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Scholarship of Teaching and Learning Commons™
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- Nursing education (3)
- Bullying (1)
- Bullying Intervention (1)
- Change theory (1)
- Cognitive Rehearsal Training (1)
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- Collaborative Curriculum (1)
- Collaborative Evaluation (1)
- Concept-based curriculum (1)
- Concepts (1)
- Conceptual teaching (1)
- Continuous professional learning (1)
- Curriculum Evaluation (1)
- Curriculum Innovation (1)
- Curriculum Redesign (1)
- Evaluation Research (1)
- Evidence-based practice (1)
- Formative assessment (1)
- Information literacy (1)
- Knowledge transfer (1)
- Narrative analysis (1)
- Nursing Students (1)
- Pedagogical Knowledge; clinical nurse educators; undergraduate nursing program; student learning (1)
- Program Evaluation (1)
- Qualitative Research (1)
- RPN to BScN (1)
- Returning to school (1)
- Scholarship (1)
- Scholarship of teaching and learning (1)
- Self-study (1)
- Teaching and learning strategy (1)
Articles 1 - 9 of 9
Full-Text Articles in Scholarship of Teaching and Learning
Scaffolding Information Literacy Learning For Undergraduate Nursing Students: A Mixed-Method Exploration Of Student Il Self-Efficacy, Hanneke Croxen, Jody Nelson, Lisa Mckendrick-Calder, Wanhua Su
Scaffolding Information Literacy Learning For Undergraduate Nursing Students: A Mixed-Method Exploration Of Student Il Self-Efficacy, Hanneke Croxen, Jody Nelson, Lisa Mckendrick-Calder, Wanhua Su
Quality Advancement in Nursing Education - Avancées en formation infirmière
Abstract
Purpose: Information literacy (IL) competency is an essential component of evidence-informed nursing practice. It is integral to introduce and develop core information literacy competencies for evidence-informed practice within undergraduate education programs. Research has shown undergraduate students may experience challenges with information literacy skills. More research to inform teaching methodologies that effectively enhance students’ skills and abilities, as well as their self-efficacy with these skills, is needed. This article describes an innovative teaching strategy, called journal club, which uses scaffolded learning activities in small groups over one semester.
Methods: This mixed-methods research study used a non-experimental pre-post survey and was …
Matters Of Change: Nurse Educators’ Experiences Transitioning To A New Curriculum: A Qualitative Approach, Sarah Balcom, Janet Lynne Kuhnke, Lilla Roy
Matters Of Change: Nurse Educators’ Experiences Transitioning To A New Curriculum: A Qualitative Approach, Sarah Balcom, Janet Lynne Kuhnke, Lilla Roy
Quality Advancement in Nursing Education - Avancées en formation infirmière
Background: Nurse educators’ transition to a concept-based curriculum requires organizational and administrative support as well as collaborative teamwork. Implementing curricular changes can be challenging. One-on-one interviews were conducted with nurse educators who shared their perspectives on transitioning from a traditional to a newly adopted concept-based baccalaureate nursing curriculum.
Objective: This study explores nurse educators’ perceptions of change as they transitioned from a traditional four-year (eight-semester) baccalaureate nursing curriculum to a three-year (eight-semester) concept-based curriculum.
Method: The researchers used a qualitative descriptive design. Six nurse educators were recruited using purposive sampling. The interviews were conducted by a nurse educator new to …
Self-Study: A Method For Continuous Professional Learning And A Methodology For Knowledge Transfer, Judy C. Woods
Self-Study: A Method For Continuous Professional Learning And A Methodology For Knowledge Transfer, Judy C. Woods
Quality Advancement in Nursing Education - Avancées en formation infirmière
Purpose: Clinical nursing instructors must participate in continuous professional learning to maintain competency in nursing practice and in clinical instruction to prepare nursing students adequately for professional practice. The purpose of this research was to examine self-study as a method of continuous professional learning in nursing education.
