Group items tagged

The number of distance education courses offered by nurse anesthesia programs has increased substantially. Emerging distance learning trends must be researched to ensure high-quality education for student registered nurse anesthetists. However, research to examine distance learning has been hampered by a lack of theoretical models. This article introduces the Community of Inquiry model for use in nurse anesthesia education. This model has been used for more than a decade to guide and research distance learning in higher education. A major strength of this model lies in its direct applicability for guiding online distance learning. However, it lacks applicability to the development of higher order thinking for student registered nurse anesthetists. Thus, a new derived Community of Inquiry model was designed to improve these students' higher order thinking in distance learning. The derived model integrates Bloom's revised taxonomy into the original Community of Inquiry model and provides a means to design, evaluate, and research higher order thinking in nurse anesthesia distance education courses.

This article discusses using the ADDIE model in developing nursing simulation exercises.

This is a short article focused on the 2014 Horizon Report and the context of connections. Published in Nursing Education Perspectives journal in their Emerging Technologies section.

Kristy, this is awesome find. The term Connected Age may be one of the next buzz words of our lives. I've added a couple of additional tags so that searching becomes meaningful. Using "nursing" as a tag is perfect because there are about 8 SON faculty who have access to this group. (This cohort and last)

Interesting article using powerpoint to enhance unfolding case studies for nursing education

Article discusses the principles of flipping the classroom within nursing.

Applying the Community of Inquiry Model (Teaching presence, social presence, cognitive presence) to on-line doctoral education. Socialization and mentoring needs identified as rationale for blended designs.

Nurse Educ Pract. 2010 Nov;10(6):322-6. doi: 10.1016/j.nepr.2010.05.001. This article describes use of the heutagogical approach to nursing education - a practice based (and competency driven) program of study.

Using the bookmark format to post the link

Cool, Kate!

I thought you might be interested in Shulman's research, in that he has worked a good bit with students in programs like ours (nursing and theology), which are both professional and academic. He is wrestling, in this essay, with the categories of engagement and commitment in processes of learning.

This reference outlines the outcomes of an online course in genetics for NP students. I found this reference particularly helpful as it focuses on a science based online course. It can be done!

Over the last decade, larger student numbers, reduced resources and increasing use of new technologies have led to the increased use of multiple-choice questions (MCQs) as a method of assessment in higher education courses. This paper identifies some limitations associated with MCQs from a pedagogical standpoint....

Trying to catch up and get ahead as I leave town this week :) I teach beginning undergraduates in typically large (150+ students) classes, often with little or no (or ineffective) TA assistance. Multiple choice questions are an absolute necessity as a management tool. I find that many of my colleagues in traditional liberal arts colleges think that multiple choice questions are unacceptable as a means of student assessment. However, I've noticed that many of the online adaptive learning tools and licensing exams required by many professional programs (nursing among them...) are also based primarily on multiple choice questions. I looked for an article to rebut the reading from the flaguide website (http://www.flaguide.org/) which stated, "...the multiple choice test..... [is] usually most effective at measuring fact-based knowledge and the ability to perform algorithmic problem-solving...However, if our goals include different student outcomes than these....then this assessment technique will not provide useful feedback about attainment of these goals." The above article gives several ideas for creating and using multiple choice questions to assess higher order thinking, my favorite being the idea of assigning scores based not only on student answers to the questions but also their confidence in their answer. I also liked the idea of the self-tests that students can take repeatedly to check their mastery of concepts, which seems to play into the instructional design loops that we were studying in M3.