7th Annual Healthcare Educators Conference Collaborating ...7th Annual Healthcare Educators...

Thursday, June 21 & Friday, June 22, 2012

7th Annual Healthcare Educators ConferenceCollaborating for Excellence in Healthcare Education

Creating a culture of interprofessional collaboration to foster quality healthcare education.

The KirKwood CenTer | KirKwood CommuniTy College | Cedar rapids, iowa

www.kirkwood.edu/healthedconference


The Healthcare Educators Conference is an opportunity for nursing and allied health educators to learn, engage and network with other healthcare professionals. The purpose of this year’s conference is to promote interprofessional collaboration and best practices in healthcare education.

Conference Objectives1. Articulate teaching strategies to promote collaboration among interprofessional healthcare teams.

2. Identify educational trends to better prepare and engage students in the evolving healthcare environment.

3. Create educational strategies that can be used within your own healthcare discipline.

4. Facilitate networking opportunities with healthcare education colleagues.

CONFERENCE SPONSORS

Table sponsors Allen School of Nursing Cobweb Corner Iowa League for Nursing Limbs and Things

Bronze level Mercy Medical Center, Cedar Rapids

gold level ATI Allied Health ATI Nursing Education Iowa Department of Education NurseTim, Inc. Pearson Education Wolters Kluwer Health: Lippincott Williams and Wilkins

platinum level Kirkwood Community College

www.kirkwood.edu/healthedconference

Collaborating for excellence in healthcare education | Kirkwood Continuing education | 1

ConferenCe speaKers

maysel Kemp whiTe, ph.d., mfT, faaChDr. Maysel Kemp White is a faculty member, board member, President-Elect and Fellow of the American Academy on Com-munication in Healthcare (AACH). She currently works as an or-ganizational consultant at Lifespan Corporation in Providence, RI, and manages her own company, Healthcare Quality and Commu-nication Improvement, LLC, where she has spent 20 years as an advisor. Additionally, she teaches coaching and coaches leaders to improve their emotional intelligence and has worked with sev-eral leading healthcare facilities throughout her career.

Dr. White began her career in healthcare as a practicing marriage and family therapist and earned her Ph.D. in child and family de-velopment and marriage and family therapy. She has taught at the undergraduate, graduate and post-graduate level for more than 25 years, and has published several articles and outcome studies on relationship-centered healthcare in peer-reviewed journals. As an expert in curriculum design, adult learning and relationship-centered healthcare, her passion is facilitating the development of a culture where patients’ experience of care, patient safety and quality receive as much attention as diagnosis and treatment of illnesses.

deB oliver, ph.d.Dr. Deb Oliver is the director of the MBA Program at Mt. Mercy University and has a passion for any topic that is associated with organizations and management. She has worked in a variety of organizations throughout her career, all adding to the richness of her knowledge of organizations and management. Dr. Oliver graduated from UNI with a bachelor’s degree in management. She earned her master’s degree in organizational behavior from Brigham Young University and a doctoral degree in organizations and management from Capella University.

Her teaching experience includes several years of teaching in the Advance program and teaching business for the traditional un-dergraduate program at Mount Mercy. She has also taught at the University of Northern Iowa for several years. Dr. Oliver is an ac-tive volunteer with several local community service groups.

linda CapuTi, ed.d., msn, rn, anef, CneDr. Linda Caputi is a certified nurse educator with more than 25 years of teaching experience. She is Professor Emerita at Col-lege of DuPage in Glen Ellyn, Illinois, and teaches online mas-ters in nursing education courses. Dr. Caputi is a consultant to undergraduate nursing programs and has extensive experience working with nursing programs as they seek initial or ongoing ac-creditation.

