Nurse Educator Practicum Proposal Web viewChoosing the path of becoming a nurse educator brings...

Running head: PRACTICUM PROPOSAL 1

Nurse Educator Practicum Proposal

Lori Van Zoeren

Ferris State University

PRACTICUM PROPOSAL 2

Abstract

A nurse educator practicum must be completed in order to obtain a Masters in Nursing at Ferris

State University (FSU). To complete this practicum the student must secure a preceptor in the

desired field of his or her educational focus to serve as a mentor. After receiving approval of the

institution, as well as the preceptor, the student must complete 300 hours towards the practicum.

One of the goals of this practicum is a clinical project created by the student to introduce the role

of nurse educator. In addition, the proposal defines goals and objectives agreed upon by the

student and the preceptor as well as timelines for completion. This practicum is to occur at

Western Michigan University Bronson School of Nursing (WMUBSON) in the fall of 2013.


Nurse Educator Practicum Proposal

Choosing the path of becoming a nurse educator brings forth a huge responsibility to be

adequately prepared. In order to receive a Master of Science degree in Nursing (MSN) with a

focus on nursing education from Ferris State University (FSU), one must complete a 300-hour

teaching practicum in either a clinical or classroom setting. The purpose of a nurse educator

practicum experience is to provide students the opportunity to work alongside an experienced

educator. Upon graduation, MSN students are expected to be able to “design, implement, and

evaluate adult learning experiences” (Flood & Powers, 2012, p. 40). Requiring an educational

practicum with a preceptor provides students an opportunity to evaluate teaching strategies and

the effectiveness of the chosen preceptor (Ruland & Leuner, 2010). Teaching strategies such as

case studies, relaying personal experiences, and assisting students to develop study questions,

critical thinking and decision making skills, will also occur during practicum experiences (Flood

& Powers, 2012). For the purpose of fulfilling the practicum component of the MSN curriculum

at FSU, I will be working alongside an instructor at WMUBSON in Kalamazoo, Michigan

teaching students Nursing Research at the undergraduate level.

Personal History

My educational background is one that started back in the 1980’s. I received my

registered nurse (RN) license from a diploma school that has since evolved into a bachelor’s

program. Teaching novice nurses the art of nursing in the specialty area of labor and delivery

has been a component of my role for many years. I also have had local high school students (in

health occupation courses) job shadow me at my previous place of employment. I decided about

five years ago to pursue a Bachelor of Science in Nursing (BSN) degree with the ultimate goal to

teach nursing at the collegiate level. While I do have a Bachelor of Science in Natural Health,


this degree does not enable me to teach nursing students. I investigated options and chose FSU

for the flexibility and on the recommendations of other nurses who were already in the program.

Having been out of school for 25 years, I have taken one course at a time and have finally made

it to the final level of the RN to MSN (nurse educator focus) program.

The FSU course Issues and Trends in Nursing Education (Nurs 600) required Billings

and Halstead’s Teaching in Nursing: A Guide for Faculty (2009). It was during this course that I

realized how crucial the educator’s role is for the student’s success. Having a syllabus

containing clear expectations to assist students, as well as many other teaching strategies, will

help in becoming a successful nurse educator. Remembering to pull from personal learning

experiences will assist to decrease roadblocks for my students during this practicum and

throughout my teaching career.

In the FSU course title Advanced Roles in Professional Nursing Practice (Nurs 500) we

analyzed the nurse educator role and interviewed a nurse who was currently in that role.

Clarifying the role early on in the nurse educator’s curriculum helps to transition students into

the educator role by witnessing a faculty member working in the classroom (Flood & Powers,

2012). This exercise cemented the fact that I had made the correct decision to pursue a MSN

with a nursing education focus.

This past fall I started my first official teaching position with nursing students in the

clinical setting where I work. An effective working relationship is essential to facilitate student

learning in the clinical setting (Stokes & Kost, 2009). My students have an advantage in learning

opportunities due to the good working relationships I have built with co-workers. This

experience has proved to be more than I had ever imagined. To see students witness their first


birth with awe and joy in their eyes has been an amazing experience. It has provided me with

confirmation that I have chosen the right path towards advancing my career.

Setting

The setting for my practicum is WMUBSON which is located in Kalamazoo, Michigan.

WMUBSON offers students who are interested in pursuing a nursing degree both undergraduate

and graduate options. The undergraduate BSN degree program takes direct admissions so

students have the opportunity to receive their degree in four years. The students I will teach for

this practicum are RNs who have either a diploma or associate degree and are in the RN to BSN

program at WMUBSON. These students have already taken the general education prerequisites

required to enter the program. In addition, they will have taken two nursing courses: Health

Assessment throughout the Lifespan and Health Care Ethics (WMUBSON, n.d.).

Theoretical Framework

The theoretical framework that will be utilized for this practicum is multidimensional.

First, it will be built on a foundation derived from my individual teaching philosophy developed

at the start of this curriculum. In the beginning of our journey, we were asked to write a

philosophy of teaching. Writing the philosophy was difficult to start initially as I was uncertain

what a job in nurse education even looked like at the time. Working through the courses has

provided insight to what may lie ahead. This practicum will afford me the opportunity to bring

that philosophy to the classroom. This is an excerpt from the philosophy written and to which I

will be guided in my career as an educator.

