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Authentic Engagement in High-Enrollment Graduate Courses: Pathophysiology Consumers Become Content Creators

Video Author: Jodi McDaniel, PhD, RN
Joni Tornwall, Med, RN
Published on: 04.25.2016
Associated with: Nurse Educator. 41(3):151-155, May/June 2016

The challenge to educate increasing numbers of nursing students at all levels in both online and in-class environments calls for innovative instructional strategies that may include technology-based assignments. These authors describe a case study assignment developed for a graduate-level pathophysiology course that required students to create digitally enhanced patient stories. Nursing students enrolled in the online and in-class sections of the course worked together using commonly available learning technology tools to create content that bridged pathophysiology concepts and clinical practice.

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Veterans have unique health care needs that must be addressed. Seventy-five percent of veterans are treated outside Veteran Health Administration facilities, so all health care providers should be educated on how to better serve veterans and their families. Nurses are in a prime position to lead the way in these efforts, beginning in prelicensure nursing education. The authors describe a model and share exemplars for integrating veteran-centered care into an existing curriculum, from beginning through advanced levels. You will enjoy this video and be sure to read their article.
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Duration: 6:34
To prevent online unprofessionalism among nursing students, the authors developed a peer-facilitated social media education session. Dr. Marnocha explains the study in this video. Students’ uncertain or incorrect attitudes and knowledge showed significant improvements after the session conducted by other nursing students. Learn about the full study in the article.
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Duration: 3:04
How should simulated and clinical experiences be sequenced? Does it make a difference in student performance? Dr. Hansen compared 2 different sequences of blocks of simulated and clinical practicum learning experiences on students’ clinical competency using a randomized crossover design. Competency was measured 3 times: after each block of simulated and clinical experiences and following a final simulated experience. There were no significant differences in students’ competency. This study provides important evidence for faculty when making decisions about simulation and clinical practice. Watch this video and be sure to read the article.
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In a complex health care environment, nurses and other health care professionals should be able to understand and collaboratively advocate for health policy benefitting patients, families, and communities. Dr. Eaton and colleagues used interprofessional team-based learning to improve the political astuteness of health professions students including nursing. In this video, Dr. Eaton talks about this instructional strategy and its effectiveness. Read the full article for free (it is open access): share the article with colleagues, students, and others.
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Simulation-based learning experiences are designed to prepare the student for clinical practice; however, there is little documentation of a relationship between simulation performance and performance in the clinical setting. When essential aspects of a clinical situation are replicated in simulation, students should readily understand and manage similar situations in clinical practice. The authors studied the relationships between development of clinical nursing judgment, simulation performance, and clinical performance. In this video and article, learn what they found.
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Interprofessional education (IPE) has gained momentum across health profession schools. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. In this video and article, the authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.
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Creator: Camille Reese and Mona Brown Ketner
Duration: 4:47
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In a complex health care environment, nurses and other health care professionals should be able to understand and collaboratively advocate for health policy benefitting patients, families, and communities. Dr. Eaton and colleagues used interprofessional team-based learning to improve the political astuteness of health professions students including nursing. In this video, Dr. Eaton talks about this instructional strategy and its effectiveness. Read the full article for free (it is open access): share the article with colleagues, students, and others.
Creator: Joyce Victor and Wanda Ruppert
Duration: 6:21
Simulation-based learning experiences are designed to prepare the student for clinical practice; however, there is little documentation of a relationship between simulation performance and performance in the clinical setting. When essential aspects of a clinical situation are replicated in simulation, students should readily understand and manage similar situations in clinical practice. The authors studied the relationships between development of clinical nursing judgment, simulation performance, and clinical performance. In this video and article, learn what they found.
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Duration: 2:10
Interprofessional education (IPE) has gained momentum across health profession schools. Exploring interprofessional experiences in the classroom setting may further enhance collaborative skills while advancing clinical knowledge. In this video and article, the authors describe an innovative approach to IPE to teach chronic care concepts to graduate nursing, physician assistant, and public health students. Enhancing IPE with a team-based learning approach resulted in improved knowledge of chronic care management, student perceptions of mutual respect, and perceived development of communication and teamwork skills.
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Duration: 3:29
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Creator: Lilly Mathew, Barbara Brewer, Janice Crist, and Robin Poedel
Duration: 2:06
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Creator: Sharon Galloway, DNP, RN, M.Ed.