Dr. Caputi has presented her work nationally for more than 20 years on many nursing education topics. She has authored more than 25 educational multimedia programs, books, journal articles and board games for nursing education and has won several pres-tigious awards for her work. She recently served on the Board of Governors for the National League for Nursing and currently serves on the editorial staff for Nursing Education Perspectives as the editor of the column Innovation Center. She is a member of Sigma Theta Tau International Honor Society of Nursing, and was inducted as a Fellow into the Academy of Nursing Education in 2010.

Dr. Maysel Kemp White Dr. Deb Oliver Dr. Linda Caputi

2 | 7th annual healthcare educators Conference

ConferenCe sCheduleThursday, June 21, 2012

7:30–8:30 registration/Continental Breakfast

8:15-8:30 Kirkwood sign Choir

8:30–8:45 welcome/opening remarks

8:45–10:15 Keynote address Improving Health Outcomes through Interprofessional Communication and Collaboration Maysel Kemp White, Ph.D., MFT, FAACH

10:15–10:45 Break/vendor expo

10:45–12:15 general session Interdisciplinary Teams-We ARE Health Care: Team Focus on Patient Deb Oliver, Ph.D. 12:15–1:30 lunch/vendor expo Lunch and Learn Opportunity, sponsored by ATI Allied Health

1:30–2:45 Concurrent Breakout sessions •Communicating for accountability: guiding Today’s Complex student population Maysel Kemp White, Ph.D., MFT, FAACH •what a Concept! Considering a move to Concepts-Based Teaching T. Kim Rodehorst, Ph.D., RN, AE-C •Teaching Customer service in a health Curriculum Terry Whitson, MS •“What were you thinking?!?” Closing the gap through debriefing Mike McLaughlin, Ph.D. and Jenny Storer, MSN, RN •alternative Careers for men in healthcare John Wagner, RN, MA, BC •how to prepare for the future medical home with microsystems and mesosystems Sara B. Newhart, MSN, RN and Wendy J. Hochreiter, MSN, RN, CNL •how Computerized adaptive Quizzing can strengthen active learning and raise Test scores Jodi Orm, MSN, RN, CNE

2:45–3 Break

3–4:15 Concurrent Breakout sessions •nCleX across the Curriculum: Client needs in the lesson plan Tim Bristol, Ph.D., RN, CNE •mentoring Clinical faculty: an online model Catherine Finch, BS •Teaching Customer service in a health Curriculum Terry Whitson, MS •“What were you thinking?!?” Closing the gap through debriefing Mike McLaughlin, Ph.D. and Jenny Storer, MSN, RN •alternative Careers for men in healthcare John Wagner, RN, MA, BC •how to prepare for the future medical home with microsystems and mesosystems Sara B. Newhart, RN, MSN and Wendy J. Hochreiter, MSN, RN, CNL •how Computerized adaptive Quizzing can strengthen active learning and raise Test scores Jodi Orm, MSN, RN, CNE

4:30–5:30 wine and Cheese reception, sponsored by ATI Nursing Education

5:30 dinner (on your own)/networking opportunities


ConferenCe sChedule friday, June 22, 2012

7:30–8:30 registration/Continental Breakfast IACTE Health Division organizational meeting (Main Ballroom)

8:30–9:45 Concurrent Breakout sessions •integrating Qsen into the Curriculum Anita Stineman, Ph.D., RN, and Jill Gaffney Valde, Ph.D., RN •Communicating across Cultures: Communicating with non-native english speakers Dawn Wood •issues facing returning veterans Vicki Terronez and Terry Goodell, MA, NCC •“What were you thinking?!?” Closing the gap through debriefing Mike McLaughlin, Ph.D. and Jenny Storer, MSN, RN •student-Centered instruction to enhance learning Keith Stamp, Ed.D. and Myra Hall, MA •social media in the Classroom Marianne Spurgeon, MSN, RN •academic electronic health records: The what, when and how Chayawat Yo Indranoi, MS

