» Session G
Teacher self-efficacy, autonomy, innovation, empowerment, and faculty development: What is the connection?
As nursing education shifts from a teacher-centered classroom to learner-centered classroom there is a need to understand what helps or hinders faculty members to be innovative and change their teaching methods. Participants will learn about the relationship between teacher self-efficacy, autonomy, innovative behaviors, empowerment, and faculty development.
Conference Identifier: NERC20G13
This session will cover a discussion of evaluating and summarizing the research about graduating pre-licensure nursing students’ perceptions of their knowledge, skills, and attitudes within all QSEN competencies.
Conference Identifier: NERC20G17
Use of common technology (Fitbit) as an aid to increase ambulation among pre-heart transplant patients
This activity focuses on the use of commonly available Fitbit activity measuring device to motivate pre heart transplant patients to walk. A qualitative research done on 8 patients who were issued a fitbit revealed after 2 weeks of use that the fitbit motivated them to walk more.
Conference Identifier: NERC20G08
Using QR technology with nursing students in clinical will provide useful resources at point of care, learned in didactic or skills lab and helping to bridge the theory practice gap. This technology can also help decrease student anxiety, improved self-efficacy and knowledge, can improve patient safety, and student learning outcomes.
Conference Identifier: NERC20G07
This session describes a comparative study looking at two methods of educating learners for interprofessional collaboration followed by simulation. Measurable outcomes of learning focused on differences between education groups, as well as predictors of teamwork skills.
Conference Identifier: NERC20G10
This session reports on an integrative review to appraise faculty development for educators using simulation-based education, with a focus on the topics that comprise formal training, the structure of training programs and evaluation methods of educators using simulation-based education. Exemplars of professional development strategies for simulation educators will be presented.
Conference Identifier: NERC20G03
Formal training in theory-based debriefing followed by competence assessment has been recommended by regulatory bodies, yet there is no description of attainment benchmarks. The purpose of this study was to test an instrument which can be used to self-assess and observationally assess behaviors consistent with Debriefing for Meaningful Learning.
Conference Identifier: NERC20G12
Discussion of faculty experiences in transition of RN-BSN program from traditional to virtual classroom learning guided by Garrison’s model of community of Inquiry. The process of faculty development, student training, technical support, implementation, challenges,students and faculty reflections are shared to assist programs embarking on online pedagogy for successful adoption.
Conference Identifier: NERC20G13
Cardiovascular critical care escape room: An innovative and engaging educational concept for nursing students
Learn how an innovative educational escape room in cardiovascular education impacted students in this mixed method study. Quantitative findings indicate that students increased content knowledge and had positive perceptions of the event. Qualitative findings indicate how participants enjoyed applying knowledge as they enhanced their communication, teamwork, and collaboration skills.
Conference Identifier: NERC20G02
Interprofessional mentoring: Innovative strategies for developing and sustaining effective clinical faculty
A successful career in professional practice does not necessarily equate to a successful career as an educator. Novice faculty must be professionally ‘developed’ through strong and effective mentoring. This presentation describes an innovative interprofessional mentoring program pairing junior and senior clinical faculty in a structured program for one year.
Conference Identifier: NERC20G16