Knowing students learn from abstract conceptualization, from social and personal

interactions to facilitate learning, from lessons that focus on ideas rather than a social

lesson and from hands on experiences, will help me develop the course content to best fit


the needs of all students (NLN, 2007). I believe in order to create a learning

environment, clear course objectives and content must be established. I will attempt to

facilitate students in stretching their thought processes beyond anything they have

experienced in the past. They must be guided and mentored to critically think about

topics utilizing Socratic questioning which I feel is the guide to a good learning

experience (Van Zoeren, 2011).

In addition to the aforementioned National League for Nursing (NLN) and my own

philosophical beliefs, I will pull from many theorists who have paved the way before me. I will

look to King whose Theory of Goal Attainment has led and will continue to lead me through

“interactions with individuals and groups within the environment” (Sieloff, 2002, p. 344) that I

will teach. Although King intended for her theory to be geared towards the nurse patient

relationship, the theory can definitely be applied to the nurse educator-student relationship by

establishing goals and sharing information with students to move toward the desired result of

goal attainment (Sieloff, 2002). Students will be required to develop hypotheses when writing

their research papers and King’s framework has been shown to be a beneficial tool in this area of

nursing education (Sieloff, 2002).

I will look to Orlando’s Nursing Process Theory, which set the tone for nursing to be

trained in the nursing process discipline to achieve improved patient outcomes (Schmieding,

2002). Just as a nurse must recognize a patient need, a nurse educator must be keyed into

student’s needs and then critically think about how best to meet those needs. While I realize that

it will be impossible to meet all student needs, I will be open to constructive criticism on

evaluations that I will then resources for course content revisions.


I will look to Roy’s Adaptation Model to teach students the importance of adaptation in

health and illness, not only for their patients but also for themselves (Phillips, 2002). Student

nurses and ultimately practicing nurses must be adaptable. When a stimulus is encountered,

nurses must have the ability to decipher, to then cope with the stimuli, or recognize ineffective

coping mechanisms. A plan of care must then be formulated to intervene with the ineffective

coping. If a student does not understand an assignment, then it will be my job to deliver the

material in a different way to increase the comprehension. Just as many schools have utilized

Roy’s Adaptation Model in curriculum development, I will resource the model to make sure that

content is in the best sequence for student learning and the proper tools are available for optimal

understanding (Phillips, 2002). I can see the benefits of incorporating the ideals of many

theorists in this practicum as I feel that no one theory meets all the needs for an educational

experience.

Goals and Objectives of Practicum

Tomey and Alligood (2006) bring an important observation to the table by stating that the

nurse educator moves from an observer to one that is driving the action in the classroom. It was

pleasing to learn that what I thought were desirable traits of an effective educator, were indeed

mentioned by the NLN (2007): compassionate, respectful, professional, and genuinely caring

about students and their success in education. The students will have more positive educational

experiences from instructors who are compassionate and do not criticize their every move (NLN,

2007).

Having verification of what traits are needed to facilitate learning in the classroom setting

brings forth the planned goals for this practicum experience. I will focus on addressing two

NLN competencies, Competencies I (facilitate learning) and III (use assessment and evaluation


strategies) (2005). One of the first goals to facilitate learning is to gain familiarity with

WMUBSON’s E-learning system. The students I will teach are enrolled in Nursing Research

3320, which is a component of the RN to BSN program. It is imperative that the students and I

have a good understanding of the on-line program in order to achieve success in the virtual

classroom. The course does meet four times face-to-face during the semester but the majority of

the instruction and communications will occur on-line.

Another objective to facilitate learning is to develop a collegial relationship with Dr.

Zielinski who will be my preceptor. It will be important to develop a good working relationship

that can last throughout the semester and beyond. Networking is essential in the success of

novice nurse educators (Billings & Halstead, 2009).

Facilitating learning cannot be achieved without knowledge of how to address the

different learning styles. Educators must be flexible and adaptable to create and deliver lesson

plans that are understood by all of their students (Billings & Halstead, 2009). The ability to

function effectively within the educational environment by utilizing available resources is crucial

for novice nurse educators (Billings & Halstead, 2009).

Another strategy for success in the practicum experience is to pull from previous course

work such as Instructional Design, Assessment, and Evaluation in Nursing Education (NURS

610). It was during this course that I learned according to Heinrich, Molenda, Russell, &

Smaldino (1996), well written objectives have four components and are called the A.B.C.D

Method. A is for the audience that must always be considered when writing objectives. B is for

the observable behavior that you want students to accomplish. C is for the condition or

environment that the learning is going to occur in. D is for what degree or percentage the


objective needs to be met. This description provided a solid foundation of knowledge which

helped in the understanding of writing objectives.

We were also required to develop a syllabus in NURS 610. A syllabus is essential in

establishing course requirements and faculty expectations (Johnson, 2009). I will review the

syllabus for Nursing 3320 as soon as it is available to gain familiarity of the course objectives

prior to the start of the semester. While knowledge acquired from completion of the RN to MSN

curriculum thus far will assist in the practicum course, becoming entrenched in the actual

classroom atmosphere will undoubtedly bring a new reality to the nurse educator role.

