Teacher Stories of Blame When Assigning a Failing Grade

2014 ◽  
Vol 11 (1) ◽  
pp. 91-100 ◽  
Author(s):  
Susan G. Poorman ◽  
Melissa L. Mastorovich
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Clinical Performance ◽  
Nurse Educator ◽  
Teacher Stories ◽  
Educational Literature ◽  
Teachers Experiences ◽  
Undergraduate Programs

AbstractNurse educators are required to routinely evaluate students. While there is a plethora of information in the educational literature about how to write exams, develop rubrics, or evaluate clinical performance, there is a paucity of research related to teachers’ experiences of evaluation. Using a Heideggerian hermeneutical approach, this study sought to answer: (1) what are the experiences of nurse educators evaluating nursing students? and (2) what do these evaluative experiences mean to the nurse educator? Thirty nurse educators from 19 undergraduate programs were interviewed for this study. Implications for nurse educators are discussed.

scholarly journals The Impact of Nurse Educators on Nursing Education: The Need for Certification

2017 ◽  
Vol 2 (4) ◽  
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Styles ◽  
Teaching And Learning ◽  
Nurse Educators ◽  
Quality Care ◽  
Critical Role ◽  
Nurse Educator ◽  
Positive Message ◽  
The Impact

Nurse educators perform a critical role and function impacting thousands of nursing students each year in the delivery of safe, evidence-based, high quality care of patients. When evaluating the impact of the educational activities, it is also critical that nurse educators have the knowledge, skills, and abilities to identify and measure the outcomes of the instruction delivered. Nurse educators must also have in-depth knowledge of teaching and learning styles, technology such as simulation, and the diversity that is present in the nursing school classroom. All of these factors impact curriculum development and delivery. Obtaining certification as a nurse educator indicates that a standard of excellence as a nurse educator has been achieved that sends a positive message to the public about the quality of instruction nursing students receive in nursing education programs.

scholarly journals Responding in a Pandemic: Student Nurse Educator Mentorships, the Other Side of Blackboard

2021 ◽  
Vol 17 (30) ◽  
pp. 53
Author(s):  
Audrey Tolouian ◽  
Diane B. Monsivais ◽  
Melissa Wholeben
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Graduate Students ◽  
Role Models ◽  
Online Teaching ◽  
Nurse Educators ◽  
Student Nurse ◽  
Nurse Educator ◽  
Online Environment ◽  
Undergraduate Nursing

Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.

scholarly journals Prevention Strategies for HIV in Youth: A Concept Analysis

2015 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Sondang Ratnauli Sianturi
Keyword(s):  
Nursing Students ◽  
Risk Behaviors ◽  
Hiv Risk ◽  
Risk Perceptions ◽  
Nurse Educators ◽  
Age Groups ◽  
Nurse Educator ◽  
Prevention Strategies ◽  
Hiv Knowledge ◽  
Hiv Aids

Purpose:  To provide nurse educators how to address the problem of HIV/AIDS in the youth through the concept of prevention strategiesMethods: Review articles published during 2005 until 2014 that focused on HIV/AIDS prevention strategies. The databases used in this study were EBSCO, Medline, CINAHL, PubMed.Result: HIV knowledge is an important factor influencing HIV risk perceptions and risk behaviors especially among youth.The concept of prevention strategies designed and tested to address risk behavior on young people at every step along their developmental path. Strategies are very important ways for preventing HIV/AIDS, especially in youth. Conclusion: The attributes that characterize the concept of strategies   are:  plan, process, studying different ways, focusing on the greatest need, and analyzing and learning. Although strategies are used in prevention, they are not maximized in Indonesia. The best strategies for the different age groups have not yet been determined. With use of the best strategies, nurse educator can teach nursing students how best to reach youth and other people in the community to prevent HIV.

scholarly journals Comparing formative and summative simulation-based assessment in undergraduate nursing students: nursing competency acquisition and clinical simulation satisfaction

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Oscar Arrogante ◽  
Gracia María González-Romero ◽  
Eva María López-Torre ◽  
Laura Carrión-García ◽  
Alberto Polo
Keyword(s):  
Nursing Students ◽  
Formative Evaluation ◽  
Clinical Performance ◽  
Summative Evaluation ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Clinical Simulation ◽  
Undergraduate Nursing ◽  
Validated Questionnaire ◽  
Evaluation Strategies

