The Utilization of Adult Learning Models to Increase Course Evaluation Scores in a Historically Poorly Evaluated, Graduate Level, APRN Pharmacology Course

2.50
Hdl Handle:
http://hdl.handle.net/10755/335048
Category:
Full-text
Type:
Presentation
Title:
The Utilization of Adult Learning Models to Increase Course Evaluation Scores in a Historically Poorly Evaluated, Graduate Level, APRN Pharmacology Course
Other Titles:
Evaluating Nursing Education
Author(s):
Haynie, Keith Bryan
Lead Author STTI Affiliation:
Gamma Sigma
Author Details:
Keith Bryan Haynie, DNP, RN, FNP-BC, khaynie@salud.unm.edu
Abstract:
Session presented on Thursday, July 24, 2014: Abstract Title: The Utilization of Adult Learning Models to Increase Course Evaluation Scores in a Historically Poorly Evaluated, Graduate Level, APRN Pharmacology Course. The online Pharmacological Principles of Clinical Therapies- N543, a foundational course for Nurse Practitioner students at the UNM College of Nursing, had been a historically poorly student evaluated course. Student IDEA scores were consistently low in all areas, and the course was consistently identified by UNM College of Nursing faculty as a course in need of significant improvement. Co-Instructors Drs. Keith Haynie & Roy Addington strategically employed two models of adult learning. The two models utilized were; the revised Bloom's Taxonomy of Learning Objectives (Krathwohl, 2002), and the Adult Learning Models (Pawlak & Bergquist, 2013). Students were asked to read the text in preparation for the online learning activities-factual and conceptual knowledge. Each student was then assigned a specific drug class/topic to create an informative paper or power-point presentation to engage their peers and facilitate their learning- procedural knowledge and metacognitive knowledge. Another student was then asked to respond to the presenters' information by teasing out alternative points of view, therapies, and any additional information they believed their peers would benefit from- procedural and metacognitive knowledge. Test questions were derived exclusively from these paired presentations, which encouraged all students to read and stay abreast of the shared knowledge and even ask their peers for any needed clarification-metacognitive knowledge. The instructors managed the course through supervision, additional information, knowledge or practice caveats. This type of learning environment is respectful of Adult Learning Models 3 & 4 where an environment is created for learning transformation to occur, it is created and allows the adult learner to give voice to their existence knowledge base and wisdom with application to new topics.
Keywords:
advanced practice education; adult learning models
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14A13
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleThe Utilization of Adult Learning Models to Increase Course Evaluation Scores in a Historically Poorly Evaluated, Graduate Level, APRN Pharmacology Courseen
dc.title.alternativeEvaluating Nursing Educationen
dc.contributor.authorHaynie, Keith Bryanen
dc.contributor.departmentGamma Sigmaen
dc.author.detailsKeith Bryan Haynie, DNP, RN, FNP-BC, khaynie@salud.unm.eduen
dc.identifier.urihttp://hdl.handle.net/10755/335048-
dc.description.abstractSession presented on Thursday, July 24, 2014: Abstract Title: The Utilization of Adult Learning Models to Increase Course Evaluation Scores in a Historically Poorly Evaluated, Graduate Level, APRN Pharmacology Course. The online Pharmacological Principles of Clinical Therapies- N543, a foundational course for Nurse Practitioner students at the UNM College of Nursing, had been a historically poorly student evaluated course. Student IDEA scores were consistently low in all areas, and the course was consistently identified by UNM College of Nursing faculty as a course in need of significant improvement. Co-Instructors Drs. Keith Haynie & Roy Addington strategically employed two models of adult learning. The two models utilized were; the revised Bloom's Taxonomy of Learning Objectives (Krathwohl, 2002), and the Adult Learning Models (Pawlak & Bergquist, 2013). Students were asked to read the text in preparation for the online learning activities-factual and conceptual knowledge. Each student was then assigned a specific drug class/topic to create an informative paper or power-point presentation to engage their peers and facilitate their learning- procedural knowledge and metacognitive knowledge. Another student was then asked to respond to the presenters' information by teasing out alternative points of view, therapies, and any additional information they believed their peers would benefit from- procedural and metacognitive knowledge. Test questions were derived exclusively from these paired presentations, which encouraged all students to read and stay abreast of the shared knowledge and even ask their peers for any needed clarification-metacognitive knowledge. The instructors managed the course through supervision, additional information, knowledge or practice caveats. This type of learning environment is respectful of Adult Learning Models 3 & 4 where an environment is created for learning transformation to occur, it is created and allows the adult learner to give voice to their existence knowledge base and wisdom with application to new topics.en
dc.subjectadvanced practice educationen
dc.subjectadult learning modelsen
dc.date.available2014-11-17T13:42:51Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:42:51Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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