Improving Student Response

The disadvantage in the system currently used is that it is designed in such a way as to prevent a learner progressing when two or more incorrect answers are submitted. This can happen due to a learners lack of knowledge or to hitting the wrong key. Which has led to inaccurate levels being recorded, as a result learners have been placed on training courses at too high or too low a level, which has led to frustration and disengagement. At the course induction there is a Visual, Audio, Kinaesthetic assessment carried out, which helps to determine the types of resources appropriate to the individual learner.

al. 2014. p.451). By using questions, it helps engage the students and makes them think about the topic and then share the ideas that they have with the class. It also is important to increase the wait time to let all students think of ideas (Ornstein et. al. 2014. p.451). This allows all students to be active in the classroom. Mrs. Z used this effectively in her classroom.

Nursing simulation, a progressive method of education and utilized by nursing programs, improves patient outcomes by giving students opportunities to practice and learn new nursing skills in non-threatening environments. The use of simulation experiences origins hold root in the military and airline industries. Nevertheless, since that time, many academic interest groups, including medical and nursing education have adopted this educational method. Furthermore, anticipated is the idea that simulation experiences will allow students the opportunities they need to practice skill sets that will lead to the improvement of the patient’s condition. Additionally, an evaluation of the nursing simulation also serves an important role in determining the effectiveness of the activity in meeting the objectives of various nursing curricula. Completing, recording, and studying the outcomes of a methodical evaluation, such as a rubric, are foundational to the enhancement of both the procedure and results (Robinson & Dearmon, 2013). This capstone project specifically concentrates on the development, implementation, and evaluation of a rubric for nursing simulation scenarios conducted by baccalaureate level nursing students at WKU.

I agree with your statement about student nurses. However, one concern I have is for nurses of the future (student nurses), it is my analogy that they will face great challenges in the future related to health professionals sharing a common understanding of patient safety standards and practices. Many students are left in the hands of even higher degree nurses who have heavy complex assignments and feel they do not have sufficient time to share with students the concept of interprofessional education and learning approach they need, which is collaborative learning. Collaborative learning refers to practice, procedures and situations in settings which learners engage in a common task where each individual is accountable to

Each of us participated in the creation, design and each with a designated role in the education that was presented to the nursing students on the day of skills fair. The students experienced interactive game play, in the form of NCLEX style questions designed to test and build on their knowledge of safety and infection control. They were given opportunities to demonstrate skills of nursing, such as sterile gloving, properly applying a quick release restraint knot, PPE donning and removing, plus all challenges were performed in teams aimed at practicing collaboration. The atmosphere was positive; the energy level was high and it appeared that most students enjoyed our presentation. During the presentation we requested feedback from each student in the form of a questionnaire, which resulted in positive feedback/remarks from the nursing students indicating that we were successful with our teaching

All students enrolled in the five lab sections were invited to fill out two online surveys pertaining to their perceptions and learning through the use of annotated feedback in clinical practice. The first survey, focused on the transfer lab, contained an initial question indicating the type of feedback received during this lab, six Likert scale questions that allowed students to rate how beneficial the specific type of feedback they received for learning transfer competencies taken directly from the rubric used by the lab instructors, and one open-ended question that allowed a description of the perceived benefits and drawbacks of the type of feedback received. The transfer competencies included positioning the patient properly, proper hand position, proper body mechanics, safety, proper equipment setup, and clear direction to the

Since the capstone project started early on beginning of the Doctor of Nursing Practice (DNP) program, I was able to discuss and work personally with Dr. Spicer as my practice mentor in selecting the appropriate topic for my project. Dr. Spicer was very involved in choosing my second option for new capstone project # 1 related to simulation lab and faculty teaching and learning. The patient simulation laboratory (SIM lab) uses state-of-the-art equipment that provides students and faculty with the opportunity to tackle real-life scenarios in a safe and supported environment. Further, I learned that active learning involves the faculty through participation and investment in exploring content knowledge in all phases of the learning process. It requires educational activities that provide faculty with the opportunity to engage actively in courses and respond to the learning situation.

