Click in the theme boxes below to highlight sessions in that area:
Creative Use of Simulation and Technology
Innovations in Teaching and Learning
Leading in Complex Organizations
Health Promotion (Including Care of Vulnerable Populations)
Transition to Practice
Application of Education Research
WEDNESDAY
THURSDAY
FRIDAY
7:00 am-2:15 pm
Pre-Summit Workshops
Workshop A: Nurse Educators - Leaders and Citizens of our Global Village Harnessing Passion, Potency and Power in Their Significant Roles

8:00 am-2:15 pm
Pre-Summit Workshops
Workshop B: The NLN Preparation Course for Certification as a Nurse Educator

Workshop C: Legally Defensible Practice as an Academic Nurse Educator

8:00-11:45 am
Pre-Summit Workshops
Workshop D: Preparing Nurses for Practice: Coaching and Debriefing

Workshop E: Understanding the NLN CNEA Accreditation Process

1:45-2:15 pm
Navigating the Summit
2:30-3:15 pm
Concurrent Sessions 1
1A: Development of an Urban School District Health Screening Program as a Mechanism for Teaching Leadership, Research and Interprofessional Functioning
Marilyn J. Lotas, PhD, RN, FAAN, Case Western Reserve University
This session describes a school district-wide health screening program, funded by the Elizabeth Severance Prentiss Foundation. The program gave students from two schools of nursing and one medical school experience with research-related activities including protocol development and training, leadership development, interdisciplinary learning, community partnership building, and case finding and referral while providing significant service to the school district and surrounding community.
1B: Put to the Test: The Creation and Implementation of a Sustainable, Peer-Reviewed, Test Development Process
Tracy Ortelli, PhD, RN, CNE, ANEF, Galen College of Nursing
Presenters will describe the implementation of a test development process whereby faculty engaged in peer-review, item validation, comprehensive exam blue printing, and systematic item analysis. Outcomes of this process, which include curriculum revision and revised teaching strategies, will be described, along with the unanticipated benefits of increased teamwork, collaboration, and faculty development. Recommendations for ways in which faculty can implement this process will be offered.
1C: 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 use a tool to score a student performance in a video recorded simulation. The discussion that follows will illuminate the challenges associated with high stakes in general, and the specific challenges associated with using simulation for high stakes assessment.
1D: Physical Assessment Using a Virtual Program
Barbara Hulsman, PhD, RN, Indiana Wesleyan University; Darla Gowan, DNP, RN-BC, FNP-BC, Indiana Wesleyan University
This descriptive study examines the benefits of a virtual program to teach and learn physical assessment for two groups of graduate students – nursing education and nurse practitioner. Nursing education students participated as part of an on-line course. The nurse practitioner students were in a blended course. Both groups used the virtual program to demonstrate knowledge and skills of physical assessment. The End of Course Surveys from the two groups are compared for their perception of learning.
1E: Addressing the Nursing Shortage of Perioperative Nurses: A Student Nurse Residency Program
Barbara Penprase, PhD, RN, CNE, ANEF, Oakland University; Lynda Poly-Droulard, MSN, MEd, RN, CNE, Oakland University
This presentation describes a creative student nurse residency program in perioperative nursing. The program includes 14 weeks of training focused on perioperative didactic content (28 hours) and perioperative nursing clinical experience (210 clinical precepted hours). The program introduces perioperative content that would normally be presented during the first three months of hospital orientation using active learning strategies such as simulation and flipped classroom.
1F: The Effect of a Formal Mentoring Program on Career Satisfaction and Intent to Stay in the Faculty Role for Novice Nurse Faculty
Stephanie Jeffers, PhD, RN, Widener University; Bette Mariani, PhD, RN, Villanova University
The transition from the role of a clinician to faculty in an academic setting can be challenging and stressful for novice nurse faculty. The purpose of this study was to explore the influence of a formal mentoring program on career satisfaction of novice nurse faculty. A total of 150 participants completed a survey and open-ended questions. Independent t-tests were computed to compare scores of the faculty who had participated in a mentoring program with those who had not.
1G: Living in Poverty: an Experiential Interprofessional Simulation
Jorgia B. Connor, PhD, RN, Loyola University Chicago; Brother Ignatius Perkins, OP, PhD, RN, FAAN, ANEF, School of Nursing at Aquinas College
This presentation will describe how a large-scale poverty simulation was used as an interprofessional experience to engage students in understanding the influence of poverty on health and the individual's capacity to self-manage illness. The experience was used to address values and ethics competencies, as participants confronted issues of social justice brought forth by this experience. More than 400 health professional students, faculty, and providers participated in five offerings on two campuses.
1H: Implementing a Computer-Based Testing Program? What You Need to Know to Be Successful
Anne Krouse, PhD, MBA, RN-BC, Widener University; Rose Schwartz, PhD, RN-BC, Widener University; Susan Mills, PhD, RN, Widener University
Simulating the NCLEX testing model throughout the curriculum through a computer-based testing system can have significant benefits for students. The implementation poses several challenges for nursing programs. This presentation will share the five-year experience of the implementation of a computer-based testing program across undergraduate and graduate nursing programs. Key issues to be considered in the choice of a system and the successful implementation will be discussed.
1I: Preparing Clinical Instructors Through Simulation
Caralise Hunt, PhD, RN, Auburn University; Amy, Curtis, MSN, RN, Auburn University; Teresa Gore, PhD, DNP, FNP-BC, NP-C, CHSE-A, Auburn University
Clinical instructors need orientation and support to provide quality clinical experiences to students. Simulation can enhance the ability of clinical instructors to facilitate learning in clinical settings. The purpose of this study was to utilize simulation in a clinical laboratory to prepare and support clinical instructors in the role of clinical teaching and increase confidence of clinical instructors to provide clinical education to nursing students.
1J: Opening Doors to Leadership: NLN Innovative Leadership Programs
Janice G. Brewington, PhD, RN, FAAN, National League for Nursing; Mary Anne Rizzolo, EdD, RN, FAAN, ANEF, National League for Nursing
Bringing together experienced professionals, a world-class faculty, and dynamic curricula, the NLN Leadership Institute comprises full-year programs that help nurse faculty develop strong leadership skills. This session will focus on the three programs: LEAD, the Leadership Development for Simulation Educators, and the Senior Deans and Directors Leadership Program. Outcomes will be discussed.
3:30-4:15 pm
Concurrent Sessions 2
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.
4:30-6:00 pm
Opening Session/Keynote Address/President's Award
6:00-7:00 pm
Opening Reception
6:00-8:00 pm
Exhibits Open