A Collaborative Model for Faculty Development. Larry Freeman, DMin, LCAS Associate Director, Continuing Education Services Northwest AHEC Instructor,

A Collaborative Model for Faculty Development

Larry Freeman, DMin, LCAS

Associate Director, Continuing Education Services

Northwest AHEC

Instructor, Psychiatry and Behavioral Medicine

Wake Forest University School of Medicine

Bonnie G. Pope, RN, MSN, Ed.D (C)

Director of Nursing

Forsyth Technical Community College

Camille Nutt Reese, Ed.D, MSN, RN, CNE

Division Director Nursing, Allied Health and

Public Service Technologies

Mitchell Community College

Cynthia Geouge Davis, MSN, RN

Instructor

Appalachian State University

Boone, North Carolina

Sheryl Cornelius, MSN, RN

Nursing Faculty – ADN Program

Mitchell Community College, Statesville, NC

Phyllis H. Horton, MSN, RN

Coordinator, Nursing Education

Northwest AHEC

Wake Forest University School of Medicine

About the Nurse Educator Institute

The Nurse Educator Institute (NEI) is a collaborative effort between the Northwest Area Health Education Center (of Wake Forest University and the North Carolina AHEC Program) and regional Associate Degree Nursing Directors and Faculty within the North Carolina Community College System.

The NEI is a 60-contact hour competency-based curriculum written by nurse educators for nurse educators.  The structure of the NEI is built on a Crosswalk that includes Core Competencies for Nurse Educators from the: • Southern Regional Education Board (SREB) • National League for Nursing (NLN)• Institute of Medicine (IOM) Core Competencies for Health Care Professionals• North Carolina State Board of Nursing

Innovative educational offering

A self-directed online program

Meets criteria for NC State Board of Nursing rules

Can be used as a tool for both faculty recruitment and retention

New education rules adopted by the North Carolina Board of Nursing regarding national accreditation and faculty credentialing standards

No differentiation between full time and part time nursing faculty

Developed by Associate Degree Directors and Faculty desiring a proactive approach to maneuver the new NCBON rules

Partnered with NWAHEC a health education organization charged with linking education, practice and communities for better health

Collaboration with Education Consultant from the NC Board of Nursing

Started with new NC Board of Nursing rules that require

all nurse faculty have preparation in teaching learning principles, adult

education, curriculum development, implementation and evaluation

Core Competencies of Nurse Educators by the Southern Regional Education Board (SREB)

National League for Nursing Standards (NLN)

North Carolina Board of Nursing Rules

Institute of Medicine (IOM) Competencies for Health Care Professionals

North Carolina Board of NursingFaculty Requirements

21 NCAC 36.0321 Curriculum

SREB Teacher Role(Core Knowledge within Nurse Educator Role)

NLN Core Competencies of Nurse educators with Task StatementsCompetency 1 – Facilitate Learning

21 NCAC 36.0321Curriculum

Instructional Strategies Implements a variety of teaching strategies appropriate to learner needs, desired learner outcomes, content and context.

Grounds teaching strategies in educational theory and evidence-based teaching practices.

21 NCAC 36.0321 (b) (1-4) – (j) Usage of Technology Uses information technologies skillfully to support the teaching-learning process.

Mentoring Serves as a role model of professional nursing.

Cultural Influence Recognizes multicultural, gender, and experiential influences on teaching and learning.

Effective Communication Practices skilled oral, written, and electronic communication that reflects an awareness of self and others, along with an ability to convey ideas in a variety of contexts.

21 NCAC 36.0321 (b) (2) SREB Scholar Role(Core Knowledge within Nurse Educator Role)

Mentoring Serves as a role model of professional nursing.

Awareness of trends, issues, and needs in nursing education Maintains the professional practice knowledge based needed to help learners prepare for contemporary nursing practice.

Initiative, creative, analytical thinking and caring attitude Models critical and reflective thinking.

Shows enthusiasm for teaching, learning, and nursing that inspires and motivates students.

Demonstrates interest in and respect for learners.

Uses personal attributes) e.g. caring, confidence, patience, integrity and flexibility) that facilitate learning.

21 NCAC 36.0321 (b) (3) SREB Collaborator Role (Core Knowledge within Nurse Educator Role)

Develops collegial working relationships with students, faculty colleagues, and clinical agency personnel to promote positive learning environments.