9:45–10:15 Break/vendor expo

10:15–11:30 Concurrent Breakout sessions •Transforming Clinical education Linda Caputi, Ed.D., MSN, RN, ANEF, CNE •Communicating across Cultures: Communicating with non-native english speakers Dawn Wood •issues facing returning veterans Vicki Terronez and Terry Goodell, MA, NCC •“What were you thinking?!?” Closing the gap through debriefing Mike McLaughlin, Ph.D. and Jenny Storer, MSN, RN •student-centered instruction to enhance learning Keith Stamp, Ed.D. and Myra Hall, MA •social media in the Classroom Marianne Spurgeon, MSN, RN •academic electronic health records: The what, when and how Chayawat Yo Indranoi, MS

11:30–12:45 lunch/vendor expo

12:45–2 Closing Keynote Humor in the Healthcare Workplace: A Cure for Stress Linda Caputi, Ed.D., MSN, RN, ANEF, CNE

2–2:30 evaluations/wrap-up/adjourn


Thursday, June 21, 2012

opening Keynote:improving health outcomes through interprofesssional Communication and Collaborationmaysel Kemp white, ph.d., mfT, faaCh An essential component of healthcare education is to promote collaboration and best practices. The specific purpose of this pro-gram is to articulate teaching strategies to promote collaboration among interdisciplinary healthcare teams. Our speaker will iden-tify educational trends to better prepare and engage students in the evolving healthcare environment, encourage the implementa-tion of educational strategies that can be used within the health-care discipline and discuss ways to facilitate networking opportu-nities with healthcare education colleagues. Presentation Objectives: 1. Describe the four core interprofessional competencies. 2. Describe the consequences of poor communication and teamwork. 3. Describe the relationship between teamwork and health outcomes. 4. Describe the magnificent seven required for interprofessional teamwork. 5. Describe the micro-skills for critical conversations. 6. Describe the seven crucial conversations that do not happen in healthcare and their consequences. 7. Describe approaches to teach the micro-skills for critical conversation. 8. Identify one or two micro-skills that can be exported into teaching practice.

general session:interdisciplinary Teams-we are health Care: Team focus on patientdeb oliver, ph.d.The purpose of this program is to present an interactive, fun and valuable session that demonstrates the importance of collabo-ration between healthcare professionals. The presenter will de-liver content to healthcare educators that is timely, relevant and valuable, in a format that results in greater collaboration between healthcare professionals wishing to achieve excellence in the quality of patient care. Presentation Objectives: 1. Describe and discuss the current state of typical relationships between their respective roles and to identify the relevant and common issues. 2. Define the ideal state of the achievement of a collaborative culture within cross-disciplinary teams. 3. Learn to analyze issues and develop solutions to address the issues. 4. Participants will be able to implement and utilize a tool kit of content and activities that can be used in the classroom with a class of the same discipline students or a mix of different discipline students. 5. Learn how to engage students in a way that will give them a new perspective toward other roles and colleagues within healthcare.

Breakout sessions

Communicating for accountability: guiding Today’s Complex student populationmaysel Kemp white, ph.d., mfT, faaChErrors happen frequently in healthcare. To teach and promote a culture of safety, it is important to model non-punitive communi-cation where students feel safe raising their mistakes and poten-tial at risk situations that they observe while still being held ac-countable. This presentation, which sets to explore the four core skills for communicating for accountability in a culture of safety, includes: investing in the beginning by setting clear expectations; providing timely behavioral feedback; assessing to determine if the behavior was error, at-risk or reckless, so instructors can provide an appropriate response such as consoling, counseling, or corrective action; and ending a delegation when safety and/or performance are compromised. Presentation Objectives: 1. Identify current challenges and frustrations in communicating for accountability and define objectives for the workshop. 2. Describe the consequences when expectations are not clear. 3. Describe the micro skills for investing in the beginning by setting clear expectations. 4. Demonstrate investing in the beginning. 5. Define feedback and describe the seven core principles of giving feedback. 6. Demonstrate how to provide behavioral feedback with a non-judgmental tone and describe three behaviors and consequences for each. 7. Describe the four skills for corrective action or ending a delegation. 8. Identify on-the-job applications.

