scholarly journals Impact Of Inter-Professional Education On Nursing Student Outcomes In The Online Environment

2015 ◽  
Vol 6 (2) ◽  
pp. 101-110
Author(s):  
Suzanne Crouch ◽  
Laura Fillmore ◽  
Linda Fly ◽  
Eme Ukot
Keyword(s):  
Professional Education ◽  
Student Outcomes ◽  
Nursing Student ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
Student Enrollment ◽  
Teaching Model ◽  
National Council ◽  
Online Environment ◽  
The Impact

The implementation and integration of inter-professional education (IPE) into a curriculum is supported by the National Council of State Boards of Nursing (NCSBN), the Inter-professional Education Collaborative (IPEC), and the Institute of Medicine’s (IOM) Future of Nursing report. While there is support for implementation, there is a lack of data and guidelines which to follow currently. The purpose of this nursing research study was to investigate the impact of inter-professional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented within an online environment to provide inter-professionally lead nursing sciences courses to nursing students in a baccalaureate program. In the four sessions following the implementation of interdisciplinary collaborative teaching, 605 students completed the courses with 179 submitting the end of course survey. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at p < 0.05 following the implementation of inter-professional teaching methodology. Prior to implementation of collaborative teaching, the total enrollment in pathophysiology was 194. After the institution of collaborative teaching, the total student enrollment was 605. This reflected a significant increase in student enrollment of 311%. Today, the complex healthcare delivery system necessitates a shift from traditional education to an inter-professional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012). Nursing curricula is needed which fosters both an inter-professional learning of shared knowledge and the discipline-specific learning essential for professional practice. 

scholarly journals Enhancing The Learning Environment Of Nursing Students Through Interprofessional Collaboration

2014 ◽  
Vol 5 (1) ◽  
pp. 15-28
Author(s):  
Suzanne J. Crouch ◽  
Laura Fillmore ◽  
Sharon L. Phelps ◽  
Eme Ukot
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Learning Environment ◽  
Student Satisfaction ◽  
Interprofessional Collaboration ◽  
Learning Experience ◽  
Collaborative Teaching ◽  
Teaching Methodology ◽  
Healthcare Needs ◽  
The Impact

The AACN position statement (1999) supports interprofessional collaboration. The development of innovative collaborative teaching methods within education may enhance the learning environment of students. Educational institutions utilize student evaluations as a method of listening to the voices of students, but research related to their use is limited. The purpose of this study was to explore the impact of interprofessional collaboration on nursing students’ perceptions of the online learning environment. An innovative collaborative teaching methodology was developed using a variety of disciplines, including physicians, pharmacists, chiropractic physicians, and nurses. Quantitative data analyses indicated a significant increase in student satisfaction with the online course as well as the online environment p < 0.05 following the establishment of the collaborative teaching methodology. Qualitative analysis illustrated enhanced satisfaction among students following the institution of interprofessional collaboration. Findings that view the learning environment through the lens of students’ eyes have many implications, including increased student and faculty satisfaction with the teaching/learning experience and enhanced collaboration among healthcare professionals. In addition, results may impact the curriculum by identifying a multidisciplinary approach to nursing education as an important resource. If we believe that students have a right to be active participants in their educational experiences, then we must give voice to their values, choices, concerns, and requests. A collaborative teaching methodology is one way to ensure that students’ voices are heard and acted upon, and it was found to be an innovative solution in meeting enrollment demands and healthcare needs. Collaborative relationships within nursing practice and nursing education are essential in the preparation of future nurses. 

45. Education at distance: Broadcasting ECG rounds to Southeastern Ontario (BESO Project). An innovative approach for teaching electrocardiography

2007 ◽  
Vol 30 (4) ◽  
pp. 51 ◽  
Author(s):  
A. Baranchuk ◽  
G. Dagnone ◽  
P. Fowler ◽  
M. N. Harrison ◽  
L. Lisnevskaia ◽  
...  
Keyword(s):  
Health Care ◽  
Real Time ◽  
Digital Signal ◽  
Teaching Methodology ◽  
Care Providers ◽  
Long Distance ◽  
Medicine Clerkship ◽  
Time Problem ◽  
The Impact ◽  
Ecg Interpretation

