The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Cecelia R Zorn - One of the best experts on this subject based on the ideXlab platform.
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faculty to faculty advice for educators new to teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2015Co-Authors: Melissa R Boellaard, Cheryl L Brandt, Cecelia R ZornAbstract:BACKGROUND Despite a growing faculty shortage, accelerated second Baccalaureate Degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. METHOD Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. RESULTS Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. CONCLUSION Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.].
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the faculty voice teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2015Co-Authors: Cheryl L Brandt, Melissa R Boellaard, Cecelia R ZornAbstract:BACKGROUND Although accelerated second Baccalaureate Degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn. METHOD In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies. RESULTS Faculty (N = 129) responded to six open-ended questions on the online survey; a thematic analysis resulted in 24 themes. Themes included Appreciate the Adult Learner With Previous Experiences; Connect Students With Structured Professional Activities; Role Model Professional Learning; and I Like It, I Love It, I Enjoy the Challenge of It. CONCLUSION Because findings are from the faculty perspective, they enhance understanding of this teaching experience. Implications for faculty development and further research are included.
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practicing for practice accelerated second Baccalaureate Degree nursing absn students evaluate simulations
Nursing education perspectives, 2014Co-Authors: Melissa R Boellaard, Cheryl L Brandt, Nita L Johnson, Cecelia R ZornAbstract:doi: 10.5480/12-847.1Accelerated, second Baccalaureate Degree nursing (ABSN) programs require effective and efficient teaching approaches that prepare stu- dents for cutting-edge practice. Using simulation with these adult learners can help accomplish those educational goals. This article sum- marizes a pilot educational evaluation project that assesses students' satisfaction with six simulations in the ABSN program.There is an extensive body of research about simulation in nursing education where undergraduate students' learning is the focus (Abdo & Ravert, 2006; Garrett, MacPhee, & Jackson, 2010; Wotton, Davis, Button, & Kelton, 2010). The simulation laboratory has been used to develop and pilot test a rubric to assess students' clinical judgment (Lasater, 2007). In addition, research reviews have been conducted. Cant and Cooper (2010) reviewed 12 experimental or quasi-experimental studies that examined the effectiveness of simula- tion as a teaching/learning strategy. Weaver (2011) reviewed 24 studies on high-fidelity patient simulation and found benefits (e.g., realism, learner satisfaction) and mixed findings for student confidence and stress.Only five studies were found where simulation was examined with ABSN students. Howard, Ross, Mitchell, and Nelson (2010) com- pared the impact of simulation versus interactive case studies on stu- dent knowledge scores. Piscotty, Grobbel, and Tzeng (2011) conducted a quasi-experimental study examining the effect of a student-led simulation on student performance in the six Quality and Safety Education in Nursing competency areas. Radhakrishnan, Roche, and Cunningham (2007) reported findings of a pilot study investigating the impact of simulation on clinical performance. Cangelosi (2008) described a hermeneutic phenomenological study in which enacted narrative learning was investigated for its utility in helping students integrate classroom content and clinical practice. Finally, Wilt and King (2012) analyzed students' quantitative evaluation of simulation. The project summarized in this article adds to the existing literature by reporting end-of-program student satisfaction with six simulations used throughout their curriculum.Using a primarily traditional classroom format, this 12-month ABSN program was offered in an upper-Midwest comprehensive pub- lic university with 11,000 students. During the project, the simulation lab contained 22 bed spaces, two simulation rooms, one high-fidelity patient simulator, and several midrange simulators. Six simulations rep- resenting three of the four terms in the ABSN program were assessed: a) Care of Patient with an Infected Chest Tube Site, b) Post-Operative Care, c) Plan of Care Assignment, d) Physical Assessment Check-Off, e) Care of Patient with Hepatic Failure, and f) Care of Patient with Cardiac Disease.methodA mixed-method descriptive survey design was used; approval was obtained from the university's institutional review board. An inves- tigator-designed survey, the Student Evaluation of Simulation (SES), was used for this project. For each of the six simulations, students responded to one quantitative item ("This simulated experience helped me learn about the nursing care of patients") using a 1-6 mod- ified semantic differential scale ranging from Minimally Helpful (1) to Very Helpful (6), with a No Recall option. They also responded to two qualitative items: "What did you like about this simulated experi- ence?" and "What things would make this experience more beneficial for you?"Using convenience sampling, data were collected in the final month of the program, in May 2011, from 17 of 18 students in one cohort. All 17 students responded to every question. However, five respondents had no recall of the Plan of Care Assignment, three had no recall of the Infected Chest Tube simulation, and one respondent had no recall of the Physical Assessment Check-Off. The students completed the SES anonymously and submitted it to a faculty member who was not a member of the project team. …
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experiences and emotions of faculty teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2013Co-Authors: Cheryl L Brandt, Melissa R Boellaard, Cecelia R ZornAbstract:The number of accelerated second Baccalaureate Degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs.
