. She's always been in my corner, routing for me and for all of our staff to pursue paths of education and professional advancement. Today, as a Level II nurse, I'm in more of a leadership role. I precept nursing students and new nurses and am finishing up a Master's in Nursing Education. Looking back, teaching was always where I thought my career would go.

A few important things I've learned along the way:

Bond with the child and the family

Your job is to focus on the child you're caring for, but in pediatrics, we care for the whole family. When parents see that their child is comfortable with you, they relax. And when a child knows their parents trust you, they trust you. Building a relationship with both the child and the parent makes the process a little easier and less scary for everyone.

Respect the family dynamic

Every definition of "family" is different and every family's situation is different. A parent can't always be at the child's bedside. It's important to give families peace of mind when they're away by ensuring them that their sick child is in the best hands and at the best hospital. For a parent who has to work, it can be a huge comfort to hear, "I'm here all day and I'm going to make sure your child is well taken care of ... and we're going to have fun playing Mario Kart, too."

Be honest

The lives of these families are like one giant question mark; they never know what the next day is going to bring. They have a lot of what-if questions. There are no easy answers, but I try to be honest with them and not sugar-coat things. I prepare them for what could happen and at the same time I encourage them by saying: "Nothing that is happening today is scaring me. What I'm seeing right now is par for the course."

Stay calm

You might see a vital sign you don't like very much, but patients and families - especially after they've gotten to know you a bit - can read the emotion on your face. Use your experience and training to respond the way you see fit and climb the chain of command you need to. And always project calm - no matter what.

In nursing school, someone told me that my job as a nurse is to be gatekeeper. That is so true on this floor. I give children medicine, change dressings, manage visitors, tutors, PT, OT, psych-soc, specialists and so much more. But I am also their protector. It's my job to change direction if I know they need a break. It's my job to hold their hand, read their face and give their feelings a voice.

Learn about the Stem Cell Transplant Center at Dana-Farber/Boston Children's Cancer and Blood Disorders Center.

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Notes from a nurse on the stem cell transplant unit - Boston Children's Hospital - Notes blog

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"I give a child medicines, change his dressings, manage his visitors, tutors, PT, OT, psych-soc, specialists and so much more," says Colleen Gerrity, a Level II nurse at Dana Farber/Boston Children's. But I am also his protector. It's my job to hold his hand, read his face and give his feelings a voice.

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Whether you're new to campus or returning after the summer break, we want to welcome you to Drexel! Join the Libraries staff for good conversation and some of Philly's famous water ice (that's pronounced 'wooder ice' for you Philly newbs). Get there early - the event ends when the water ice runs out!

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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/.

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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by Cynthia J. Brame 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 known as items,...

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powerpoint tips

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The saying that all PowerPoint developers should keep in mind is, "Just because you can, doesn't mean you should." Almost all software development tools give you amazing features that allow you to create awesome content. But a presentation full of awesome features, animations, colors, and fonts doesn't always make a good presentation. Here are 6 simple things that will improve your presentation and benefit your audience.

1. Font Size and Type:

When presenting keep in mind that your audience is a lot further away from the screen than you were while you were creating the presentation. So to make sure your audience can comprehend what is being presented, never insert text into your presentation that is smaller than 24pt.

Not only does font size help with comprehension, but font type plays a huge factor as well. As a general rule, never use any fonts with serifs (the fancy projection finishing off a stroke of a letter) or any fonts that resemble papyrus (I'm looking at you, high school kids). While these types of fonts may look great close up on a computer screen 17 inches from your face, the same clarity and understanding doesn't translate when you are 15-20 feet away. And to help create a sense of unity within the presentation, never use more than two font types: one for titles and headers, and the other for body text.

2. Labels:

A procedure that may seem mundane and worthless like labeling all your graphs, tables, charts, and etc. makes a huge difference when presenting to an audience. Again, they don't know the content as well as you do and you have to walk your audience by hand through the information. This is especially important when it has to do with the type of content that is generally presented in tables and charts (lots and lots of numbers).

3. Consistent Backgrounds:

When it comes to backgrounds, there is definitely a method to the madness. Good presentations ameliorate content with backgrounds that don't detract from the flow of the presentation. And good presenters will interchange between one or two different backgrounds depending on the information shown on screen. If this is done consistently, you will almost always know what kind of information is being displayed because the presenter defined it through the correlation of the content and the background.