The second competency that will be addressed involves assessment and evaluation of

student learning in the classroom. I was interested in developing an assignment that would

enable students the opportunity to develop their writing skills in proper APA format. Students

that are returning to school after working in the field for a period of time often need to brush up

on their writing skills. My original plan for this competency was to develop an APA template

(much like what we did in a BSN course at FSU) to meet the clinical project requirement. When

Dr. Zielinski was asked if this would be a welcomed addition to Nursing 3320 she was thrilled

and approved the template assignment. After meeting with Dr. Zielinski on July 10th the

assignment plans evolved into developing a different APA assignment.

While the APA template sounded as though it would be valuable to students, Dr Zielinski

preferred a paper that included several APA errors in which students are required to correct and

document the changes utilizing track changes. This assignment was then developed from a

historical paper written during one of my first college courses at FSU. Changes were made to

the paper creating at least 40 errors in APA format. The paper for the assignment and the rubric


can be found on Appendix A. In addition, a key with APA tips and corrections to the APA

errors is included on Appendix B.

Dr. Zielinski and I also reviewed the syllabus and were discusses a plagiarism issue that

she had last semester. Recalling the plagiarism quiz taken on Indiana Universities web site in a

previous FSU course gave me another lesson plan. I asked Dr. Zielinski if a quiz is something

that I could incorporate into Nursing 3320. She was happy that I had interest in this area and

gave up the first quiz in the syllabus to a new plagiarism quiz that I developed. I utilized Indiana

University’s template and developed a quiz specific to nursing. The plagiarism quiz is

completed and included in Appendix C. I also plan to have the APA paper corrected and marked

according to the key utilizing track changes prior to the start of the semester in September of

2013. See Appendix D for the practicum proposal planning guide with goals, objectives,

activities and time lines listed.

Identification of Preceptor

Ruth Zielinski PhD, CNM, RN teaches Nursing Research and Perspectives in Women’s

Health at WMUBSON. Dr. Zielinski received her ADN from Kalamazoo Valley Community

College (KVCC) and immediately went on to pursue her BSN in 1992 from University of

Michigan (U of M). In 1995 she received her MSN in Midwifery from the U of M and has held a

position as a Certified Nurse Midwife (CNM) since 1995. In 2009, after successfully defending

her thesis on Women’s Sexual Health, Dr. Zielinski was brought on by WMUBSON to teach in

the nursing department.

I first worked with Dr. Zielinski in the hospital setting where we cared for labor patients.

I knew that Dr. Zielinski also worked at WMUBSON so when searching for a practicum setting,

she was the first call I made. Dr. Zielinski has always been approachable, as well as receptive to


questions and concerns brought to her. Dr. Zielinski has taught entry level BSN students, as well

as, most currently RN to BSN students. I am looking forward to learning from Dr. Zielinski as

her curriculum vitae boasts many accolades that will be beneficial in assisting in my practicum

experience. Dr. Zielinski’s office phone number is 269-387-8190 and email address is

[email protected]. The preceptor and agency agreement can be found in Appendix E.

Role and Activities

When I knew what the requirements would be for this practicum I contacted Dr. Zielinski

to set up a meeting. The first meeting with Dr. Zielinski was on April 25. One of the things we

discussed was the need to become more competent with the E-learning system as the course I

was assisting with is a hybrid course that utilizes E-learning as the primary delivery of content,

testing, and evaluation. I made the call to the Information Technology (IT) department and

enrolled in faculty courses that are free to those who teach at WMUBSON. The E-learning

course started on June 13 and meets weekly for four weeks. Becoming more familiar with the

course delivery system at WMUBSON will increase my comfort level and success in this

practicum.

I again met with Dr. Zielinski on June 13 to discuss the syllabus and the goals and

objectives that were developed for the practicum. We discussed the APA assignment that I will

develop and deliver the first week of the course. The assignment will then be due the following

week and prior to any written work that the students have due.

To meet the hours for this practicum, 20 hours weekly for 12 weeks totally 240 hours,

will be scheduled into my work week. I plan to assist in managing the discussion boards, as well

as development of an agreed upon topic, to form a second lesson that will be delivered to

students at some point in the semester. The remainder of the 300 hours will be achieved from


time put towards getting ready for this practicum during the summer in the form of meetings, E-

learning classes, and prep for the APA assignment. The role and activities will most certainly

evolve throughout the semester as the course progresses. In addition, I have asked Dr. Zielinski

to include me in any faulty meetings or educational conferences that she may attend prior to the

start of the fall semester. Once the semester begins, I will continue to seek out these learning

opportunities in order to gain as much knowledge as possible; building a solid foundation for my

own educator position after graduation.

Proposed Date and Timeline for Practicum

The practicum will occur in the fall semester at WMUBSON from September 9 through

December 13. Nursing Research is a hybrid course that has two sections of 20 students. The

first face-to-face classes are September 9th and 10th and will occur eight times during the

semester. These classes will meet from five to nine o’clock on Monday and Tuesday nights.

