Bundle
NR 525
10 Items
NR 525 Week 7 Graded Discussion: Presentation of an Instructional Method
NR 525 Week 7 Graded Discussion: Presentation of an Instructional Method Week 7: Presentation of an Instructional Method 67 89 Post your Topic Rel... [Show More] ated to Instructional Strategies presentation here, which you submitted as a graded assignment from Week 6. Adding the PowerPoint Show as a Response in the Discussion: 1. When you are ready to share your Week 6 Graded Assignment presentation, select the REPLY in the Week 7 Instructional Strategies presentation discussion, below. 2. Enter the Subject and a brief statement of your presentation. To add the PowerPoint Show, you will select Add/Remove File. 3. You will see a popup allowing you to browse your computer to upload the presentation. Be sure to select the file that is a "Show". 4. Select the PowerPoint Show; note the icon is different from the Presentation file; you will see the presentation loading. Once the file has loaded, you will see the attachment below the text box. 5. Select Post Response; Now you can view your own presentation and read your peers' responses. Please review and comment on two of the topics posted by two of your classmates. After viewing a presentation, respond to your peer, identifying the following: What would you consider to be the two greatest strengths in each of the presentations and what are two areas for improvement in each of the presentations?" Search entries or author Unread Subscribed (https:/ April Herron (h5ps: /chamberlain.instructure.com/courses/40415/users/52245) Apr 14, 2019 Classmates, Attached is my power point presentation on flipped classrooms. This presentation breaks down what a flipped classroom is, the, history, how it works in the classroom and for students, how it applies to nursing, and the advantages and disadvantages of its use. Hopefully this educational tool provides you with a little more insight on how a flipped classroom works, and who knows you may end up using it in your future classes. NR 525 week 6 presentation 1-1.ppsx (https://chamberlain.instructure.com/files/4312520/download? download_frd=1&verifier=AfH9TYUntmCiHwkpqweRnGEvBM7nT9xNGBSnyXme) (http Wendy Bird (h5ps: /chamberlain.instructure.com/courses/40415/users/1057~67977) Apr 15, 2019 April, I was unable to discern any audio narration with your presentation. Is it missing, or a glitch on my end? Wendy B. (http April Herron (h5ps: /chamberlain.instructure.com/courses/40415/users/52245) Apr 21, 2019 Wendy, I am seeing this glitch now and I am unsure why it is not processing through the show feature so I am going to post the pptx power point. Thank you! NR 525 week 6 presentation 1-1.pptx (https://chamberlain.instructure.com/files/4373548/download? download_frd=1&verifier=lJBjaM26eKrBnE3GqEHEbsTCnLofGejAb8Ea5Jzi) (http Lana Romero (h5ps: /chamberlain.instructure.com/courses/40415/users/5494) Apr 21, 2019 April, I really enjoyed reading your Power Point. I w was colorful and kept my attention. You had color and the change of slides were very good. You also explained your topic well and gave advantages and disadvantages. "Within higher education, there is an increasing trend toward transcending from traditional didactic, teacher-focused teaching to more student- centered methodologies that actively engage students in the learning process" (Bdel & Collins, 2017). I found many more strong points on your presentation then not. I do not know if it was my computer, but I had a little difficulty hearing your voice. Otherwise, it was a great professional Power Point that you could use in your own classroom. Abdel Meguid, E., & Collins, M. (2017). Students' perceptions of lecturing approaches: traditional versus interactive teaching. Advances in Medical Education and Practice, 8, 229–241. doi:10.2147/AMEP.S131851 Class My presentation is on Digital Learning and engaging the age group Generation Z. We have learned about different learning styles and engaging students through different methods.Age groups too have preferences to how information is obtained.I hope you find the information useful. Anna (http Anna Hines (h5ps: /chamberlain.instructure.com/courses/40415/users/65203) Apr 14, 2019 Sorry...Down load did not attach Anna Digital Learning and engaging the Z-Generation-2.ppsx (https://chamberlain.instructure.com/files/4313546/download? download_frd=1&verifier=Kk86msrkWPMaS2kUXF0rObfXmk0jKgYV0XDzwbkx) (http Brooke Eisele (h5ps: /chamberlain.instructure.com/courses/40415/users/37505) Apr 17, 2019 Anna, When I opened your presentation there was no sound. I'm unsure if this is my computer's issue or your file as the other presentations had sound. I was able to read your notes to get the full idea of your presentation. I think you presented a lot of good information. I was curious to see if I shared characteristics with generation Z learners as I am a fairly younger student as well. I think overall your presentation looked professional. The last half of your presentation was not visually appealing though. The beginning slides had nice graphics that weren't distracting and matched the text on the slides. Once you began discussing the advantages and disadvantages the slides left much to be desired. I am unable to judge your oral presentation because I was unable to hear it. The information presented was complete and you met all the objectives for including it. Great job over all. Brooke (http Anna Hines (h5ps: /chamberlain.instructure.com/courses/40415/users/65203) Apr 18, 2019 Brooke Thank you for your feedback. I had to remove my audio per IT help desk because the 'file was too large'.I didn't think my presentation was any longer than other presentations,but I deferred to the professionals. I agree that I crowed the slides and should of made adjustments.Again, I appreciate your time in choosing and viewing my PowerPoint Presentation. Anna (http Pamela Harris (h5ps: /chamberlain.instructure.com/courses/40415/users/1057~14237) Apr 19, 2019 Persada and Nadlifatin (2019) points out that digital learning is a new trend in education. It includes videos, collaborative online learning, distance learning, and simulations. Generation Z is the individuals born after the Millennial generation. These individuals were born and raised in the digital age. They know no other environment than one with technology. Therefore, the Generation Z student is already mature in their use of technology. It has been found that Generation Z is digital learning has a positive effect on the Generation Z learner. As a matter of fact, Generation Z leaners prefer digital learning. References Persada, S. F. satriafadil@mb. its. ac. i., Miraja, B. A., & Nadlifatin, R. (2019). Understanding the Generation Z Behavior on D-Learning: A Unified Theory of Acceptance and Use of Technology (UTAUT) Approach. International Journal of Emerging Technologies in Learning, 14(5), 20–33. https://doi-org.contentproxy.phoenix.edu/10.3991/ijet.v14i05.9993 (http Evelyn Mathis (h5ps: /chamberlain.instructure.com/courses/40415/users/34416) Apr 19, 2019 Anna, One-word admiration for your hard work !!Your presentation was very instructive in what the characteristic of generation Z were and how instructors could impart effective teaching when integrating technically incline plans of teachings. I appreciate your creativity and the time you nicely invested in creating your well-designed power point. Your bullets were precise and not too crowded with words, it looked like you followed the 6 x 6 rule of creating a power point presentation, whenever an interface such as Microsoft is use in creating studying material for students such as power points it is important to consider the preferences that students might have without neglecting the learning process aspect of a class as a whole (Awe et al.,2018). From me as part of your audience I could say that learned something interesting and knew by looking at your presentation thank you. I would have really to hear you narrate your well-organized presentation. I feel that your visuals at times could have been less saturated in size, but then I am an extremely minimalistic person and that could be a personal opinion rather than something you need to perhaps change, I would definitely recommend if I allowed for you to have another person look at your future power point presentations, so as to gain outsider constructive views. Also, testing the acceptable length for audio files is a great idea, since narration really enhance presentations, my suggestion is to record your narrations into a sound card first then from there you could edit it and maybe insert your narrations after they have been edited. References Awe, A., Ballard, D. H., Burger, M., Abrams, A., Caldito, G., Chu, Q., & Samra, N. (2018). Innovative Teaching Strategies for Surgery Resident Education Sessions: Learner Preference of Slide-based Presentations versus Focused Study Guides. The American Surgeon, 84(12), e541–e543. Retrieved from https://search-ebscohost- com.chamberlainuniversity.idm.oclc.org/login.aspx?direct=true&db=mdc&AN=30606370&site=eds-live&scope=site (http Jenna Manzione (h5ps: /chamberlain.instructure.com/courses/40415/users/48618) Apr 21, 2019 Anna, I liked your presentation it is important to be able to work with many different age groups. I like that you specifically focus on the importance for the future nurse educator. I wish I did that in my presentation. Readiness_to_learn_Eisele_Brooke.ppsx (https://chamberlain.instructure.com/files/4313306/download? download_frd=1&verifier=Z2oYtektg6OR6vOeY89fMAmNwBujYJNS6KLGGqoA) (http Anna Hines (h5ps: /chamberlain.instructure.com/courses/40415/users/65203) Apr 15, 2019 Brooke Thank you for your Readiness to Learn presentation.Overall, a colorful and inviting appearance to your slides. I believe the slides with potential barriers and learning needs assessment were overwhelming with information.I could see your presentation being useful with novice nurses as well as experienced nurses for an explanation of patient teaching. Nurses should determine who receives the teaching through questions, as the patient due to disease process may not be the ideal candidate for teaching (Flanders,2018).I would of liked to see what collaborative efforts for teaching are available for the nurse in the clinical area. What different modalities have the best/worse success rate,for instance 'teach back method'. As we have learned individuals have preference to how they learn (Flanders,2018). The graphics covering the 'why assess RTL' touched on your key points for the audience, was easy to follow and read. The reference slide seems to of been omitted.I think your presentation was informational, I would of liked to of been able to hear the whole program. Good Job! Anna Flanders,S.