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In this video and article, Dr. Galloway shares how she developed, implemented, and evaluated a simulation exercise designed to teach spiritual care to prelicensure nursing students. Participation in the spiritual care simulation resulted in improved knowledge and attitudes relating to spirituality and spiritual care. The results from her study demonstrated the value of using simulation and spiritual assessment to teach students how to recognize and respond therapeutically to spiritual needs.
Creator: Eveylyn Robinson, PhD, APRN, MSN, CNS
Duration: 6:03
Understanding end-of-life care can help nurses overcome barriers to managing chronicity in terminally ill patients. The author describes her study that examined the influence of a palliative care elective course on 74 senior nursing students’ knowledge and attitudes toward providing end-of-life care. The study compared the differences between 2 groups of nursing students: 1 of the groups had end-of-life care instruction based on the principles of the End-of-Life Nursing Education Consortium. Watch this video and read the full article to guide your integration of end-of-life care in the curriculum.
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Creator: Melissa Baginski, MSN
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The authors created a medication calculation simulation for their prelicensure students to provide the opportunity for dosage calculation practice with authentic circumstances, foster an enhanced perspective of the importance of accuracy required for calculating dosages, and improve dosage calculation accuracy itself. For authenticity, they prepared each patient in the simulation to appear as lifelike as possible, having personal possessions at the bedside and therapies such as oxygen, IVs, casts, and wound dressings. Watch this video (and read the article) to learn how to prepare this simulation on medication calculation.
Creator: Kim A. Decker, PhD, RN, CNS
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Despite program completion, not all graduates are successful on the National Council Licensure Examination for Registered Nurses (NCLEX-RN). Learn how the author added contemplative practices such as meditation and guided imagery to an NCLEX-RN preparatory course. Students’ self-efficacy scores increased from the beginning to the end of the course, and they reported that these activities were beneficial. After watching the video, be sure to read the full article.
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Many nursing educators have considered the implementation of a concept-based curriculum, with active, conceptual teaching and learning strategies. This curriculum model offers a way to respond to the overwhelming content saturation in many nursing programs. However, barriers abound, including faculty concerns about loss of control, changing faculty role and identity, and fear of failure. Learn from these experts how to overcome these barriers and learn about some practical strategies for success in your curriculum change. Watch the video now and read the full article.
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Creator: Joan Connors and Palmira Good
Duration: 7:23
The authors describe their teaching methods to help nursing students gain competence and confidence in delivering care that addresses the spiritual dimension of nursing care. These methods include a spiritual simulation, interrupting the simulation at the midway point to introduce Key Phrases and Caring Behaviors©, then restarting the simulation as the students practice implementing the new information into the simulation. Learn from the authors by watch the video and reading the article.
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Duration: 6:42
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Creator: Meg Zomorodi, PhD, RN, CNL
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Lisa de Saxe Zerden, PhD, MSW
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Creator: Cynthia L. Foronda, PhD, RN, CNE, ANEF
Duration: 6:29
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Duration: 2:15
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Creator: Jennifer J. Coleman, PhD
Duration: 3:24
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Duration: 2:54
Exploring ways to help nursing students achieve success in their courses and program is critical to increase retention. In this video abstract, the author reports on the outcomes of using an adaptive quizzing system as a strategy to support student persistence and performance. Results indicated that use of the adaptive quizzing system increased mastery of course content and predicted final course grades. Retention and program completion rates were also positively influenced.
Creator: Mikel W Hand, EdD, RN, OCN, NE-BC, NEA-BC
Duration: 9:47
Nurses and other health care professionals need to understand methods for analyzing medical errors to prevent them from recurring in the future. One widely used process to examine errors is root cause analysis (RCA). The authors describe their approach to engage nursing students in RCA using problem-based learning. Students conduct a mock RCA based on an actual medical error reported either in the media or literature. The cases used for the RCA are selected by the students based on their particular area of interest. Watch this video and make sure you read the article.
Creator: Mary Ellen Burke, MS, RN, CNM
Raeann G. Leblanc, DNP, CNP-BC, ANP-BC
Elizabeth A. Henneman, PhD, RN, CCNS, FAAN
Duration: 3:38
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Creator: Sharron J. Crowder, PhD, NJ
Duration: 3:12
Doctor of Nursing Practice (DNP) students need to be effective health policy leaders and contribute their expertise to legislative discussions. As faculty, we need to prepare students with these competencies. Dr. Crowder describes a state legislative fellowship based on Kolb’s experiential learning theory. Watch this video and read the article to learn how to develop legislative experiential learning opportunities for your students.