This class time equals 32 hours towards the practicum requirements. The clinical project will

occur as the first assignment and be explained the first week of face-to-face courses in the form

of a PowerPoint presentation.

Evaluation

Evaluation of faculty is met in a variety of ways according to the NLN (2007) and can

include self-evaluation, peer evaluation, student evaluation, and administrative evaluation.

Utilizing a combination of feedback from these areas will most likely assist in becoming an

effectual nurse educator. WMUBSON utilizes an electronic media system that allows faculty the

ability to enter a self-assessment quiz into E-learning that does not go into the grade book. This

is a great tool for faculty to evaluate how well their students received their course materials and

what roadblocks they may have encountered. I plan to develop a self-assessment quiz for any


lecture I deliver that will provide feedback to me on how well I delivered the content and what I

could do differently in the future. A rubric will be created and utilized to evaluate student

learning for the planned APA assignment. Any other assignments that I create and deliver will

be evaluated by an agreed upon method with Dr. Zielinski’s guidance.

To ensure that my practicum goals and objectives are met, I will have ongoing meetings

with Dr. Zielinski to discuss my role throughout the semester. I have started an excel spread

sheet that will serve as a record of the hours spent towards the practicum requirements, as well as

notes that can be readily accessed if need be. I have created an evaluation for Dr. Zielinski and I

to complete at the end of the practicum experience (see Appendix F). In December I will meet to

have a final evaluation for any suggestions that will aid in my role as a novice educator. It is my

plan to have the course objectives and competencies, as well as the practicum required hours

fulfilled by the first of December. While there is much anxiety with not knowing what lies ahead,

with mentoring and experience gained, my comfort level will grow as foundational teaching

skills are developed.


References

Alsop, R. J. (2011). Gotta have it now, right now. Retrieved from

http://magazine.nd.edu/news/27926-gotta-have-it-now-right-now/

Billings, D. M., & Halstead, J. A. (2009). Teaching in nursing: A guide for faculty (3rd ed.). St.

Louis, Mo: Elsevier.

Flood, L. S., & Powers, M. E. (2012, January/February). Lessons learned from an accelerated

post-master’s nurse educator certificate program: Teaching the practicum course. Nursing

Education Perspectives, 33(1), 40-44. http://dx.doi.org/10.5480/1536-5026-33.1.40

Heinrich, R., Molenda, M., Russell, J. D., & Smaldino, S. E. (1996). Instructional Media and

Technology for Learning. Englewood Cliffs, NJ: Merrill.

Johnson, E. G. (2009). The academic performance of students: Legal and ethical issues. In D. M.

Billings, & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., Ch.

3). St Louis, MO: Saunders Elsevier.

National League for Nursing. (2005). The scope of practice for academic nurse educators (2nd

ed.). New York: Author.

National League for Nursing. (2007). Nurse educator competencies: Creating an evidenced-

based practice for nurse educators. New York, NY: Author.

Phillips, K. D. (2002). Adaptation Model. In A. M. Tomey, & M. R. Alligood (Eds.), Nursing

Theorists and their work (5th ed., pp. 269-298). St. Louis, MO: Mosby.

Ruland, J. P., & Leuner, J. D. (2010, November/December). Master’s programs preparing nurse

educators: What is the current state of affairs. Nurse Educator, 35(6), 248-253.

http://dx.doi.org/10.1097/NNE.0b013e318f7e81d


Schmieding, N. J. (2002). Nursing Process Theory. In A. M. Tomey, & M. R. Alligood (Eds.),

Nursing Theorists and their work (5 ed., Ch. 22). St. Louis, MO: Mosby.

Sieloff, C. L. (2002). Interacting systems framework and theory of goal attainment. In A. M.

Tomey, & M. R. Alligood (Eds.), Nursing Theorists and their work (5th ed., pp. 336-

360). St. Louis, MO: Mosby.

Stokes, L. G., & Kost, G. C. (2009). Teaching in the clinical setting. In D. M. Billings, & J. A.

Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., p. ). St. Louis, MO:

Saunders Elsevier.

Tomey, A. M., & Alligood, M. R. (2006). Nursing theorists and their work (6th ed.). St. Louis,

MO: Mosby Elsevier.

Western Michigan University Bronson School of Nursing. (n.d.). RN-BSN Progression Track.

Retrieved from http://www.wmich.edu/nursing/academics/undergrad/rn-bsn.html


Appendix A

APA Assignment Paper and Rubric

Click on the hyperlink below to find a paper which has several APA errors. Please make the APA error corrections utilizing the track changes under the review tab in Microsoft Word. Submit to the E-learning Dropbox by 9/16 at 11:59 pm. There are at least 40 errors. You may not count the same APA error more than once.

Quiz worth 20 points and correctly changing 30 errors will earn full credit.