(2018).Effective patient education:Evidence and common sense. MEDSURG Nursing 27(1).55-58.https://eds-b- ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer?vid=5&sid=e49cee8c-381b-48a3-a3dc- 938e95109452%40pdc-v-se (https://eds-b-ebscohost-com.chamberlainuniversity.idm.oclc.org/eds/pdfviewer/pdfviewer? vid=5&sid=e49cee8c-381b-48a3-a3dc-938e95109452%40pdc-v-se) (http Brooke Eisele (h5ps: /chamberlain.instructure.com/courses/40415/users/37505) Apr 15, 2019 Anna, Thank you for your feedback. Also the directions stated to put the references on the last page of the paper so that is where they are located. Brooke (http Rosa Tavarez (h5ps: /chamberlain.instructure.com/courses/40415/users/66469) Apr 19, 2019 Hello Brooke, The first few slides of your PowerPoint presentation had already captured my attention. You did a great job at presenting it with good graphics and with a concise and effective detailing of information. What kept me more attentive was the conversational mode that you presented it at the beginning. But at about the eighth slide, your tone of voice changed, the speed of speak increased and sounded more as if you were reading from a chapter book. I suggest you speak slower to allow the audience to appreciate and focus on the visuals. Although your graphics and bullet points tell the story, your voice deserves to be heard. Also, I noticed that some contents were not verbally supported, and kept me wondering where did you get the information. For the purpose of this discussion, providing more sources would have made the information more immediately credible. In my opinion, a few modifications to your work can make it fully effective for instruction at all levels of nursing. Overall, I am impressed with the way you presented all this complex information, simple and easily to understand in just 10 slides. I can't agree more on the fact that assessment for readiness to learn is of utmost importance to ensure optimum quality of care and patient satisfaction. While nurse educators being equipped to effectively assess patients readiness to learn is of utmost importance, assessing students' readiness to learn in the many different learning environments of the 21st century is crucial. Student retention can be strongly determined on how with look at this issue. E-learning with the newest technology, and the demands for nursing research are frequent challenges among others faced by students (Parkes, Stein, & Reading, 2015). Parkes, M., Stein, S., & Reading, C. (2015). Student preparedness for university e-learning environments. The Internet and Higher Education, 25, 1-10. (http Jenna Manzione (h5ps: /chamberlain.instructure.com/courses/40415/users/48618) Apr 20, 2019 Hi Brooke, Great presentation I think assessing readiness to learn is a very important aspect to nursing. I agree and think that a patients specific barriers to learning is a very big predictor of "noncompliance" and 30 day readmission rates. Your presentation was excellent and I enjoyed your ability to give us real ideas to understand how our patient learns best. I also liked how you made a nice example of how to assess for any cultural needs. One area that could be improved is that I was under the impression that it would be a classroom experience where you are speaking ad lib. Your presentation was great but you definitely read from a script. It was a great idea and I am glad I got to listen to it! Jenna Apr 14, 2019 Dr. Brewer and class, I chose "Making a Clinical Assignment" as my presentation topic. I chose this primarily because it is a subject that I knew very little about but need and desired to know more in order to function in my future role as an instructor. I look forward to your feedback on my PowerPoint and narration. Wendy B. WBird_NR525_Week7-1.pptx (https://chamberlain.instructure.com/files/1057~4057755/download? download_frd=1&verifier=8xCQPyU3aGTfNbWiAwCQ122QDUDYipoA6bqyPmxb) (http Brooke Eisele (h5ps: /chamberlain.instructure.com/courses/40415/users/37505) Apr 15, 2019 Wendy, I enjoyed your presentation! You sounded very professional and knowledgeable on your topic. I am going to be starting a role as clinical instructor for a local university this summer, so I was interested in your topic as well. The top two things I believe you did well was keeping the text minimal and pictures relevant on your slides. I also think that your oral presentation was pretty good. You did not use filler words and kept on subject for each slide. I think what you could work on is making it a little more exciting for the viewer. Perhaps by adding some motion to the slides or even changing up the pace of your speaking voice here and there. Van Ginkel, Gulikers, Biemans and Mulder (2017) found that elaborate feedback from peers helps to create reflections on performance of oral presentations and fosters development of the skill. I also thought my own presentation needed to be more exciting. Overall very good job and I found it quite helpful as I transition into my new role as clinical instructor too. Brooke Van Ginkel, S., Gulikers, J., Biemans, H., & Mulder, M. (2017). Fostering oral presentation performance: Does the quality of feedback differ when provided by the teacher, peers or peers guided by tutor? Assessment & Evaluation in Higher Education, 42(6), 953–966. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1080/02602938.2016.1212984 (http Gisela Tong (h5ps: /chamberlain.instructure.com/courses/40415/users/8668) Apr 17, 2019 Hello Wendy, I like your choice of background (the black board was a great choice) and your choice of topic. It is challenging when making assignments for nursing students during a clinical. Instructors want students to experience different patient situations, but often this is not happening because the hospital unit they are assigned is too, have too many patients with high acuity, or nurses have high patient ratio that day. Nursing students need exposure to different patient conditions to enhance their clinical knowledge and nursing skills (Maryniak, 2017). Providing these students with good clinical assignments allow them to practice their skills, utilize critical thinking, and experience hands-on that help build their competency and confidence to equip them as future nurses (Maryniak, 2017). I found your presentation was well organized. Your topic was appropriate. Each slide was short and to-the-point with appropriate choice of pictures. You also sounded professional. Your voice was clear and free of “uh”, “um” with good pauses in between sentences. I think you could have used another slide or a better picture to explain the acronym FIDELITY. Overall, it was a good presentation. Thank you. Gisela References Maryniak, K. (2017). Enhancing the New Nurse Experience: Creation of a New Employee Training Unit. Nursing Economic$, 35(6), 322–326. Retrieved from https://search-ebscohost-com.chamberlainuniversity.idm.oclc.org/login.aspx? direct=true&db=c9h&AN=126865183&site=eds-live&scope=site (http Wendy Bird (h5ps: /chamberlain.instructure.com/courses/40415/users/1057~67977) Apr 18, 2019 Gisela, Excellent point about the FIDELITY acronym! I was fascinated by it but really only touched on it briefly. I feel that it could have a presentation all on it's own! "Feedback Strategies"! Thanks for your input! Wendy (http Krisfine Bailey (h5ps: /chamberlain.instructure.com/courses/40415/users/4636) Apr 17, 2019 Wendy, What a detailed presentation! I have not been in the role yet of nurse educator, and your slides answered questions I did not know I had yet. I remember back in my Bachelor's program that for the most part, would ensure we were assigned patients in which we would be comfortable assessing while matching the skills we had just learned in lab. There were a few times we would shadow nurses on various units that we had not yet discussed, but this was the rare occasion. Your strengths are the details and the visual aids presented in your slides. I think you did a great job discussing this topic, you did not sound like you had little knowledge of this topic, you sounded like you have assigned patients to students. I enjoyed your presentation! Kristine [Show Less]
- Exam
- $14.45
- 0
- 255
NR 525 Week 5 Graded Discussion: Replacement of Clinical Hours with Simulation
NR 525 Week 5 Graded Discussion: Replacement of Clinical Hours with Simulation It is becoming more difficult to find adequate clinical facilities for stud... [Show More] ent experiences. In addition, there is no guarantee of students being able to participate in all aspects of patient care. Due to these and other issues, some nursing schools have begun to substitute simulation experiences for clinical experiences. In this discussion question, debate, the pros and cons regarding the use of high-fidelity simulation to replace clinical hours for nursing students? Also, discuss the regulations from the state board of nursing in your state about using simulation to replace clinical hours? ANSWER I find it somewhat disturbing that we having difficulties finding adequate instructional sites for nurses to do their clinicals. That tells me that these facilities need to be closely monitored, possibly reviewed, and adequately addressed. But it is also a travesty to the young learning individuals. Nurses need to see, hear, and smell their experiences. Nurses use sensory to best learn and understand their saturations and receiving information. With a fake mannequin in a quiet, clean room with no else to interrupt you seems “far-fetched” and “unrealistic”. My state for example is in favor of more simulation. According to floridanursing.gov, the law revises clinical training to include simulation and the use has been increased to 50% for each content area. This is removing from the clinical experiences that new nurses should have. Small “mom-and-pop” as we call them are showing up everywhere and providing substandard education to nurses for excessive amounts of money. We hear about the “nursing shortage” but this doesn’t mean we should sacrifice a decent education to shove more people through the doors. Nurses are pivotal member of the healthcare team, hospital, nursing homes, surgeries couldn’t function with them. Our nurses deserve honest, real-life experiences, and use simulation as a secondary choice or fulfillment for practical skills such as Foley catheter teaching, IV insertions and bags, using pumps, and bandaging. According to Sohn, Ahn, Lee, Park, and Kang (2013) reported improvements in the practice efficacy of nursing students in areas of assessment, prioritization, and health promotion in high-fidelity simulation (pg. 153). Nurses should have more clinical hours to experience patients, medication administration, nursing diagnosis etc. Having simulation exercises for beginning nurses would be a great way to expose them certain skills, but I believe that real clinical experience will be more valuable as the nurse develops her/his skills down the line. References Chapter 2014-92, Laws Of Florida, Became Effective on July 1, 2014 http://floridasnursing.gov/latest-news/chapter-2014-92-laws-of-florida-became-effective-on-july-1-2014/ Sohn, M., Ahn, Y., Lee, M., Park, H., & Kang, N. (2013). The problem-based learning integrated with simulation to improve nursing students’ self-efficacy. Open Journal of Nursing, 3, 95–100. https://doi.org/cc2f YOUNG-HEE, K., KYUNG-HYE, H., & OK-HEE, C. (2018). SIMULATION EDUCATION WITH PROBLEM-BASED LEARNING: EFFECT ON NURSING STUDENTS' COMMUNICATION APPREHENSION. Social Behavior & Personality: An International Journal, 46(1), 151-160. Collapse SubdiscussionAmber Gase Amber Gase 7:22pmMar 28 at 7:22pm Manage Discussion Entry Professor and Class, There is a fine line when it comes to setting guidelines. You want to leave room for nursing schools to be creative and successful but you do not want guidelines to be so loose that students are not getting a rich experience. I do not know that there is a “right” answer. I think some of the simulation experiences should happen with real people so students can practice interpersonal skills and handling uncomfortable situations. For example, in my nursing school we had a simulation on domestic abuse where we interviewed volunteer actors about their home situation. Students had a chance to practice compassion without experiencing it in the field. Also, some skills like ambulating a patient are better with volunteers and impossible with just a mannequin. High-fidelity simulation with a mannequin were helpful in my experience, but it was difficult to respond in real-time because of the delay in voice response. Thinking quickly and critically is difficult when the feedback is not realistic. Well-designed simulations with small groups are ideal. Patient experiences should be very rich especially if schools are cutting back on these. It would be beneficial to have a low clinical instructor to student ratio because sometime I felt like I was thrown to the wolves and did not know what I was missing or where I could do more. Also, I think having opportunities to shadow a nurse would be helpful because it would teach time management and you could see how nurses focus their assessment. Amber Amber, I can agree with you and on the use of simulation with small groups. The unrealistic voice and sounds can sometimes overwhelm nurses. Simulations are meant for practice scenarios and cannot truly replace the real interactions with patients and environmental stressors. Nurses should be given the opportunity to be placed with novice nurses in the hospital setting. Possible consider working closely with a few hospitals and requesting a list of possible nurses who are comfortable with having someone watch them and permit them to have a few basic experiences. I found this personally to be very helpful during my clinical rotations. Simulation can have positive effects on students’ learning (Weatherspoon & Wyatt, 2012). I found that providing simulation hours for common skills encouraged practice, confidence, and preparedness in the student. This encouraged nursing students to be conscious of what was expected in the clinical setting and prepare them with the basic theory and practical skills. I believe that experience and confidence is important to nursing students, and it needs to be valued more than not. Like you said, Amber, it gives nurses the chance to practice compassion in the real life setting unlike a mannequin who can’t react like a human. Reference Weatherspoon, D. L., & Wyatt, T. H. (2012). Testing computer-based simulation to enhance clinical judgment skills in senior nursing students. Nursing Clinics of North America, 47(New Directions in Nursing Education), 481-491. doi: 10.1016/j.cnur.2012.07.002 [Show Less]
