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Critical Thinking Strategies Case Study

Critical Thinking Strategies Case Study. Angela Broughton, Claudette Johnson, Deborah Knutson, Eileen Padilla & Danica Stout Grand Canyon University NUR: 649E Nursing Education Seminar II Professor Jacquie Lisicki May 22, 2013. Learner Objectives.

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Critical Thinking Strategies Case Study

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  1. Critical Thinking Strategies Case Study Angela Broughton, Claudette Johnson, Deborah Knutson, Eileen Padilla & Danica Stout Grand Canyon University NUR: 649E Nursing Education Seminar II Professor Jacquie Lisicki May 22, 2013

  2. Learner Objectives Upon completion of the program, participants will be able to: • Describe the pathophysiology of CHF and how the diagnosis of CHF is determined.

  3. Learner Objectives • Explain the difference between systolic and diastolic heart failure and the importance of assessing left ventricular function in suspected CHF patients

  4. Learner Objectives • Describe the role of appropriate medications for CHF patients • Identify the components of appropriate discharge planning for CHF patients.

  5. Evaluation Methods for Objectives • Observation • Participation

  6. Evaluation Methods for Objectives • Pre/Post Test • Diagram fill-in

  7. Evaluation Methods for Objectives • Interactive Case Scenarios • Simulation Lab

  8. Evaluation Advantages & Disadvantages Observation Participation

  9. Evaluation Advantages & Disadvantages Pre & Post Test Diagram

  10. Evaluation Advantages & Disadvantages Interactive Case Scenarios Simulation Lab

  11. Acceptable Outcomes Pre & Post Designed Testing- Cognitive Domain • Does not pre-determine how a student can learn, however can determine knowledge base • Analyzes conclusions drawn from the information in lecture form. • Assesses knowledge learned in the class (in post testing).

  12. Acceptable Outcomes Observation & Simulation- Psychomotor Domain • Teach, learn and practice • Safe environment • Encourages close interaction in learning • Ultimate level is at skill performance-automatic without practice needed.

  13. Acceptable Outcomes Participation/Discussion- Audio Domain • Active learning should be encouraged • Discuss CHF in a report of the consequences on diet and medication non-compliance • Discuss in this same report that patient contribution and taking action in diet and medications make a big difference in how they feel.

  14. Assessment Model for Evaluation Design • CIPP Decision-Oriented Evaluation Framework Context Input Process Product

  15. CIPP Evaluation Model • Context Evaluation • Identify target population • Needs assessment (pre/post testing, observation) • Textbook knowledge applied to practice

  16. CIPP Evaluation Model • Input Evaluation • Identifies & assesses: • System capabilities • Alternative program strategies • Procedural designs for implementation • Student plan of care & interventions

  17. CIPP Evaluation Model • Process Evaluation • Detects defects • Advantages vs. disadvantages • Evaluate performance, time management, documentation • Simulation-Educators can observe & intervene

  18. CIPP Evaluation Model • Product Evaluation • Collect description/Analysis of Outcomes • Prioritization of goals and outcomes • Interpret results

  19. Conclusion • Evaluation is accomplished through observation, participation, pre/post testing, diagrams, case studies, and simulation. • Effective evaluation strategies must consider the purpose, advantages and disadvantages of the evaluation tool. • CIPP Evaluation Framework-measures weaknesses/strengths, provides alternative options/information for decision makers

  20. References Anderson, O. C. (2010). A Study of Teacher-Mediated Enhancement of Students’ Organization of Earth Science Knowledge Using Web Diagrams as a Teaching Device. Journal of Science Teacher Education, 21, 683-701. Ari, A. (2009). The effect of quizzing on learning as a tool of assessment. Electronic Journal of Social Sciences, 8 (27), 202. Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier-Saunders. Carmichael, E., & Farrell, H. (2012). Evaluation of the effectiveness of online resources in developing student critical thinking: Review of literature and case study of a critical thinking online site [Journal]. Journal of University Teaching and Learning Practice, 9(1). Retrieved from http://www.eric.ed.gov/PDFS/EJ974914.pdf Clifton, S. L. & Schriner, C.L. (2010). Assessing the quality of multiple choice test items. Nursing Educator, 35(1). 25-34. Flannelly, L. T. (2001). Using feedback to reduce students’ judgment bias on test questions. Journal of Nursing Education, 40. 10-16. Founds, S. Z. (2011). Development of high-fidelity simulated clinical experiences for baccalaureate nursing students. Journal of Professional Nursing, 27 (1), 5-9. Garrett, B. , MacPhee, M., & Jackson, C. (2010). High-fidelity patient simulation: Considerations for effective learning. Nursing Education Perspectives, 31(5), 309-313. Hall, M., Daly, B., & Madigan, E. (2010). Use of anecdotal notes by clinical nursing faculty: a descriptive study. The Journal Of Nursing Education, 49(3), 156-159. doi:10.3928/01484834-20090915-03 Hill, C. (2006). Integrating clinical experience into the concept mapping process. Nurse Educator, 31(1). 36-39. Jeffries, P. (2007). Simulation in nursing education: From conceptualization to evaluation. New York, NY: National League for Nursing. Oermann, M.H., Yarbrough, S. S., Saewert, K. J., Ard, N., & Charasika,M. E. (2009). Clinical evaluations and grading practices in schools of nursing: National survey findings Part II. Nursing Education Perspectives, 30(6). 352-357. Pacsi, A. (2008). Human simulators in nursing education. Journal of the New York State Nurses' Association, 39 (2), 8-11. Polit, D. F. & Beck, C.T. (2006). Essentials of nursing research: Methods, appraisal, and utilization. Philadelphia, PA: Lippincott Williams & Wilkins. Reed, S. J. (2010). Designing a simulation for student evaluations using Scriven’s key evaluation checklist. Clinical Simulation in Nursing, 6(2). 41-44. Vetter, R. E. (2009). Learning to be an effective teacher: strengthening observational skills. Missouri Journal of Health, Physical Education, Recreation, and Dance, 19, 4-14. Williams, S. M. & Beattie, H. J. (2006). Problem based learning in the clinical setting- A systemic review. Nurse Education Today, 28(2). 146-154.

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