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Using critical thinking vignettes to evaluate student learning. 使用批判性思维的小插曲来评估学生的学习。
Nursing and health care perspectives Pub Date : 2001-09-01 DOI: 10.1043/1094-2831(2001)022<0231:UCTVTE>2.0.CO;2
Kathy Van Eerden
{"title":"Using critical thinking vignettes to evaluate student learning.","authors":"Kathy Van Eerden","doi":"10.1043/1094-2831(2001)022<0231:UCTVTE>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0231:UCTVTE>2.0.CO;2","url":null,"abstract":"Abstract Nursing skills have traditionally been evaluated using laboratory demonstration. The reality, however, is that skill performance does not occur in isolation in the practice setting. Nurses demonstrate skills while functioning within several nursing roles. Following an examination of the relationship of educational outcomes focusing on critical thinking, communication ability, and therapeutic nursing interventions, faculty at a two-year associate degree nursing program formulated Critical Thinking Vignettes as a method of assessing student outcomes. Students role-play a nurse-client interaction using a case study prompt. Student performance outcomes in skills demonstration, communication, teaching, problem solving, critical thinking, identification of resources, and response to environmental cues are evaluated. Preliminary reliability and inter-rater reliability studies suggest that this method provides a controlled method of assessing nursing outcomes reflective of actual practice. THE SAFE APPLI...","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 1","pages":"231"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 19
Learning clinical teaching. Is it magic? 学习临床教学。这是魔法吗?
Nursing and health care perspectives Pub Date : 2001-09-01
J M Scanlan
{"title":"Learning clinical teaching. Is it magic?","authors":"J M Scanlan","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Clinical teaching in nursing is a complex phenomenon that lacks a coherent theoretical base and is perplexing to novices, who tend to teach as they were taught. Nursing educators must find strategies to assist novice clinical teachers to learn the practice of clinical teaching. This article reports on the findings of a qualitative study that describes the process of learning clinical teaching through the voices of five novice and five expert clinical teachers. Essential differences between novices and experts are presented, and the challenges of preparing clinical teachers are discussed.</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5","pages":"240-6"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25138015","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
TLC at college of DuPage. 杜佩奇大学的TLC。
Nursing and health care perspectives Pub Date : 2001-09-01
L Caputi
{"title":"TLC at college of DuPage.","authors":"L Caputi","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5","pages":"222"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25138091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Learning clinical teaching. Is it magic? 学习临床教学。这是魔法吗?
Nursing and health care perspectives Pub Date : 2001-09-01 DOI: 10.1043/1094-2831(2001)022<0240:LCT>2.0.CO;2
J. Scanlan
{"title":"Learning clinical teaching. Is it magic?","authors":"J. Scanlan","doi":"10.1043/1094-2831(2001)022<0240:LCT>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0240:LCT>2.0.CO;2","url":null,"abstract":"Clinical teaching in nursing is a complex phenomenon that lacks a coherent theoretical base and is perplexing to novices, who tend to teach as they were taught. Nursing educators must find strategies to assist novice clinical teachers to learn the practice of clinical teaching. This article reports on the findings of a qualitative study that describes the process of learning clinical teaching through the voices of five novice and five expert clinical teachers. Essential differences between novices and experts are presented, and the challenges of preparing clinical teachers are discussed.","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5 1","pages":"240-6"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 41
Web-based courses. More than curriculum. 基于web的课程。不仅仅是课程。
Nursing and health care perspectives Pub Date : 2001-09-01
M E Mills, C Fisher, N Stair
{"title":"Web-based courses. More than curriculum.","authors":"M E Mills,&nbsp;C Fisher,&nbsp;N Stair","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Online program development depends on an educationally and technologically sound curriculum supported by a solid infrastructure. Creation of a virtual environment through design of online registration and records, financial aid, orientation, advisement, resources, and evaluation and assessment provides students with access and program integrity.The planning of an academic support system as an electronic environment provides challenges and institutional issues requiring systematic analysis.</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5","pages":"235-9"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25138012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Power of Shared Leadership: Promoting a Way of Being That Will Endure 共同领导的力量:促进一种持久的存在方式
Nursing and health care perspectives Pub Date : 2001-09-01 DOI: 10.1043/1094-2831(2001)022<0218:TPOSL>2.0.CO;2
N. Langston, R. Corcoran
{"title":"The Power of Shared Leadership: Promoting a Way of Being That Will Endure","authors":"N. Langston, R. Corcoran","doi":"10.1043/1094-2831(2001)022<0218:TPOSL>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0218:TPOSL>2.0.CO;2","url":null,"abstract":"","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 1","pages":"218"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57572945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Using a faculty evaluation triad to achieve evidence-based teaching. 使用教师评估三位一体来实现循证教学。