Use questions and feedbacks to help learners learning process. It is a process to help staffs performance level and concentrate on the tasks outcome which is very important to know the rating of the work

You brought a very interesting point to the table. Many times we focus on the students during elementary, middle school, and high school, but forget about the importance of continueing to engage studetns throught out college. I actually took a class that used clickers, which sound similiar to KeyPads. Since I was a very shy person, I was able to particpate in the activity and share what I did know through this type of technology, without having to stand up in front of the class. Now as a teacher, I use Plickers and Kahoots in order to increase the participation of students who are introverts. Intersting top ic and thank you for sharing.

After reading “On Becoming a Better Student” by Donna Farhi Schuster, I started to think about some of the idea she mentioned. I have always been a curious person. I have always wanted to learn more about what I was interested in, but that stopped in high school. Expressing interest in something in high school was not something I did often. I was so overwhelmed with busy work in school that I was exhausted by the time I had time to actually sit down and research something I was interested in.

My chosen practicum will be teaching in the skills/simulation lab at NCMC. This paper will outline how the experience will enhance my knowledge and develop skills necessary to fulfill the role of nurse educator. The goals, objectives, and timeline will be discussed in this paper. The project that will be developed during the practicum experience will be a debriefing philosophy and evaluation tool to assess student learning with emphasis on critical thinking skills.

Recommendations by the WHO, 2011 and AACN, 2012 have supported implementation of a graduate curriculum that will educate trainees on quality improvement initiatives that include topics on near misses, factors surrounding errors and error management in the clinical setting. In the College of Nursing, nurse anesthesia department, there is no designated educational module addressing this recommendation.

Because as the students complete each activity some have to be reviewed by another person (most of them), while only one of the activities gives you immediate feedback when u select an incorrect answer (multiple choice activity). However, the feedback just simply shows that you selected an incorrect answer, it does not explain why it is incorrect and it does not give the student the option to review the rule or material being addressed. Alone I don’t believe the feedback would be sufficient for a students to learn from their mistakes, however working on this as a class this would be perfect and quite helpful. Four out the eight sections in each lesson require feedback from an actual person. If we worked on this as a class, I would have students provide feedback to each other while also having the opportunity to review each student’s work myself. The website allows opportunities for students to connect with others, this would be perfect as I could establish pairs or small groups myself or alternatively I could work with students from another class. If we had the opportunity to work with another class I believe the students would enjoy having a mystery paypal at school. Another benefit from Livemocha is that I would have the opportunity to listen to the audio of each student and I would also be able to check their writing and spelling skills. The students can receive up to five stars for pronunciation, grammar and vocabulary in their feedback. There is also a box where a more detailed feedback can be provided in written form to the

The importance of this research is that, it gives the students the information about the Clicker. It also gives the students the knowledge of what are the advantages and disadvantages of this device. It allows the student to know whether it is worth it to be bought or not. Since this device newly implemented in some schools, this research allows the students to be educated about this newly implemented device.

One such program was chosen by this investigator and the classroom teacher – Plickers.com. Plickers.com (“Plickers”) is a simplistic computer/application based program that would allow the students to participate in relative anonymity (the teacher would know who was answering what, the students would only know that they had answered) by manipulating a QR code in response to a multiple question presented by the teacher on the classroom projector. Adding to the anonymity for the student is that every QR code appears as a different pattern with the letters (A,B,C,D) aligned to correspond to the correct answer are so small and faint that only the student manipulating the code can see their response. This would hopefully ensure another layer of trustworthiness to the students’ responses. The students hold their responses while the QR code is scanned by the instructor using the camera of a cell phone. Once scanned the student’s QR code provides instant feedback as to the student’s response. The whole class is scanned, each response lighting up the screen as it is read by the camera, alerting the teacher to the students’ response (red for wrong, green for correct, as well as, tallying the scores per answer.) It would appear to be a great formative tool for a teacher but could it be a great tool for modeling, supporting and encouraging students’ study habits?