Nurse Educator InstituteCompetency Crosswalk

Four modules which include:

Socialization Teaching / Learning Methodologies Curriculum Development Improving Performance

Nurse Educator Workbook (NEW)

This educational offering includes an interactive Nurse Educator Workbook (NEW) that incorporates professional readings, reflective practice exercises, critical appraisal strategies, curricula development exercises and other learning activities.

The NEW is provided to each participant via a flash drive (electronic copy) or “hard copy” workbook. This workbook serves as a valuable reference for future study.

Lessons:

Development of Role Identity Development of Educator Role Development of Scholar Role Development of Collaborator Role Development of an Ethical-Legal

Teaching Framework Developing as a Nursing Education

Leader

Lessons:

History of Education / Nursing Education

Learning Styles Generational Diversity Related to

the Adult Learner Clinical Learning versus Didactic Reflective Practice Information Technology

Lessons:

Philosophy and Mission Outcomes Delivery and

Implementation Taxonomies of Learning Measuring Learning

Lessons:

Improving Performance Taxonomies National IOM Competencies for Health

Care Professionals Improvement Principles and Techniques

1

Module I Socialization

Overview: This module will examine the socialization process that changes a nurse from a caregiver to a nurse educator. Role theory is presented as one context through which this socialization process can be guided. Participants are encouraged to learn problem-solving mechanisms to cope with expected role conflict and promote conflict resolution.

Goal: Identify strategies that focus the learner to become socialized to the role of the nurse educator

Learning Objectives: Use Best Practices to improve the delivery of nursing education

Lessons: Lesson 1: Development of Role Identity

Self Awareness & Self Reflection Lesson 2: Development of Educator Role

Nursing Curriculum Lesson 3: Development of Scholar Role

Evidence-based Practice Basic Research Principles

Lesson 4: Development of Collaborator Role

Professional Organizations Interdisciplinary Teams

Lesson 5: Development of an Ethical-Legal Teaching Framework NCBON Education Rules Practice Acts Program Policies and Procedures Professional Nurse Educator – Student Relationships

Lesson 6: Developing as a Nursing Education Leader

IOM Recommendations (National and North Carolina) National Accreditation Processes (NLNAC / CCNE) Emotional Intelligence Change Agent NCBON

19

Module II Teaching / Learning Methodologies

Overview: As a nurse educator, you will play a key role in selecting effective teaching / learning methodologies that inspire students to commit and give their best to their studies. Creating a positive learning environment enhances student motivation and success. Today’s diverse learners expect nurse educators to meet their individual learning needs. This entails careful consideration of ways to foster cognitive, psychomotor, and affective development of learners.

Goal: Demonstrates the ability to use diverse teaching-learning methodologies in nursing education.

Learning Objectives: Prescribe appropriate teaching-learning interventions based on analyses of

learners’ needs Incorporates a broad repertoire of instructional strategies

Lessons: Lesson 1: History of Education / Nursing Education

Adult Learning Theories Psychosocial Theories Nursing Education Theories

Lesson 2: Learning Styles

Approaches to Learning Multiple Intelligences Emotional Intelligence

Lesson 3: Generational Diversity Related to the Adult Learner

Four Generations in the Classroom Lesson 4: Clinical Learning Versus Didactic

Classroom to Clinical Pre & Post Conferences

Lesson 5: Reflective Practice Critical Thinking Conceptual Learning Contextual Learning

Lesson 6: Information Technology

IOM Recommendations (National and North Carolina)

57

Module III Curriculum Development

Overview: Participating in curriculum design is an integral part of the role of an academic nurse educator. This module will examine the many components to the curriculum including the nursing education philosophy and mission, program outcomes, curriculum delivery and implementation, taxonomies of learning and ways to measure learning.

Goal: Describe principles of curriculum and program development.

Learning Objectives: 1. Develop curricula based on the mission, philosophy, and framework of

the program and the governing institution. 2. Design instructional strategies, learning materials, and educational

technology to achieve learning.

Lessons: Lesson 1: Philosophy and Mission

Relationship to Curriculum National Standards

Lesson 2: Outcomes

Program Educational Competency Statements Student Learning

Lesson 3: Delivery and Implementation

Theory Research Educational Principles

Lesson 4: Taxonomies of Learning

Domains of Learning Bloom’s Taxonomy

Lesson 5: Measuring Learning

Evaluation of Student Learning Test Plans NCSBN Item Writing

71

Module IV Improving Performance

Overview: This module will integrate the concepts of testing and evaluation with the NCLEX test plan, taxonomies related to curriculum development, the national Institute of Medicine (IOM) Competencies and Systematic Program Evaluation (SPE) processes.

Goal: Demonstrates the ability to measure improvement.