- Exam
- $6.45
- 0
- 480
NR 525 Week 3 Case Study Discussion: Part III Summary and Decision
NR 525 Week 3 Case Study Discussion: Part III Summary and Decision Week 3: Case Study Part III Summary and Decision 27 31 Prior to the end of th... [Show More] e week, summarize the findings of the case study. The summary post is to identify at least three (3) key points about the skills policy and faculty preparation as well as your decision on the grievance. Does Susie Student fail the course or will she be allowed to repeat the skills testing and move on in the program? State a rationale for your decision. This topic was locked Mar 24 at 11:59pm. Search entries or author Dr Brewer The skills policy I primarily used was Finger Lakes Community College,it clearly identifies the number of (1) attempts for testing,being 3 attempts.(2) The consequences of failure,being failure for the course. (3) How the skill is graded , being a satisfactory or unsatisfactory. The staff has done their part by making the skills lab as 'real' as possible with equipment and supplies. There was also opportunity given for guided practice (remediation) for Susie.The student must also approach this experience the same way by treating the situation as 'real'. These skills impact patient safety and that is why the lecture/lesson reflects the 'why' and the the skill reflects 'how'.Students need to connect their personal effort and academic performance to their success (Mannahan & Gray,2015). Expectations are delineated in the course program with consequences listed for not meeting the objectives.Susie has failed to meet the expectations so she needs to be removed from the program. She has failed the 3 attempts in the skills lab. She also has a responsibility to discuss with her instructor her struggles with the skills.Her appeal was one that it was the instructor's fault and not that she has practiced and took advantage of the staff's assistance in practice lab. Anna Hines Mannahan,K.,Gray,J.(2015)Exploring students' perceptions of the connection between personal effort and academic performance.Georgia Educational Researcher 12 (2). doi:10.20429/ger.2015.120202 (http Kathleen Brewer (Instructor) Mar 22, 2019 Dear Anna: Thanks for sharing your information. So as you reflect and analysis the situation, do you believe Susie ultimately passed the lab skills exam? Thanks for the discussion. Regards, Kathleen (http Anna Hines (h5ps: /chamberlain.instructure.com/courses/40415/users/65203) Mar 22, 2019 Dr Brewer Lack of knowledge and skills puts patients in unsafe levels of care (Potter,2017).Being unable to accomplish the sterile dressing skill after practicing,lecture,testing three times plus remediation,Susie's energy would be best served elsewhere.She has not shown personal responsibility as she stated her failure was the instructor's fault.The unsafe lack of skill along with the unprofessional attitude,I believe Susie did not pass the skills lab exam. (https:/ LoriAnn Kirkpatrick (h5ps: /chamberlain.instructure.com/courses/40415/users/22706) Mar 22, 2019 Dr. Brewer, As chairperson, it is important to take a grievance received from a student, seriously. By receiving and reviewing the email from Susie, there are important steps that must be followed before a decision can be made. The decision must be made on a case by case bases and on facts, with reviewing one’s own past experiences and personal reflection on the situation (DeBrew & Lewallen, 2016, p. 635). The decision is not to be based on one factor but to include the facts, the policies and procedures as well as the competency of the student. The first step was to interview both parties to see if procedures and polices where followed. It is important to review if Susie, participated in all per skills lab assignments, if she is passing all her courses and if she was struggling in her assignments or others skills in the lab. If she was struggling, did she ask for assistance and did the instructors notice with offering assistance to her. If it is the instructor who has not followed the polices or procedures, then the instructors method of teaching may need to be reviewed to ensure that they have had formal training, in order to effectively teach (Holcomb & Chudgar, 2018). The second step is to identify if Susie followed and met the course objectives. The objectives will assist to identify if the student has an understanding of theory, to include evaluation of her behavior, professionalism, adherence on the dress code and punctuality during the course (DeBrew & Lewallen, 2016, 632). It is also important to identify if this is the only student and what is the percentage of the students who have failed this skill. Depending on the number of students who have failed, will assist in identifying if it is the instructor has failed to teach the course objectives. If Susie is the only student who has failed, then it is the student who has failed to learn the objectives (Tawfik, Rong, & Choi, 2015). The third step would be to identify if the student is competent and able to demonstrate the skill correctly and effectively. If she is able to do this then it will show that she is competent with being aware of how importance proper hand washing, donning and doffing sterile gloves, sterile fields and maintaining a sterile technique during a task. After reviewing the facts and interviews from both parties, one needs to be objective and then come to a decision. It is important to take into account that the student has taken the courage to challenge her results of the skills test, as she wants to stay in the program. As chairperson and after reviewing her over all accomplishment and grades to date, I will allow Susie to state the steps to the skill and then met her in the skills lab following the meeting, to be tested on the skill. If Susie is able to state the appropriate steps to preforming sterile technique, with full rational and then demonstrate the skill without flaw, then I will allow her to stay in the program. After she has passed the sterile procedure skills lab then I will request her to teach the skill to a fellow students in the skills lab. This will allow for the student to become comfortable, confident and prepared to preform the skill in the future (Holcomb & Chudgar, 2018). It is important that a student follows sterile procedures in the skills lab as when these skills are performed on live patients, it is imperative to reduce and prevent infections as it can be costly to the facility and or cost a patient their life. Reference DeBrew, J., & Lewallen, L. (2016). To pass or to fail? Understanding the factors considered by faculty in the clinical evaluation of nursing students. Nurse Educator Today, 34(4), 631-636. doi:10.1016/j.nedt.2013.05.014 Holcomb, Z., & Chudgar, S. (2018). See one, do one, teach …a lifetime. Clinical Teacher, 15(1), 73-75. doi:10.1111/tct.12671 Tawfik, A., Rong, H., & Choi, I. (2015). Failing to learn: towards a unified design approach for failure-based learning. Education Technology Research Development, 63(6), 975-994. doi:10.1007/s11423-015-9399-0 (http Kathleen Brewer (Instructor) Mar 22, 2019 Dear Lori Ann: I appreciate the way you presented the information and made your decision. By this I mean, you reflected on all facts of this case and rendered a decision based on objectivity. Great synthesis. Regards, Kathleen (http LoriAnn Kirkpatrick (h5ps: /chamberlain.instructure.com/courses/40415/users/22706) Mar 23, 2019 Dr. Brewer, Thank you for support in my decision. I firmly believe that a decision must be based on facts, not on one side of a complaint and that if someone is able to have the courage to challenge an outcome, shows that they have passion and are owed the opportunity to be heard. I also believe that there are 3 sides to a story and in this case it is, the instructor, the student and the truth. In this case, it is my personal opinion that her claim that the instructor has used excessive interpretation be left out at this time. I feel that her emotions may have gotten the best of her when she found out that she failed. I believe that if there was an issue with the instructors’ behavior or a question of her character, that it would have been brought up earlier in the course of the program. I feel that Susie many have been overwhelmed and distraught when she found out her results. With the exercises that I provided to her will allow her to self-reflect the events and how she may have interpreted the situation. Then during her reflection she may be able to understand that the instructor may have not have used excessive interpretation but that her nerves may have gotten the best of her. It is with self-reflection that she will be able to identify that when she found out that she failed, she was not able to calmly respond to that stressful situation (Boynton, 2017). LoriAnn Reference Boynton, B. (2017). All successful nurses have this one thing. Nurse.org, (July). Retrieved from March 23, 2019 from https://nurse.org/articles/nursing-career-emotional-intelligence/ (http Jenna Manzione (h5ps: /chamberlain.instructure.com/courses/40415/users/48618) Mar 24, 2019 Lori Ann, I love your response and agree with the evaluation of Susie's prior performance to gauge if this student is credible in her grievance. Candidates who have a history of failure throughout a nursing program, or demonstrate a pattern of work that is poor and show no improvement are at risk for failure to complete the program (Cascoe, Stanley, Stennett, & Allen, 2017). If these students are not remediated or able to graduate without a true understanding of the seriousness of nursing may also experience challenges in adapting to the clinical area; have difficulty organizing their time and may struggle in integrating previous knowledge into the current management of the patients (Cascoe et, al. 2017). On the other side I am also aware of failing something and this giving me the resolve to work harder. If Susie is someone that just made a mistake understands the error is fighting for safety honesty and integrity then I would absolutely give her another chance. Cascoe, K., Stanley, S., Stennett, R., & Allen, C. (2017). Undergraduate nursing students at risk of failure. Nurse Education Today, 52, 121–122. https://doi-org.chamberlainuniversity.idm.oclc.org/10.1016/j.nedt.2016.12.021 Lore5a Gorecki (h5ps: /chamberlain.instructure.com/courses/40415/users/66298) Mar 22, 2019 Dr. Brewer and class, Taking into consideration the interview with the student and the teacher to determine skills policy and reasoning for student’s failure. The school’s policy is clearly defined, on the number of retakes available for a failing student, in addition to remediation policies and ultimately the consequences of failure. It was determined the student followed school policies but still failed the course skills examination. Upon review of the faculty preparation, it is determined the faculty followed and planned the curriculum and the guidelines set forth by the school to ensure enhancement and development of nursing skills. The effectiveness of the faculty in teaching this curriculum is demonstrated, as Susie Student was the only student to fail, this skills examination. Every student was held to the same grading outlines and it is determined there was no evidence of excessive personal interpretation. The decision to uphold the instructor’s grade of failing the skills exam stands. Fortunately for this student, the policy of Finger Lakes Community College (FLCC) allows a onetime retake if certain criteria are met. Based on the skills policy of Finger Lakes Community College, The decision would be to allow Susie student to utilize the one time additional testing option as she currently meets the following criteria: Susie student has attempted the competency at least once prior to the specified deadline, Susie Student’s academic average at time of testing is 74% or higher, the students clinical performance is satisfactory at time of failed competency and the student has NOT required additional testing for any other competency during the semester. If she passes this one time re-take she passes the course and is allowed to move on. If the student fails, this opportunity she will fail the course. Additional testing must be completed by the student within one week of the original competency due date. It will be the responsibility of the student to seek remedial assistance from course instructors prior to the skills re-examination. (http Kathleen Brewer (Instructor) Mar 22, 2019 (https:/ April Herron (h5ps: /chamberlain.instructure.com/courses/40415/users/52245) Mar 22, 2019 In order for a determination on this complaint to be concluded we must first review the situation and description of the complaint in detail. Susie Student is a second-semester nursing student who has recently failed the Final Skills Exam on sterile technique. Per the Nursing Skills Policy this failure has caused Ms. Student to fail the course. Ms. Student challenged this determination by stating the instructor “used excessive personal interpretation of the skills and its guideline”. The Grievance Committee has convened to establish a final determination. The Grievance Committee has developed two questions per party (faculty, student) these questions include: Faculty 1.) Explain your process of testing a student on sterile procedure, including any comments you convey during the testing. 