Creator: Gerry Altmiller, EdD, APRN, ACNS-BC
Duration: 3:16
Dr. Altmiller explains the importance of feedback in student learning. She shares best practices and strategies for giving constructive feedback to students. Whether you are a novice or an experienced teacher, you will learn from this video and her article.
Creator: Jodie Gary, PhD, RN
Duration: 3:03
Learn about reverse engineering and how the faculty used it to introduce RN to BSN students to nursing research and evidence-based practice (EBP). Reverse engineering of a nursing practice guideline offered a method for teaching these students an appreciation of research and supporting nursing practice with best evidence.
Creator: Susan Hendricks, EdD, MSN, RN
Duration: 4:05
Many nurse educators would agree that curriculum development and revision can be stressful and take a long time. In this video (and accompanying article), you will learn how the authors used a series of retreats and consensus building to facilitate curriculum revision. They also describe the curriculum and how they integrated concepts, competencies, and professional development behaviors into the revised curriculum.
Creator: Benjamin Smallheer
Duration: 2:45
The reverse case study is different from a traditional unfolding case, in which a single scenario is presented. A reverse case study incorporates students into the development of the scenario and decisions about details of the case. Learn more about this teaching method and how Dr. Smallheer uses it in his teaching.
Creator: Desiree Hensel
Duration: 2:45
This study compared the drinking patterns of 123 female nursing students with those of 185 female students of other majors enrolled beyond the freshman year at a large public university. High-risk drinking patterns did not vary significantly between the 2 groups, suggesting that students' drinking patterns reflected the norms of their institution. Prevention strategies geared at campus culture and that target students still enrolled in prerequisites may be needed to reduce alcohol abuse in nursing students.
Creator: Theresa Buxton
Duration: 2:27
The author describes the process used to develop the RN-BSN program with a hybrid and flipped format. The faculty integrated many innovative teaching methods in the new program, and both students and faculty were satisfied with it.
Creator: Camille Payne
Duration: 5:00
In this study, laboratory faculty developed a creative pedagogical strategy to reduce nursing student stress during assessment of skill performance. Mock competencies were structured so that students participated in peer-to-peer evaluations in simulated competency assessments. This pedagogical strategy had an impact on first-round pass rates for skills competency assessments. Read the article in the November December 2015 issue.
Creator:
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In the authors’ school of nursing, students are able to participate in an international cooperative work experience. The authors interviewed alumni about their cooperative work experiences. They learned that these experiences support students’ learning about culture and contribute to their personal and professional development. Outcomes included increased maturation, confidence, and flexibility; elevated political and global awareness; and ability to create effective relationships with culturally diverse patients and coworkers.
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Creator: Sharon Strang
Duration: 2:55
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Duration: 2:44
Simulation design should be theory based and its effect on outcomes evaluated. This study applied a model of experiential learning to design a simulation experience, examined how this design affected clinical nursing judgment development, and described the relationship between clinical nursing judgment development and student performance when using the experiential learning design. Findings suggest that using an experiential learning simulation design results in more highly developed nursing judgment and competency in simulation performance.
Creator: Nagia S. Ali, Kay Hodson-Carlton, & Omar S. Ali
Duration: 4:29
Telehealth care is a fast-growing avenue of providing health care services at a distance. A descriptive study was conducted to identify trends of telehealth education in 43 schools of nursing. Findings reflected inadequate integration of telehealth in classroom content, simulation, and clinical experiences. Interviews with 4 nursing leaders of telehealth provided recommendations on how to integrate telehealth education in nursing curricula.
Creator: Rachel Scherzer, MSN, RN, ACNP-BC
Kathryn Shaffer, EdD, RN, CNE
Kathryn Maceyko, BSN, RN
Jessica Webb, BSN, RN
Duration: 7:41
Nurse educators need new strategies that will engage students in the application of research and evidence-based practice. In this video and article the faculty members describe how they attempted to achieve these goals by forming an extracurricular student-run journal club.