what a Concept! Considering a move to Concepts-based TeachingT. Kim rodehorst, ph.d., rn, ae-Cuniversity of nebraska medical Center, College of nursingIn this presentation, research on the learning gains and improve-ments in clinical judgment seen when nursing programs move to concept-based teaching will be discussed. Dr. Rodehorst will also share her experiences in transitioning to a concept-based curriculum including best practices, overcoming objections and teaching tips. Presentation Objectives: 1. Identify the importance of concept-based curriculum to nursing education. 2. Discuss current research on the benefits of concept-based teaching. 3. Share experiences and observations of gains in students’ clinical judgment after moving to a concept-based model. 4. Provide teaching tips, best practices and common objections to those considering a concept-based teaching approach.Session sponsored by Pearson Education


Teaching Customer service in a health CurriculumTerry whitson, ms Training and development Consultant, Tw TrainingHealthcare environments are measured not only by the services they provide, but also the degree of client satisfaction. This pre-sentation will address the value of teaching and assessing a stu-dent’s knowledge, skills and attitude toward client satisfaction. Several difficult situations where satisfaction is at-risk, or could be compromised will be reviewed with suggestions on how to manage them. The participant will be able to develop an action plan to implement teaching generational client satisfaction skills in their health curriculum. Presentation Objectives: 1. State the value of teaching how to exceed expectations within a healthcare clinic setting. 2. Learn how to inspire students to understand the clinic standards and practice a high level of professionalism. 3. Describe how to implement a teaching plan on client expectations and how to go above and beyond expectations within one’s health career. 4. Develop an action plan to teach communication skills across generations to enhance satisfaction within a healthcare clinic. 5. Understand how to measure satisfaction and exceeding expectations within a lab or clinic setting.

“What were you thinking?!?” Closing the gap through debriefingmike mclaughlin, ph.d.Kirkwood Community College, dean of health occupations/director, healthcare simulation Center Jenny storer, msn, rn Kirkwood Community College, assistant professor of nursingSimulation is a useful tool in healthcare education, but the pro-cess of providing feedback can be a challenge. This interactive presentation will assist healthcare educators with the post-sim-ulation debriefing process and help them discover why students do what they do in clinical practice/simulation. This program will be held in Kirkwood’s state-of-the-art Healthcare Simulation Cen-ter (transportation provided). Presentation Objectives: 1. Identify elements of an effective debriefing. 2. Describe techniques used in debriefing to give effective feedback to students. 3. Demonstrate ways to assist students in discovering what’s behind their actions and responses in simulation scenarios. 4. Demonstrate appropriate responses to a situation requiring the health care team member to speak up in order to promote patient safety.

alternative Careers for men in healthcareJohn wagner, rn, ma, BCdirector, Clinical services for Behavioral health, department of nursing, university of iowa hospitals and ClinicsThere are a variety of employment opportunities within the health-care environment for men and women. What are they and what are the educational backgrounds required for these positions? Participants will gain a better understanding of the demands and challenges of working in the healthcare environment, especially those faced by men employed in this setting. Presentation Objectives: 1. Identify job career opportunities in healthcare. 2. List common stressors in the healthcare environment. 3. Identify specific adjustment issues for men in traditional employment roles, particularly in the field of nursing.

how to prepare for the future medical home with microsystems and mesosystemssara B. newhart, rn, msnuniversity of iowa hospital and Clinics, post-surgical otolaryngology and gynecology inpatient unit wendy J. hochreiter, msn, rn, Cnl university of iowa hospital and Clinics, siCuThis program will help participants understand how to incorporate leading trends into healthcare education curriculum to prepare for the Medical Home model of the future, specific to Iowa and new healthcare legislation. Participants will learn how to identify, eval-uate, and use microsystems and mesosystems. Presentation Objectives: 1. Define medical home of future. 2. Describe microsystem vs. mesosystem as they pertain to medical homes in both Iowa and the country. 3. State the importance of exploring these concepts. 4. Discuss current medical home model and how applying the microsystem/mesosystem model can affect the outlook.