2.) Explain how the student failed the sterile procedure based on both knowledge and skills demonstrated by the student. Student 1.) Explain how the faculty member used excessive person interpretation of the skill and what guidelines did they use (hospital/course skills). 2.) Please explain what part of the process or sterilization that you failed, how and why? These questions were designed to provide open communication between the parties involved to obtain additional information pertaining to the complaint. Three aspects or key points that nursing instructors can learn from this incident include: 1.) Maintaining consistent teaching methods- free of bias or personal interpretation 2.) Explain examination instructions, requirements, and rules prior to testing 3.) Explain to student why and how they failed their exam Based on the information provided by Susie and the faculty instructor we can assume that Susie is well aware of how skills testing is conducted since she is in her second semester. Ms. Student like the rest of her classmates received a student handbook prior to the start of her course which outlines inclusion and exclusion criteria required to pass the course. Therefore, Ms. Student has been notified of these requirements and has failed to maintain what is required of her in the course outline. Whether the instructor provided personal interpretation or not Susie was expected to perform sterile techniques which is a hands-on skill and she was not able to pass per the curriculum set by the school. That being said the Grievance Committee stands by the original evaluation/grade and Ms. Student will need to retake this course. The reason for this ruling is based on the belief that a comprehensive curriculum fosters both fairness and well-trained nurses. According to Koestler, nursing programs that focus on a progressive policy geared toward higher academic aptitudes, all- encompassing course outlines and curriculums increases post graduate success rates on the NCLEX exam (2015). Though the Grievance Committees final verdict may not be favorable to Ms. Student, she inevitably will be more prepared and hopefully strive harder in her next attempt. Reference: Koestler, D. L. (2015). Improving nclex-rn first-time pass rates with a balanced curriculum. Nursing Education Perspectives (National League for Nursing), 36(1), 55–57. https://doi-org.chamberlainuniversity.idm.oclc.org/10.5480/11-591.1 After doing some research and reviewing everyone’s post most schools have some sort of remediation policy. They all seem to have the student either remediate with an instructor or write a reflection on what they did wrong and how they can improve. The point of the remediation period is to give the student a chance to reflect on their first performance and practice where they need to improve. 2. Students should be able to have more than 1 chance to pass their skills test Most school allow the students up to 3 chances to pass the skills test before they fail the course. This gives the student an opportunity to practice and perfect their skill before taking the exam again. There can be many factors that contribute to a student not being successful, so it is only fair to allow the student another opportunity. 3. Instructors have an impact on the success of their students even in the skills lab. Instructors are there in the lab when the student is practicing the skills in order to help teach them the proper techniques. They are the ones who are assessing them and grading them during their tests, and they are the ones helping the students who are not successful. It is important for the instructors to realize and keep in mind that they students are not going to be perfect off the bat and some students might need more attention than others. The instructors should use their experience and knowledge to help the students learn and perfect these skills that they will end up doing on a daily basis in the real nursing world. After the case study this week and review different school policies I believe that Susie deserves at least 3 chances to pass the skills exam. There was a reason that she failed the first time, she should be able to remediate with the instructor and practice the skill in order to improve. Susie might have not been properly prepared, the instructor might have been too tough or unfair on her, or she might really just need to improve a few aspects of the skill. Either way she deserves a chance to practice, improve and repeat the skills exam. Thanks, (https:/ Gisela Tong (h5ps: /chamberlain.instructure.com/courses/40415/users/8668) Mar 23, 2019 Hi Dr. Brewer and class, The three key points I like to discuss are 1. The skills policy (i.e., participation, assignments, tests, and grading) is created to ensure and uphold effective teaching and learning process. Faculty and staff members should familiar themselves of the policy to promote and support its implementation (Erdag, 2017). Students should know and follow the policy for successful learning and program completion (Erdag, 2017). The college creates the policy to maintain the school’s standard and its place as a reputable nursing school; therefore, the college must honor it. 2. Nurse educators have duty to teach, coach, and mentor current and future generation of nurses to make sure they are skilled and competent to provide high quality and safe patient care (Timmins et al., 2017). They are not only responsible to follow and abide by standard nursing practices and procedures to promote culture of safety, but they are also role models who guide students in learning what it means to be nurses and embedded safety culture (Timmins et al., 2017). 3. Other roles of a nurse educator include developing clinical or lab curriculum and syllabus, assessing, and supervising students in clinical and/or skills lab (Erdag, 2017). As a staff educator, he/she undergoes training and preparation and is expected to keep up with own nursing skills and competencies (Timmins et al., 2017). When a faculty follows program standards and policy, the college entrusts them with his/her judgment and decision. Following the ABC Community College skills lab policy, the committee has decided that the student, Susie, fails the course and must repeat it if she wants to stay in the program. As the chair committee, I expect school faculties and staffs to follow established rules, standards, and procedures and support them. As a nurse educator, I am to assure students receive high quality of educational experiences. I am responsible to be a good teacher, mentor, and role model to teach and implement evidence-based nursing practice to promote patient safety. This is not an easy decision. However, in healthcare, one unsafe practice may cause a human life. Thank you. Gisela References Erdag, C. (2017). Accountability policies at schools: A study of path analysis. Educational Sciences: Theory and Practice, 17(4), 1405–1432. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx? direct=true&db=eric&AN=EJ1148382&site=eds-live&scope=site Timmins, F., Cassidy, S., Nugent, O., [Show Less]
- Exam
- $15.45
- 0
- 480
NR 525 Week 3 Case Study Discussion: Part II: Organizational Policy
NR 525 Week 3 Case Study Discussion: Part II: Organizational Policy Week 3: Case Study Part II 54 67 Part II: Organizational Policy Now, focu... [Show More] s on the Skills Policy of the organization. You can use many resources to find some examples of Skills Policy on the Internet. Focus on the second part of the case study by asking the following questions: Questions for Part II: Does the policy describe the number of times that a student may repeat a skills test? Does the policy describe any remediation needed prior to a repeat of the skills testing? Does the policy describe the consequences of failing the skills testing? Does the policy describe how the skills testing will be evaluated (graded, pass/fail, points assigned). This topic was locked Mar 23 at 11:59pm. Search entries or author Unread Subscribed I reviewed several nursing skills lab policies on the internet. My initial nurses training was a diploma school that is no longer operating.My reply is a combination of several school's policies. Does the policy describe the number of times a student may repeat a skills test? Of the schools I reviewed ,a student may attempt to test 2 to 3 times for each competency.One school required a student to write a self reflection on the unsuccessful attempt with an explanation on the impact the skill has on patient safety prior to retesting.The student has skills lab to join the knowing and the doing (Herrmann-Werner , et al, 2013).Skills lab should be a safe place to make those mistakes and build confidence. Does the policy describe and remediation needed prior to repeating the skills testing? One school had a mandatory 1 hour minimum practice of the skill with a repeat testing in 3 days.Most have lab referrals where the student may practice independently,with a group, with a student lab assistant, or with lab manager. A required remediation was initiated after the first fail for the student to practice with a staff member prior to retesting. Having a structured and immediate feedback should help the student be successful.Skills lab has a proven track record not only for the novice but for expert (Herrman-Werner, et al,2013). The majority of the schools had highly recommended practice time prior to a repeat of a skill test. A personal example is that I am an ACLS instructor, but I must practice the skills to maintain proficiency. It has been found that theory is retained longer than a skill (Herrman- Werner, et al ,2013),therefore training and practice is necessary for retention. Does the policy describe the consequences of failing the skills test? Skills reflect the expectation of the nursing role and performance of those skills to ensure the safety of the patient (Bengtsson,M.,Dahlquist,B.,Carlson,E.,2016).An unsatisfactory score generally reflects on failing the course. The fear of failing may add to the anxiety the student has at testing time.The student has been made aware on consequences on the course objectives and syllabus. Opportunities for practice through independent sessions,with groups, with student lab assistance and with instructors gives time to build confidence in the skill sets. Does the policy describe how the skills testing will be evaluated? Check-off evaluation was common place for skills assessment. The testing was done with the student alone with the instructor .If retesting was needed, either a new instructor or two instructors were utilized.Another option was the satisfactory/unsatisfactory grade for skills evaluation. All schools stressed that independent practice time was encouraged.While there was mandatory lab hours, the student was expected to either in groups or independently practice skills by using the open lab hours. Anna Hines Resources Bengtsson,M.,Dahlquist,B.,Carlson,E.