Evaluation of the Master Instructor Concept in an Accelerated Baccalaureate Program

2.50
Hdl Handle:
http://hdl.handle.net/10755/335104
Category:
Full-text
Type:
Presentation
Title:
Evaluation of the Master Instructor Concept in an Accelerated Baccalaureate Program
Other Titles:
Evaluating Nursing Education
Author(s):
Black, Stephanie; Throckmorton, Terry
Lead Author STTI Affiliation:
Phi Pi
Author Details:
Stephanie Black, MSN, RN, sblack@chamberlain.edu; Terry Throckmorton, PhD, RN
Abstract:
Session presented on Thursday, July 24, 2014: Based on the concepts presented in Ken Bain's book What the Best College Teachers Do; A Master Level Instructor demonstrates and provides an authentic learning environment that will challenge and support students as they strive to understand and apply complex concepts in simulated and live clinical situations. The best instructors assist their students learn through mechanisms that affect a sustained, substantial and positive impact on how students think. The expectations of a Master Level Instructor at Chamberlain College of Nursing include: 1. Creates a natural critical learning environment (Facilitation; Active Learning), Assigns challenging tasks that help students to rethink their assumptions, develop authentic ideas, and examine their mental models of reality. Works collaboratively with faculty and peers to provide opportunities to try, fail, and receive feedback in advance of and separate from any summative judgment of their effort. 2. Gets students' attention and keeps it (Active Learning; Content Management), Incorporates active learning strategies that are responsive to students' needs and learning style. Provides relevant content for students through application to real life concepts. 3. Starts with the student rather than the discipline (Facilitation), Challenges faulty learning models and creates new ones that are effective within a collaborative environment. 4. Gets commitment from students (Content Management), Ensures equal commitment of both faculty and students to class, coursework, and learning. Explains how each specific rule, regulation, or assignment is supported by the learning objectives of the course. 5. Helps students learn outside of class (Integration), Develops course activities that promote learning outside of class. b. Promotes curiosity to expand application of learning. 6. Engages students in disciplinary thinking (Relevance), Guides students to professional education with journals and texts from the profession. 7. Creates diverse learning experiences (Relevance), Integrates instructional strategies that promote lifelong learning. Uses evaluation methods that support strategic learning rather than promoting deep learning. In order to evaluate this program student satisfaction scores we reviewed before and after standard lecture method and again before and after Master Instructor sessions where the same concepts were taught. In addition, student test grades for the course were compared between the standard lecture instruction and the Master Instructor instruction. Finally faculty satisfaction scores were evaluated comparing standard lecture instruction and Master Instruction modes of teaching. Initially students were somewhat resistant to the active class participation that was required of them in the Master Instruction approach. By the end of the course session student evaluation scores were positive. Scores on course exams were higher in the Master Instructor sessions compared to the standard lecture instruction sections. A detailed analysis will be provided in the presentation.
Keywords:
Master Instructor; Instruction
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.titleEvaluation of the Master Instructor Concept in an Accelerated Baccalaureate Programen
dc.title.alternativeEvaluating Nursing Educationen
dc.contributor.authorBlack, Stephanieen
dc.contributor.authorThrockmorton, Terryen
dc.contributor.departmentPhi Pien
dc.author.detailsStephanie Black, MSN, RN, sblack@chamberlain.edu; Terry Throckmorton, PhD, RNen
dc.identifier.urihttp://hdl.handle.net/10755/335104-
dc.description.abstractSession presented on Thursday, July 24, 2014: Based on the concepts presented in Ken Bain's book What the Best College Teachers Do; A Master Level Instructor demonstrates and provides an authentic learning environment that will challenge and support students as they strive to understand and apply complex concepts in simulated and live clinical situations. The best instructors assist their students learn through mechanisms that affect a sustained, substantial and positive impact on how students think. The expectations of a Master Level Instructor at Chamberlain College of Nursing include: 1. Creates a natural critical learning environment (Facilitation; Active Learning), Assigns challenging tasks that help students to rethink their assumptions, develop authentic ideas, and examine their mental models of reality. Works collaboratively with faculty and peers to provide opportunities to try, fail, and receive feedback in advance of and separate from any summative judgment of their effort. 2. Gets students' attention and keeps it (Active Learning; Content Management), Incorporates active learning strategies that are responsive to students' needs and learning style. Provides relevant content for students through application to real life concepts. 3. Starts with the student rather than the discipline (Facilitation), Challenges faulty learning models and creates new ones that are effective within a collaborative environment. 4. Gets commitment from students (Content Management), Ensures equal commitment of both faculty and students to class, coursework, and learning. Explains how each specific rule, regulation, or assignment is supported by the learning objectives of the course. 5. Helps students learn outside of class (Integration), Develops course activities that promote learning outside of class. b. Promotes curiosity to expand application of learning. 6. Engages students in disciplinary thinking (Relevance), Guides students to professional education with journals and texts from the profession. 7. Creates diverse learning experiences (Relevance), Integrates instructional strategies that promote lifelong learning. Uses evaluation methods that support strategic learning rather than promoting deep learning. In order to evaluate this program student satisfaction scores we reviewed before and after standard lecture method and again before and after Master Instructor sessions where the same concepts were taught. In addition, student test grades for the course were compared between the standard lecture instruction and the Master Instructor instruction. Finally faculty satisfaction scores were evaluated comparing standard lecture instruction and Master Instruction modes of teaching. Initially students were somewhat resistant to the active class participation that was required of them in the Master Instruction approach. By the end of the course session student evaluation scores were positive. Scores on course exams were higher in the Master Instructor sessions compared to the standard lecture instruction sections. A detailed analysis will be provided in the presentation.en
dc.subjectMaster Instructoren
dc.subjectInstructionen
dc.date.available2014-11-17T13:44:20Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:44:20Z-
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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