Group items tagged

"Health Literacy Upon completion of this module, you should be able to: Define health literacy Identify common concerns related to health literacy Describe low health literacy and its impact on society Review common health literacy assessment tools Formulate a plan to better communicate health information to patients in your practice"

While this health literacy resource was created for physician assistants, it could be used broadly.

Industry best practices suggest that "portfolio assessment" is the best way to combat the existence of cheating in an online environment.

This easy tool will allow you to create, publish and grade quizzes online. This generator is very flexible and, perhaps even more importantly, is free of charge. (Source: Web 2.0 toolbox)

Flashcard web application that has includes sharing, importing, groups, and multiple study modes.

This site has over 18,000,000 sets of flash cards posted. Over 2,000 are tagged with "nursing". The site is well organized, providing easy access to card sets for specific topics.

Quite a few card decks - but, you have to pay $20 to export cards and create cards with images.

"Create your own educational games, quizzes, class web pages, surveys, and much more! Explore millions of activities and quizzes created by educators from around the world." (Source: Quia.com)

This is an excellent on-line resource for teaching statistics, research, or referencing for specific topics involving statistics.

"Cary Moskovitz has been using the concept of "think aloud" responses in his writing courses, getting professionals in various fields at Duke to record comments and feedback on student papers. Students gain valuable insight from a reader familiar with the subject area of the paper and gain a better sense of ownership of their writing in a "real world" situation."

Julie and Vicki have published a research report on using audio feedback for peer review on student writing.

"This paper is a great example of the Scholarship of Teaching and Learning; Vicki and Julie have carefully researched "what works" in teaching using audio peer reviews, and offered suggestions for others based on their results"

How are course evaluations handled at your institution? As we look for better assessment and evaluation of our students, perhaps we can look to change how they evaluate us.

"Six Nursing faculty and one graduate student participated in a CIT Fellows Program to develop methods evaluate the quality of the School's online courses. The group created an evaluation rubric, applied it to their courses, and conducted student focus groups to provide feedback about online course quality. "

Standardized rubric for online classes produced by faculty at the Duke School of Nursing

Attached is a document from Faculty Focus on teaching with technology. These documents are collections of short pieces on the particular topic … and Faculty Focus has LOADS of topics. You can find that list of topics at http://www.facultyfocus.com/free-reports/. All reports are free, but in order to download them, you have to register (i.e., enter your e-mail address and create a password). Once you register, you will get regular announcements from Faculty Focus when new reports come out. Sometimes the e-mails are about reports you've already been notified of, but most of the time it's new stuff. Well, now that you know about this great resource, I will assume that those of you who are interested will register and get your own announcements. I, therefore, will not be cluttering up your Inbox with any more of these things … though you can expect notices when other kinds of things come out that might be of interest to you. Theresa M. "Terry" Valiga, EdD, RN, ANEF, FAAN Professor & Director, Institute for Educational Excellence

A good video demonstration of VoiceThread

After looking at voice thread I started thinking of ways in which I could utilize this technology in teaching my undergraduate students and it dawned on me that I could post a picture of the Amish and ask my students to share comments about the amish culture which would be useful in facilitating optimal outcomes with clients. At the graduate level, I was thinking of posting a diagram of a nursing model and asking the students to give an example of an application of the model to a client scenario. And in teaching nurse practitioners, I could post a picture of a patient and tell the story then ask students to identify a possible differential with rational. With 6 students in a clinical, 6 possible differentials could be generated from viewing a picture of the client and listening to the story in context.