Learning Objectives:

1. Utilize appropriate evaluation instruments to measure improvement. 2. Utilize evaluative information to improve the instructional process.

Lessons: Lesson 1: Improving Performance

Question the Paradigm NCLEX Test Plan

Lesson 2: Taxonomies

Bloom’s Taxonomy Krathwohl’s Taxonomy Harrow’s Taxonomy Taxonomies and Instructional Improvement

Lesson 3: National IOM Core Competencies for Educators

Multidisciplinary Teams Informatics Performance Improvement Patient-Centered Care Evidence-Based Practice

Lesson 4: Improvement Principles and Techniques

Data Collection Aggregate Analyze Trends Look for Re-Work Did You Land Where You Want to Land

Snapshots

!

Nurse Educator Institute

Table of Contents

Introduction to the NEI ......................................................................................................... iii

NEI Competency Crosswalk with Modules .............................................................................................. iv

NEI Competency Crosswalk with NCBON ................................................................................................ xiii

Module I: Socialization.......................................................................................................................... 1

Lesson 1: Development of Role Identity .................................................................................... 2

Lesson 2: Development of Educator Role ................................................................................... 8

Lesson 3: Development of Scholar Role ..................................................................................... 10

Lesson 4: Development of Collaborator Role ............................................................................. 12

Lesson 5: Development of an Ethical-Legal Teaching Framework .............................................. 13

Lesson 6: Developing as a Nursing Education Leader ................................................................. 16

Module II: Teaching / Learning Methodologies .............................................................................. 19

Lesson 1: History of Education / Nursing Education ................................................................... 20

Lesson 2: Learning Styles ........................................................................................................... 23

Lesson 3: Generational Diversity Related to the Adult Learner .................................................. 33

Lesson 4: Clinical Learning Versus Didactic ................................................................................ 39

Lesson 5: Reflective Practice ...................................................................................................... 43

Lesson 6: Information Technology ............................................................................................. 51

Module III: Curriculum Design .............................................................................................................. 57

Lesson 1: Philosophy and Mission ............................................................................................. 58

Lesson 2: Frameworks ............................................................................................................... 61

Lesson 3: Outcomes and Objectives .......................................................................................... 63

Lesson 4: Taxonomies of Learning / Course Design.................................................................... 65

Lesson 5: Measuring Learning.................................................................................................... 69

Nurse Educator Institute

Table of Contents

Module IV: Improving Performance ................................................................................. 71

Lesson 1: Improving Performance ............................................................................................. 72

Lesson 2: Taxonomies ................................................................................................................ 77

Lesson 3: National IOM Core Competencies for Educators ........................................................ 79

Lesson 4: Improvement Principles and Techniques ................................................................... 83

Systematic Evaluation Plan ......................................................................................................................... 87

Glossary ......................................................................................................................................................... 123

References

Module I .............................................................................................................................................. 129

Module II ............................................................................................................................................. 131

Module III ............................................................................................................................................ 136

Module IV............................................................................................................................................ 139

Answers: Module II Lesson 3 ............................................................................................. 141

NEI

Competency

Crosswalk

SystemicEvaluationPlan

MODULESI: Socialization II: Teaching/Learning Methodologies III: Curriculum Development IV: Improving

PerformanceNorthwest AHEC Best Practices Model

Module III: Curriculum Design

58

Learning Objectives

1. Develop curricula based on the mission, philosophy, and framework of the program and the governing institution.

2. Design instructional strategies, learning materials, and educational

technology to achieve learning.

One of the competencies developed by the NLN that relates to the scope of practice for academic nurse educators is the participation in curriculum design and the evaluation of program outcomes. Participating in curriculum design is an integral part of the role of an academic nurse educator.

Lesson 1

Philosophy and Mission The National League for Nursing has developed a set of defined values and beliefs for the academic nurse educator. The categories that relate to nursing education include: students, faculty, continuous quality improvement, curriculum, teaching/learning/evaluation strategies, resources, innovation, educational research, environment, and leadership. The standards of practice for curriculum can be found on the NLN Excellence Initiatives website at:

http://www.nln.org/excellence/hallmarks_indicators.htm

Module IV: Improving Performance

72

Learning Objectives

1. Use appropriate evaluation instruments to measure improvement 2. Use evaluative information to improve the instructional process

The age of accountability drives our existence in our personal lives as well as in our professional lives. Every learning encounter holds an element of evaluation. Every patient encounter does the same. Not only are you called to apply these improvement concepts to your teaching, your practice, and your program, you are challenged to instruct your students as to what they are, how they work, and how to apply them.

