The Experts below are selected from a list of 201 Experts worldwide ranked by ideXlab platform

Tammy Austin-ketch - One of the best experts on this subject based on the ideXlab platform.

  • Doctor of Nursing Practice Education: Impact on Advanced Nursing Practice.
    Seminars in Oncology Nursing, 2015
    Co-Authors: Pamela Paplham, Tammy Austin-ketch
    Abstract:

    Objective To discuss how doctoral education, specifically the doctorate of nursing practice (DNP) can promote changes in advanced practice nursing. Data Sources Medline, CINAHL, PubMed. Conclusion Variations continue to exist in educational curricula, Program plans, and scholarly projects, leading to a lack of consistency in experiential learning. At this point in time it is too early in the DNP implementation process to determine ultimate impact. Implications for Nursing Practice Continuous Program self-assessment and evaluation of DNP education Programs will be of paramount importance to assure Program quality and optimization of health trajectories.

Zila M. Sanchez - One of the best experts on this subject based on the ideXlab platform.

  • Efficacy evaluation of the school Program Unplugged for drug use prevention among Brazilian adolescents
    BMC public health, 2016
    Co-Authors: Zila M. Sanchez, Adriana Sañudo, Solange Andreoni, Daniela Ribeiro Schneider, Ana Paula Dias Pereira, Fabrizio Faggiano
    Abstract:

    Background Most Brazilian schools do not have a Continuous Program for drug use prevention and do not conduct culturally adapted activities for that purpose. This study evaluated the impact of the Unplugged Program on drug use prevention among children and adolescents in public middle schools of Brazil.

  • Process evaluation of the implementation of the Unplugged Program for drug use prevention in Brazilian schools
    Substance abuse treatment prevention and policy, 2016
    Co-Authors: Pollyanna Fausta Pimentel De Medeiros, Daniela Ribeiro Schneider, Adriana Sañudo, Joselaine I. Cruz, Zila M. Sanchez
    Abstract:

    Background Most Brazilian schools do not have a Continuous Program for drug use prevention. To address this gap, the Ministry of Health adapted the European evidence-based Program Unplugged to improve the drug use prevention efforts of Brazilian public schools. The aim of this study was to evaluate the process of Program implementation in three Brazilian cities among middle school students between 6th and 9th grade (11 to 14 years old).

  • Process evaluation of the implementation of the Unplugged Program for drug use prevention in Brazilian schools
    Substance Abuse Treatment Prevention and Policy, 2016
    Co-Authors: Pollyanna Fausta Pimentel De Medeiros, Adriana Sañudo, Joselaine I. Cruz, Daniela Schneider, Zila M. Sanchez
    Abstract:

    Background Most Brazilian schools do not have a Continuous Program for drug use prevention. To address this gap, the Ministry of Health adapted the European evidence-based Program Unplugged to improve the drug use prevention efforts of Brazilian public schools. The aim of this study was to evaluate the process of Program implementation in three Brazilian cities among middle school students between 6^th and 9^th grade (11 to 14 years old). Methods Mixed methods were used in this process evaluation study, including focus groups, fidelity forms, and satisfaction questionnaires. Study participants included 36 teachers, 11 school administrators, 6 coaches, 16 stakeholders, and 1267 students from 62 classes in 8 schools. Results The 12 Unplugged lessons were all implemented in 94 % of the classes. However, only 57 % of the classes were completed as described in the Program's manual. The decision to exclude activities because of time constraints was made without a common rationale. Teachers reported difficulties due to the amount of time necessary to plan the lessons and implement the activities. In addition, they mentioned that the lack of support from school administrators was an obstacle to proper Program implementation. The majority of students and teachers responded positively to the Program, reporting changes in the classroom environment and in personal skills or knowledge. Conclusions The Unplugged Program can be feasibly implemented in Brazilian public schools. However, it is necessary to reduce the number of activities per class and to restructure the format of the standard teaching schedule to ensure that the normal academic content is still taught while Unplugged is being implemented.

Fabrizio Faggiano - One of the best experts on this subject based on the ideXlab platform.

Pamela Paplham - One of the best experts on this subject based on the ideXlab platform.

  • Doctor of Nursing Practice Education: Impact on Advanced Nursing Practice.
    Seminars in Oncology Nursing, 2015
    Co-Authors: Pamela Paplham, Tammy Austin-ketch
    Abstract:

    Objective To discuss how doctoral education, specifically the doctorate of nursing practice (DNP) can promote changes in advanced practice nursing. Data Sources Medline, CINAHL, PubMed. Conclusion Variations continue to exist in educational curricula, Program plans, and scholarly projects, leading to a lack of consistency in experiential learning. At this point in time it is too early in the DNP implementation process to determine ultimate impact. Implications for Nursing Practice Continuous Program self-assessment and evaluation of DNP education Programs will be of paramount importance to assure Program quality and optimization of health trajectories.

Brian Frank - One of the best experts on this subject based on the ideXlab platform.