4. Contrast:

This tip goes hand in hand with tip #1 and #3. If you are set on using certain font types and colors in your presentation, make sure that your content is always easy to read after the background images are applied. Always go back through your presentation and locate the trouble spots and mask your text with a darker (or lighter) shape. This will allow you to keep your background selection and create a presentation that is easy to read and digest.

5. High Quality Images:

7 words: Absolutely use nothing that resembles clip art. This will be easier to do now that PowerPoint has drifted away from using it. I don't know how hard I need to try and convince you not to use it, but in case you do like using it, here is a bulleted list of why you should never use clip art in a presentation ever again.

Childish

Overused

Not professional

You can do so much better

Audience won't take you seriously

Etc.

Presenting and presentation is headed to a more simplistic and modern approach to design. Clip art is stepping back into the 90's. You can tell better stories and give better examples by using high quality images. And if royalties and licensing scares you, go to eLearning Brothers and use some of our 2 million royalty free assets! It pays to to look for the perfect image.

6. Duplicate Final Slide:

While perusing the internet this last week I found a rather peculiar tip, it was to duplicate your final slide in its final state (meaning what it would look like without any animations or transitions) so that you never accidentally double click and skip to the black screen of death before it is time. This is such a simple tip that creates a huge safeguard when presenting at prestigious conferences or in front of your CEO.

Whether or not you deliver an effective presentation is decided long before you stand in front of an audience. It is decided during the production of your presentation. So take the time and give the time an awesome presentation deserves. Do you have any tips for creating an awesome presentation that you would like to share? Comment below!

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6 Tips for Creating An Effective PowerPoint Presentation - eLearning Brothers

# data[].attributes.attachment_link.description
The saying that all PowerPoint developers should keep in mind is, "Just because you can, doesn't mean you should." Almost all software development tools give you amazing features that allow you to create awesome content. But a presentation full of awesome features, animations, colors, and fonts doesn't always make a good presentation.

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SIMPeds.org: Boston Children's Hospital Pediatric Simulator Program - Simulator Program, Boston Children's Hospital

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SIMPeds.org is home to Boston Children's Hospital Pediatric Simulator Program, a resource for doctors, nurses and clinicians who practice pediatric...

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Get instant insight into student learning with easy-to-create quizzes, polls, exit tickets and more!

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A Guide to Culturally Competent Nursing Care

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A Guide to Culturally Competent Nursing Care

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Cultural respect is vital to reduce health disparities and improve access to high-quality healthcare that is responsive to patients' needs, according to the National Institutes of Health (NIH). Nurses must respond to changing patient demographics to provide culturally sensitive care. This need is strikingly evident in critical care units.

"As an emergency room nurse in a small rural hospital, I was present when an elderly Native American man was brought to the emergency room by his wife, sons, and daughters," Deborah Flowers says in Critical Care Nurse. "He had a history of 2 previous myocardial infarctions, and his current clinical findings suggested he was having another. During the patient's assessment, he calmly informed the emergency room staff and physician that, other than coming to the hospital, he was following the 'old ways' of dying. He had 'made peace with God and was ready to die' and 'wanted his family with him.'"

"The emergency room physician ordered intravenous fluids, a dopamine infusion, a Foley catheter, and transfer to the intensive care unit of a regional hospital 3 hours away. The patient died 2 weeks and 2 code blues later, and was intubated and receiving mechanical ventilation for most of that time. No family members were present when he died except for his wife. The rest of his family members were unable to afford the cost of traveling to a healthcare facility that far from home. This man's cultural values and preferences in relation to dying were disregarded."

In contrast, promoting culturally competent nursing care helps nurses function effectively with other professionals and understand the needs of groups accessing health information and healthcare.

Examining Culturally Competent Nursing Care

Definitions

Cultural competence can be defined as "developing an awareness of one's own existence, sensations, thoughts, and environment without letting it have an undue influence on those from other backgrounds; demonstrating knowledge and understanding of the client's culture; accepting and respecting cultural differences; adapting care to be congruent with the client's culture," according to Larry Purnell in his book Transcultural Health Care: A Culturally Competent Approach (1998).

Another definition states that cultural competence "describes how to best meet the needs of an increasingly diverse patient population and how to effectively advocate for them," says Barbara L. Nichols, former CEO of the Commission on Graduates of Foreign Nursing Schools, in NSNA Imprint.

