Science and Mathematics Education Commons^™

Reinvigorating A Technical Countering Weapons Of Mass Destruction Distance Learning Graduate Certificate Program, James C. Petrosky, Gaiven Varshney, Jeremy Slagley, Sara Shaghaghi

Faculty Publications

Current Countering Weapons of Mass Destruction (CWMD) demands can be divided broadly into policy and science. The science of chemical, biological, and radiological/nuclear weapons informs the limits of development, production, employment, operation, detection, risk characterization, human and material protection, and medical intervention. In short, the science of weapons of mass destruction (WMD) should precede and inform the development of policy. It is to this end that the Air Force Institute of Technology (AFIT) CWMD program was re-established, providing a technical educational option for practitioners to understand the science behind a very technically challenging subject.

Using Simulation To Develop Clinical Teaching Competencies In Nurse Educators, Julie Fitzwater

Faculty Publications

This report describes a research study to measure the effect of simulation on clinical educators’ knowledge and skills about effective formative feedback for prelicensure nursing students.

Subject Population: Clinical nurse educators who teach prelicensure nursing students in clinical education were recruited.

Research Design: Pre-test and post-test design with a simulation workshop for educators as the intervention. This was a pilot study.

Theoretical Frameworks: The theoretical frameworks guiding the research study include Meleis’ Transitions theory and the NLN Jeffries Simulation theory. Transitions theory addresses the situational transition when a nurse clinician takes on the new role of nurse educator. Simulation theory …

Service Learning Enhances Conceptual Learning In A Rn To Bsn Program, Henny Breen, Melissa Robinson

Faculty Publications

A qualitative study using transcript analysis was conducted to examine the effectiveness of service learning in enhancing conceptual learning in RN to BSN students. As part of their capstone course in an online program, students engaged in 64 hours of service learning in their local community. The transcripts of asynchronous discussions and journal entries formed the data for analysis. The findings illustrated that the student’s conceptual understanding was enhanced from the service learning experience. Further, the students demonstrated higher-level thinking by linking concepts that could be applied to nursing practice. Service learning reinforced the community-based philosophy of the School of …