how Computerized adaptive Quizzing Can strengthen active learning and raise Test scoresJodi orm, msn, rn, Cne assistant professor of nursing, lake superior state universityParticipants will improve their understanding and implementation of active/purposeful learning in nursing education. This session will highlight how using low-stakes quizzing tools help students learn the core content to prepare them for NCLEX success AND nurs-ing practice. By identifying struggling students in a timely manner, instructors can detect at-risk students and develop a remediation plan to get them back on track, thus increasing the probability of passing the program. Presentation Objectives: 1. Define the meaning of active learning and purposeful learning. 2. List practices to encourage student preparation and class participation in active/purposeful learning. 3. Compare the advantages and disadvantages of active/purposeful learning. 4. Identify differences between learner and educator self-assessments. 5. Identify the effectiveness of adaptive quizzing on promoting active/purposeful learning.Session sponsored by Wolters Kluwer Health: Lippincott, Williams and Wilkins

nCleX across the Curriculum: Client needs in the lesson planTim Bristol, ph.d., rn, Cne owner/Consultant, nurse Tim, inc.The NCLEX Test Plan is developed based on current practice for the new nurse. We will explore the development of learning ac-tivities based on the client needs identified in the current NCLEX test plan and effective instructional design principles. Samples of learning activities will be presented. Emphasis will be placed on managing faculty workload and improving student engagement. Presentation Objectives: 1. Identify the steps in developing the NCLEX Test Plan. 2. Describe the client needs in the NCLEX Test Plan. 3. Critique learning activities based on client needs. 4. Develop a learning strategy using the client needs.

mentoring Clinical faculty: an online modelCatherine finch, Bs Kirkwood Community College, faculty, physical Therapist assistant programThis presentation will include a discussion of the process used to determine clinical faculty mentoring needs. It will also focus on a review of a multidisciplinary online mentoring course Pre-ceptor Education Program (PEP). The process and tools used to create and implement the Kirkwood Clinical Educator Resource course will be explored with the intent of possible replication of the model to other disciplines. Presentation Objectives: 1. Describe a process to use to determine mentoring needs of clinical faculty. 2. Discuss the sequence for implementing an online mentoring course. 3. Describe the Preceptor Education Program (PEP) multidisciplinary online course and its components. 4. Discuss the tools and resources available to clinical faculty through the Clinical Educator Resource online course.


friday, June, 22, 2012

Breakout sessions

integrating Qsen into the Curriculumanita stineman, ph.d., rnJill gaffney valde, ph.d., rnuniversity of iowa College of nursingThe purpose of this presentation is to expose participants to learn-ing experiences that will actively engage students with the QSEN competencies in ways that will assist the students in providing quality patient care. Presentation Objectives: 1. Discuss the relationship of the QSEN Competencies and teaching students to provide quality patient care. 2. Develop activities for learning environments that will enhance student retention of QSEN competencies.

Communicating across Cultures: Communicating with non-native english speakersdawn wood, director international programs Kirkwood Community CollegeHealthcare educators must learn to foster cross-cultural communi-cation knowledge, skill and attitudes. In this session, participants learn about cross-cultural communication and acquire hands-on methods to communicate with international students and students of other cultures. Presentation Objectives: 1. Simulate an environment where participants are exposed to a second language. 2. Introduce definitions of international students. 3. Introduce and practice cross-cultural communication. 4. Discuss intercultural sensitivity and application to your work.

issues facing returning veteransvicki Terronez, veterans affairs Certifying official Kirkwood Community College Terry goodell, ma, nCC readjustment Therapist, Cedar rapids vets CenterAs healthcare educators, it is important for us to be aware and have knowledge of the issues facing veterans returning from combat de-ployments. This presentation will include information about Post Traumatic Stress Disorder (PTSD), which affects many veterans in our society. Presentation Objectives: 1. Define trauma. 2. Identify PTSD symptoms. 3. Describe and refute myths about veterans. 4. Discuss interventions.