Abstract Background Formative and summative evaluation are widely employed in simulated-based assessment. The aims of our study were to evaluate the acquisition of nursing competencies through clinical simulation in undergraduate nursing students and to compare their satisfaction with this methodology using these two evaluation strategies. Methods Two hundred eighteen undergraduate nursing students participated in a cross-sectional study, using a mixed-method. MAES© (self-learning methodology in simulated environments) sessions were developed to assess students by formative evaluation. Objective Structured Clinical Examination sessions were conducted to assess students by summative evaluation. Simulated scenarios recreated clinical cases of critical patients. Students´ performance in all simulated scenarios were assessed using checklists. A validated questionnaire was used to evaluate satisfaction with clinical simulation. Quantitative data were analysed using the IBM SPSS Statistics version 24.0 software, whereas qualitative data were analysed using the ATLAS-ti version 8.0 software. Results Most nursing students showed adequate clinical competence. Satisfaction with clinical simulation was higher when students were assessed using formative evaluation. The main students’ complaints with summative evaluation were related to reduced time for performing simulated scenarios and increased anxiety during their clinical performance. Conclusion The best solution to reduce students’ complaints with summative evaluation is to orient them to the simulated environment. It should be recommended to combine both evaluation strategies in simulated-based assessment, providing students feedback in summative evaluation, as well as evaluating their achievement of learning outcomes in formative evaluation.

Concept-based curriculum: design and implementation strategies

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Carmen V. Harrison
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Curriculum Design ◽  
Nurse Educators ◽  
Health And Safety ◽  
Implementation Strategies ◽  
Health Care Environment ◽  
Care Environment ◽  
Nursing Curricula ◽  
Novice Nurses

AbstractObjectivesNovice nurses are struggling to exercise the critical thinking skill set needed to make competent clinical decisions in today’s complex health care environment. This poses immense threats to the health and safety of patients. To address this alarming concern, many prominent organizations have called for a widespread overhaul of nursing curricula.MethodsA consistent theme among the recommendations for revising nursing curricula is the utilization of innovative curricula designs that focus on enhancing the critical thinking ability of nursing students, such as a concept-based curriculum.ResultsPlanning and implementing a curriculum revision is an overwhelming undertaking.ConclusionsProviding nurse educators with a guide on how to transition to a concept-based curriculum may help to facilitate a course revision.

Building Scholarship Capacity and Transforming Nurse Educators' Practice through Institutional Ethnography

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Lynn Malinsky ◽  
Ruth DuBois ◽  
Diane Jacquest
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
Institutional Ethnography ◽  
Ethnographic Study ◽  
Academic Scholarship ◽  
Canadian Association ◽  
Routine Work ◽  
Schools Of Nursing ◽  
Quality Of Nursing

Institutional ethnography can be viewed as a method of inquiry for nurse educators to build scholarship capacity and advance the quality of nursing practice. Within a framework of the Boyer (1990) model and the domains of academic scholarship in nursing described by the Canadian Association of Schools of Nursing (2006), we discuss how a team of nurse educators participated as co-researchers in an institutional ethnographic study to examine the routine work of evaluating nursing students and discovered a contradiction between what was actually happening and what we value as nurse educators. The discovery, teaching, application, and integration dimensions of scholarship are examined for links to our emerging insights from the research and ramifications for our teaching practices. The article illuminates the expertise that developed and the transformations that happened as results of a collaborative institutional ethnography.

scholarly journals Relationship between learning style and readiness for self-directed learning among nursing students at king Saud university, Saudi Arabia

2016 ◽  
Vol 5 (2) ◽  
pp. 109 ◽  
Author(s):  
Nesreen AbuAssi ◽  
Hanan Alkorashy
Keyword(s):  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Nursing Faculty ◽  
Nurse Educators ◽  
The Self ◽  
Learning Approach ◽  
Self Directed Learning ◽  
King Saud University ◽  
Directed Learning

Self-directed learning and other prevalent learning styles are important aspects of nursing education because they help nurse educators to predict differences in learners’ needs, abilities, and interests. Moreover, nurse educators depend on these predictors when they choose the most suitable teaching strategies, which enable them to manage adult learners effectively. This study’s objective is to explore the relationship between learning styles and the willingness to adopt self-directed learning among nursing students in King Saud University (KSU). Using a cross-sectional descriptive correlational design, the study was conducted with 230 undergraduate nursing students (female and male) from the third to eighth academic levels at the College of Nursing at KSU, Saudi Arabia. Kolb’s learning styles inventory and the self-directed learning readiness scale were adopted to determine the effects of the self-directed learning approach. The study’s findings suggested that the majority of nursing students had a “Diverging” style of learning. The “self-control” subscale was used to determine the willingness for self-directed learning. It recorded the highest mean score compared to the subscales of “self-management” and “desire for learning.” However, no statistically significant association was found between learning styles and self-directed learning readiness. Additionally, the findings showed that the majority of the students who participated in this study had little interest in the self-directed learning approach. Thus, this study recommends that the nursing faculty needs to assess students for their preferred learning style and readiness for self-directed learning before and throughout the students’ enrollment in the college. Further, the nursing faculty should apply a variety of teaching methods to manage students’ learning needs effectively.

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