Evaluating Student Success After a Change in the Teaching/Learning Environment

2.50
Hdl Handle:
http://hdl.handle.net/10755/335130
Category:
Full-text
Type:
Presentation
Title:
Evaluating Student Success After a Change in the Teaching/Learning Environment
Other Titles:
Nursing Student Centered Learning Strategies
Author(s):
Fillmore, Laura
Lead Author STTI Affiliation:
Omicron Delta
Author Details:
Laura Fillmore, DNP, MSN, RN, lfillmore@chamberlain.edu
Abstract:
Session presented on Saturday, July 26, 2014: This study evaluates the effect of providing a structured development program for faculty to implement student-centered learning strategies in an entry-level nursing course. A call to change our teaching and learning practices in nursing comes from healthcare leaders who see the complicated healthcare environment (National Academies, 2010). Also, our expected result of teaching and learning in nursing has evolved to include clinical reasoning, situated learning, and civic professionalism (Benner, et al, 2010). Other academic leaders are referring to disruptive learning which questions how we know students are learning and not just being taught (Bass, 2012). Our challenge to meet the demands of the stakeholders continues to be impacted by the number of faculty, the preparation of faculty, and institutions ability to drive and support change. Our other prevailing challenge is to have test-ready students who can successfully pass the national licensing exam. This study determined to prepare faculty with a course designed with alternative learning activities and a student-centered focus. The goal is to evaluate student success in a proceeding course after students become active participants in their own learning. The question is to determine if student-centered designed courses promote student success in future courses by impacting learning behaviors. References: Bass, Randy (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review, March/April, 2012. Benner, P., Sutphen, M., Leonard, V., Day,L. (2010), Educating Nurses: A call for radical transformation. Jossey-Bass, San Francisco, CA. National Academies, Institute of Medicine (2010). The future of nursing, leading change, advancing health. Washington D.C.
Keywords:
Student success; Classroom strategies; Student-learner strategies
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14G14
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.titleEvaluating Student Success After a Change in the Teaching/Learning Environmenten
dc.title.alternativeNursing Student Centered Learning Strategiesen
dc.contributor.authorFillmore, Lauraen
dc.contributor.departmentOmicron Deltaen
dc.author.detailsLaura Fillmore, DNP, MSN, RN, lfillmore@chamberlain.eduen
dc.identifier.urihttp://hdl.handle.net/10755/335130-
dc.description.abstractSession presented on Saturday, July 26, 2014: This study evaluates the effect of providing a structured development program for faculty to implement student-centered learning strategies in an entry-level nursing course. A call to change our teaching and learning practices in nursing comes from healthcare leaders who see the complicated healthcare environment (National Academies, 2010). Also, our expected result of teaching and learning in nursing has evolved to include clinical reasoning, situated learning, and civic professionalism (Benner, et al, 2010). Other academic leaders are referring to disruptive learning which questions how we know students are learning and not just being taught (Bass, 2012). Our challenge to meet the demands of the stakeholders continues to be impacted by the number of faculty, the preparation of faculty, and institutions ability to drive and support change. Our other prevailing challenge is to have test-ready students who can successfully pass the national licensing exam. This study determined to prepare faculty with a course designed with alternative learning activities and a student-centered focus. The goal is to evaluate student success in a proceeding course after students become active participants in their own learning. The question is to determine if student-centered designed courses promote student success in future courses by impacting learning behaviors. References: Bass, Randy (2012). Disrupting ourselves: The problem of learning in higher education. Educause Review, March/April, 2012. Benner, P., Sutphen, M., Leonard, V., Day,L. (2010), Educating Nurses: A call for radical transformation. Jossey-Bass, San Francisco, CA. National Academies, Institute of Medicine (2010). The future of nursing, leading change, advancing health. Washington D.C.en
dc.subjectStudent successen
dc.subjectClassroom strategiesen
dc.subjectStudent-learner strategiesen
dc.date.available2014-11-17T13:45:02Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:45:02Z-
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
All Items in this repository are protected by copyright, with all rights reserved, unless otherwise indicated.