“What were you thinking?!?” Closing the gap through debriefingmike mclaughlin, ph.d.Kirkwood Community College, dean of health occupations/director, healthcare simulation CenterJenny storer, msn, rn Kirkwood Community College, assistant professor of nursingThis interactive presentation will assist health care educators with the post-simulation debriefing process and help educators discover why students do what they do in clinical practice/simulation. Par-ticipants will meet in Kirkwood’s state-of-the-art Healthcare Simu-lation Center (transportation provided). Presentation Objectives: 1. Identify elements of an effective debriefing. 2. Describe techniques to use in debriefing to give feedback to students effectively. 3. Demonstrate ways to assist students in discovering what’s behind their actions and responses in simulation scenarios. 4. Demonstrate appropriate responses to a situation requiring the health care team member to speak up in order to promote patient safety.

student-centered instruction to enhance learningKeith stamp, ed.d.regional administrator, grant wood area education agency myra hall, ma iowa Core facilitator, grant wood area education agencyEducators feel pressured to teach ever increasing amounts of con-tent, and students are expected to learn. Research clearly suggests that student centered instructional approaches effectively enhance student learning and understanding. Student centered instruction includes students sharing their insights with peers and applying learning to real-life experiences. When learners are the focus, they become fully engaged in the process (McCombs & Miller, 2007). Put simply, student centered instruction is when the planning, teaching and assessment revolve around the needs and abilities of the students (Brown, 2008, p. 1). This session will provide in-formation related to the research base and applications related to student centered instruction that can be applied in a health careers classroom. Presentation Objectives: 1. Describe two concepts from research related to student centered learning. 2. Discuss the need to prioritize learning standards. 3. Describe how to align instructional goals to a formative assessment tool. 4. Identify at least two strategies to collect formative data related to student understanding of the instructional goal(s).


social media in the Classroommarianne spurgeon, msn, rn director, education enrichment services, assessment Technologies institute, llC By using online tools in the academic setting, we are empower-ing students to take part in their education while providing them with a richer learning experience. As a result, the faculty’s role moves from lecturer to facilitator. The speaker will discuss what is currently happening in our classrooms and the challenges facing healthcare educator’s in today’s digital age. Presentation Objectives: 1. Define forms of micro sharing. 2. Identify four specific applications of social media within nursing curricula. 3. Discuss ways to select one specific form of social media to apply within their classroom.Session sponsored by ATI Nursing Education

academic electronic health records: The what, when and howChayawat yo indranoi, ms health systems integration engineer, university of Tennessee medical CenterThis session will discuss integrating academic Electronic Health Records (EHRs) into the classroom, simulation settings and clini-cal practice. Academic EHRs prepare students for future practice by focusing on and promoting critical thinking while providing hands-on documentation and assessment in a true-to-life envi-ronment. Discuss EHRs while also learning about upcoming tech-nology and trends in ever-changing electronic health systems. Presentation Objectives: 1. Define academic EHRs. 2. Discuss the rationale for integrating academic EHRs into curricula. 3. Discuss challenges and opportunities of academic EHR integration. 4. Discuss strategies and techniques for integrating academic EHRs into classroom learning, clinical learning, and simulation learning.Session sponsored by Wolters Kluwer Health: Lippincott, Williams and Wilkins

Transforming Clinical educationlinda Caputi, ed.d., msn, rn, anef, Cneprofessor emerita, College of dupage, glen ellyn, il The Institute of Medicine’s reports in 1999 advised all healthcare professionals to change the way they educate their students to im-prove quality care and ensure patient safety. Taking a closer look at clinical education is a necessary first step in response to this advice. This session will consider ways to approach changes in clinical education to address quality, safe patient care in today’s healthcare environment. Presentation Objectives: 1. Consider current initiatives in health care influencing clinical instruction. 2. Identify ways to increase the focus on critical thinking/clinical reasoning. 3. Describe how practice and education can partner to ensure an emphasis on quality and safety in patient care.