(2016).Expectations of nursing students prior to a skills-based exam performed in clinical practice.Journal of Nursing Education and Practice 6(8).22-29. doi:10.5430/jnep.v6n8p22 Finger Lakes Community College (2018) https://www.flcc.edu Herrmann-Werner,A.,Nikendaie,C.,Keifenheim,K.,Bosse,H.,Lund,F.,et al (2013)."Best practice"skills lab training vs.a "see one,do one" approach in undergraduate medical education: An RCT on students' :long term ability to perform procedural clinical skills.PLoS One 8(9).doi: 10.1371/journal.pone.0076354 Health Careers Institute (2017).https://www.hci.edu North Western Michigan College (2018).https://www.nmc.edu Ocean County College of Nursing (2014).media.ocean.edu Palm Beach State College (2013).https://www.palmbeachstate.edu University of Massachusetts Lowell (2015).https://www.uml.edu (http Kathleen Brewer (Instructor) Mar 21, 2019 Dear Anna: Thanks for sharing this information. You did a nice job of presenting these policies. I like the school that requires remediation of students who fail prior to retaking the exam. Did any of the schools you previewed dismiss the student(s) from the program who fail? Just curious. Thanks for the discussion. Regards, Kathleen (http Anna Hines (h5ps: /chamberlain.instructure.com/courses/40415/users/65203) Mar 21, 2019 Dr Brewer In the US 50 % of nursing students leave before completion of the program. 28% of annual admissions had an academic failure (Lewis, et al,2018) This impacts the student with higher education costs by having to take classes again. Some students take a leave and fail to complete their nursing program.The emotional turmoil this causes the student, their family and faculty adds more drama on a already stressful program. These students who are not able to complete the requirements early on may not be able to meet the rigors of the more advanced theory. Tutoring and mentoring may help a faltering student more than issuing a failure for the class.Instructors will be in more of a role of guidance, and coaching along with being educators to aid in retention.Students will have to wait out the the year until the class cycle returns to the level they need to repeat as classes need to be taken in order. Northwestern Michigan students must complete the nursing program within 5 years.Any portion of a 2.5 GPA or Unsatisfactory must be retaken . Because information and technology changes rapidly along with evidence based practice,it is felt that to stay current all classes must be completed in the 5 year time span. Mercy College of Ohio gives a failing grade, but dismissal from program is not mentioned. Health Career Institute offers the student a withdraw if they fail the skills lab course.Again,there is no mention that they cannot be in the program. Anna Hines Lewis,L.,Milner,A.,Willingham,T. (2018).The incidence of student repeaters in pre-licensure nursing programs in North Carolina.Teaching ans Learning in Nursing 13(4).215-218. doi:10.1016/j.teln.2018.05.005 (http Evelyn Mathis (h5ps: /chamberlain.instructure.com/courses/40415/users/34416) Mar 22, 2019 Anna, Student’s success as well as retention rates and attrition has been at the center of attention of many educational institutions. The creation of policies in any institution not only a clear written statement of expectations, but also take away the guess work in what is define as acceptable behavior or performance in higher education institutions. In a study conducted by Arnold, (2015), on 450 Dutch bachelor programs, it was found that dismissal policies had a negative effect on the number of drop-out students in their first years by an average of 6-7%, but, it was interesting to find out that the same dismissal policies caused a positive influence in studying progress in 5-9% of the rest of those first year students who continued to their fourth year, the study concluded that indeed policies as harsh or strict as they might see when they are first introduced, can be an effective intervention to those students who are really motivated to learn and reach their adult career goals, it is an important observation in designing policy interventions is that the majority of students who are not successful at university fail to do well in their first year. Policies provide an added value to both active faculty and students in that an extra layer of objectivity is clearly delineated in the different policies clauses. Policies contribute to having a higher quality student’s expectations outcomes and better faculty delivery of teachings by providing an exact list of actions. References Arnold, I. J. M. (2015). The effectiveness of academic dismissal policies in Dutch university education: an empirical investigation. Studies in Higher Education, 40(6), 1068–1084. https://doi- org.chamberlainuniversity.idm.oclc.org/10.1080/03075079.2013.858684 (http Pamela Harris (h5ps: /chamberlain.instructure.com/courses/40415/users/1057~14237) Mar 22, 2019 Anna, I like that your school had a remediation process. I could not find one for Mercy College. I did find in the Illinois State Nursing Simulation Lab Policies and Procedures (2017) had a remediation policy. The policy was faculty completed the remediation form. The form is emailed to the student and lab coordinator. The student signups up to schedule a practice session (Illinois State Nursing Simulation Lab Policies and Procedures, 2017). The graduate student signs off on the remediation session and return it to the instructor. After the student completes the practice skills test, the student can return to schedule the lab skills test. I believe this is better than just rescheduling the test after failing. References Nursing Simulation Lab Policies and Procedures Manual ... (n.d.). Retrieved from https://nursing.illinoisstate.edu/downloads/NSL Policies and Procedures_FINAL.pdf For the purpose of discussion of skills policy for ABC university for week 3, Finger Lakes Community College (FLCC) Department of Nursing guidelines (https://www.flcc.edu/pdf/nursing/policies.pdf) will be used to answer the following four questions: (1) Does the policy describe the number of times that a student may repeat a skills test? Yes, the policy guidelines at FLCC allow for NR 100 students to test three times prior to the deadline, and for NR 101 and 202 students to test twice for each competency (2018). (2) Does the policy describe any remediation needed prior to a repeat of the skills testing? Yes, the policy at FLCC states in the event a skills competency is not passed, a student must meet the following criteria (2018): The student has attempted the competency at least once prior to the specified deadline. The student’s academic average, verified at the time of the failed competency, is: NUR 100 – 74% or better NUR 101, 202, 203 and 204 – 70% or better. The student’s clinical performance is satisfactory at the time of the failed competency. In addition, the student has not required additional testing for any other competency during the semester (3) Does the policy describe the consequences of failing the skills testing? Yes, FLCC policy states if a student has failed a competency and does not meet all of the criteria (as listed above this) s/he may request in writing a course level appeal with the course faculty to appeal the resulting failure (2018). The student may continue with class and clinical participation pending the hearing outcome (FLCC, 2018). (4) Does the policy describe how the skills testing will be evaluated (graded, pass/fail, points assigned). Yes, the FLCC policy states that if a student fails skills competency, that they fail the clinical portion (2018); failure of the clinical portion results in failure of the course. Clinical is graded on s/u, satisfactory or unsatisfactory, there is not an assigned percentage to the clinical portion of the courses; a student must achieve satisfactory in the clinical portion to pass the course. While these policies are set in place for FLCC there is also a clause which states that guidelines and procedures are subject to review and change at the recommendation of the Departmental Academic Standards Committee and approval of the Nursing Department (2018). So while the questions were able to be answered for the purpose of this week’s discussion, there is some flexibility to any of the given guidelines and policies. Reference: Finger Lakes Community College (2018). Retrieved from https://www.flcc.edu/pdf/nursing/policies.pdf (http Anna Hines (h5ps: /chamberlain.instructure.com/courses/40415/users/65203) Mar 21, 2019 Kristine I also used Finger Lakes Community College as one of my references.I felt that it answered the assignment questions.Their policy reflected the other schools' policies of their nursing skills lab.Having a well developed plan helps the student know exact expectations and consequences of the skills lab.Students in a nursing program are joining the theory and practice in the skills lab. They have learned the why, it is important to now the how to do a skill.Often students have the attitude of working with manikins is not 'real' so it does not matter as simulation attempts to make the scenario non- judgmental.Students fail to connect the hard work with success (Mannahan & Gray,2015).They need to link their effort, attitude and academic performance to the skills area just as in the classroom.The policy and the interaction through feedback from the educator can be a guide to getting the benefit out of practice in the skills lab. Thank you for your post Anna Mannahan,K.,Gray,J.(2015).Exploring students' perceptions of the connection between personal effort and academic performance.Georgia Educational Researcher 12(2). doi:10.20429/ger.2015.120202 (http Lore5a Gorecki (h5ps: /chamberlain.instructure.com/courses/40415/users/66298) Mar 21, 2019 Kristine and Anna, I too used Finger Lakes Community College for my example. It was a very comprehensive skills guideline and covered all the questions for the second part of the case study. The skills policy really outlines in detail specifics on what the student can expect in terms of testing. I did find the option of one time additional testing to be very generous and a good last resort for a student with passing grades who may need that one last attempt to retry a skills lab exam. Given the student has a passing average and hasn’t utilized this resource before, they can retake a failed skills exam once. The school has outlined the importance of collaborative approach between the school and the student. -Loretta (http Kathleen Brewer (Instructor) Mar 21, 2019 Dear Kristine: Thanks for this nicely written post. I like the way the student is required to 'appeal' the grade when they fail and ask to be retested. By this I mean, it does put the obligation of being successful on the student; I suspect this would make them more apt to remediate to be successful in their retake of the exam. Great job. Regards, Kathleen (https:/ Lore5a Gorecki (h5ps: /chamberlain.instructure.com/courses/40415/users/66298) Mar 20, 2019 Professor and Class, Case study part 2 Utilizing the Internet, I found the following skills policy for Finger Lakes Community College Nursing Program https://www.flcc.edu/pdf/nursing/policies.pdf (https://www.flcc.edu/pdf/nursing/policies.pdf) and will utilize their policy and procedure related to skills testing to complete the outlined questions for case study part 2. 1. Does the policy describe the number of times that a student may repeat a skills test? Per FLCC skills competencies the student registered in a NR100 class may attempt a skills lab 3 times prior to the specific deadline. Students registered in NR101&102 may be tested 2 times for each competency prior to the specified deadline. 2. Does the policy describe any remediation needed prior to a repeat of the skills testing? FLCC policy states, if a student fails a competency remedial practice with an instructor is recommended before a student attempts another competency. revised practice is to be done in groups not alone and instructor signature must be obtained per practice. 3. Does the policy describe the consequences of failing the skills testing? FLCC states, skills competency testing is considered an integral part of clinical evaluation. Failure to pass a skill competency within the allotted number of testing’s constitutes clinical failure. 