Demystifying the Curriculum Map
Description: Designed as a foundational course, this hands-on immersive workshop enhances knowledge about the importance of curriculum design. Participants investigate best practices for designing and delivering curriculum at class session, course, and program levels. You are encouraged to come with a small team of colleagues so that together you can analyze your institution's program of study and/or course curriculum map. Experts will guide you to systematically integrate teaching activities (e.g., active learning strategies, simulation, etc.) to align with program and course learning outcomes for teaching knowledge, skills, and attitudes. Leave the workshop with a renewed understanding and enhancements to your target program curriculum map and an understanding of how to integrate learning activities into your program.
Faculty: Sue Forneris, Molly Kellgren
- Identify the target program and course learning outcomes of a nursing curriculum map.
- Discuss strengths and weaknesses of a program's curriculum map.
- Use a systematic, analytical, ethical, creative, and mindful approach to curriculum design and development.
AM: Curriculum Foundations
- Discuss the complexities and necessary considerations needed in today's contemporary nursing curricula
- Next generation NCLEX – what's it all about – how will it shape curricula and teaching and learning
- Outcomes, Outcomes, Outcomes: Program, Level/ Student Learning, Course, Class
PM: Understanding and Building the Curriculum Map
- Small Group Work: Establish learning objectives across the curriculum that align with program outcomes
Description: New nurses require well-developed clinical reasoning skills in order to deliver safe, quality, effective, and compassionate care. Preparing students for practice requires that academic and practice-based educators use transformative strategies to develop clinical reasoning skills. Good teaching leads the learner to know the content; great teaching guides the learner to use the content. This interactive workshop will highlight the known areas of risk as we transition our students through coursework and into professional practice. You will 1) get hands-on experiences in using the NLN Guide for Teaching Thinking to develop solid debriefing techniques; 2) practice debriefing techniques surrounding those known areas of risk with feedback from the experts; and 3) consider aspects of the teacher-learner relationship that can influence the facilitation of critical conversations across learning environments.
Faculty: Sue Forneris, Amy Kline, Rachel Onello, Michelle Moulton
- Identify issues specific to practice;
- Discuss the essential elements of the NLN Guide for Teaching Thinking
- Demonstrate skills in guiding critical conversations in the classroom, clinical, and post-clinical areas.
AM: Foundational Concepts
- Current Perspectives
- Learning as Meaning Making
- Metacognition Micro-skills
- NLN Guide for Teaching Thinking (with Role Play Demo & Video for Practice)
PM: Application in Context
- Immersive Practice with Trigger Videos
- Critical Conversations in Clinical
- Critical Conversations in Classroom
- Special considerations
Learning How to Learn
Description: Students often struggle with moving from shallow memorization to deep understanding of content that can be translated and applied across contexts, settings, and time. Many of today's students lack the knowledge and skills necessary for synthesizing and applying knowledge, recognizing the big picture, and leveraging critical thinking for decision making. This workshop will introduce principles of brain science and explain how faculty can help students ‘learn how to learn' through evidence-based learning strategies that leverage how the brain works for deeper learning and improved performance. Attendees will discuss and apply these principles of neuroscience to course design, learning resources, and approaches to successful student study habits.
Faculty: Rachel Onello, Michelle Moulton
- Discuss barriers to deep and translational learning
- Explore principles in the neuroscience of learning
- Apply the science of successful learning to course design, study approaches, and learning resources.
AM: Metacognition and Neuroscience of Learning
- Current challenges with deep and translational learning (leaner frames and behaviors as barriers to resilient learning)
- Learning as vulnerability (psychological safety and fostering learning-oriented behaviors for interpersonal risk taking)
- Harnessing principles of neuroscience to build metacognition into classroom teaching and study techniques (theories of spaced repetition, interleaving, forgetting to learn, testing effect, incubation in problem solving, storage vs. retrieval, etc.)
PM: Application of The Science of Learning
- Approaches for incorporating principles of neuroscience into the classroom (active learning strategies)
- Course design that leverages neuroscience principles (hands on practice and application)
- Strategies for helping students use neuroscience principles for more productive studying and improved performance (recognizing the illusion of competency, scaffolding vs. silos, rule learning vs. example learning, retrieval practice, etc.)
Assessment and Evaluation of Student Learning
Description: Nurse educators in schools of nursing are responsible for the evaluation of student learning. They are accountable to assure that students achieve program, course, and overall student learning outcomes. Understanding the importance of a strong testing framework to deliver fair, reliable and valid tests is paramount in moving learners forward in a program of study. The purpose of this workshop is to lay a foundation for nursing faculty to understand the steps for assessing the quality of the test preparation process, test items and analysis and the overall grading process.
Faculty: Leanne Furby, Sue Forneris
AM: Assessment and Evaluation
- Discuss the necessary steps and factors for consideration in planning and developing classroom tests.
- Discuss the role of the test blue print in establishing validity evidence for the results of an exam
- Discuss the concepts of measurement (reliability, validity, test statistics, variability) that are integral to test analysis
- Interpret test analysis results to determine test item level of difficulty (p) and discrimination (D) and overall test performance
PM: Test Analysis Immersion
- Foundations in evaluation and assessment
- The test blue print
- Concepts of measurement (reliability, validity, test statistics, variability)
- Interpret test analyses results
The Changing Role of Today's Nurse Educator
Description: Designed as a foundations course for new educators, this workshop promotes excellence in the advanced specialty role of the academic nurse educator while addressing the increasingly complex nature of the role. This workshop will address the many complexities to include faculty shortage, emphasis on diversity and inclusivity, civility, impact from a changing health care system, clinical practice – all within the art and science of nursing education. The unique policies governing student confidentiality, rights and responsibilities, and the policies governing the role of the faculty member in academia contribute to this unique yet vitally important role in the preparation of future nurses. As a capstone workshop to the New Faculty Intensive series, this workshop will engage participants in a dialogue on today's contemporary nurse educator role within the academic setting. New academic nurse educators will develop an understanding of how to empower students and fellow faculty to promote collegial dialogue, innovation and education excellence.
Faculty: Janice Brewington, Sue Forneris, Elaine Tagliareni, Karen Pardue
1) Discuss the knowledge of legal and ethical issues relevant to higher education and nursing education as a basis for influencing, designing, and implementing policies and procedure related to students, faculty and the educational environment
2) Discuss knowledge of history and current trends and issues in higher education that impact the nurse educator role
3) Develop networks collaborations and partnerships to enhance role within the academic environment
AM: Functioning Within the Education Environment
- Professionalism and Civility
- Institutional Mandates
- Working with Specific Student Populations: English Language Learners (ELL); Students with Disabilities
PM: Socialization to Today's' Contemporary Nurse Educator
- Developing Confidence in the Nurse Educator Role
- Nurse Educator as Leader
For additional information, contact Debra Mayberry