Explanations of culturally competent nursing care focus on recognizing a patient's individual needs, including language, customs, beliefs and perspectives. Cultural sensitivity is foundational to all nurses. "The nurse practices with compassion and respect for the inherent dignity, worth, and unique attributes of every person," states the American Nurses Association's Code of Ethics for Nurses.

Relevance

More than one-third (37 percent) of the U.S. population consists of individuals from ethnic and racial minority groups, and by 2043, minority groups will become the majority, according to research from the American Association of Colleges of Nursing. However, nurses from minority backgrounds represent 19 percent of the registered nursing (RN) workforce. Men account for 9.6 percent of the RN workforce.

There is a "challenge presented by the health care needs of a growing number of diverse racial and ethnic communities and linguistic groups, each with its own cultural traits and health challenges," the NIH says. Nurses and other healthcare providers must account for these differences through cultural respect to support positive health outcomes and provide accuracy in medical research.

"The development of cultural competence in the nursing practice first requires us to have an awareness of the fact that many belief systems exist," says Lanette Anderson, executive director of the West Virginia State Board of Examiners for Licensed Practical Nurses. "The beliefs that others have about medical care in this country, and sometimes their aversion to it, may be difficult for us to understand. We must remember that we don't need to understand these beliefs completely, but we do need to respect them."

Developing Cultural Competence

Framework for Delivering Culturally Competent Services

Campinha-Bacote and Munoz (2001) proposed a five-component model for developing cultural competence in The Case Manager.

1. Cultural awareness involves self-examination of in-depth exploration of one's cultural and professional background. This component begins with insight into one's cultural healthcare beliefs and values. A cultural awareness assessment tool can be used to assess a person's level of cultural awareness.

2. Cultural knowledge involves seeking and obtaining an information base on different cultural and ethnic groups. This component is expanded by accessing information offered through sources such as journal articles, seminars, textbooks, internet resources, workshop presentations and university courses.

3. Cultural skill involves the nurse's ability to collect relevant cultural data regarding the patient's presenting problem and accurately perform a culturally specific assessment. The Giger and Davidhizar model offers a framework for assessing cultural, racial and ethnic differences in patients.

4. Cultural encounter is defined as the process that encourages nurses to directly engage in cross-cultural interactions with patients from culturally diverse backgrounds. Nurses increase cultural competence by directly interacting with patients from different cultural backgrounds. This is an ongoing process; developing cultural competence cannot be mastered.

5. Cultural desire refers to the motivation to become culturally aware and to seek cultural encounters. This component involves the willingness to be open to others, to accept and respect cultural differences and to be willing to learn from others.

Tips

Nurses should explain healthcare jargon to patients whose native language is not English, according to Monster contributing writer Megan Malugani. A breast cancer awareness program for U.S. immigrants demonstrated that women were too shy to say they didn't understood certain terms. Some assumed that Medicare and Medicaid were forms of cancer.

Many people from other cultures seek herbal remedies from traditional healers - and they can be harmful or interact poorly with Western medicine. Nurses should ask patients about any alternative approaches to healing they are using. Another example of cultural sensitivity involves nurses understanding the roles of men and women in the patient's society. "In some cultures, the oldest male is the decision-maker for the rest of the family, even with regards to treatment decisions," Anderson says.

The most important way for nurses to achieve cultural competency and promote respect, according to Anderson, is to gain the patient's trust for a stronger nurse-patient relationship. This requires sensitivity and effective verbal and non-verbal communication.

Pitfalls

Nurses should never make assumptions or judgments about other individuals or their beliefs. Instead, nurses can ask questions about cultural practices in a professional and thoughtful manner.

Common pitfalls to avoid involve stereotyping and labeling patients, according to Flowers.

Nurses should avoid unintentionally stereotyping a patient into a specific cultural or ethnic group based on characteristics like outward appearance, race, country of origin or stated religious preference. Stereotyping refers to an "oversimplified conception, opinion, or belief about some aspect of an individual or group of people," she says. Additionally, many subcultures and variations can exist within a cultural or ethnic group. For instance, the term Asian-American includes cultures such as Chinese, Japanese, Taiwanese, Filipino, Korean and Vietnamese, and within these cultures, there are variations in geographic region, religion, language, family structure and more.

Nurses should be careful about labeling patients. For instance, citizens in the United States may refer to themselves as Americans, but that term can also apply to individuals from Central and South America. Flowers recommends referring to a person from the United States as a U.S. citizen.

