The Student Success And Faculty Development Grant Programaacn

THE STUDENT SUCCESS AND FACULTY THE STUDENT SUCCESS AND FACULTY DEVELOPMENT GRANT PROGRAM: A DEVELOPMENT GRANT PROGRAM: A

CAMPUS-WIDE APPROACH TO ENGAGING CAMPUS-WIDE APPROACH TO ENGAGING STUDENTS IN THE CLASSROOMSTUDENTS IN THE CLASSROOM

Susan Sanner, PhD, RN, CSSusan Sanner, PhD, RN, CS

Clayton College & State UniversityClayton College & State University

AACN 2004 Baccalaureate Education AACN 2004 Baccalaureate Education ConferenceConference

Sunny Isles, FloridaSunny Isles, Florida

Presentation ObjectivesPresentation Objectives

Discuss the purpose of the Student Success Discuss the purpose of the Student Success and Faculty Development Program. and Faculty Development Program.

Discuss faculty incentives for participating Discuss faculty incentives for participating in the Student Success and Faculty in the Student Success and Faculty Development Program.Development Program.

Showcase the Active Learning Strategies Showcase the Active Learning Strategies Database.Database.

Share the results of the first year of the Share the results of the first year of the Student Success and Faculty Development Student Success and Faculty Development Program.Program.

BackgroundBackground

SACS accreditation processSACS accreditation process Institutional commitment to Institutional commitment to

implementing active learning implementing active learning strategies in the classroom. strategies in the classroom.

Role of the Center for Instructional Role of the Center for Instructional Development.Development.

Student Success and Faculty Student Success and Faculty Development Grant program.Development Grant program.

Role of the Center for Role of the Center for Instructional DevelopmentInstructional Development

PurposePurpose Faculty Development CommitteeFaculty Development Committee Student Success and Faculty Student Success and Faculty

Development Grant Program Development Grant Program establishedestablished

Faculty incentives for participating in Faculty incentives for participating in the programthe program

Grant ProcessGrant Process

Faculty across disciplines were Faculty across disciplines were encouraged to apply. encouraged to apply.

Application process:Application process:– Proposal developmentProposal development

Statement of the problemStatement of the problem Review of the literatureReview of the literature Description of the projectDescription of the project Implementation planImplementation plan Evaluation planEvaluation plan Itemized budgetItemized budget Results (due at end of Spring semester, 2004)Results (due at end of Spring semester, 2004)

Year 1 ActivitiesYear 1 Activities

Six grant recipients across the disciplinesSix grant recipients across the disciplines Each recipient researched 12 active Each recipient researched 12 active

learning strategies during the Fall 2003 learning strategies during the Fall 2003 semester and submitted them to the semester and submitted them to the director of the Center for Instructional director of the Center for Instructional Development. Development.

An active learning strategies data base An active learning strategies data base was developedwas developed

Implementation of a classroom research Implementation of a classroom research project during the Spring 2004 semester.project during the Spring 2004 semester.

The Classroom Research The Classroom Research ProjectProject

The Use of Concept Mapping to The Use of Concept Mapping to Enhance Critical Thinking in NursingEnhance Critical Thinking in Nursing

Purpose: To explore the effectiveness Purpose: To explore the effectiveness of concept mapping as a strategy to of concept mapping as a strategy to facilitate critical thinking and the facilitate critical thinking and the linkage of concepts in HSCI 3201-linkage of concepts in HSCI 3201-Pathophysiology.Pathophysiology.

Project GoalsProject Goals To determine if there was a correlation between To determine if there was a correlation between

students’ learning styles and the use of concept students’ learning styles and the use of concept mapping as a learning strategy.mapping as a learning strategy.

To determine if students perceived concept To determine if students perceived concept mapping as a mechanism for increasing their mapping as a mechanism for increasing their success in the course.success in the course.

To determine if race/ethnicity influenced To determine if race/ethnicity influenced students’ use of concept mapping as a learning students’ use of concept mapping as a learning strategy.strategy.

To strengthen students’ knowledge base of To strengthen students’ knowledge base of pathophysiological concepts that will be used in pathophysiological concepts that will be used in the nursing program.the nursing program.

Expected OutcomesExpected Outcomes

Students’ exposure to concept mapping will Students’ exposure to concept mapping will assist them to:assist them to:– Verbalize the relationship between concepts as Verbalize the relationship between concepts as

they relate to situations presented in class.they relate to situations presented in class.

– Improve multiple-choice test-taking skills.Improve multiple-choice test-taking skills.

– Create their own concept maps.Create their own concept maps.

– Embrace concept mapping as a valuable Embrace concept mapping as a valuable learning tool to be used in the nursing program.learning tool to be used in the nursing program.