Fernando J Naveda - One of the best experts on this subject based on the ideXlab platform.
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the road less traveled a Baccalaureate Degree in software engineering
Technical Symposium on Computer Science Education, 1997Co-Authors: Michael J Lutz, Fernando J NavedaAbstract:In the fall of 1996, RIT admitted the first students to a new undergraduate program in software engineering. Our goal in creating the program was to provide for the education of a new type of engineer: the software engineer. This paper presents the rationale for developing such a program, the process we followed in its design, and an outline of the distinctive features it possesses.
Melissa R Boellaard - One of the best experts on this subject based on the ideXlab platform.
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faculty to faculty advice for educators new to teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2015Co-Authors: Melissa R Boellaard, Cheryl L Brandt, Cecelia R ZornAbstract:BACKGROUND Despite a growing faculty shortage, accelerated second Baccalaureate Degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. METHOD Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. RESULTS Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. CONCLUSION Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.].
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the faculty voice teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2015Co-Authors: Cheryl L Brandt, Melissa R Boellaard, Cecelia R ZornAbstract:BACKGROUND Although accelerated second Baccalaureate Degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn. METHOD In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies. RESULTS Faculty (N = 129) responded to six open-ended questions on the online survey; a thematic analysis resulted in 24 themes. Themes included Appreciate the Adult Learner With Previous Experiences; Connect Students With Structured Professional Activities; Role Model Professional Learning; and I Like It, I Love It, I Enjoy the Challenge of It. CONCLUSION Because findings are from the faculty perspective, they enhance understanding of this teaching experience. Implications for faculty development and further research are included.
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practicing for practice accelerated second Baccalaureate Degree nursing absn students evaluate simulations
Nursing education perspectives, 2014Co-Authors: Melissa R Boellaard, Cheryl L Brandt, Nita L Johnson, Cecelia R ZornAbstract:doi: 10.5480/12-847.1Accelerated, second Baccalaureate Degree nursing (ABSN) programs require effective and efficient teaching approaches that prepare stu- dents for cutting-edge practice. Using simulation with these adult learners can help accomplish those educational goals. This article sum- marizes a pilot educational evaluation project that assesses students' satisfaction with six simulations in the ABSN program.There is an extensive body of research about simulation in nursing education where undergraduate students' learning is the focus (Abdo & Ravert, 2006; Garrett, MacPhee, & Jackson, 2010; Wotton, Davis, Button, & Kelton, 2010). The simulation laboratory has been used to develop and pilot test a rubric to assess students' clinical judgment (Lasater, 2007). In addition, research reviews have been conducted. Cant and Cooper (2010) reviewed 12 experimental or quasi-experimental studies that examined the effectiveness of simula- tion as a teaching/learning strategy. Weaver (2011) reviewed 24 studies on high-fidelity patient simulation and found benefits (e.g., realism, learner satisfaction) and mixed findings for student confidence and stress.Only five studies were found where simulation was examined with ABSN students. Howard, Ross, Mitchell, and Nelson (2010) com- pared the impact of simulation versus interactive case studies on stu- dent knowledge scores. Piscotty, Grobbel, and Tzeng (2011) conducted a quasi-experimental study examining the effect of a student-led simulation on student performance in the six Quality and Safety Education in Nursing competency areas. Radhakrishnan, Roche, and Cunningham (2007) reported findings of a pilot study investigating the impact of simulation on clinical performance. Cangelosi (2008) described a hermeneutic phenomenological study in which enacted narrative learning was investigated for its utility in helping students integrate classroom content and clinical practice. Finally, Wilt and King (2012) analyzed students' quantitative evaluation of simulation. The project summarized in this article adds to the existing literature by reporting end-of-program student satisfaction with six simulations used throughout their