2A: Building and Sustaining a Program of Nursing Education Research Without Traditional External Funding
Suzan Kardong-Edgren, PhD, RN, CHSE, ANEF, Robert Morris University; Kathie Lasater, EdD, RN, FAAN, ANEF, Oregon Health and Sciences University
Many nursing doctoral programs actively dissuade students from pursuing research agendas in nursing education. Funding for educational research is limited, thus pursuing this path is not for the faint of heart. This session will describe how two recognized nursing scholars followed their passions, building and sustaining effective and focused educational research programs, without federal funding.
2B: Teaching Quality Improvement: Flipping to a Web Journey
Deborah Merriam, DNS, RN, CNE, Daemen College
Using a flipped classroom and a quality web journey provided an interactive, collaborative learning experience where RN to BS students learned to lead. Students participated in a flipped classroom approach where they were exposed to quality improvement principles. This was followed by the on-campus quality web journey that culminated as teams developed a PDSA cycle. As students saw the potential impact of PDSAs, they were empowered to lead and improve outcomes in their own practice.
2C: The NLN Project to Explore Use of Simulation for High Stakes Assessment
(This is a two-part symposium; you must register for both sessions.)
Mary Anne Rizzolo, EdD, RN, FAAN, ANEF, National League for Nursing; Pamela Jeffries, PhD, RN, FAAN, ANEF, Johns Hopkins University; Marilyn Oermann, PhD, RN, FAAN, ANEF, Duke University; Suzan Kardong-Edgren, PhD, RN, CHSE, ANEF, Robert Morris University
Participants will develop strategies to create good practices for implementing high stakes summative evaluations. Lessons learned from the NLN Project to Explore the Use of Simulation for High Stakes Testing in Nursing Education regarding simulation design, preparing the testing environment, implementation (including use of video), selection of evaluation tools, norming, and training raters will guide the discussion.
2D: Building Bridges: Education to Practice with Interprofessional Simulation
Lisa Rohrig, BSN, RN, Ohio State University; Janice Wilcox, MSN, RN, CNL, Ohio State University; Carolyn McClerking, MS, RN, ACNP-BC, Ohio State University; Stephanie Justice, MSN, RN, Ohio State University; Stephanie Burlingame, BSN, RN, BSN, Ohio State University; Lauren Porembski, BSN, RN, Ohio State University
An OSU interprofessional team developed a communication and teamwork simulation for students from nine health professional programs. Students in BSN and MSN nursing, medicine, pharmacy, social work, physical therapy, respiratory therapy, occupational therapy and medical dietetics programs participate in team rounding and collaborative patient planning. The program began in 2012 and more than 1,000 students have participated to date. Positive results are shown from the Readiness for Interprofessional Learning Scale.
2E: Walking the Walk: Integrating Evidence into Clinical Experiences
Leslie G. Cole, DNP, RN, University of Alabama Capstone College of Nursing; Olivia W. May, DNP, CPNP; University of Alabama Capstone College of Nursing
Nurses across the world are called to provide nursing care from an evidence-based practice (EBP) approach. A baccalaureate nursing program seeks to answer this call through integration of EBP into its curriculum. One course implemented a clinical project that allows students to link concepts of EBP into their own clinical experiences. This activity has resulted in policy changes, enhanced patient outcomes, reduced health care costs, and improved nursing practice in several community hospitals.
2F: Being Randy Adams: Training Standardized Patients to Portray War Veterans Suffering from PTSD
Maureen Tremel, MSN, ARNP, CNE, CHSE-A, ANEF, Seminole State College of Florida; Marguerite Abel, MSN, RN, Seminole State College of Florida; Sean Daniels, BS, Seminole State College of Florida
This presentation will provide guidance to nurse educators interested in using standardized patients to portray war veterans suffering from PTSD such the NLN Advancing Care Excellence for Veterans unfolding scenarios. For standardized patients, portraying veterans with war-inflicted mental illness is challenging, and delivering a moving first person monologue and realistic improvised responses during simulated scenarios requires special training.
2G: Academic and Practice Collaboration for Success: The New Graduate Council
Elizabeth Campbell, MSN, RN, Lawrence Memorial Regis College Nursing and Radiography Programs; Thomas Gunning, BSN, RN, Hallmark Health System and Lawrence Memorial Regis College
This presentation will focus on issues shared by newly licensed nurses in a monthly transition program facilitated by an academic and clinical educator in a hospital system. All new RN staff have the opportunity to attend, and attendance is expected for 80 percent of the program. Responding to their feedback, changes were made to the orientation and support programs offered. Samples of outcome evaluation criteria will be provided as well as the value of the program in meeting Magnet designation criteria.
2H: Evaluating the Debriefer with the Debriefing for Meaningful Learning Evaluative Rubric
Cynthia Bradley, MSN, RN, Indiana University
Debriefing for Meaningful Learning (DML), an evidence-based debriefing method, promotes thinking like a nurse through reflective learning. Despite wide-spread adoption of DML, little is known about how well it is being implemented. To assess the effectiveness of DML implementation, an evaluative rubric was developed and tested. Results of this testing, and the implications for evidence-based teaching will be discussed.
2I: Student Perspectives Regarding a Significant Nursing Education Issue: Student Evaluations of Courses and Instructors
Terry Valiga, EdD, RN, CNE, FAAN, ANEF, Duke University; Ashley Munteanu, BSN, RN, Duke University
Student evaluation of courses and teachers is commonplace in higher education. However, questions exist regarding this practice: What is evaluated? How qualified are students to do such evaluations? When are evaluations distributed? What factors influence response rates and the value of such feedback? This session will present findings from a systematic review of literature and focus group discussions with pre-licensure and graduate students regarding course and teacher evaluations.
2J: The Role of the Nurse Educator in Public Policy and Advocacy
Christine Murphy, MA, National League for Nursing
Each and every day, legislators address major policies affecting health care and nursing. Join the NLN at the 2015 Education Summit to discuss how the political landscape will likely influence public policy and the important role of the nurse educator in public policy. This interactive session will provide attendees with an overview of the political makeup of the US Congress, how Congressional dynamics influence the legislative process, pressing issues for Congress to address, NLN resources, and what nurse educators can do to engage as informed advocates.