Responding to Higher Standards in Nursing

More hospitals across the United States now require that nurses have a bachelor's degree. Rising educational standards are emphasized to increase the quality of care that patients receive. Alvernia University's online RN to BSN Completion Program is designed to improve patient outcomes and help nurses meet each patient's needs, including those unique to the patient's cultural background. The degree program takes place in a convenient online learning environment that accommodates students' work and personal schedules.

The RN to BSN Completion Program includes a class - NUR 318 Developing Cultural Competency & Global Awareness - which offers students "an opportunity to begin their lifelong journey to becoming culturally engaged." This course has existed at Alvernia University for more than a decade, and demonstrates how Alvernia is leading the way in preparing culturally competent nurses.

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A Guide to Culturally Competent Nursing Care

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Cultural respect is vital to reduce health disparities and improve access to high-quality healthcare that is responsive to patients' needs, according to the National Institutes of Health (NIH). Nurses must respond to changing patient demographics to provide culturally sensitive care. This need is strikingly evident in critical care units.

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Research Guides: How to Create a Research Poster: Poster Basics

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

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Open Canvas

Create, organize, and move freely on an open canvas. Create seamless presentations without the restrictions of linear slides.

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Choose from millions of images, stickers, GIFs, and icons from Unsplash and Giphy.

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Presentations and videos with engaging visuals for hybrid teams | Prezi Present

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Welcome to Prezi, the presentation software that uses motion, zoom, and spatial relationships to bring your ideas to life and make you a great presenter.

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live, interactive quizzes

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Host interactive online meetings | Poll Everywhere

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Nursing Journal

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Cochrane Reviews

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The Cochrane Database of Systematic Reviews

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Cochrane Library hosts the Cochrane Database of Systematic Reviews (CDSR) which includes Cochrane reviews, protocols and editorials.

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Pedagogical strategies to teach bachelor students

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Pedagogical strategies to teach bachelor students

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Future of Nursing

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Oncology

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In this presentation, filmed at the World Congress of Pediatric Cardiology and Cardiac Surgery in Barcelona, Dr. Christopher Baird discusses aortic valve reconstruction in infants and children, whether they present in a symptomatic state or an asymptomatic state.

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What is Bloom's Taxonomy

Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning. These 6 levels can be used to structure the learning outcomes, lessons, and assessments of your course. :

1. Remembering: Retrieving, recognizing, and recalling relevant knowledge from long‐term memory.

2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.

3. Applying: Carrying out or using a procedure for executing, or implementing.

4. Analyzing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.

5. Evaluating: Making judgments based on criteria and standards through checking and critiquing.

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.

Like other taxonomies, Bloom's is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. You will see Bloom's Taxonomy often displayed as a pyramid graphic to help demonstrate this hierarchy. We have updated this pyramid into a "cake-style" hierarchy to emphasize that each level is built on a foundation of the previous levels.

You may use this graphic for educational or non-profit use if you include a credit for Jessica Shabatura and citation back to this website.
How Bloom's can aid in course design

Bloom's taxonomy is a powerful tool to help develop learning outcomes because it explains the process of learning:

Before you can understand a concept, you must remember it.

To apply a concept you must first understand it.

In order to evaluate a process, you must have analyzed it.

To create an accurate conclusion, you must have completed a thorough evaluation.

However, we don't always start with lower order skills and step all the way through the entire taxonomy for each concept you present in your course. That approach would become tedious-for both you and your students! Instead, start by considering the level of learners in your course:

1. Are lots of your students freshman? Is this an "Introduction to..." course? If so, many your learning outcomes may target the lower order Bloom's skills, because your students are building foundational knowledge. However, even in this situation we would strive to move a few of your outcomes into the applying and analyzing level, but getting too far up in the taxonomy could create frustration and unachievable goals.

2. Are most of your students juniors and seniors? Graduate students? Do your students have a solid foundation in much of the terminology and processes you will be working on your course? If so, then you should not have many remembering and understanding level outcomes. You may need a few, for any radically new concepts specific to your course. However, these advanced students should be able to master higher-order learning objectives. Too many lower level outcomes might cause boredom or apathy.

How Bloom's works with learning outcomes

Fortunately, there are "verb tables" to help identify which action verbs align with each level in Bloom's Taxonomy.

You may notice that some of these verbs on the table are associated with multiple Bloom's Taxonomy levels. These "multilevel-verbs" are actions that could apply to different activities. For example, you could have an outcome that states "At the end of this lesson, students will be able to explain the difference between H2O and OH-." This would be an understanding level outcome. However, if you wanted the students to be able to "... explain the shift in the chemical structure of water throughout its various phases." This would be an analyzing level verb.