Lesson 1

Improving Performance We may assist in some part of our school’s systematic program evaluation plan, however integrating the assessed outcomes back into program improvement, curriculum development and lesson planning, requires us to step outside our comfort zone and critically reflect on our practice.

There are four areas of study for lesson one.

1. NCLEX Test Plan 2. Taxonomies 3. Nursing Process 4. National Institute of Medicine (IOM) Competencies for Health Care

Providers

Lesson 4: Taxonomies/Course Design

65

Taxonomies of Learning and

Course Design

Bloom’s Taxonomy of Educational Objectives

This system of classification focuses on three primary domains of learning; the cognitive, psychomotor and affective. The cognitive domain is primarily concerned with intellectual skills, and the

acquisition of knowledge. The psychomotor domain is concerned with the development of manual and

physical skills. The affective domain is primarily concerned with the development of

emotions, feelings and values.

Student Learning Outcomes

Write three student learning outcomes that you, the nurse educator, would expect a learner to achieve after a class on

medication administration. 1. 2. 3.

Write three outcomes that you, the nurse educator, would expect a learner to achieve during a clinical rotation,

while providing care to a new mother and her infant. 1. 2. 3.

Lesson 2: Taxonomies

77

Taxonomies

Learning Taxonomies

Learning taxonomies illustrate a hierarchy of learning, beginning with basic, foundational learning and moving to complex learning. Commonly used learning taxonomies include Bloom’s Taxonomy of learning in the cognitive domain, Krathwohl’s Taxonomy in the affective domain, and Harrow’s Taxonomy in the psychomotor domain. These learning taxonomies help teachers accurately express what they expect students to learn during a course and what they expect students to achieve by the time they complete the course.

Adams Center for Teaching Excellence http://www.acu.edu/academics/adamscenter/resources/coursedev/taxonomies.html

Rate your consistency in using taxonomies.

1 is rarely uses 5 is consistently uses

Select 6 lessons you have taught in the past year.

For each lesson, rate your consistency in applying the three learning

taxonomies to the lesson plan, the unit exam, clinical and any lab related learning experiences.

Be honest.

Lessons:

(title of each lesson)

Bloom’s

Taxonomy

Krathwohl’s Taxonomy

Harrow’s

Taxonomy

Module III

Curriculum

Developmen

t

Page 58

Module IIICurriculum DevelopmentPage 65

Module IV

Improving

Performan

ce

Page 72

Module IVImprovingPerformancePage 77

Snapshots

!

Lesson 1: Development of Role Identity

2

Objectives

Use Best Practices to improve the delivery of nursing education

Use current research findings and scholarly work in nursing practice.

Identify the impact of social, economic, political, legal, ethical, and institutional influences on the development of the nurse educator role.

Best Practices will include the Nurse Educator Institute (NEI) Crosswalk that includes Core Competencies of Nurse Educators as developed by nursing organizations as follows:

Southern Regional Education Board (SREB) National League of Nursing (NLN) Institute of Medicine (IOM) of the National Academies North Carolina Board of Nursing (NC BON)

These Core Competencies for nurse educators include a differentiation of the educator role to include:

The Teacher Role The Scholar Role The Collaborator Role

Lesson 1

Development of Role Identity In Lesson 1 you were introduced to the three roles of a nurse educator: teacher, scholar, and collaborator. The following Nurse Educator Workbook (NEW) exercises are designed to allow you to incorporate self awareness and reflection on how being a nurse educator will impact your current role.

Lesson 3: Development of Scholar Role

11

Evidence-Based Practice

Please follow the link found on your NEI screen and read the assigned scenario from the Centre for Evidence-Based Medicine. This scenario involves a nurse practitioner in a primary health care practice who is discussing strategies for the care of patients with asthma.

Read the article and decide:

1. Is the evidence from this randomized trial valid?

2. If valid, is this evidence important?

3. If valid and important, can you apply this evidence in caring for your patient?

Module II: Teaching / Learning Methodologies

20

Learning Objectives

1. Prescribe appropriate teaching-learning interventions based on analyses of

learners’ needs.

2. Incorporates a broad repertoire of instructional strategies.

The structure of the NEI is built on a Crosswalk that includes Core Competencies for Nurse Educators from the:

Southern Regional Education Board (SREB)

National League for Nursing (NLN)

Institute of Medicine (IOM) Core Competencies for Health Care Professionals

North Carolina State Board of Nursing

Each of these organizations places emphasis on the “usage of technology” to support the teaching-learning process. Although clinical simulation is rapidly earning a place as the state-of-the-art tool for clinical teaching, there are many additional strategies contained within Module II to enhance the educator’s ability to incorporate technology in the classroom.

