» Session E
Enhancing the faculty onboarding experience
Providing faculty with supportive environments can lead to the integration of best pedagogical and assessment practices in the classroom, lab and practicum setting. The purpose of this presentation will focus on how one institution has implemented a formal faculty on-boarding process to enhance the first-year faculty experience.
Conference Identifier: NERC20E10
Group coursework in the online classroom: Ways to reduce stress for students and faculty
Group coursework can facilitate student engagement and learning; however, the negotiation of group coursework can be stressful for students and faculty, particularly in the online classroom. The purpose of this presentation is to share evidence regarding best practices and technology to transform online group coursework into a meaningful learning experience.
Conference Identifier: NERC20E17
Implementation and development of obstetric rapid response team for labor and delivery staff
The purpose of this quality improvement project is implementation of best practice obstetric rapid response team and conduct in-situ drills of this team with the goal of improving response times, improving self-confidence of OB-RRT team members, and improving outcomes for obstetrical emergencies reducing maternal and infant mortality and morbidity rates.
Conference Identifier: NERC20E04
Developing nurse scientists of the future: A unique clinical-academic partnership
A collaborative project between nursing and medicine bench science students, funded by the INBRE (Idea Network of Biomedical Research Excellence) grant offered a ten-week research internship. The purpose of the study was to explore the impact on nursing student scholarly dissemination, attendance in graduate school and the research self-efficacy.
Conference Identifier: NERC20E03
Antibullying definition, policy, surveillance, education, and training in the healthcare field
Workplace anti-bullying strategy in healthcare requires leader and non-leader investment. The session opens with a 5 minute video allowing participants the opportunity to engage during the actual presentation through their questions fostering individual perspectives/comments. Thereafter, a 10-15 minute lecture will ensue followed by a Q & A session.
Conference Identifier: NERC20E14
Effects of deliberate practice debriefing during a response to rescue simulation with undergraduate nursing students
Studies have found novice nurses are inadequately prepared to respond to deteriorating patients, due to limited clinical experience. The purpose of this multi-site randomized pre/post-test experimental design study was to compare student nurse competency, learning retention and perceived support after exposure to a deliberate practice debriefing model versus standardized debriefing.
Conference Identifier: NERC20E11
Making a case for innovations in learning: Overcoming resistance in nursing education
This will be part 3 of 3 sessions that explore game-based learning in nursing education. Whether game-based learning or another type of educational innovation, there can be resistance to change! In this session we will explore sources and types of resistance (e.g., faculty, students, leaders, boards of nursing), common reasons for resistance, and strategies for overcoming them. We will also introduce the concepts of evidence-based innovation and innovation science (applied to the educational innovation context). Finally, we will review essential competencies for leading innovation and making change stick in educational settings.
Conference Identifier: NERC20E13
Using the best evidence to create an effective nurse faculty orientation program
A formalized faculty orientation program provides a structure to successfully integrate new nursing faculty members into the academic setting. An effective orientation program includes formal preparation for teaching, guidance navigating the academic culture, and a structured mentoring approach.
Conference Identifier: NERC20E10
Online undergraduate and graduate education: Are faculty making the grade?
Using Knowles Model of Andragogy as the framework, an on-line School of Nursing and Health Sciences engaged in a 12 week faculty on-boarding pilot to determine if quality improvement initiatives such as formative, growth-mindset, criterion-based, and personalized faculty feedback influenced learner persistence and successful course completion.
Conference Identifier: NERC20E01
To end with a question of inquiry: An undergraduate research course redesign
A student-centered redesign of an undergraduate research course with emphasis on the individual’s process of inquiry across the course implementation will be described. The findings from the evaluation of the course redesign through a concurrent mixed-methods study will be outlined.
Conference Identifier: NERC20E03