4. Does the policy state how the skills testing will be evaluated (graded, pass/fail. Points assigned)? FLCC, does not state how the student will be graded, only that the student will be graded by the clinical instructor of the same course. Reviewing FLCC policy, it appears they have in place opportunities for the failing student; Student having difficulty with skills examination. Additionally policy states that if a student fails after the 3rd attempt (NR 100) or after the 2nd attempt (NR 102 & 102) they have a 1 time additional testing option if the student meets the following criteria: the student has attempted the competency at least once prior to the specified deadline, the students academic average at time of testing is 74% or higher, the students clinical performance is satisfactory at time of failed competency and the student has NOT required additional testing for any other competency during the semester. Additional testing must be completed within one week of the original competency due date. The school has outlined the importance of collaborative approach between the school and the student, with support for the failing student. “Sometimes students require a more focused support and planning to achieve required skills, competencies and confidence in practice” (Power & Albaradura, 2018 p. 615). Power, A., & Albaradura, O. (2018). Supporting failing students: How collaboration is key. British Journal of Midwifery, 26(9), 615–617. https://doi.org/10.12968/bjom.2018.26.9.615 (http Kathleen Brewer (Instructor) Mar 21, 2019 Dear Loretta: I enjoyed reading your post and thank you for sharing. I am impressed with this policy as it is quite comprehensively written. Also, it seems that the retake of the failed exam is quite generous. Nicely written. Regards, Kathleen (http Natalie Sander (h5ps: /chamberlain.instructure.com/courses/40415/users/64460) Mar 22, 2019 Loretta, I think it is great that if the student fails an exam that they have to remediate with an instructor. I also think its helpful for them to be done in groups. The instructor has valuable information and techniques that might help the student be more successful. The instructor is always the one grading the skills exam, so they can help to identify what they are looking for when the student is performing the skill. Some of the policies that I have read through do not require the student to remediate with anyone, they just suggest that the student practices on their own. I think that the student should do some more on their own time to practice the school, but I think it would be beneficial for the student to learn from the instructor. I think it is very important for the school to support the student, especially those who might be struggling. [Show Less]
- Exam
- $15.45
- 0
- 543
NR 525 Week 3 Case Study Discussion: Part I: Failure of the Skills Exam
NR 525 Week 3 Case Study Discussion: Part I: Failure of the Skills Exam Week 3: Case Study Part I 17 60 The Guidelines and Rubric for this assig... [Show More] nment are located and listed below. NR525_W3_Case_Study_Discussion_Rubric (https://lms.courselearn.net/lms/content/1500/50348/NR525/NR525_W3_Case_Study_Discussion_Rubric_8_17_V2.docx) Part I of the case study opens on Sunday and will close on Wednesday of the week. You cannot add additional information to Part I once it closes on Wednesday. In this part of the case study you are to identify a minimum of 2 key questions for the student and 2 key questions for the faculty member that are relevant to the grievance. A rationale for each question is to be provided. A scholarly article supporting this part of the discussion is to be included in the initial post. Part II will open on Wednesday of the week and close on Saturday of the week. You cannot add additional information to Part II once it closes on Saturday. In this part of the case study, you are to review a minimum of one skills policy and answer the questions identified in part two of the case study. You are to provide the web address of the skills policy. Please note: Course/school policies are not the same as a skills policy. Part III will open on Thursday of the week and close on Sunday of the week. In this part of the case study, you are to summarize three (3) key points in determining a decision in a grievance. You are to make a clearly identified decision about this grievance. There is to be a minimum of 5 total posts. Part one of the case study: Initial post and peer response Part two of the case study: Initial post and peer response Part three of the case study: Initial post Part I: Failure of the Skills Exam You are the chair of the grievance committee at ABC Community College. On Monday morning, you open your e- mail and find a grievance form from Susie Student. Susie is a second-semester nursing student at the college. The grievance form states that she has failed the Final Skills Exam on sterile technique. The Nursing Skills Policy states that if a student fails any Skills Exam, the student fails the course. Susie is challenging the failure, stating that the faculty member who observed and graded her performance used excessive personal interpretation of the skills and its published guidelines. As the chair of the grievance committee, it is your responsibility to separately interview the faculty member who did the evaluation and Susie Student. Questions for Part I: Identify specific questions that you would ask Susie and the faculty member. Identify a minimum of two relevant questions for Susie and two for the faculty member. Why are these questions relevant to the decision of the grievance committee? This topic was locked Mar 20 at 11:59pm. Search entries or author Unread Subscribed (https:/ Anna Hines (htps: /chamberlain.instructure.com/courses/40415/users/65203) Mar 17, 2019 Dr Brewer Specific questions for student (Susie) 1) Susie,have you had an opportunity to speak to the instructor privately about your concerns about your grade and syllabus? 2) What is your perception of the situation? What would you do differently if you returned to the program? Specific questions for instructor 1) Tell me more about your decision not to give a passing grade in the skills lab. What specifically are your concerns for Susie. 2) Were expectations clearly explained in the syllabus along with timely feedback to Susie of progress? Nurse educators are the gatekeepers of the profession.They oversee professional development, make sure course objectives are met and their decisions reflect their direct observation of the student to determine readiness for professional nursing (DeBrew & Lewallen,2014).The instructor has tools available through one on one instruction,remediation, and group work to assist student to gain skills.Feedback is essential for the student as it gives them footing in their progress.Students respond better when there are clear expectations in the syllabus and timely feedback on progress (Toppin & Pullens,2015).If feedback is provided to the student on an evaluation based on the syllabus and objectives,the student has been made aware of the expectations.Engaged students are responsible for their own learning. The instructor has set a road map so to speak through the use of course objectives and syllabus. The student must seek additional guidance of they are unclear of expectations. The instructor must show objectivity in their grading.Using a narrative note to document progress of student in the skills lab will show what was observed and what needs remediation. Open communication with the student on progress and what they should focus their practice assists the student on skills building. The instructor has a duty to the public to prepare safe practicing professionals. Having a competency based skill sets a minimal standard of acceptable practice that the student must practice ( Heaslip & Scammell,2012).This must be assessed by the instructor acting as a coach for the skills building. Recognizing that Susie did not meet minimum standards is important in keeping the public safe. Anna Hines DeBrew,J.& Lewallen,L.(2015).To pass or to fail? Understanding the factors considered by faculty in the clinical evaluation of nursing students.Nurse Education Today 34.631-636. doi:10.1016/j.nedt.2013.05.014 Healslip,V.&Scammel,J.(2012).Failing underperforming students:The role of grading in practice assessment.Nurse Education in Practice 12.95-100. doi:10.1016/j.nepr.2011.08.003 Toppin,I.& Pullens,L.(2014).Reducing classroom disputes between faculty and students. Journal of Instructional Research 4.118- 125. http://files.eric.ed.gov (http Kathleen Brewer (Instructor) Mar 18, 2019 Dear Anna: Thanks for this nicely written post I would expect and hope that the faculty member used an objective grading rubric for this lab exam so the student would know exactly what was missed. By this I mean, when such a rubric is not used, students can be left not knowing exactly what they missed or how to remediate to retake the exam. The same can be stated for the faculty member. If a rubric is used all would be able to understand what the students missed in the exam that caused her to fail. Great job on this post Thanks for sharing your information. Regards, Kathleen (http Anna Hines (htps: /chamberlain.instructure.com/courses/40415/users/65203) Mar 19, 2019 Dr Brewer Rubrics are developed to reflect critical thinking, creative thinking and problem solving (Simper,2018).To be useful for the instructor rubrics should also reflect validity through actually measuring learning outcomes and reliability as they need to be applied to all students.Additionally, the rubric is a framework the instructor must supply feedback for the student in their progress.In simulation lab there is a time set aside for reflective learning where there is a student self assessment on performance.The rubric can be used to show what object was expected in the exercise. Using the rubric,the instructor can review task expectations and performance.Just as discussed last week, there is a shared responsibility in achieving learning goals.Tools like rubrics are useful for holding both the educator and student accountable. Thank you for your feedback Anna Simper,N.(2018).Rubric authoring tool supporting cognitive skills assessment across an institution.Teaching and Learning Inquiry 6(1).10-24.doi:10.20343/teachlearnqu.6.1.3 (http Lana Romero (htps: /chamberlain.instructure.com/courses/40415/users/5494) Mar 19, 2019 Anna, I enjoyed reading your post. I think it was written very well with much clarity and explanation of the grievance resolution. I like how you asked the student if she had the chance to speak to the instructor first. This is important as it might have prevented a grievance process if the student felt she was helped and had an understanding as to why she failed the skill. Also asking what she would have done differently is a credible question as it would make the student re-examine how she studied and why she had not mastered the skill. This may make a difference when she returns as she will know the expectations. Inquiring why the student did not pass with the instructor is also important as it gives clarity as to why the student failed and what the exact reasons were. Examining whether the skill was explained fully is a reasonable question. Perhaps this was not done and this is why the student failed. The instructor should also explain the importance of the evaluation tool as a way to make sure the student is mastering the skill for the benefit of the patient. "Evaluation, as a way of determining the clinical competence, is one of the fundamental principles of development and student achievement measurement in nursing education" (Rafiee et. al, 2014). Rafiee, G., Moattari, M., Nikbakht, A. N., Kojuri, J., & Mousavinasab, M. (2014). Problems and challenges of nursing students' clinical evaluation: A qualitative study. Iranian Journal of Nursing and Midwifery Research, 19(1), 41-9. (http Karen Williams (htps: /chamberlain.instructure.com/courses/40415/users/64868) Mar 19, 2019 Anna, Your post brings to mind the topic of emotional intelligence and the impact it has on conflict management. Conflicts are emotional hot topics due to individuals’ “perceptions of threats to their agenda” (Basogul & Ozgür, 2016, p. 228) and this is what Susie is experiencing. Accepting this failure and not allowing it to end her nursing school journey will increase her emotional intelligence and make her better at managing the emotional demands placed on nurses within the hectic, fast- paced, healthcare system. Eventually, Susie will see this as a defining moment and one that could not be taken lightly by the nursing instructor since ensuring sterile technique is so important to quality patient care. Nursing instructors’ responsibilities are intense and sometimes that involves making difficult decisions, like this one. I did not think of the question regarding timely feedback to Susie, but feel that this is an excellent question since providing feedback is important to the growth of students, without it students believe that their performance is acceptable. Great post! Karen References Basogul, C., & Ozgür, G. (2016). Role of emotional intelligence in conflict management strategies of nurses. Asian Nursing Research, 10, 228-233. doi.org/10.1016/j.anr.2016.07.002 [Show Less]