Closing Keynote:humor in the healthcare workplace: a Cure for stresslinda Caputi, ed.d., msn, rn, anef, Cneprofessor emerita, College of dupage, glen ellyn, il Stress in the healthcare workplace: does it ever go away? Is there a cure? Our speaker will discuss the sources of stress, the results of stress, and the effects of humor on stress. Types of humor and how to use humor to deal with stressors are discussed. Many ex-amples of humor are provided. Presentation Objectives: 1. Describe the stressors present in the healthcare education workplace. 2. Discuss various approaches to using humor in the workplace that can decrease stress.


KirKwood CommuniTy College planning CommiTTee

shaunda Clark, Cda, rdh, med Program Director, Dental Hygiene

nicky Cline, mpa Program Director, Occupational Therapy Assistant

laura daman, Ba, rn Program Director, CE Nursing & Allied Health Programs

dawn eitel, Ba Program Director, Medical Assisting

debra forbes, Bsn Nursing Faculty

nancy glab, ms Dean, Allied Health

mike mclaughlin, ph.d., nremT-p Dean, Health Occupations

Tom o’shea, m.ed. Allied Health Department Coordinator

Tanya scott, Bs, Cms (aama) Nursing Department Coordinator

iaCTe sTaTemenTThe conference registration fee includes a one-year member-ship to the Iowa Career Technical Education (IACTE) organization (http://www.iacte.bizland.com). Please stop by the IACTE table at the conference if you wish to decline this membership. Declining the IACTE membership will not reduce your conference registra-tion fee.

ConTinuing eduCaTion CrediTTuition includes CEU/CEH certificate of attendance for nursing and allied health professionals. Certificates will indicate continu-ing education units (CEUs) and contact hours (CEHs). 100 percent attendance required at each session to receive continuing educa-tion credit; certificates will not be issued for partial participation. Participants must sign-in at the registration table upon arrival and provide professional license number. Nursing CEUs are approved by Iowa Board of Nursing Provider #30.

Call for posTer presenTaTionsThe 7th Annual Healthcare Educators Conference Planning Com-mittee invites poster proposals for this year’s Vendor Expo. Post-ers enable individuals, who may not choose to prepare a formal presentation for the conference, to share best practices and ideas they find useful. Poster presenters create a poster of the informa-tion to be shared and are available for a more in-depth discussion with interested colleagues during the Vendor Expo.

To propose a poster presentation, please fill out and submit the online form at www.kirkwood.edu/healthedconference.

Poster proposals must be submitted by May 15, 2012. Those who submit a proposal will be notified of their acceptance status no later than June 1, 2012.

speCial needs reQuesTsPlease contact Laura Daman at 319-398-5626 with any special needs requests.


ConferenCe CosTs

Through June 1Both days: $130 | CHNC-4600-25090Thursday only: $85 | CHNC-4600-25091Friday only: $85 | CHNC-4600-25092

After June 1Both days: $150 | CHNC-4600-25090Thursday only: $100 | CHNC-4600-25091Friday only: $100 | CHNC-4600-25092

hoTel aCCommodaTions

A block of rooms have been reserved at the hotels listed below. The room rate is based on single or double occupancy, plus ap-plicable taxes.

The Hotel at Kirkwood Center, $89 per night. 7725 Kirkwood Blvd. SW | Cedar Rapids, IA 52404 319-848-8700 | www.thehotelatkirkwood.com

Country Inn & Suites, $83 per night 9100 Atlantic Dr. SW | Cedar Rapids, IA 52404 319-363-7934 | www.countryinns.com Free shuttle to conference site.