20 points

Correctly changing 27 errors. 18 points










If you find at least 40 errors and make the correct changes, you will be awarded 4 bonus points

WMU 2013 APA Lesson on Sleep deprivation in Nursing.docx


Appendix B

APA Assignment Key

1) Margins should be one inch all around page.2) Font needs to be Times New Roman.3) Title bolded.4) Title, name and school are not centered / left justified.5) Too high on page/centered in upper half.6) Running head incorrect.7) Missing page number.8) Page 2-Abstract should not be indented.9) Page 2-Improper pronoun use they or he or she.10) Page 2-Needs (NSF) to define acronym for future reference in paper. National Institute of

health could have (NIH) behind to read easier if used often throughout the paper as well but the general rule is when you plan to use 3 or more times make an acronym). In the case of National Institute of Health NIH is not necessary since it was not used more often.

11) Throughout paper there is inconsistent spacing between sentences. Technically there should be 2 spaces between sentences. I have found most instructors are ok with one as long as spacing is consistent. A good idea to clarify however.

12) Page 3-Should not have the word introduction/Copy the title to be the same as on title page.

13) Page 3-No indent on first paragraph.14) Page 3-is labeled as page 2.15) Page 3-Has quote listed “Environment….factors” without page number.16) Page 3-Scholarly writing. Be careful to not make blanket statements such as prove or

confirms. Example: It does not take a double-blind study to confirm sleep deprivation is commonplace for those who work off shifts.

17) Page 3-$150 billion should have hyphen (Page 98 and 99 in your APA 6th Ed reference will give you tips on hyphenating and prefixes and suffixes).

18) Page 4 should have seriation list a, b, c, d although is listed as a direct quote. When writing think about this rule for your scholarly writing paper.

19) Page 4 Mechanism deals with bodys need needs apostrophe. 20) Page 4-Barger should have other authors not et al Barger, L. K., Lockley, S. W., &

Landrigan. When giving credit to authors, when there are six or more authors cite the first surname and then list et al. behind. If the shorten version is duplicated then you must cite the second and third and so on to distinguish the citation. This has been a difficult concept to grasp over the years so the chart on page 177 of your APA reference has been helpful.


21) Page 4-sleep duration (chronic sleep deprivation) and sleep inertia (impaired performance upon waking. There should be a comma before and when there are 3 or more elements discussed.

22) Page 4-Number 6 should be six.23) Page 5 no ampersand in text.24) Page 5 should have citations in mattress paragraph sooner to not plagiarize or start with

According to Coburn and Sirois (2000)….25) Page 5-Blachowitz and Letizia 2006 also stress the importance of developing a relaxation

practice such as deep breathing or reading to assist in unwinding. Another suggestion is to wear dark glasses while driving home so the body starts to prepare for sleep and is not stimulated by the natural daylight (Blachowicz & Letizia, 2006). Needs parentheses around year and then also the last citation is not needed.

26) Page 6-should be level 1 and 2 headers.27) Page 6 -Lighting at nurse’s station either singular or plural do not mix tenses.28) Page 6-orphan header, insert page break.29) Page 7-No Citation after bulleted list (Hughes & Rogers, 2004).30) Page 8-Smith-Coggins needs year after (2006).31) Page 8-Should be Gold et al with 6 or more authors.32) Improper ; use.33) Page 9-personal communication should be L. Van Zoeren (personal communication,

January 7, 2010). 34) Page 9-eight hundred and seventy eight staff 878.35) Page 9-Misplaced modifiers----A Massachusetts hospital evaluated eight hundred and

seventy eight staff members who participated in the shift work and whether rotating shift work helped or hindered restful sleep by conducting a hospital-based survey. Should beA Massachusetts hospital conducted a hospital-based survey involving eight hundred and seventy eight staff members who participated in the evaluation of shift work and whether rotating shift work helped or hindered restful sleep.

36) Page- 9 & 10 percent should be %. Only spell out number and percentage when start a sentence such as Seventy-eight percent of staff completed questionnaire. The questionnaire was completed by 78.3 % of staff with the mean age…..is correct in all the cases on pages 9 and 10. If a number does not precede then spell out percentage (See pages 117-123 for further clarification).

37) Page 12-References outdated.38) Page 12-Reference page not alphabetized. Personal communication should not be on

there.39) Page12-Two journals not italicized and one article title is. One title underlined.40) Page 12 and 13-If there is not a doi available for article location a URL should be

provided for your reader. Put Retrieved from http://and web URL after your citation. http://www.crossref.org/guestquery/ is a free doi finder that I have used frequently. Reference page 198 for more information on this topic.


41) Mo. Mosby Elsevier. Should be MO:


Appendix C

NURS 3320 Plagiarism Quiz 1 Fall 2013

On the left below is the original material in the article or book that is the source of the desired citation. An example of a student’s work will be shown in the right column. You need to select one of the options for the student’s version that you believe to be true. Does the student correctly cite the material, do they commit paraphrasing plagiarism, or do they exhibit word-for-word plagiarism.

Original Source Student’s version

1). Theory-based practice establishes a sound foundation for the development of critical thinking. A greater emphasis is placed on reflective learning. The understanding and application of nursing theory encourages a broader view of alternatives and an expanded understanding of patient and client behaviors.

Reference Spencer, J. (2008). Increasing RN-BSN

Enrollments: Facilitating articulation through curriculum reform. The Journal of Continuing Education in Nursing, 39(7), 307-313.