- Exam
- $15.45
- 0
- 802
NR 525 Week 2 Graded Question: Teaching and Learning
NR 525 Week 2 Graded Question: Teaching and Learning There has been an educational paradigm shift from a focus on teaching to learning. Consider the follo... [Show More] wing statement in light of the shift from teaching to learning: “Teachers don’t fail students; students fail themselves.” Do you agree or disagree? Provide examples that support your position. ANSWER The education system is facing new challenges and demands in order to reflect the complexity and many changes in today's world. All these changes has forced educators to think and shift their practices from teacher centered teaching to student focused learning. National League for Nursing has already reflected on this issues and has called nursing educators to implement a paradigm shift by creating a substantial learning environments that respond to the students` needs reflected in the pedagogical practices as well as curriculum. My old college days, I remember that you were expected to be passive and silent when the teacher taught or lectured. You were continuously in competition with the other students and test were the only way to evaluate student's knowledge. This old way of teaching is changed to new philosophy where learners have a very active role in discovering, building up and extending their knowledge, where. Students are not any longer passive recipients, learning is something that they as learners do. Developing student`s competencies and talents are the goals educators today. Darling-Hammond et al., 2014 pointed out that “students need deeper learning that fosters critical thinking, problem solving, collaboration, communication, use of technology, and an aptitude to be lifelong learners”. On this prospective I think that both teachers and students can fail one another. Since students are not any longer passive recipients of knowledge, they can fail them self if they do not put enough work to develop and improve their knowledge. On the other hand, teachers can fail students if they they fail their new role as facilitators of knowledge. 1. Darling-Hammond, L., Wilhoit, G., & Pittenger, L. (2014). Accountability for college and career readiness: Developing a new paradigm. Education Policy Analysis Archives, 22(86), 1. doi:10.14507/epaa.v22n86.2014 As the shift from teaching to learning has occurred, more emphasis has been placed on differing learning styles. After completing the learning styles inventory (Links to an external site.)Links to an external site., identify your primary learning style. Were you surprised by the results of the questionnaire? Think back to the methods of instruction that you received in high school and your undergraduate nursing education. Did the method of instruction fit with your learning style? Identify one or two changes in instruction that may have been helpful to you in undergraduate education. We all learn differently, some of us prefer to study in a group, while others prefer to learn by themselves. At the same time the way the information is perceived is different, some people are able to learn by viewing and listening, some other by reading and reflecting on the subject and other by visualizing. The ability to understand the information and respond the the learning environment is greatly influenced by the individual learning style. According to the quiz that I took prior to writing the response I am mostly a visual-special and intrapersonal learner. I am a drawing person, I need to simplify the material into drawings and connect the content with arrows to help me memorize the material. the content has to be connected with pictures and arrows. Everyone has preferences in how they learn best, some people are auditory learners, some are kinaesthetics and others visual learners as me. In an educator role, it will be very important to incorporate as many preferences as possible. As far as I remember, during the undergraduate years and mostly during the high school, my learning style was never the same as my teachers. There were a few courses that I was greatly disappointed about the course and the curriculum that I decided to drop the courses completely. I always tell my students, try to find what works the best for you, or what helps you understand the subject better. What works for one student might not be working for another. Man and Tomoko, (2010) suggested that “individuals learn differently through many ways from time to time, from culture to culture and from context to context”. For me as a teacher is extremely important to understand and know everything that can help me facilitate the learning process. As teachers, we should be able to offer opportunities to our students to move through different learning styles. This goal can be reached through designed activities and learning environments. Pourhosein Gilakjani, (2011) suggested that matching of teaching to the learning styles improves students motivation and their overall learning experience. 1. Pourhosein Gilakjani, Abbas. (2011). Visual, Auditory, Kinaesthetic Learning Styles and Their Impacts on English Language Teaching. Journal of Studies in Education. 2. 104. 10.5296/jse.v2i1.1007. 2. Man, P.C. & Tomoko, N. (2010). A study of Chinese and Japanese college students L2 learning styles. Asian Culture and History. 2 (2), 30- 35. [Electronic version]. Retrieved December 2011, from www.ccsenet.org/journal/index.php/ach/article/download/.../5171 [Show Less]
- Exam
- $5.45
- 0
- 417
NR 525 Graded Discussion Topic 3 Discussion Question 1
NR 525 Graded Discussion Topic 3 Discussion Question 1 Discuss how evidence-based practice is defined as translational research. Describe the framework t... [Show More] hat supports that definition. Identify a population health issue you are interested in researching and discuss the issue using that framework. As you select an issue, remember you will be building upon your research in this course for your evidence-based practice project in the next course. Think about how you can focus your research now to help you complete your EBP project. Note: While you will only be proposing a solution and implementation plan in your EBP project, keep in mind EBP projects lay a foundation for doctoral research, since doctoral candidates have the opportunity to actually implement their projects. If you are interested in pursuing doctoral education, it is a good idea to choose an issue you would be interested in pursuing in greater depth. The research and work you complete on your EBP project now can be used if you choose to move forward into doctoral education. Answer In researching information on this discussion question, I came across some contradicting information, as I also was reading my fellow classmates responses to this question. I found two articles that meet the minimal 5-year requirement to be considered current. One article states that evidence-based practice and translation research are not interchangeable (Titler, 2014). It continues to state that evidenced-based practice is the process of “doing” or application of the practice in the clinical setting. Whereas translational research is a longer process that come before the application, meaning the studying of implementation interventions, factors and variables that can affect the uptake in knowledge and then using it in the practice settings. The other article also states that translational research provides the data underlying or supporting evidence-based practice, but they are not the same in general definition (Zoellner, Horn, Gleason, & Boushey, 2015). The population health issues that I am interested is slightly complicated yet simple, I chose spinal health and its affect on patient health issues. I have been interested in the epidemic of chronic “back pain or neck pain,” since I was a teenager, due to the fact I started seeing a chiropractor because I have chronic back and neck issues and it has to do with the alignment of my spinal column, from multiple injuries and poor posture and body mechanics. Spinal stenosis is a disease process that will occur over time every person to some degree (Mayfield Brain & Spine, n.d.). However, most that promote their spinal health tend to continue to live active lives with no additional issues. Symptoms can lead to numbness, pain, weakness, memory issues, and so much more neurologic or other body function impairments. The framework that is would be required in researching this topic will be literature review due to the uncertain volume of already existing research studies of chiropractic and neurologic studies (Bussières, Al Zoubi, Stuber, French, Boruff, Corrigan, & Thomas, 2016). Due to the wide gaps of EBP across the various health disciplines and expertise on the subject in order to take the translation knowledge gathered and utilizing the research into evidence-based practice. References Bussières, A., Al Zoubi, F., Stuber, K., French, S., Boruff, J., Corrigan, J., & Thomas, A. (2016). Evidence-based practice, research utilization, and knowledge translation in chiropractic: a scoping review. BMC Complementary and Alternative Medicine, 16, 216. http://doi.org/10.1186/s12906-016-1175-0 Mayfield Brain & Spine. (n.d.). Spinal stenosis. Retrieved from http://www.mayfieldclinic.com/PE-STEN.htm Titler, M. (2014). Overview of Evidence-based Practice and Translation Science. Nursing Clinics of North America,49(3), 269-274. doi:10.1016/j.cnur.2014.05.001 Zoellner, J., Horn, L., Gleason, P., & Boushey, C. (2015). What Is Translational Research? Concepts and Applications in Nutrition and Dietetics. Journal of the Academy of Nutrition and Dietetics,115(7), 1057-1071. doi:10.1016/j.jand.2015.03.010 [Show Less]
- Exam
- $5.45
- 0
- 692
NR 525 Week 8 Graded Discussion: Reflection
NR 525 Week 8 Graded Discussion: Reflection The course is completed! Using reflective thinking skills, consider all of the aspects of this course: What ... [Show More] have you learned in these past weeks, and how will this be applicable to your future practice? How will you use the concepts in this course to identify, guide, and evaluate the final MSN practicum project? Please see the guidelines and rubric for more information. ANSWER Hello Dr. K Before starting this class, I was very nervous and anticipate what will it all detailed. As I look back at what I have learn these past weeks was a lot of informative information that is required to prepared me one step closer to my goal. These introduction topics include the role and requirement for the nurse educator, educational theories and concepts, cultural competence verses humility, didactic teaching environment, evidence-based teaching, ethical and legal issue is very essential to my educational growth. I learned the role of a RN and what is require in the State of Illinois to actual become a Practicing Nursing educator. In week two, the topic was very interesting and tricky because it was about teachers don’t fail students, student fail themselves. I find this interesting because teachers are the one’s that are train professional to guide student in their career path but sometimes teacher have other agender and cannot be bother with students that are slower than others with no patients. Therefore, students are not self -motived to progress by themselves drop out of college. Another area that I love is the ethical and legal issues. I leant so much from student rights and Academic integrity policy. In my opinion as a future nursing educator, I have gained a lot of knowledge over the last weeks that will help guide me along the right path to my goal. Not to mention I learnt a lot listening to the Tim Webinar Seminar, the collaboration cafe and the quizzes. I gain a lot of information and knowledge from this course reminding me that I am no more a novias; but a student that develop critical skill and knowledge that will help me in my practicum as a student nursing educator. [Show Less]
- Exam
- $5.45
- 0
- 831
NR 525 Week 4 Assignment: Teaching Plan Teaching Plan Example
