Meigan Robb

Using technology to promote mobile learning: engaging students with cell phones in the classroom.

Advancements in cell phone technology have impacted every aspect of society. Individuals have instant access to social networks, Web sites, and applications. Faculty need to consider using these mobile devices to enrich the classroom. The authors discuss how they successfully designed and incorporated cell phone learning activities into their classrooms. Teaching-learning strategies using cell phone technology and recommendations for overcoming challenges associated with cell phone use in the classroom are discussed.

Effective Classroom Teaching Methods: A Critical Incident Technique from Millennial Nursing Students’ Perspective

Abstract Engaging nursing students in the classroom environment positively influences their ability to learn and apply course content to clinical practice. Students are motivated to engage in learning if their learning preferences are being met. The methods nurse educators have used with previous students in the classroom may not address the educational needs of Millennials. This manuscript presents the findings of a pilot study that used the Critical Incident Technique. The purpose of this study was to gain insight into the teaching methods that help the Millennial generation of nursing students feel engaged in the learning process. Students’ perceptions of effective instructional approaches are presented in three themes. Implications for nurse educators are discussed.

Pinstructive ideas: Using a social networking bulletin board for nursing education.

The advancement of Web 2.0 tools has created multiple avenues in which nursing students can search for and share information. Nursing faculty should consider using these advancements to create teaching-learning activities that engage students. The authors discuss the use of Pinterest, a visual social bookmarking site that was used to promote active and engaged learning in a course designed to prepare future nursing educators who, as faculty, will feel comfortable embracing this technology. Steps that faculty can take in planning, implementing, and evaluating Pinterest activities as well as lessons learned and suggestions for other use of Pinterest are discussed.

Technology-based strategies for promoting clinical reasoning skills in nursing education.

Faculty face the demand of preparing nursing students for the constantly changing health care environment. Effective use of online, classroom, and clinical conferencing opportunities helps to enhance nursing students’ clinical reasoning capabilities needed for practice. The growth of technology creates an avenue for faculty to develop engaging learning opportunities. This article presents technology-based strategies such as electronic concept mapping, electronic case histories, and digital storytelling that can be used to facilitate clinical reasoning skills.

Fostering Clinical Reasoning in Nursing Students

This article is one in a series on the roles of adjunct clinical faculty and preceptors, who teach nursing students to apply knowledge in clinical settings. This article describes why its important that nursing students develop clinical reasoning skills and how clinical nursing instructors can help them learn these skills.

Strategies for searching and managing evidence-based practice resources.

Evidence-based nursing practice requires the use of effective search strategies to locate relevant resources to guide practice change. Continuing education and staff development professionals can assist nurses to conduct effective literature searches. This article provides suggestions for strategies to aid in identifying search terms. Strategies also are recommended for refining searches by using controlled vocabulary, truncation, Boolean operators, PICOT (Population/Patient Problem, Intervention, Comparison, Outcome, Time) searching, and search limits. Suggestions for methods of managing resources also are identified. Using these approaches will assist in more effective literature searches and may help evidence-based practice decisions.

Self-Regulated Learning: Examining the Baccalaureate Millennial Nursing Student's Approach [Research Brief]

AbstractPre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the best pedagogical methods for educating the current generation of students. The influence of student-centered approaches is documented in the literature. However, the effective use of these methods requires a collaborative partnership. The cognitive, self-regulated approaches used by millennial nursing students is not well understood. This article describes the findings of a study that examined the relationship between self-regulated approaches to learning, self-efficacy, independent study behaviors, and grade point average.

The Learner-Centered Syllabus.

The Learner-Centered Syllabus (LCS) is a carefully constructed all-inclusive course guide. Using a LCS encourages and empowers students to take an active role in the learning process.

Developing Executive Nurse Leaders: Exemplar for Using Information Technology to Bolster Professional Role Development of BSN-DNP Students

Background: Universities are offering a Bachelor of Science in Nursing (BSN) to Doctor of Nursing Practice (DNP) track to meet the demands of complex health systems by preparing nurses to lead change. Curriculums developed for the adult learner may benefit from adding supplemental resources to prepare nurses with limited leadership experience for their future roles. Objective: Support the development of executive leadership skills of BSN-DNP students. Methods: Faculty at a Western Pennsylvania university used the existing learning management system (LMS) to create a nursing leadership site. Practice competencies described by professional organizations were used as the framework for identifying best practice resources. Results: A supplemental site serving as a repository of information for students was successfully developed. Students were encouraged to access the site to augment their learning on professional competencies. Conclusions: Developing an online support site via the university LMS was a creative solution for providing supplemental professional development content to best prepare future nurse executive leaders. Implications for Nursing: Faculty teaching in streamlined academic programs can provide additional content based on professional standards to students using innovative and interactive methods. Promoting further development of executive leadership skills may bolster program strength and influence future nurse leaders.

Online Adjunct Faculty Support: An Innovative Use of a Learning Management System.

Adjunct faculty are being used more frequently to meet the instructional and practice experience needs of growing nursing program cohorts. While most adjunct faculty tend to have clinical expertise, many lack formal training in online instruction. This article describes how faculty used technology to develop and implement a faculty support site to provide ongoing orientation and encourage informal mentoring relationships for online adjunct faculty.