  • Evaluation of software tools supporting outcomes-based Continuous Program improvement processes: Part 2
    Proceedings of the Canadian Engineering Education Association, 2015
    Co-Authors: Jake Kaupp, Brian Frank
    Abstract:

    The Canadian engineering accreditationboard (CEAB) mandate tasked each engineering Programto assess student outcomes in the form of graduateattributes and develop a data-informed ContinuousProgram improvement stemming from those assessments.Administering, collecting and organizing the breadthassessment data is an extensive process, typicallycentralized through the use of software tools such aslearning management systems (LMS), contentmanagement systems (CMS), Assessment Platforms (AP)and Curriculum Planning & Mapping tools. Thesesystems serve a variety of roles, ranging from coursecontent delivery, e-learning, distance education, learningoutcomes assessment, outcomes data management andlearning outcomes analytics. Vendors have beendeveloping various solutions to accommodate the shifttowards outcomes based assessment as part of aContinuous improvement process.This paper will continue where the original paperpresented at CEEA 2013 left off. It will introduce the newclassifications of tools, how well each tool aligns with theEGAD (Engineering Graduate Attribute Development)project 5-step process and compare and contrast softwaretools supporting outcomes based assessment as part of aContinuous improvement process such as Chalk & Wire,Atlas Curriculum Mapping, Entrada, CoursePeer andother systems.

  • Approaching the Loop: A Brief Review of Effective Practises in Continuous Program Improvement
    Proceedings of the Canadian Engineering Education Association, 2015
    Co-Authors: Jake Kaupp, Brian Frank
    Abstract:

    Using the results of outcomes based assessment for the purposes of Continuous improvement, or closing the loop, is a frequent topic of discussion in higher education, and is becoming more commonplace amongst Canadian engineering Programs. There have been several organizations and institutions in the United States that have been investigating outcomes assessment and how institutions use the data for improvement purposes. Most notable of these are the National Institute for Learning Outcomes Assessment and the schools participating the in the Wabash Study. Despite these investigations and discussions, there is no clear consensus of what a functioning closed loop resembles, due to the diversity that exists between one institution and the next. Ultimately it will be the decision of an individual institution as to what the final process will resemble, but there are some key or effective practises for Continuous improvement that can help institutions guide and shape their approach to closing the loop. This paper will briefly review the current landscape in Continuous improvement in higher education, and present effective practises, common themes and techniques for closing the loop. The intent of this paper is to provide a resource collection of effective practises to help develop a meaningful, sustainable and practical data-informed Continuous improvement process with a focus on engineering.

  • Evaluation of software tools supporting outcomes-based Continuous Program improvement processes: Part 3
    Proceedings of the Canadian Engineering Education Association, 2015
    Co-Authors: Jake Kaupp, Brian Frank
    Abstract:

    The Canadian engineering accreditationboard (CEAB) mandate tasked each engineering Programto assess student outcomes in the form of graduateattributes and develop a data-informed ContinuousProgram improvement stemming from those assessments.Administering, collecting and organizing the breadthassessment data is an extensive process, typicallycentralized through the use of software tools such aslearning management systems (LMS), contentmanagement systems (CMS), Assessment Platforms (AP)and Curriculum Planning & Mapping tools. Thesesystems serve a variety of roles, ranging from coursecontent delivery, e-learning, distance education, learningoutcomes assessment, outcomes data management andlearning outcomes analytics. Vendors have beendeveloping various solutions to accommodate the shifttowards outcomes based assessment as part of aContinuous improvement process.This paper will continue from the first and secondpapers presented at previous CEEA meetings. It willgauge how well each tool aligns with the EGAD(Engineering Graduate Attribute Development) project 5-step process and compare and contrast software toolssupporting outcomes based assessment as part of aContinuous improvement process.

  • Evaluation of software tools supporting outcomes-based Continuous Program improvement processes
    Proceedings of the Canadian Engineering Education Association (CEEA), 2013
    Co-Authors: Jake Kaupp, Brian Frank
    Abstract:

    The Canadian engineering accreditation board (CEAB) mandate tasked each engineering Program to assess student outcomes in the form of graduate attributes and develop a data-informed Continuous Program improvement stemming from those assessments. Administering, collecting and organizing the breadth assessment data is an extensive process, typically centralized through the use of software tools such as learning management systems (LMS), content management systems (CMS), Assessment Platforms (AP) and Curriculum Planning & Mapping tools. These systems serve a variety of roles, ranging from course content delivery, e-learning, distance education, learning outcomes assessment, outcomes data management and learning outcomes analytics. Vendors have been developing various solutions to accommodate the shift towards outcomes based assessment as part of a Continuous improvement process. This paper will continue where the original paper presented at CEEA 2013 left off. It will introduce the new classifications of tools, how well each tool aligns with the EGAD (Engineering Graduate Attribute Development) project 5-step process and compare and contrast software tools supporting outcomes based assessment as part of a Continuous improvement process such as Chalk & Wire, Atlas Curriculum Mapping, Entrada, CoursePeer and other systems.