According to Spencer (2008), utilizing knowledge gained from applying a nursing theory to practice provides students with tools to develop critical thinking skills. In addition, reflective learning is helpful for students to more thoroughly understand the theory and thus their patient’s behaviors.

Reference

Spencer, J. (2008). Increasing RN-BSN Enrollments: Facilitating articulation through curriculum reform. The Journal of Continuing Education in Nursing, 39(7), 307-313.

Which of the following is true for the student version above?

o This is properly cited and not plagiarism (100%)o Word-for-word plagiarismo Paraphrasing plagiarism

2). Kearney (1994) conducted a study to identify academic advising issues specific to the RN-BSN student. Participants in this study indicated that the motivation for returning to school included a desire to fulfill a personal goal and gain the potential for promotion.ReferenceSpencer, J. (2008). Increasing RN-BSN Enrollments: Facilitating articulation through curriculum reform. The Journal of Continuing Education in Nursing, 39(7), 307-313.

A study to identify academic advising issues specific to the RN-BSN student was conducted. Participants in this study indicated a desire to fulfill a personal goal and gain the potential for promotion as the motivation for returning to school. ReferenceSpencer, J. (2008). Increasing RN-BSN Enrollments: Facilitating articulation through curriculum reform. The Journal of Continuing Education in Nursing, 39(7), 307-313.



o This is properly cited and not plagiarismo Word-for-word plagiarism (100%)o Paraphrasing plagiarism

3). Many RN-BSN programs are continuing to require coursework that is more relevant to prelicensure. Approximately half of the programs require RNs to complete courses that were most likely included in the prelicensure programs. These courses included pathophysiology, nursing skills, nursing process, mental-health, pediatrics, obstetrics, and medical-surgical nursing.

Reference:


RN to BSN program students are many times required to take courses that students without a nursing degree are also taking (Spencer, 2008). In fact, this number is close to 50% and include courses such as “pathophysiology, nursing skills, nursing process, mental-health, pediatrics, obstetrics, and medical-surgical nursing” (Spencer, 2008, p. 310).

Reference:




4). Online registered nurse to baccalaureate in nursing (RN-BSN) degree completion programs continue to grow in popularity. The American Association of Colleges of Nursing reported that more than 390 programs offer at least part of the RN-BSN curriculum online (American Association of Colleges of Nursing, 2009).

Reference

Hart, L., & Morgan, L. (2010). Academic integrity in an online registered nurse to baccalaureate in nursing program. The Journal of Continuing Education in Nursing, 41, 498-505. http://dx.doi.org/10.3928/00220124-

Online registered nurse to baccalaureate in nursing (RN-BSN) degree completion programs continue to grow in popularity. The American Association of Colleges of Nursing reported that more than 390 programs offer at least part of the RN-BSN curriculum online.

Reference

Hart, L., & Morgan, L. (2010). Academic integrity in an online registered nurse to baccalaureate in nursing program. The Journal of Continuing Education in Nursing, 41, 498-505. http://dx.doi.org/10.3928/00220124-20100701-03


20100701-03Which of the following is true for the student version above?


5). However, the effect of higher education and more experience is not likely to continue to increase at a constant rate because when nurses gain confidence with their knowledge and skills, they might not be as attentive to procedures they have performed over and over. In fact, experienced and educated nurses are more likely to recognize a pattern and act according to a schema (i.e., an organized memory “template”) applied to the pattern, rather than analyzing each new problem separately. These attributes are more likely to result in “strong-but-wrong” errors in which nurses tend to be more certain, although wrong, in their judgment about the appropriateness of the drug ordered when compared to inexperienced nurses (Ferner & Aronson, 2006).

Reference

Ferner, R. E., & Aronson, J. K. (2006). Clarification of terminology in medication errors: Definitions and classification. Drug Safety, 29, 1011-1022.

Nurses are seeking higher education but clinical experience is not continuing at a steady rate. This leaves room for error with nurses who may not necessarily change practices according to their increased knowledge base. They may continue to practice as they always have and thus not recognize a new problem and an alternative treatment. New medications may come into practice that newer nurses may recognize to be improper treatment compared to the experienced nurse who is practicing the way they always have.

Reference

Ferner, R. E., & Aronson, J. K. (2006). Clarification of terminology in medication errors: Definitions and classification. Drug Safety, 29, 1011-1022.


o This is properly cited and not plagiarismo Word-for-word plagiarismo Paraphrasing plagiarism (100%)

6). Aspects of the problem-based learning process must be made more explicit in course assignments, particularly given that many students lack previous experience with problem-based learning. Determining learning issues (i.e., knowledge gaps), communicating

Many RN-to-BSN students lack experience with problem-based learning skills. It is important for faculty to ensure that a course that is problem-based focuses on addressing student knowledge gaps and includes learning activities that assist students in developing


findings, and providing challenging feedback are activities that are important in problem solving in nursing practice, as well as in a problem-based learning course. Students may also require support in areas such as online searching and establishing the credibility of resources.