Creator: Dale O’Neal, MSN, MSEd, RN
Meg Zomorodi, PhD, RN, CNL
Jennie Wagner, EdD, RN, IBCLC
Duration: 3:23
The author discusses the attitudes, influences, and practices of associate degree nursing (ADN) faculty in relation to advising students about nursing education progression. ADN faculty have a sense of moral and personal responsibility to encourage students to continue their education. Lack of faculty knowledge of program details and multiple demands on their time influence their advising practices.
Creator: Peggy A. Bush, PhD, RPh,
Duration: 2:38
Safety education in nursing has traditionally focused at the level of individual nurse-patient interactions. Students and novice clinicians lack clinical experience to create context and understand the complexity of the health care system and safety science. Using the QSEN quality and safety competency as a framework, the objective of this education project was to design comprehensive, engaging, learner-centered, online modules that increase knowledge, skills and attitudes about medication safety.
Creator: Amy Miner, MSN, RN
Jennifer Mallow, PhD, FNP-BC
Laurie Ann Theeke, PhD, FNP-BC
Emily Barnes, DNP, FNP-BC
Duration: 3:46
Teaching large numbers of students can be a challenge for both teachers and students. This article presents the impact of using Gagne's 9 events of instruction on student learning and course evaluations over a 3-semester period. Student evaluations indicated enhanced teacher mastery, effectiveness, and enthusiasm.
Creator: Madelyn Danner
Duration: 4:48
This research compared competency achievement of students (n=146) randomly assigned to 1 long clinical day (12 hours) with those in 2 shorter days (7-8 hours each). There were no significant differences in mean clinical competency achievement scores, and students and faculty concurred on the merits of a longer clinical day. Read the full article in the November/December 2014 issue of Nurse Educator (39:6).
Creator: Barbara Hooper, DNP, MSN, RN, NE-BC
Duration: 4:26
Simulations are conducted typically with a small group of students. This article describes the process for implementing 6 high-fidelity simulations with a large group of nursing students.
Creator: Carol Della Ratta, RN MS CCRN
Duration: 3:48
Learn about using team-based learning within a flipped classroom. Students used classroom time to solve problems while developing professional competencies.
Creator: Heidi A. Mennenga
Duration: 4:37
The author transitioned her community health nursing course from traditional lecture to team-based learning (TBL). She describes the implementation of TBL over a 2-year period. Read the full article in the March/April 2015 issue of Nurse Educator.
Creator: Janet R. Beulow
Duration: 4:27
In their study in the September/October 2014 issue of Nurse Educator, Meghan L. Bell and Janet R. Beulow describe how a patient advocacy service-learning course increased nursing students’ awareness and proficiency in working with the challenges faced by low-income, vulnerable individuals as they attempt to improve their lives and health.
Creator: Deborah M. Price, DNP, RN
Linda Strodtman, PhD, RN
Elizabeth Brough, PhD, RN
Duration: 2:36
Students (N = 134) created a 5-minute narrated digital story using VoiceThread technology. Through the writing and sharing of digital stories, they embraced the personal and complex nature of palliative care.
Creator: Jennifer L. Titzer and Constance F. Swenty
Duration: 4:13
Nurse educators recognize the need for deliberate and strategic integration of informatics in nursing programs. In this video Jennifer L. Titzer and Constance F. Swenty describe how their faculty integrated an academic electronic health record into the curriculum using Kotter’s framework. This video and article in our Technology Corner in the September/October 2014 issue provide guidelines for you to use in your own nursing programs.
Creator: Desiree Hensel, PhD, RN
Duration: 3:23
An important outcome of nursing education is the acquisition of an identity consistent with the profession’s core knowledge, skills, values, and attitudes. Hensel and Laux conducted a longitudinal study to describe factors associated with the acquisition of a professional identity over the course of prelicensure education. Learn more about this important study in the September/October 2014 issue of Nurse Educator (39:5).
Creator: Sharon Kumm, MN, MS, CNE, CCRN
Duration: 1:50
We need to remove barriers that prevent nurses from progressing seamlessly from ADN to BSN programs. This statewide study fostered a better understanding of the baccalaureate outcomes by ADN educators, and identified which of the AACN Essentials outcomes were fully met, partially met, and not met in ADN programs. The research provides evidence from which to construct an outcomes-based associate degree to baccalaureate curriculum. Read their article in the September/October 2014 issue of Nurse Educator (39:5).