curriculum.Using a primarily traditional classroom format, this 12-month ABSN program was offered in an upper-Midwest comprehensive pub- lic university with 11,000 students. During the project, the simulation lab contained 22 bed spaces, two simulation rooms, one high-fidelity patient simulator, and several midrange simulators. Six simulations rep- resenting three of the four terms in the ABSN program were assessed: a) Care of Patient with an Infected Chest Tube Site, b) Post-Operative Care, c) Plan of Care Assignment, d) Physical Assessment Check-Off, e) Care of Patient with Hepatic Failure, and f) Care of Patient with Cardiac Disease.methodA mixed-method descriptive survey design was used; approval was obtained from the university's institutional review board. An inves- tigator-designed survey, the Student Evaluation of Simulation (SES), was used for this project. For each of the six simulations, students responded to one quantitative item ("This simulated experience helped me learn about the nursing care of patients") using a 1-6 mod- ified semantic differential scale ranging from Minimally Helpful (1) to Very Helpful (6), with a No Recall option. They also responded to two qualitative items: "What did you like about this simulated experi- ence?" and "What things would make this experience more beneficial for you?"Using convenience sampling, data were collected in the final month of the program, in May 2011, from 17 of 18 students in one cohort. All 17 students responded to every question. However, five respondents had no recall of the Plan of Care Assignment, three had no recall of the Infected Chest Tube simulation, and one respondent had no recall of the Physical Assessment Check-Off. The students completed the SES anonymously and submitted it to a faculty member who was not a member of the project team. …
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experiences and emotions of faculty teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2013Co-Authors: Cheryl L Brandt, Melissa R Boellaard, Cecelia R ZornAbstract:The number of accelerated second Baccalaureate Degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs.
Cheryl L Brandt - One of the best experts on this subject based on the ideXlab platform.
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faculty to faculty advice for educators new to teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2015Co-Authors: Melissa R Boellaard, Cheryl L Brandt, Cecelia R ZornAbstract:BACKGROUND Despite a growing faculty shortage, accelerated second Baccalaureate Degree nursing programs (ASBSN) proliferate. To prepare faculty for this teaching role, guide their development, and enhance recruitment and retention, ASBSN faculty in this descriptive study offered advice to new ASBSN educators. METHOD Data were collected online from ASBSN faculty (N = 93) across the midwestern United States. RESULTS Six themes emerged: (a) Plan for Program Intensity That Stresses Students and Faculty, (b) Be Available, Flexible, Open-Minded, and Patient, (c) Uphold Early-Established Expectations and Rigorous Standards, (d) Be Prepared for Challenging Questions: Know Your Material and Be Organized, (e) Integrate Students' Diversity Into Teaching and Learning, and (f) Adapt Content and Teaching Strategies to Align With Student and Program Characteristics. Consistency with the Suplee and Gardner new faculty orientation model was explored. CONCLUSION Respondents viewed new ASBSN faculty as active agents who can influence their own effectiveness and success. [J Nurs Educ. 2015;54(6):343-346.].
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the faculty voice teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2015Co-Authors: Cheryl L Brandt, Melissa R Boellaard, Cecelia R ZornAbstract:BACKGROUND Although accelerated second Baccalaureate Degree in nursing (ASBSN) programs are growing, little is known about how faculty help ASBSN students to learn. METHOD In this descriptive qualitative study, faculty in 25 ASBSN programs in 11 midwestern states were asked to describe factors about their teaching. These focused on a comparison with traditional education and an in-depth examination of teaching strategies. RESULTS Faculty (N = 129) responded to six open-ended questions on the online survey; a thematic analysis resulted in 24 themes. Themes included Appreciate the Adult Learner With Previous Experiences; Connect Students With Structured Professional Activities; Role Model Professional Learning; and I Like It, I Love It, I Enjoy the Challenge of It. CONCLUSION Because findings are from the faculty perspective, they enhance understanding of this teaching experience. Implications for faculty development and further research are included.