Reference

Oldenburg, N. L., & Hung, W. C. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49(4), 219-222. http://dx.doi.org/10.3928/01484834-20091118-01

skills beneficial for practicing in the clinical setting. In addition, students may necessitate direction on how to properly research sources for reliability to then apply to their clinical settings

Reference

Oldenburg, N. L., & Hung, W. C. (2010). Problem solving strategies used by RN-to-BSN students in an online problem-based learning course. Journal of Nursing Education, 49(4), 219-222. http://dx.doi.org/10.3928/01484834-20091118-01.


o This is properly cited and not plagiarismo Word-for-word plagiarismo Paraphrasing plagiarism (100%)

7). As information technology has become an integral component of western health care, there is an expectation that nurses have competence in this technology to facilitate the management of patient care and to update their practice. In web-enhanced learning, user-friendly module material and some independent learning activities may be accessed by students outside the hours of classroom teaching thereby offering students a degree of flexibility.

Reference

Mitchell, E. A., Ryan, A., Carson, O., & McCann, S. (2007). An exploratory study of web-enhanced learning in undergraduate nurse education. Nursing Education Perspectives, 16, 2287-2296. http://dx.doi.org/10.1111/j.1365-2702.2006.01931.x

With the mandate for facilities to have all medical records in an electronic form by 2014, nursing education programs must focus on courses to ensure that they provide students with opportunities to develop internet skills. When nurses hit the floors they are expected to be competent in information technology to care for their patients (Mitchell, Ryan, Carson, & McCann, 2007). Web-based technology provides students the flexibility to study outside the classroom allowing material to be accessed at home allowing for independent learning (Mitchell et al., 2007).

Reference

Mitchell, E. A., Ryan, A., Carson, O., & McCann, S. (2007). An exploratory study of web-enhanced learning in undergraduate nurse education. Nursing Education Perspectives, 16, 2287-2296. http://dx.doi.org/10.1111/j.1365-


2702.2006.01931.x



8). Educational literature from other disciplines has raised concerns about online education. For example, Lanier (2006) compared 1,262 students in traditional and online criminal justice courses at a large state university. This study found more self-reported episodes of cheating in the online courses than in the traditional courses.

Reference


Concerns about online education have been raised from other disciplines about educational literature. For example, Lanier (2006) compared 1,262 students in traditional and online criminal justice courses at a large state university. The study found episodes of cheating were more self-reported in the online courses than in the traditional courses.



9).The authors performed a comparative descriptive study of self-reported academic integrity in online and traditional classroom RN-BSN programs. Overall, both groups reported very low levels of cheating and very high standards of academic integrity. Independent samples t test, assuming unequal variance. Indicate no significant difference between the two groups with regard to how frequently they thought the following occurred in their program: plagiarism on written assignments [t(51)=0.514, p=.61]; inappropriately sharing work in group

In a study by Hart and Morgan (2010), students were placed in two groups to determine if there was a greater percentage of cheating in the traditional classroom setting compared to the online learning setting. The study was a comparative descriptive study and demonstrated “no significant difference between the two groups with regard to how frequently they thought the following occurred in their program: plagiarism on written assignments [t(51)=0.514, p=.61]; inappropriately sharing work in group assignments [t(52) = 0.237, p = .24]; or


assignments [t(52) = 0.237, p = .24]; or cheating during tests or examinations [t(53) = 1.710, p = .09].

Reference


cheating during tests or examinations [t(53) = 1.710, p = .09]” (p. 501).

Reference




10). As online nursing programs continue to proliferate; nurse educators must thoroughly evaluate academic integrity and outcomes of online nursing programs. Measures to increase awareness of academic integrity policies and to clearly delineate expectations for academic integrity should be included in all nursing programs. Future studies of online RN-BSN programs should be conducted with larger samples from multiple universities and geographic areas.

ReferenceHart, L., & Morgan, L. (2010). Academic

integrity in an online registered nurse to baccalaureate in nursing program. The Journal of Continuing Education in Nursing, 41, 498-505. http://dx.doi.org/10.3928/00220124-20100701-03

Hart and Morgan (2010) concluded that larger samples are needed for future studies of online RN-BSN programs. Programs must clearly identify academic integrity policies and expectations. In addition, data should be collected from larger, varied populations (geographically, universities, etc).

ReferenceHart, L., & Morgan, L. (2010). Academic

integrity in an online registered nurse to baccalaureate in nursing program. The Journal of Continuing Education in Nursing, 41, 498-505. http://dx.doi.org/10.3928/00220124-20100701-03

Which of the between collaborative cheating is true for the student version above?




Appendix D

NURS 730 Practicum Proposal Planning Guide

Goals Objectives Activities Timeline

Goal 1: To develop the advanced specialty role of nurse educator utilizing the NLN: The Scope and Practice for Academic Nurse Educators Core Competencies I: Facilitate learning to gain knowledge of teaching strategies to facilitate learning for nursing students in Nursing Research at WMUBSON during the fall semester of 2013

1.1 Use WMUBSON’s E-learning system that is utilized for all college courses

1.2 Develop an activity that meets a need to develop APA writing skills at the collegiate level.

1.3 Build a collegial working relationship with Dr. Zielinski as well as explore other possible resources.

1.4 Create a lesson (to be determined) during Fall of 2013 semester that meets the course objectives outlined in the syllabus.