Adding to this confusion, you can locate Bloom's verb charts that will list verbs at levels different from what we list below. Just keep in mind that it is the skill, action or activity you will teach using that verb that determines the Bloom's Taxonomy level.

Bloom's Level

Key Verbs (keywords)

Example Learning Outcome

Evaluate
choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate.

By the end of this lesson, the student will be able to determine whether using conservation of energy or conservation of momentum would be more appropriate for solving a dynamics problem.

Learning outcome examples adapted from, Nelson Baker at Georgia Tech: nelson.baker@pe.gatech.edu
How Bloom's works with Quality Matters

For a course to meet the Quality Matters standards it must have learning outcomes that are measurable. Using a verb table like the one above will help you avoid verbs that cannot be quantified, like: understand, learn, appreciate, or enjoy. Quality Matters also requires that your course assessments (activities, projects, and exams) align with your learning outcomes. For example, if your learning outcome has an application level verb, such as "present", then you cannot demonstrate that your students have mastered that learning outcome by simply having a multiple choice quiz.

Course level and lesson level outcomes

The biggest difference between course and lesson level outcomes is that we don't directly assess course level outcomes. Course level outcomes are just too broad. Instead, we use several lesson level outcomes to demonstrate mastery of one course level outcome. To create good course level outcomes, we need to ask ourselves: "what do I want the students to have mastery of at the end of the course?" Then, after we finalize our course level outcomes, we have to make sure that mastery of all of the lesson level outcomes underneath confirm that a student has mastery of the course level outcome-in other words, if your students can prove (through assessment) that they can do each and every one of the lesson level outcomes in that section, then you as an instructor agree they have mastery of the course level outcome.

How Bloom's works with course level and lesson level outcomes:

Course level outcomes are broad. You may only have 3-5 course level outcomes. They would be difficult to measure directly because they overarch the topics of your entire course.

Lesson level outcomes are what we use to demonstrate that a student has mastery of the course level outcomes. We do this by building lesson level outcomes that build toward the course level outcome. For example, a student might need to demonstrate mastery of 8 lesson level outcomes in order to demonstrate mastery of one course level outcome.

Because the lesson level outcomes directly support the course level outcomes, they need to build up the Bloom's taxonomy to help your students reach mastery of the course level outcomes. Use Bloom's Taxonomy to make sure that the verbs you choose for your lesson level outcomes build up to the level of the verb that is in the course level outcome. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, "illustrate." Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering).

Steps towards writing effective learning outcomes:

1. Make sure there is one measurable verb in each objective.

2. Each outcome needs one verb. Either a student can master the outcome , or they fail to master it. If an outcome has two verbs (say, define and apply), what happens if a student can define, but not apply? Are they demonstrating mastery?

3. Ensure that the verbs in the course level outcome are at least at the highest Bloom's Taxonomy as the highest lesson level outcomes that support it. (Because we can't verify they can evaluate if our lessons only taught them (and assessed) to define.)

4. Strive to keep all your learning outcomes measurable, clear and concise.

When you are ready to write, it can be helpful to list the level of Bloom's next to the verb you choose in parentheses. For example:

Course level outcome 1. (apply) Demonstrate how transportation is a critical link in the supply chain.

1.1. (understand) Discuss the changing global landscape for businesses and other organizations that are driving change in the global environment.

1.2. (apply) Demonstrate the special nature of transportation demand and the influence of transportation on companies and their supply chains operating in a global economy.

This trick will help you quickly see what level verbs you have. It will also let you check that the course level outcome is at least as high of a Bloom's level as any of the lesson level outcomes underneath.

Before you begin constructing your outcomes:

Please read our Learning Outcome : Before and After Examples page.

Additional External Resources:

For a longer list of Bloom's Verbs - TIPS tip: You can also use the "find" function (press: Ctrl-f or command-f on a mac) in your browser to locate specific verbs on this list.

To see how Bloom's can be applied specifically to distance education: Digital Approaches to Bloom's Taxonomy

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Using Bloom's Taxonomy to Write Effective Learning Outcomes

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Bloom's Taxonomy is a classification of the different outcomes and skills that educators set for their students (learning outcomes). The taxonomy was proposed in 1956 by Benjamin Bloom, an educational psychologist at the University of Chicago. The terminology has been recently updated to include the following six levels of learning.