Analyzing Nursing Student Learning Over Time in Simulation

2016 ◽  
Vol 37 (6) ◽  
pp. 328-330 ◽  
Author(s):  
Lisa S. Ball ◽  
Linda Kilger
Keyword(s):  
Student Learning ◽  
Nursing Student ◽  
Over Time

Planning for Assessment of Student Learning Outcomes: A Process within Your Grasp

2004 ◽  
Vol 1 (1) ◽  
Author(s):  
Kathleen Connolly ◽  
Sandra DeYoung
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Nursing Student ◽  
Student Learning Outcomes ◽  
Outcome Data ◽  
Assessment Process ◽  
The Public ◽  
Assessment Of Student Learning ◽  
College Of Nursing ◽  
Total Program

Assessment in educational institutions is mandated by the public and by accrediting organizations. Faculty must plan for program assessment within the context of the college or university goals and assessment projects. Within the department or college of nursing, student learning outcomes must be assessed at the total program level and at the course and classroom levels. Faculty who are motivated to plan assessments and use outcome data should take leadership in the process. The process consists of determining the outcomes to be assessed, the measures to be used, and the standards to be reached. When data has been collected, it must be evaluated and used to make improvements. Finally, the assessment process itself should be assessed. This article gives examples of assessment methods for all levels of assessment at the institution, but especially at the program and course levels. A departmental assessment blueprint is included. The end result of implementation of an assessment plan is that at every level of the institution, excellence should be enhanced.

Teacher Fellows

2016 ◽  
pp. 281-294
Author(s):  
Barbara H. Davis ◽  
Terri Cearley-Key
Keyword(s):  
Public Schools ◽  
Data Collection ◽  
Teacher Retention ◽  
Student Learning ◽  
Teacher Development ◽  
Quantitative Data ◽  
The Past ◽  
The University ◽  
Collection Methods ◽  
Over Time

This chapter describes the Teacher Fellows Program. This program is a school/university partnership that has provided comprehensive mentoring and induction support to more than 400 teachers over the past 20 years. The program is grounded in social-constructivist, cognitive-developmental and teacher development theories. Both qualitative and quantitative data collection methods have been used to determine the program's effectiveness over time. Results from analyses of the data indicate the program (a) improves teacher retention, (b) increases teacher effectiveness, (c) fosters collaboration between the university and public schools, and (d) impacts student learning.

A Checklist for a New Millennium School Science Department

2011 ◽  
pp. 273-274
Author(s):  
Ed Hessler
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Student Learning ◽  
School Science ◽  
Learning Science ◽  
Science Department ◽  
Short Term ◽  
Over Time ◽  
New Millennium

My focus is both narrow and incomplete, for it is limited to a single area of learning: science, and it is in the form of a working list, a beginning of things one might write down, not in any particular order—so that they might be remembered and edited over time, with colleagues. Improving schools, teacher preparation, and professional development are important national priorities as we enter a new millennium. Past emphasis on targeted innovations in the short term are now conceptualized into the idea of continuous improvements that are connected in the long term. Today, the idea of improvement itself is being challenged. “Improvement,” the term of the technocrat, is being recast in the context of student learning—that is, how can we educate our young or learners of any age?

“Living More Through Knowing More”: College Education in Prison Classrooms

2019 ◽  
Vol 70 (4) ◽  
pp. 321-339
Author(s):  
Meghan Elizabeth Kallman
Keyword(s):  
Adult Learning ◽  
Student Learning ◽  
Social Dynamics ◽  
College Education ◽  
Prison Reform ◽  
Ethnographic Methods ◽  
Educational Strategies ◽  
Classroom Dynamics ◽  
Opportunities For Learning ◽  
Over Time

A growing national focus on prison reform has led to a resurgence of interest in carceral education. However, and although college education prison is different from college education in the community, relatively little scholarship has explored why or how these variations exist, what they mean, or how they have changed over time. The present paper aims to help fill this gap, exploring the significance of this context for adult learning. I ask: how does the context of a prison shape classroom dynamics and student learning? In answering the question, I employ qualitative and ethnographic methods that focus on giving voice to the perspective of the student-inmates themselves. I find that the isolated and oppressive characteristics of the prison can, paradoxically, offer unique opportunities for learning and scholarly achievement among incarcerated students. The paper’s findings invite reflection about the types of educational strategies often employed in prisons, and provide baseline data on some important social dynamics within prison classrooms.

