1 / 17

“NUR 870 – Major Course Project” Winter 2013

Nursing Education Theory and Application. “NUR 870 – Major Course Project” Winter 2013. Constance J. Creech, RN, Ed.D , ANP-BC – Department of Nursing & Andrea Becker, MA, Ed.S – Office of Extended Learning. Outline. NUR 870 students and their learning needs Assignment objectives

everly
Download Presentation

“NUR 870 – Major Course Project” Winter 2013

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Nursing Education Theory and Application “NUR 870 – Major Course Project” Winter 2013 Constance J. Creech, RN, Ed.D, ANP-BC – Department of Nursing & Andrea Becker, MA, Ed.S – Office of Extended Learning

  2. Outline • NUR 870 students and their learning needs • Assignment objectives • Intro to the ADDIE design framework • Assignment tracks • Google project spreadsheet • Intro to individual assignment tracks • Peer-review • Measuring success: completed projects & outcomes of midterm formative survey • Plans for revision

  3. Students and their Learning Needs • First cohort of Doctor of Nursing Practice program graduating May 2013 • Second cohort of the Doctor of Nursing Practice program graduating in May 2014 • Bachelor-prepared RN’s and Master’s-prepared nurses (Certified Nurse Practitioners, Nurse Midwives, Clinical Nurse Specialists, or Certified Registered Nurse Anesthetists) • Practicing full time in clinical or primary care settings • Various levels of experiences in Nursing Professional Development (NPD) practice • DNPs expected to support NPD initiatives (assess/analyze, design, develop, implement, evaluate, and revise) • N=26

  4. Objectives • Apply various techniques suitable for assessing learning needs • Apply the systematic process of instructional design as it relates to developing a course, a module, an in-service, or other educational intervention such as a research poster • Implement an educational project • Conduct learning and teaching evaluation • Incorporate evidence-based instructional strategies (based on program level outcomes) • Demonstrate skill in peer review (based on program level outcomes)

  5. Introduction of ADDIE Design Framework Utilizing various types of media (visual, text-based, and audio-visual) to introduce the ADDIE framework and general components of major project assignment.

  6. Introduction of Assignment Tracks • Three assignment tracks • Importance of choice • Utilizing adult learning principles and principles of active learning • Flexibility and varying due dates • Great for students; challenging for instructors

  7. Google Spreadsheet Project List Document • Tracking progress in online environment

  8. Composition of Individual Assignment Tracks Each folder contains 6 content items outlining the preparation phase of an educational project and the 5 different phases of the ADDIE process.

  9. Composition of Individual Assignment Tracks The content items are enhanced with examples relevant to the particular project type. I.e., aspects of the developmentphase of academic teaching projects are addressed by providing information and examples that are relevant to the development phaseof such projects.

  10. Composition of Individual Assignment Tracks Using various types of media to convey instructional information

  11. Composition of Individual Assignment Tracks • Reinforcing steps of ADDIE process by implementing corresponding assignments in increments • Major project is completed over the period of several weeks

  12. Peer-Review of Major Projects • Set up groups of 2 or 3 studentsin Blackboard • Utilizing peer-review template Boehm, H., & Bonnel, W. (2010). The use of peer review in nursing education and clinical practice. Journal for Nurses in Staff Development: JNSD: Official Journal of the National Nursing Staff Development Organization, 26(3), 108-115. doi: 10.1097/NND.0b013e3181993aa4 Nilson, L. B. (2002-03). Helping students help each other: Making peer feedback more valuable.Essays in Teaching Excellence, 14(8), 1-2. Retrievable at http://www.podnetwork.org/publications/teachingexcellence/02-03/V14,%20N5%20Nilson.pdf

  13. Peer-Review of Major Projects Student comments: “The peer review was a very worthwhile assignment and the end result will improve my poster the next time I present it! I plan on making the suggested changes.” “My peer review comments are important to me and were extremely beneficial. I will also work hard to address and answer all the questions my peer had. It was nice to see what a fellow peer had to say about the finished product.” “The comments were very constructive and added new dimension to the comments already received from other resources.  I wish we had gotten the comments earlier in the process, before we had presented the poster at the conference.  The comments were appropriate, well stated, succinct, and kind.”

  14. Measuring Success: Student Projects & Feedback Completed projects • Change in practice (in-service project on radiation in the O.R.) • Poster and podium presentations at conferences (at Michigan Council of Nurse Practitioners (MICNP) Annual Meeting) • Enhancement of academic teaching (Delta Community College Nursing class) Formative feedback Time: at and after midterm Format • Formative midterm survey; 10 questions, 2 questions specific to the use of the ADDIE process • Webinar (Elluminate session) on the usefulness of the ADDIE framework

  15. Student Comments on Usefulness of ADDIE “ADDIE was great from beginning through completion of the project. It outlined the project process and created packages of work that made each step accomplishable. I can easily see its usefulness in a number of future projects in the DNP program and at work. “ “I found that the ADDIE model provided a systematic instructional sequence in developing my major project.  It really aided in organizing the project and defining the needs of the learners so that the objectives could be more specific to their needs. This was a great experience for the first time using the model.” “I have to say that when I first reviewed the ADDIE requirements for the poster presentation I was rather intimidated. However, once I got involved in the process, the purpose and concept of the model became clear. ADDIE is a brilliantly simple framework for organizing a poster as well as other presentations. I know that I can sometimes get ahead of myself when it comes to big projects such as the poster, and the ADDIE model allowed me to progress through the development of the poster in a very composed fashion. I have to say that the ADDIE model is a framework that I will keep in mind for future reference.”

  16. Plans for Revision Revision – integral part of ADDIE process • Create instructional videos on individual steps of ADDIE and the various phases of the major project assignment vs. use pre-recorded video retrieved from the Web. • Implement peer-review assignment before major project is due. • Add additional assignment track (fourth assignment option: podium presentation). • Make own project accessible to entire class after project has been submitted for grading (using Discussion Board forum).

  17. Thank You!

More Related