Significance of the StudySignificance of the Study

Common reasons for academic Common reasons for academic difficulty in the nursing program:difficulty in the nursing program:

-lack of studying is not usually the -lack of studying is not usually the issueissue

-balancing home, work, and school-balancing home, work, and school

-weak knowledge base-weak knowledge base

-unfamiliar with the content and -unfamiliar with the content and teaching strategies in the nursing teaching strategies in the nursing programprogram

SampleSample

Volunteer sample of students Volunteer sample of students enrolled in two sections of HSCI enrolled in two sections of HSCI 3201-Pathophysiology Spring 3201-Pathophysiology Spring Semester, 2004.Semester, 2004.

Pre-nursing and nursing students.Pre-nursing and nursing students.

Concept Mapping Concept Mapping ImplementationImplementation

FacultyFaculty– Review of ContentReview of Content– Presentation of ContentPresentation of Content– Quick assessment of student learningQuick assessment of student learning

StudentStudent– Self-assessment of learningSelf-assessment of learning– Organization of notesOrganization of notes

MethodologyMethodology

Demographic data formDemographic data form Learning StylesLearning Styles Study StrategiesStudy Strategies

– Pre/post testsPre/post tests Student Opinion of Concept MappingStudent Opinion of Concept Mapping

– Pre/post tests Pre/post tests

Student Opinion of Concept Student Opinion of Concept Mapping: Pre-TestMapping: Pre-Test

Student Opinion of Concept Student Opinion of Concept Mapping: Post-testMapping: Post-test

Paired Samples T-TestPaired Samples T-Test

Mean differences for pre and post test Mean differences for pre and post test Student Opinion of Concept Mapping.Student Opinion of Concept Mapping.

MM = 5.51, = 5.51, SDSD = 6.27, = 6.27, tt = 5.50, = 5.50, dfdf = 38 = 38

PP < .000 < .000

There was a significant difference There was a significant difference between pre and post test scores for between pre and post test scores for Student Opinion of ConceptStudent Opinion of Concept MappingMapping..

Faculty Example of Using Faculty Example of Using Concept Mapping in the Concept Mapping in the

ClassroomClassroom

caused by

seen in patient with

caused by

seen in patient with

caused bycharacterized by

caused by

characterized by

Results in

evidenced by

Caused by

evidenced by

results in

caused by

Peptic Ulcer Disease

Duodenal Ulcers

Gastric Ulcers

Stress Ulcers

Cushing Ulcer

Curling Ulcer

Hypersecretion of HCL

Ischemia of gastric

mucosa

H-Pylori bacteria

NSAIDS

Pain- Food - Relief

Mucosal abnormality r/t H. pylori or NSAID

HCL normal or low

Food - Pain relief

AnoriexiaWeight loss

Complications

Intractability

Hemorrhage

Perforation

Obstruction

HematemesisMelena

erosion through mucosal layers

EdemaPylorospasm

Scarring

Excruciating pain

Chemical peritonitis

Year 2 Activities (AY 2004-Year 2 Activities (AY 2004-2005)2005)

Grant recipients presented their classroom Grant recipients presented their classroom research projects to the university faculty research projects to the university faculty during the Faculty Development Day.during the Faculty Development Day.

Other faculty were encouraged to Other faculty were encouraged to participate in a focus group.participate in a focus group.

Each grant recipient is now leading focus Each grant recipient is now leading focus groups within their own academic groups within their own academic departments. departments.

Focus group participants’ activitiesFocus group participants’ activities

SummarySummary

The Student Success and Faculty The Student Success and Faculty Development Grant program has Development Grant program has increased the number of faculty utilizing increased the number of faculty utilizing active learning strategies in the classroom.active learning strategies in the classroom.

Students are responding to the active Students are responding to the active

learning strategies in positive ways. learning strategies in positive ways.

Interdisciplinary collaboration can improve Interdisciplinary collaboration can improve student success.student success.

Recommendations for Other Recommendations for Other Nursing ProgramsNursing Programs

Explore the possibility of using an Explore the possibility of using an interdisciplinary approach to develop active interdisciplinary approach to develop active learning strategies that will benefit all learning strategies that will benefit all students.students.

Evaluate active learning strategies to Evaluate active learning strategies to determine their appropriateness for determine their appropriateness for discipline-specific programs.discipline-specific programs.

Recognize the significance of concept Recognize the significance of concept mapping as an effective way to encourage mapping as an effective way to encourage nursing students to link essential concepts nursing students to link essential concepts that will enhance their critical thinking. that will enhance their critical thinking.

Thank You! Any Questions?Thank You! Any Questions?