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practicing for practice accelerated second Baccalaureate Degree nursing absn students evaluate simulations
Nursing education perspectives, 2014Co-Authors: Melissa R Boellaard, Cheryl L Brandt, Nita L Johnson, Cecelia R ZornAbstract:doi: 10.5480/12-847.1Accelerated, second Baccalaureate Degree nursing (ABSN) programs require effective and efficient teaching approaches that prepare stu- dents for cutting-edge practice. Using simulation with these adult learners can help accomplish those educational goals. This article sum- marizes a pilot educational evaluation project that assesses students' satisfaction with six simulations in the ABSN program.There is an extensive body of research about simulation in nursing education where undergraduate students' learning is the focus (Abdo & Ravert, 2006; Garrett, MacPhee, & Jackson, 2010; Wotton, Davis, Button, & Kelton, 2010). The simulation laboratory has been used to develop and pilot test a rubric to assess students' clinical judgment (Lasater, 2007). In addition, research reviews have been conducted. Cant and Cooper (2010) reviewed 12 experimental or quasi-experimental studies that examined the effectiveness of simula- tion as a teaching/learning strategy. Weaver (2011) reviewed 24 studies on high-fidelity patient simulation and found benefits (e.g., realism, learner satisfaction) and mixed findings for student confidence and stress.Only five studies were found where simulation was examined with ABSN students. Howard, Ross, Mitchell, and Nelson (2010) com- pared the impact of simulation versus interactive case studies on stu- dent knowledge scores. Piscotty, Grobbel, and Tzeng (2011) conducted a quasi-experimental study examining the effect of a student-led simulation on student performance in the six Quality and Safety Education in Nursing competency areas. Radhakrishnan, Roche, and Cunningham (2007) reported findings of a pilot study investigating the impact of simulation on clinical performance. Cangelosi (2008) described a hermeneutic phenomenological study in which enacted narrative learning was investigated for its utility in helping students integrate classroom content and clinical practice. Finally, Wilt and King (2012) analyzed students' quantitative evaluation of simulation. The project summarized in this article adds to the existing literature by reporting end-of-program student satisfaction with six simulations used throughout their curriculum.Using a primarily traditional classroom format, this 12-month ABSN program was offered in an upper-Midwest comprehensive pub- lic university with 11,000 students. During the project, the simulation lab contained 22 bed spaces, two simulation rooms, one high-fidelity patient simulator, and several midrange simulators. Six simulations rep- resenting three of the four terms in the ABSN program were assessed: a) Care of Patient with an Infected Chest Tube Site, b) Post-Operative Care, c) Plan of Care Assignment, d) Physical Assessment Check-Off, e) Care of Patient with Hepatic Failure, and f) Care of Patient with Cardiac Disease.methodA mixed-method descriptive survey design was used; approval was obtained from the university's institutional review board. An inves- tigator-designed survey, the Student Evaluation of Simulation (SES), was used for this project. For each of the six simulations, students responded to one quantitative item ("This simulated experience helped me learn about the nursing care of patients") using a 1-6 mod- ified semantic differential scale ranging from Minimally Helpful (1) to Very Helpful (6), with a No Recall option. They also responded to two qualitative items: "What did you like about this simulated experi- ence?" and "What things would make this experience more beneficial for you?"Using convenience sampling, data were collected in the final month of the program, in May 2011, from 17 of 18 students in one cohort. All 17 students responded to every question. However, five respondents had no recall of the Plan of Care Assignment, three had no recall of the Infected Chest Tube simulation, and one respondent had no recall of the Physical Assessment Check-Off. The students completed the SES anonymously and submitted it to a faculty member who was not a member of the project team. …
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experiences and emotions of faculty teaching in accelerated second Baccalaureate Degree nursing programs
Journal of Nursing Education, 2013Co-Authors: Cheryl L Brandt, Melissa R Boellaard, Cecelia R ZornAbstract:The number of accelerated second Baccalaureate Degree nursing (ASBSN) programs has mushroomed over recent decades, with more than 225 currently in existence. Scholars have described students and programs, but research examining the faculty experience is limited. The purpose of this study was to describe the experiences and emotions of faculty teaching students in ASBSN programs. Using a descriptive qualitative survey design, faculty (N = 138) from 25 randomly selected programs in 11 midwestern states were surveyed using an instrument developed for this study and distributed online. Ten themes emerged, including (a) Engaging With Motivated, Mature, and Diverse Students, (b) Students Choosing Nursing for the "Wrong Reasons," (c) Too Much Work, Too Little Time for Students and Faculty, (d) Amazement, (e) Pride, and (f) Frustration. These findings will help novice and seasoned ASBSN faculty interpret their experiences, strengthen precepting and mentoring activities, and support administrators in determining staffing plans and designing ASBSN programs.
Michael J Lutz - One of the best experts on this subject based on the ideXlab platform.
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the road less traveled a Baccalaureate Degree in software engineering
Technical Symposium on Computer Science Education, 1997Co-Authors: Michael J Lutz, Fernando J NavedaAbstract:In the fall of 1996, RIT admitted the first students to a new undergraduate program in software engineering. Our goal in creating the program was to provide for the education of a new type of engineer: the software engineer. This paper presents the rationale for developing such a program, the process we followed in its design, and an outline of the distinctive features it possesses.