Kay Hodson-Carlton

Online Education: Needs Assessment for Faculty Development

The rapidly evolving paradigm of technology-based education has increased the number of faculty teaching online. The role of faculty has changed from the traditional classroom instruction format to an online community of learning. Therefore, faculty development in online education becomes a critical component during this transitional period. A survey of faculty of the College of Applied Science and Technology in a midwestern university was conducted to identify their level of perceived expertise in online teaching and the priorities of areas to be addressed in faculty development sessions. Benners five-stage sequential transformation from novice to expert was used to construct the questionnaire. Results showed that faculty who taught online perceived their level of expertise to range from advanced beginner to competent, whereas faculty who had not taught online were at the novice and advanced beginner levels. Redesigning and rethinking faculty roles emerged as the number one priority area to be addressed in continuing education sessions. Implications for faculty development for online education sessions are presented.

A daylong clinical laboratory: from gaming to high-fidelity simulators.

Meeting required objectives in the clinical setting can be difficult because of low exposure to critical events. This has been further compounded by an increase in the number of enrolling students without a reciprocal rise in the number of field-related clinical sites. As simulation gains popularity in nursing, exploration of its use and benefits to teach nursing-related concepts is desirable. The authors discuss a variety of teaching strategies ranging from the use of games to high-fidelity simulators that have been incorporated into an all-day clinical simulation campus laboratory.

Web-based professional education for advanced practice nursing: a consumer guide for program selection.

As Web-based education becomes increasingly available, there are more educational opportunities to pursue an advanced practice degree. Despite the increasing number of schools delivering Web-based education courses and programs, evaluation of these programs is primarily in beginning stages. The purposes of this article are first to present a scenario of how a Midwestern nursing school developed, implemented, and continually evaluates Web-based education in its masters program, and second to present a consumer guide for program selection. Elements in the guide are derived from program accrediting agencies, the literature, and distance learning experiences. The consumers guide is presented for nurses interested in exploring or continuing the completion of an advanced practice degree.

Improving student interview skills: the virtual avatar as client.

Second Life (SL) virtual environment was used by nursing students to develop beginning interview skills for urological, genital, and sexual subjective assessments. Multigenerational, multicultural client scenarios were used as students collected data in the virtual environment. Videotaped interviews of community volunteers demonstrated an increased number of questions asked in these sensitive areas following the implementation of virtual experiences. Curriculum implication and student evaluations of the SL experience are shared.

A Digital Toolkit to Implement and Manage a Multisite Study

Calls for multisite studies are increasing in nursing education. However, the challenge of implementing consistent protocols and maintaining rigorous standards across sites can be daunting. One purpose of a recent multisite, collaborative, simulation study was to evaluate a digital toolkits effectiveness for managing a multisite study. We describe the digital toolkit composed of Web-based technologies used to manage a study involving five sites including one United Kingdom site. The digital toolkit included a wiki, a project Web site to coordinate the protocols and study materials, software to organize study materials, and a secure location for sharing data. Most of these are familiar tools; however, combined as a toolkit, they became a useful management system. Web-based communication strategies and coordinated technical support served as key adjuncts to foster collaboration. This article also offers practical implications and recommendations for using a digital toolkit in other multisite studies.

Barriers and Strategies Toward the Implementation of a Full-Time Faculty-at-a-Distance Nurse Educator Role

Aim. The purpose of this two‐phase exploratory, descriptive study was to uncover and describe barriers and potential strategies toward implementation of a full‐time faculty‐at‐a‐distance nurse educator (FDNE) role, with all responsibilities of instruction, governance, research, and student service, as perceived by hirers and potential hires. Background. The faculty deficit has reached critical proportions that directly affect the nations nursing workforce. There is a growing need to use nontraditional methods to reinforce, energize, and expand faculty capacity. Method. The two‐phase study was conducted using online questionnaires with two samples: decision makers with regard to faculty hiring and current, experienced nurse faculty. Respondents were asked to rate how National League for Nursing Nurse Educator Core Competencies could be achieved by a FDNE. Results. The ability to facilitate student learning development and socialization was ranked most difficult, while engagement in scholarship and use of assessment and evaluation strategies were ranked least difficult. Both groups of respondents identified “tradition” and “perceived faculty role change” as the highest ranked barriers. Technological and administrative support and support of colleagues were seen as strategies for the implementation of the role. Conclusion. Perceived barriers to the FDNE were attitudinal and infrastructural. The findings of this study may pave the way toward development of a prefatory faculty‐at‐a‐distance model.

What are your perceptions of new RN competency levels

O ver the last two decades, the healthcare industry in the United States has experienced ongoing changes in hospital systems through mergers, managed care, technology, and the ability to rapidly access information. In the midst of ongoing changes, professional nurses must be aware of changing standards and new technology to provide quality care. Several national committees, such as the Committee on the