2.1 Assist in creating lesson plans on subject to be determined for

1.1 Take E-learning course at WMUBSON

1.2 Meet with Dr. Zielinski June 13th and schedule a follow up meeting

1.3 Discuss plans for an APA template and remain objective to any constructive feedback

1.4 Discuss plans with Dr Zielinski after reviewing syllabus regarding what lesson plan would be appropriate, as well as desirable, to create.

1.1 June 13 and every Thursday for 4 weeks summer 2013.

1.2 June 13th and ongoing throughout fall 2013 semester.

1.3 June 13th and ongoing throughout fall 2013 semester

1.4 July and ongoing throughout fall 2013 semester


Goal 2: To develop the advanced specialty role of nurse educator utilizing the NLN: The Scope and Practice for Academic Nurse Educators Core Competency III: Use assessment and evaluation strategies

fall semester 2013 according to the course learning objectives.

2.2 To manage the weekly on-line discussion boards providing timely feedback to students of Nursing 3320 in fall 2013.

2.3 To attend any available assessment and evaluation meetings available in the nursing department at WMUBSON.

2.4 Assess and evaluate student learning of writing utilizing APA format

2.1 Discuss with Dr. Zielinski her experience in the on-line environment to gain knowledge about what she has found to be successful or roadblocks to learning and then develop a lesson plan.

2.2 Perform a literature search on teaching strategies for the on-line adult learner.

2.3 Investigate scheduled meetings and get approval for attendance.

2.4 Create a rubric to evaluate students comprehension

2.1 August 26th and ongoing throughout the fall 2013 semester

2.2 August 26th and ongoing throughout the fall 2013 semester.

2.3 August 26th and ongoing throughout fall 2013 semester.

2.4 September 30th


Appendix E

Memorandum of Agreement for Preceptor Relationships

The overall objective of this experience is to provide an on-site setting in which a student, with the preceptor (professional employee of a health care agency), can further develop his/her understanding and skills related to an advanced nursing role specialty.

Agency name: _____WESTERN MICHIGAN UNIVERSITY_______________

Student name: Lori Van Zoeren BS, RN_________________________________

Student Telephone #: _2693173311____________RN License #: ___4704145863

Preceptor name: Ruth Zielinski__________Preceptor’s Title: PhD, CNM_______

Preceptor Telephone #:_2693701466___Preceptor email:[email protected]

The following goal(s), objectives and activities will be completed by the student during this project/practicum.

Goal 1: To develop the advanced specialty role of nurse educator utilizing the NLN: The Scope and Practice for Academic Nurse Educators Core Competencies I: Facilitate learning to gain knowledge of teaching strategies to facilitate learning for nursing students in Nursing Research at WMUBSON during the fall semester of 2013.

Goal 2: Goal 2: To develop the advanced specialty role of nurse educator utilizing the NLN: The Scope and Practice for Academic Nurse Educators Core Competency III: Use assessment and evaluation strategies.

SIGNATURE SIGNIFYING AGREEMENT TO THE TERMS OF THIS PRECEPTOR CONTRACT:

Student: Lori Van Zoeren_BS, RN ____________Date: June 13, 2013

Faculty/Preceptor: Ruth Zielinski PhD, CNM Date: June 13, 2013

Agency/Director: Earlie M. Washington Dean CHHS Date: June 23, 2013

(Signatures on file)


Appendix F

Preceptor/Student Evaluation Form for Practicum Experience

Preceptor-Ruth Zielinski PhD, CNM, RN

Student-Lori Van Zoeren BS, RN

NLN: The Scope and Practice for Academic Nurse Educators Core Competency I: Facilitate learning to gain knowledge of teaching strategies to facilitate learning for nursing students in Nursing Research at WMUBSON during the Fall of 2013Objective Objective Met Objective Unmet Comments 1.1-Use WMUBSON’s E-learning system that is utilized for all courses1.2- Develop an activity that meets a need to develop APA writing skills at the collegiate level.1.3-Build a collegial working relationship with Dr. Zielinski as well as explore other possible resources.1.4-Create a lesson (to be determined) during Fall of 2013 semester that is well received and found to be beneficial in the students learning process.Additional Feedback


NLN: The Scope and Practice for Academic Nurse Educators Core Competency III: Use Assessment and Evaluation Strategies to develop the advance specialty role of nurse educator

Objective Met Unmet Comments

2.1 Assist in creating lesson plans on subject to be determined for fall semester 2013 according to the course learning objectives.

2.2 To manage the weekly on-line discussion boards providing timely feedback to students of Nursing 3320 in fall 2013.

2.3 To attend any available assessment and evaluation meetings available in the nursing department at WMUBSON.

2.4 Assess and evaluate student learning of writing utilizing APA format

Additional Feedback


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Tomey, A. M., & Alligood, M. R. (2002). Nursing Theorists and their work (5 ed.). St. Louis,

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Vitale, A. T. (2010). Faculty development and mentorship using selected online asynchronnous

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http://dx.doi.org/10.3928/00220124-20100802-02

Wood, M. J., & Ross-Kerr, J. C. (2011). Basic steps in planning Nursing Research (7th ed.).

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