AmericInn Lodge & Suites, $83 per night 8910 6th St. SE | Cedar Rapids, IA 52404 319-632-1800 | www.americinn.com Free shuttle to conference site.

To receive the special rate at any of these hotels, your reser-vation should be made by May 30, 2012. Please mention the 7th Annual Healthcare Educators Conference when making your reservation.

Log on to our website at www.kirkwood.edu/ce.

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7th annual healthcare educators Conf. - Both daysTuition $130 section #ChnC-4600-25090Tuition $150 after June 1

7th annual healthcare educators Conf. - Thursday onlyTuition $85 section #ChnC-4600-25091Tuition $100 after June 1

7th annual healthcare educators Conf. - friday onlyTuition $85 section #ChnC-4600-25092Tuition $100 after June 1

7th annual healthcare educators Conf. - Both daysTuition $130 section #ChnC-4600-25090Tuition $150 after June 1

7th annual healthcare educators Conf. - Thursday onlyTuition $85 section #ChnC-4600-25091Tuition $100 after June 1

7th annual healthcare educators Conf. - friday onlyTuition $85 section #ChnC-4600-25092Tuition $100 after June 1


KirKwood main Campus map

Admissions, Iowa Hall 18

AEGON USA 12

Animal Health Technology 31

Arts & Theatre Annex 23

Automotive Collision Repair 5

Automotive Technology 4

Ballantyne Auditorium, Iowa Hall 20

Baseball/Softball Fields 7

Benton Hall 13

Bookstore, Benton Hall 14

Building 32 ICN 32A & 32B 25

C-Store 13

Campus Health 19

Campus Security 11

Cedar Hall 16

Central Receiving 30

Community Training and 6 Response Center

Continuing Education 34

Diamond V Mills 31

Facilities and Security 11

Healthcare Simulation Center 9A

Heritage Agency on Aging East 26

Heritage Agency on Aging West 24

Horticulture/Floral Careers 28

Iowa Equestrian Center 36

Iowa Hall 18

Johnson Hall 10

Jones Hall 8

Kirkwood Hall 17

Kirkwood Kids (Waypoint) 3

Library 15

Linn Hall 9

Mansfield Center 21

Mansfield Swine Education Center 33

Michael J Gould Recreation Center 1

Nielsen Hall 22

Raptor Center 32

RuffaloCODY 2

The Hotel at Kirkwood Center 34

The Kirkwood Center 34

Tippie Beef Education Center 35

Transportation and Safety Training 27

Washington Hall 29

KIRKWOOD MAIN CAMPUS LOCATOR MAP

N

76th Avenue

South Entrance

East Entrance

To Interstate I-380 at Wright Brothers Blvd.

To Highway 30, or West to I-380 at exit 253.

Main Entrance

North Entrance

Kirkwood B

oulevard

C Street

1

2

34

5

6

99A

8

7

10

12

17

21

19 1820

22

16

161514

23

24 25

26

28

27

31

30

29

3233

35

36

34

11

13

BUS STOP

COMPUTER LAB

EMERGENCY PHONES

STAFF PARKING

RestrictedParking

RestrictedParking

(Not Kirkwood Property)

(Not Kirkw

ood Property)

Advising Center 108 Iowa Hall

EagleCard office 104 Iowa Hall

Financial Aid 2nd floor Kirkwood Hall

One Stop 2nd floor Kirkwood Hall

Test Center 2055 Cedar Hall

The Kirkwood Center

Our main campus covers 685 acres of Iowa countryside located near the intersection

of I-380 and Highway 30 on the southern edge of Cedar Rapids. A printable version

of the campus map can be found at www.kirkwood.edu/maincampus.


Kirkwood Community CollegeContinuing Education & Training Services

7725 Kirkwood Boulevard SWCedar Rapids, Iowa 52404

www.kirkwood.edu/ce

Thursday, June 21 & Friday, June 22, 2012www.kirkwood.edu/healthedconference

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