Electrocardiography (ECG) interpretation is an essential skill for physicians as well as for many other health care professionals. Continuing education is necessary to maintain these skills. The process of teaching and learning ECG interpretation is complex and involves both deductive mechanisms and recognition of patterns for different clinical situations (“pattern recognition”). The successful methodologies of interactive sessions and real time problem based learning have never been evaluated with a long distance education model. To evaluate the efficacy of broadcasting ECG rounds to different hospitals in the Southeastern Ontario region; to perform qualitative research to determine the impact of this methodology in developing and maintaining skills in ECG interpretation. ECG rounds are held weekly at Kingston General Hospital and will be transmitted live to Napanee, Belleville, Oshawa, Peterborough and Brockville. The teaching methodology is based on real ECG cases. The audience is invited to analyze the ECG case and the coordinator will introduce comments to guide the case through the proper algorithm. Final interpretation will be achieved emphasizing the deductive process and the relevance of each case. An evaluation will be filled out by each participant at the end of each session. Videoconferencing works through a vast array of internet LANs, WANs, ISDN phone lines, routers, switches, firewalls and Codecs (Coder/Decoder) and bridges. A videoconference Codec takes the analog audio and video signal codes and compresses it into a digital signal and transmits that digital signal to another Codec where the signal is decompressed and retranslated back into analog video and audio. This compression and decompression allows large amounts of data to be transferred across a network at close to real time (384 kbps with 30 frames of video per second). Videoconferencing communication works on voice activation so whichever site is speaking has the floor and is seen by all the participating sites. A continuous presence mode allows each site to have the same visual and audio involvement as the host site. A bridged multipoint can connect between 8 and 12 sites simultaneously. This innovative methodology for teaching ECG will facilitate access to developing and maintaining skills in ECG interpretation for a large number of health care providers. Bertsch TF, Callas PW, Rubin A. Effectiveness of lectures attended via interactive video conferencing versus in-person in preparing third-year internal medicine clerkship students for clinical practice examinations. Teach Learn Med 2007; 19(1):4-8. Yellowlees PM, Hogarth M, Hilty DM. The importance of distributed broadband networks to academic biomedical research and education programs. Acad Psychaitry 2006;30:451-455

Not Just for Poor Kids: The Impact of Universal Free School Breakfast on Meal Participation and Student Outcomes

2011 ◽  
Author(s):  
Meryle Weinstein ◽  
Amy Ellen Schwartz ◽  
Jacob Leos-Urbel ◽  
Sean P. Corcoran
Keyword(s):  
Student Outcomes ◽  
Free School ◽  
School Breakfast ◽  
The Impact

scholarly journals The impact of decentralized decision-making on student outcomes and teacher quality: Evidence from Colombia

2021 ◽  
Vol 141 ◽  
pp. 105378
Author(s):  
Gregory Elacqua ◽  
Isabela Munevar ◽  
Fabio Sanchez ◽  
Humberto Santos
Keyword(s):  
Decision Making ◽  
Teacher Quality ◽  
Student Outcomes ◽  
Decentralized Decision Making ◽  
The Impact ◽  
Quality Evidence

From practical nurse to bachelor of nursing student: bridging the transition

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Kathryn M. Chachula ◽  
Kathryn J. Hyndman ◽  
Mary E. Smith
Keyword(s):  
Learning Strategies ◽  
Degree Completion ◽  
Personal Growth ◽  
Teaching And Learning ◽  
Nursing Student ◽  
Human Resources For Health ◽  
Health Care Systems ◽  
National Council ◽  
Care Systems ◽  
Curricular Model

AbstractBackgroundA streamlined academic approach for career advancement is needed that allows practical or enrolled nurses to obtain a Bachelor of Nursing (BN) degree. One strategy in this approach is offering college-prepared Practical Nurses (PNs) the opportunity to transition into a baccalaureate program through a bridging course. Bridging initiatives serve as professional development opportunities for learners with personal growth and financial advantages on degree completion and enhance health and human resources for health care systems within national and international landscapes.Objective and methodsA curricular model and strategies on how such a bridging course can be constructed are discussed in this article. The model integrates teaching and learning strategies as well as course sequencing, structure, and assessment strategies.Results and conclusionThis innovative bridging curriculum offers Canadian and international nurse educators a programmatic guideline to create educational pathways for practical or enrolled nurses to obtain a baccalaureate degree. Completion of the bridging curriculum and BN program allow graduates to assume the RN role following a successful pass on the National Council Licensure Examination (NCLEX).

How Prepared are Our Teachers for Mainstreamed Classroom Settings? A Survey of Postsecondary Schools of Education in New York State

1992 ◽  
Vol 59 (1) ◽  
pp. 6-11 ◽  
Author(s):  
Christopher A. Kearney ◽  
V. Mark Durand
Keyword(s):  
New York ◽  
Teacher Education ◽  
Regular Education ◽  
New York State ◽  
Collaborative Teaching ◽  
National Council ◽  
Schools Of Education ◽  
Education Students ◽  
York State ◽  
Integrated Or

This study examined the hypothesis that postsecondary schools of education are sufficiently preparing regular education students to work in integrated or mainstreamed classroom settings. Chairpersons of 58 such programs in New York State were queried about their programs' accreditation, coursework, and field experience requirements relevant to mainstreaming practices. Results indicated that only a minority of these programs were accredited by the National Council for Accreditation of Teacher Education, offered dual certification in regular and special education, or required training in collaborative teaching and education.

THE IMPACT OF CONTINUING PROFESSIONAL EDUCATION ON SOCIAL SERVICE PRACTICE

1986 ◽  
Vol 12 (3) ◽  
pp. 231-240
Author(s):  
Diane E. Clayton ◽  
Vicki L. Schmall ◽  
Clara C. Pratt
Keyword(s):  
Social Service ◽  
Professional Education ◽  
Continuing Professional Education ◽  
The Impact
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