Learning Styles: Impact on Knowledge and Confidence in Nursing Students in Simulation and Classroom

2016 ◽  
Vol 13 (1) ◽  
pp. 63-73 ◽  
Author(s):  
Jane D. Brannan ◽  
Anne White ◽  
Janice Long
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Strategies ◽  
Nursing Student ◽  
Nursing Practice ◽  
Visual Sensing ◽  
Index Of Learning Styles ◽  
Context Of Learning ◽  
Student Learning Styles

AbstractNurse Educators must develop nursing curriculum with engaging learning strategies that promote the knowledge and confidence needed for safe, effective nursing practice. Faculty should explore new methods of teaching that consider how students learn. Studies have shown mixed results regarding student learning styles, academic achievement, and development of confidence in nursing practice. An experimental study using Felder and Soloman’s (2004). Index of learning styles instrument was conducted to examine nursing student learning styles and their impact on confidence and knowledge in traditional and high fidelity simulation settings. Findings revealed students were more likely to have active, visual, sensing, and sequential learning styles. Student confidence or knowledge did not significantly differ among the learning styles in either simulation or traditional classroom methods. Awareness of learning styles may aid faculty in adapting engaging teaching strategies. Further research is needed with larger samples to identify best approaches to enhance student learning within the context of learning styles.

scholarly journals How nursing students’ placement preferences and perceptions of community care develop in a more ‘community-oriented’ curriculum; A longitudinal cohort study

2020 ◽  
Author(s):  
Margriet van Iersel ◽  
Corine Latour ◽  
Marjon van Rijn ◽  
Rien de Vos ◽  
Paul A. Kirschner ◽  
...  
Keyword(s):  
Nursing Students ◽  
Labour Market ◽  
Nursing Student ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Community Care ◽  
Individual Level ◽  
Nursing Curricula ◽  
Marginal Means ◽  
Over Time

Abstract Background: Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students’ perceptions of community care and placement preferences develop over time in a more 'community-care-oriented' curriculum, to gain insights on which curriculum elements potentially influence career choices. Methods: A nursing student cohort of a University of Applied Sciences in the Netherlands ( n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students’ placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students’ perceptions develop over time. Patterns of placement preferences at individual level were visualised. Results: Students’ perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students’ perceptions fluctuate between 6 and 7 (range 1-10). A placement in community care did not positively influence students’ perceptions, and an intensive one week theoretical programme was only temporarily influential. Conclusion: Although interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students’ perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.

Using Critical Creativity to Reveal Nursing Student Learning in Long-Term Care

2018 ◽  
Vol 57 (3) ◽  
pp. 150-153 ◽  
Author(s):  
Alyssa Indar ◽  
Sherry Espin ◽  
Karen LeGrow ◽  
Nadine Janes
Keyword(s):  
Student Learning ◽  
Nursing Student ◽  
Long Term Care ◽  
Term Care

Using ePortfolios to Integrate and Assess Learning across the Curriculum

2020 ◽  
pp. 726-744
Author(s):  
Catherine M. Wehlburg
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Faculty Mentoring ◽  
Reflection Process ◽  
Academic Courses ◽  
The Creation ◽  
Assessment Of Student Learning ◽  
Over Time

Students who are able to make connections across academic courses and co-curricular activities are often excellent students. They use skills to transfer knowledge from one context to another and benefit from this integration. Not all students do this without being taught. Using ePortfolios allows for learning to become visible across time and learning situations. This benefits students by allowing them to see and reflect on learning over time. And, because student learning and the resulting reflections are documented, others can see the student learning as well. Faculty mentoring can influence this process, guiding students through the reflection process and the creation of a learning ePortfolio that is a richer and more meaningful reflection of all that occurs during a student's time in higher education. In addition to the benefit to increase student learning, the technology used in ePortfolios can provide for a better assessment of student learning across an institution.

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