Lesson 1

History of Education and Nursing Education In Lesson 1 you will be introduced to the history of education with an evolution to nursing education. This lesson will examine the need for an understanding of how education works, what facilitates the development of the adult learner and how the “superior conditions for learning” as identified by Malcolm Knowles enhances the learning process.

Lesson 3: Generational Diversity

35

What Would You Do?

As a "Gen X' Nurse Educator”,

your "Baby Boomer" first year nursing student

challenges your evaluation of her skills.

She feels that she is much more than "competent" and resents your assessment

of her skills.

How would you respond to this student?

What Would You Do?

As a Baby Boomer Nurse Educator, you find that your clinical

group of 8 nursing students ( 5 "Gen Xers" 2 "Boomers" and 1 "Millennial" ) have a great deal of difficulty working together.

In particular, the "Millennial" student resents the

manner in which the "Boomers" appear to monopolize

post conference discussions.

How would you handle this situation?

Module I

Socialization

Page 2

Module ISocializationPage 11

Module II

Teaching/Learning

Methodologies

Page 20

Module IITeaching/LearningMethodologiesPage 35

Snapshot

s!

Mark of Professionalism Establishes Nursing Education as Specialty

Field of Practice Communicates Excellence to Stakeholders Established by NLN in 2005 Approximately 950 Certified Nurse

Educators Overall Exam Pass Rate of 83%

NEI as a study guide

Facilitate Learning 25% Facilitate Learner Development and

Socialization 11% Use Assessment and Evaluation Strategies

15% Participate in Curriculum Design and

Evaluation of Program Outcomes 19%

Pursue Continuous Quality Improvement in the Academic Nurse Educator Role 12%

Engage in Scholarship, Service and Leadership

Function as a Change Agent and Leader 8%

Engage in Scholarship of Teaching 5%Function Effectively within the

Institutional Environment and the Academic Community

5%

Questions Written at Higher Cognitive Levels

NEI Workbook Helps Participant to Reflect on Role as Nursing Educator and Apply Their Knowledge and Experience to Exam Questions

NLNAC Definition“A written document based on NLNAC standards that reflects the process of the ongoing comprehensive assessment of all program elements”

Composed of Six Standards◦Mission and Administrative Capacity◦Faculty and Staff◦Students◦Curriculum◦Resources◦Outcomes

Within Each Standard are Criteria which are more specific and need to be comprehensively addressed on an individual basis.

Responsibility of faculty to provide evidence that demonstrates how Standards and Criteria are being met

A comprehensive SEP will guide faculty to achieve this goal

Develop a calendar for SEP Develop a format that is easy to follow Address each Standard and Criteria Indicate who, what, when, how Clearly document trended data and answer

the question “what’s next”

HOLBROOK-HUSKINS ASSOCIATE DEGREE NURSING PROGRAMMITCHELL COMMUNITY COLLEGE

Systematic Evaluation Plan 2006-2007

Standard I: Mission and GovernanceThere are clear and publicly stated mission and/or philosophy and purposes appropriate to post-secondary or higher education in nursing.

Criterion # 1: The mission of the nursing education unit is congruent with that of the governing organization, or differences are justified by the nursing education unit purposes.

Operational Definition: The mission of the Associate Degree Nursing Program and Mitchell Community College are congruent.

Level of Achievement: 100% of nursing faculty agree that there is consistency between the Associate Degree Nursing Program and Mitchell Community College mission.

Plan Implementation of Plan

Component Where Found Person Responsible

Frequency of Assessment

Assessment Methods Data Action

Statements 2007-08 CatalogADN Student HandbookADN Faculty Handbook

DirectorFaculty

Annually in May or when College mission statement is changed.

Comparison of the college mission statement and the associate degree program mission statement.

Met: Congruence is reflected.

statements reviewed at faculty meeting in May 2006 and 2007. Nursing faculty in agreement that congruency exists. Will continue to review mission and philosophy to ensure congruence with college.

Appendix 7-B: Systematic Evaluation Plan

www.nurseeducatorinstitute.org

Lesson 1: Development of Role Identity

3

Reflection and Journaling

The transition to becoming a nurse educator

can be challenging and requires an understanding of the roles of nurse educators.

Where are you as a learner?

1. Where are you in your journey as nursing faculty? 2. Where do you want to go as a nurse educator?