NR 525 Week 4 Assignment: Teaching Plan Teaching Plan Example Title of Teaching Plan: Identify the title of the teaching plan. This is a topic of you... [Show More] r choice. If you have a work assignment coming up that will involve teaching a course or class, then use that topic for this assignment if you would like. Target Audience: Be specific in describing the target audience. Example: Second semester undergraduate nursing students in a BSN program. This is their first introduction to the care of the patient with diabetes Program Description: In this section, identify what will be taught and the amount of time to be allotted to the teaching plan for this topic. For this assignment, you can either choose to do a specific one-class topic or make it broader to be a full course. In your description of the course, be specific. Include the time frame for this class. Example: This is a 2-hour lecture on basic care of the patient with diabetes. This class is part of a total of 8 hours of lecture on care of the patient with diabetes. Learning Objectives: In this section, identify the course objective(s) as well as unit objectives for the students. The course objective is a broader outcome, while the unit objective is specific to the content being taught in this teaching plan. The unit objectives flow from the course objective. Start ALL your objectives with “At the end of the course/session/class (choose one), the student will be able to”; then, fill in the appropriate action. Objectives are to be written in a measurable format with an action verb as the first word. As you write objectives, there should only be one action verb in each objective. Do not combine action verbs, as you cannot clearly measure the outcomes. Example: Course Objective – At the end of the course, the student will be able to provide care for the diabetic patient. There can be multiple unit objectives from this one course objective: Example of some unit objectives: At the end of the class, the student will be able to define diabetes; the student will be able to list the symptoms of diabetes; the student will be able to administer an insulin injection. Objectives: Bloom’s taxonomy is a classification of learning objectives used within the educational system. It is a way to identify different levels of thinking in education. The educational objectives in Bloom’s taxonomy are divided into 3 different areas: cognitive, affective, and psychomotor objectives. The cognitive domain is the knowledge or comprehension area; the affective domain describes the growth in attitudes while the psychomotor objectives measure the ability of skill development. In developing teaching plans, we use Bloom’s taxonomy to identify what we want the student to be able to do with the information. The cognitive levels in the taxonomy run from the lowest level of remembering to the highest level of creating. There are specific action words associated with each level. For beginning nursing students, using the lower levels in unit and course objectives is acceptable; however, for senior-level nursing students or working nurses, the higher levels of analyzing and evaluating are needed. Therefore, if you want the senior-level nurse to be able to analyze the differences in treatment options for the patient, the objective may be written as: At the conclusion of this class, the student will be able to compare the treatment options for the patient with breast cancer. Below is a graphic representation of the cognitive domain of Bloom’s Revised Taxonomy. Under each level is the definition of that level and some action words to use. Topical Outline: In this part of the teaching plan, the content to be taught will be identified. The course content is to flow from the objectives. For example, if there is an objective that states “at the conclusion of this session, the student will be able to discuss signs and symptoms of insulin preparation”, somewhere in the course content there will need to be content on insulin syringes and how to prepare insulin. If the objective focuses on a skill “the student will be able to safely administer an insulin injection:, then in the methods of instruction, there will need to be a demonstration and return demonstration of preparing insulin, and then, in the evaluation section, there will be both test questions on insulin preparation and a skills checklist. The content is to be in an outline form only. Details of the content, definitions of terms, et cetera, do not need to be included. Instructional Methods: In this section of the teaching plan, identify how you will teach the content. Will it be lecture, small-group discussion, role play, et cetera? Will you use PowerPoint presentation, handouts, interactive video, or other audio-visual tools? Be specific as to what type of instruction methods/tools you will use with each part of the content. The instructional methods are important in this plan. Make the method appropriate with the content and the objectives. Identify different types of methods to meet the needs of the learners. Review the methods that are presented in the course as you develop this section. You are to provide a rationale for why you choose each specific instructional method. Learning Resources/Materials: In this section, identify the specific assignments for the student prior to/during/or after the class. Identify the sources of the materials you will use, e.g. textbooks, journal articles, policy/procedures from the institution, and simulation. These are to be actual assignments. Be realistic. If you are teaching a 4-hour lecture on sterile technique, do not give the students 15 chapters to read in the textbook. The assignments are to be formatted using APA 6th edition. Methods of Evaluation: In this section, describe how you will evaluate the learning. Will it be a written test, a paper, a clinical evaluation of a skill? If there are different methods of evaluation for different parts of the content, clearly identify what method will be used to evaluate each part of the content. The evaluation methods need to match the domains of the learning objectives; for example, if you have a skill in the learning objectives/content, then a skills demonstration/return demonstration/skills checklist is needed. If you are giving a test, the standard is generally 4-5 questions per hour of lecture. If you have a 3-hour class, then the maximum number of questions should be 15. If the content lends itself to a skills review, then include that in the evaluation. The evaluation does not need to be only written tests. If there is a skills check, identify if it is to be graded or pass/fail. [Show Less]
- Exam
- $6.45
- 0
- 786
NR 525 Week 2 Graded Discussion: Learning Styles
NR 525 Week 2 Graded Discussion: Learning Styles Discussion 1: In undergraduate studies, in English class a professor repeated a phrase the first day... [Show More] of class that has been an impact for the last 10 years. The phrase was “education is the key to success in life, and teachers make a lasting impact in the lives of their students.” The English professor then stated that college is a two-way street, we are responsible for doing assignments on time and studying whereas the teacher is there to educate us to the best of their ability. I do not agree with the statement “Teachers don’t fail students; students fail themselves.” I believe both parties are responsible for what happens. Teachers are responsible for creating learning styles that can work for everyone and advising assistance when they notice students doing poorly. Students have to also ask for help if they are struggling. I’m a strong believer in students requiring more focused help or support to pass a class. Saying students fail themselves is placing blame on a subject matter that should not have the blame game. Education is a vital source of living. If a teacher sees that the method in which they are teaching is not effective they can change their learning style that is still in line with their philosophy of teaching. In a study done by Bhattacharya and Nath (2016), the objective was to enlighten others on the educational shift from teaching to learning. Bhattacharya and Nath (2016) looked at learning through e-learning. The study was based on five different techniques on learning by an instructor. These techniques included scaffolding based e-learning, personalized e-learning, technology enhanced learning, confidence based e-learning, and intelligent system learning. The result of the study showed that the learners achieved the objective of learning the subject manner through being taught through e-learning. In my opinion, this showed that an instructor using different techniques of learning in a facility and students making the effort to learn the material is a team effort. It was not one or the other. On a more personal note, in undergraduate school I had difficulty in taking exams when it came to being in a classroom over a certain amount of people, but I would do excellent in writing papers, homework assignments, group work or talking in class. I met with one of my professors and she asked me a few questions. We discussed the material for the class in detail. I was doing great except with exams. I was able to correct answer her questions about material and elaborate on different topics. I was then presented with a short quiz with the same material. My answers were not the same. Based on what I said, she felt something was wrong. The effort on my part is to remain focused. I say all this because education involves more than placing blame but understanding what is going on, try to connect it and move forward. Reference Bhattacharya, S. & Nath, S. (2016). Intelligent e-Learning Systems: An Educational Paradigm Shift. International Journal of Interactive Multimedia and Artificial Intelligence, Vol 4, Iss 2, Pp 83-88 (2016), (2), 83. https://doi org.chamberlainuniversity.idm.oclc.org/10.9781/ijimai.2016.4213 Discussion 2: Multiple intelligence is comprised of seven different intelligence that a person possesses. Each person has a certain percentage of each one. Smith and Oji (2018) state that the theory behind multiple intelligences is based on human cognitive capabilities. My primary learning style is actually two, which are logical-mathematical and visual-spatial at 75% each. I was surprised to learn that my intrapersonal intelligence is 4th on my results list at 56%. Looking back on my education in high school the method of instruction did not fit my learning style up until senior year of high school. In my senior year of high school, the school adapted the smart boards for the teachers. The classroom teaches became more visual and interactive. Also, we did not get chalk all over ourselves if we had to go up on the board to write. With my undergraduate nursing education, the method of instruction both fit and did not fit my learning style. In certain classes, such as anatomy and physiology lab or clinical lab, there was visual aide for what was being taught in the regular classroom setting. It was more beneficial having a visual of what we as students were reading. It helped answer questions better because you have a mental picture. When studying, I started to adapt utilizing index cards, maps, or other visual aide to memorize information. Based on the information obtained from Smith and Oji (2018) this is indicative of the results of my self-assessment. A change in instruction that may have been helpful to me in undergraduate education is the use of case studies or more interactive patient dialog in clinical lab. Doing more case studies and interactive patient dialog could have increased my intrapersonal intelligence more. I believe this would help when talking to patients in clinical practice. Although I was a patient care technician before becoming a nurse, entering a patient’s room and engaging in dialog could be difficult at times. With intrapersonal intelligence, a nurse has certain abilities that make it easier “recognize, appreciate, and respond appropriately to the feelings, temperaments, intentions, and desires of one’s self” (Smith and Oji, 2018, page 1). Reference Smith, N. R. M. C., & Oji, O. D. A. F.-B. (2018). Educational Approaches: Multiple Intelligences. CINAHL Nursing Guide. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=nup&AN=T708376&site=eds-live&scope=site [Show Less]
- Exam
- $5.45
- 0
- 724
Purchase the bundle to get the full access instantly
- 3 Million+ Study Documents
- 100% Money Back Guarantee
- Immediate Download Access
Add To Cart
Reviews 0
Bundle Details
$19.45
- Trusted by 800,000+ Students
- 24/7 Money Back Guarantee
- Download is directly available
241
0
Seller Details