Procedures: A clinical instructor undertook to improve her clinical instruction with regard to five formative assessment strategies illustrated to promote student learning in regular classrooms. She translated and then implemented these strategies in nursing education. This self-study of instructional practice employed a reflective journal and systematic documentation of iterative processes of planning, action, …
Facilitation Of Disorientating Events For The Rpn To Bscn Learner / Soutenir, Par Des Occasions Déconcertantes, Les Apprentissages De L’Infirmière Diplômée D’Un Programme Collégial (Rpn En Ontario) Pour Devenir Infirmière Bachelière (B.Sc.), Maurine Parzen, Katharine Janzen
Facilitation Of Disorientating Events For The Rpn To Bscn Learner / Soutenir, Par Des Occasions Déconcertantes, Les Apprentissages De L’Infirmière Diplômée D’Un Programme Collégial (Rpn En Ontario) Pour Devenir Infirmière Bachelière (B.Sc.), Maurine Parzen, Katharine Janzen
Quality Advancement in Nursing Education - Avancées en formation infirmière
Jack Mezirow’s transformative learning theory provides a framework in which to explore learning experiences that facilitate the Registered Practical Nurses (RPN) who returns to school to upgrade their credentials to that of a Registered Nurse (RN). It is through self-exploration and critically reflection upon previous nursing knowledge that RPNs can begin to enhance their knowledge and transform their practice. Mezirow claims there are precursor steps that adult learners contemplate as they engage in the process of perspective transformation which is initiated by disorientating dilemmas. RPNs who return to school to upgrade their credentials to that of an RN need to …
The Pedagogical Practices Of Clinical Nurse Educators - Les Pratiques Pédagogiques Des Infirmières Formatrices Cliniques, Anita Jennings, Clare Brett
The Pedagogical Practices Of Clinical Nurse Educators - Les Pratiques Pédagogiques Des Infirmières Formatrices Cliniques, Anita Jennings, Clare Brett
Quality Advancement in Nursing Education - Avancées en formation infirmière
Clinical practice are an important component of undergraduate nursing education and involve clinical nurse educators who are primarily responsible for teaching student nurses in that context. Twelve nurse educators who taught in the clinical arena participated in this grounded theory study. These participants taught in a number of undergraduate nursing programs in a large metropolitan city in Ontario, Canada. The results revealed several insights and in this article the authors focus on one in particular: the various intersecting forms of knowledge that nurse educator participants brought to their teaching practice. The results from this study provide a more detailed understanding …
Valuing Curriculum Evaluation As Scholarship: A Process Of Developing A Community Of Scholars (Valoriser L’Évaluation De Programmes D’Études Comme Forme De Scholarship : Un Processus De Création D’Une Communauté De Chercheuses), Betty Tate, Marilyn Chapman, Cheryl Zawaduk, Doris Callaghan
Valuing Curriculum Evaluation As Scholarship: A Process Of Developing A Community Of Scholars (Valoriser L’Évaluation De Programmes D’Études Comme Forme De Scholarship : Un Processus De Création D’Une Communauté De Chercheuses), Betty Tate, Marilyn Chapman, Cheryl Zawaduk, Doris Callaghan
Quality Advancement in Nursing Education - Avancées en formation infirmière
Curriculum evaluation is an essential and complex activity intended to foster understanding of how teaching-learning practices serve to meet educational goals. This position paper provides a retrospective from the authors' lived experience of one multi-institutional collaborative nursing programs' history of curriculum evaluation and scholarship growth over twenty-five years. Key themes include an overview of collaborative curriculum evaluation underpinned by three philosophical perspectives, the influence of accreditation and re-mandated post-secondary institutions on scholarship development, an affirmation of curriculum evaluation as a form of knowledge development as supported by Boyer’s model of scholarship, and the development of scholarship expertise across collaborative partners …
Cognitive Rehearsal Training For Upskilling Undergraduate Nursing Students Against Bullying: A Qualitative Pilot Study, Florriann C. Fehr Dr., L. Michelle Seibel Ms.
Cognitive Rehearsal Training For Upskilling Undergraduate Nursing Students Against Bullying: A Qualitative Pilot Study, Florriann C. Fehr Dr., L. Michelle Seibel Ms.
Quality Advancement in Nursing Education - Avancées en formation infirmière
The purpose of this qualitative study is to examine the effectiveness of an anti-bullying intervention called Cognitive Rehearsal Training (CRT) using a workshop format to increase third year nursing students’ knowledge and confidence to address bullying behaviour. A lanyard card identifying ten common bullying behaviours and possible phrases to stand up to bullying was used as a tool to Stop! Reflect! and Respond! as a process to resolve conflict (Griffin, 2004; Griffin & Clark, 2014). Although similar bullying interventions have been studied among practicing nurses, few studies exist that involve students within their pre-licensure training program (Iheduru-Anderson, 2014; Thomas, 2010) …
Quiet Lampshade In The Corner? Exploring Fourth Year Nursing Students' Narratives Of Transition To Professional Practice, Joanna Szabo, Sonya L. Jakubec, Katherine J. Janzen
Quiet Lampshade In The Corner? Exploring Fourth Year Nursing Students' Narratives Of Transition To Professional Practice, Joanna Szabo, Sonya L. Jakubec, Katherine J. Janzen
Quality Advancement in Nursing Education - Avancées en formation infirmière
Recruitment and retention issues continue to be prevalent in all domains of nursing practice. Nursing students’ transition into practice is an understudied area of this concern. This study specifically explored the question: How do fourth year nursing students make meaning of their transition to professional practice? Data was collected from twenty-two field note journals and seven face-face interviews emerging from a capstone nursing theory course focused on nursing leadership, relational ethics, complex healthcare contexts and responsive action. For the participants of this study, the meaning of transitioning to practice manifested as: developing complex identity awareness, mediating expectations in the struggle …
Educating For Complexity In Nursing Practice: A Baccalaureate Curriculum Innovation, Patricia Rosenau, Lorraine Watson, Leianne Vye-Rogers, Martie Dobbs
Educating For Complexity In Nursing Practice: A Baccalaureate Curriculum Innovation, Patricia Rosenau, Lorraine Watson, Leianne Vye-Rogers, Martie Dobbs
Quality Advancement in Nursing Education - Avancées en formation infirmière
This expository article describes an overview of salient changes made to a baccalaureate curriculum to meet the ever changing demands of health care, professional nursing practice, and post-secondary education. The innovations were embedded in the tenets of complexity science, mandates of our professional practice, the contextual relevance of the curriculum and the scholarship of integrative learning. The curriculum is present and future oriented, evidence-based and relevant. The curricular structure shifts content and pedagogy from the traditional stance. The planned and integrative semester course design is greater than the sum of its parts; course content is carefully chosen to illustrate the …