Nursing and health care perspectives Pub Date : 2001-09-01 DOI: 10.1043/1094-2831(2001)022<0247:UAFETT>2.0.CO;2
S. Appling, P. Naumann, R. Berk
{"title":"Using a faculty evaluation triad to achieve evidence-based teaching.","authors":"S. Appling, P. Naumann, R. Berk","doi":"10.1043/1094-2831(2001)022<0247:UAFETT>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0247:UAFETT>2.0.CO;2","url":null,"abstract":"Aneffective and comprehensive faculty evaluation system provides both formative and summative data for ongoing faculty development. It also provides data for annual faculty evaluation and tenure and promotion decision making. To achieve an effective system, a triad of faculty evaluation data sources--student ratings, teaching portfolio, and peer evaluation--were developed. Concurrently, a system of faculty mentorship was implemented, as well as an administrative structure to effectively use data to assist in merit pay and promotion decisions. Using a comprehensive, evidenced-based system to document, analyze, and improve teaching effectiveness is essential to assuring excellence in teaching and learning.","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5 1","pages":"247-51"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 33
Using a faculty evaluation triad to achieve evidence-based teaching. 使用教师评估三位一体来实现循证教学。
Nursing and health care perspectives Pub Date : 2001-09-01
S E Appling, P L Naumann, R A Berk
{"title":"Using a faculty evaluation triad to achieve evidence-based teaching.","authors":"S E Appling,&nbsp;P L Naumann,&nbsp;R A Berk","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Aneffective and comprehensive faculty evaluation system provides both formative and summative data for ongoing faculty development. It also provides data for annual faculty evaluation and tenure and promotion decision making. To achieve an effective system, a triad of faculty evaluation data sources--student ratings, teaching portfolio, and peer evaluation--were developed. Concurrently, a system of faculty mentorship was implemented, as well as an administrative structure to effectively use data to assist in merit pay and promotion decisions. Using a comprehensive, evidenced-based system to document, analyze, and improve teaching effectiveness is essential to assuring excellence in teaching and learning.</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5","pages":"247-51"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25138016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Enacting narrative pedagogy. The lived experiences of students and teachers. 实施叙事教学法。学生和老师的生活经历。
Nursing and health care perspectives Pub Date : 2001-09-01
C A Andrews, P M Ironside, C Nosek, S L Sims, M M Swenson, C Yeomans, P K Young, N Diekelmann
{"title":"Enacting narrative pedagogy. The lived experiences of students and teachers.","authors":"C A Andrews,&nbsp;P M Ironside,&nbsp;C Nosek,&nbsp;S L Sims,&nbsp;M M Swenson,&nbsp;C Yeomans,&nbsp;P K Young,&nbsp;N Diekelmann","doi":"","DOIUrl":"","url":null,"abstract":"<p><p>Reforming nursing education to meet contemporary challenges in educational and clinical environments is needed through the development and implementation of new pedagogies. Nancy Diekelmann is advancing the science of nursing education by describing a new phenomenological pedagogy, Narrative Pedagogy, identified through interpretive research in nursing education. Narrative Pedagogy is an approach to reforming nursing education that is always site specific and not generalizable from school to school. However, the processes of Narrative Pedagogy are transferable and can be enacted in many contexts. This study describes the common experiences and shared meanings of teachers and students engaging in or enacting Narrative Pedagogy. Diekelmann gathered seven teachers and students in five schools of nursing in four midwestern states to share their experiences. Interpretive phenomenology was used to analyze the group interview. One of the findings identified during this analysis, Enacting Narrative Pedagogy, is explicated, and two themes, Decentering Skill Acquisition and Content and Attending to the Practices of Thinking, are described.</p>","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5","pages":"252-9"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"25138017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Excellence in teaching end-of-life care: a new multimedia toolkit for nurse educators. 卓越的临终关怀教学:护士教育工作者的新多媒体工具包。
Nursing and health care perspectives Pub Date : 2001-09-01 DOI: 10.1043/1094-2831(2001)022<0226:EITEOL>2.0.CO;2
D. Wilkie, M. Judge, M. Wells, I. Berkley
{"title":"Excellence in teaching end-of-life care: a new multimedia toolkit for nurse educators.","authors":"D. Wilkie, M. Judge, M. Wells, I. Berkley","doi":"10.1043/1094-2831(2001)022<0226:EITEOL>2.0.CO;2","DOIUrl":"https://doi.org/10.1043/1094-2831(2001)022<0226:EITEOL>2.0.CO;2","url":null,"abstract":"Nursing strongly values comfort and patient-centered care at the end of life, but little end-of-life content is included in most basic nursing education programs. An innovative way to improve nursing education about the end-of-life transition is to provide nurse educators with an electronic toolkit. This article describes a newly created multimedia toolkit (TNEEL), which includes engaging strategies for teaching and learning about end-of-life care.","PeriodicalId":79520,"journal":{"name":"Nursing and health care perspectives","volume":"22 5 1","pages":"226-30"},"PeriodicalIF":0.0,"publicationDate":"2001-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57573658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 31
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