At first, I wanted to present the entire PowerPoint presentation to all of you but since it is quite lengthy I will display the results of the survey. They are as follows:
*59% of nurses reported the most difficult was in 3 of the 9 cognitive component responses: visual field testing, expressive and receptive aphasia’s, cranial nerve deficits.
*35% of nurses reported the most difficult in 5 of the 9 cognitive component responses: MMT, neuroanatomy terms, cognition related to time, memory loss, and section of the spinal cord.
I also wanted to point out what the pie chart indicated. It is evident that the part of the assessment which most often gets missed is the pupil eye assessment/reaction and tracking; equalling 38%. That percentage is quite bothersome to me, when in fact, this staff works entirely on a neuro unit.
I think it is important to discuss the evaluation of the learner's achievement, as well. The outcome(s) of teaching should be the completion of the course goals and objectives as evidenced by the assignment (simulation) and discussions generated from the nurses/staff. The choosing of teaching goals and objectives fit well within the appropriate Bloom’s taxonomy as evidenced by “knowledge, comprehension, application, analysis, synthesis and evaluation” (Bradshaw & Lowenstein, 2011, p. 559). “Reflection is both an ongoing process and a critical evaluation of what has already been done. Reflection involves both thinking and evaluation, creatively and systematically, in order to come to a deeper understanding” (Bradshaw & Lowenstein, 2011, p.149). Related to the evaluation of the learner’s achievement, the following questions are to be considered:
1. (Course goals) Does the professor have clear goals for the course? If so, are the goals communicated to you (the student)? The rationale is that according to a research study that was done, "K.L., Weick studied perceptions of both students and nurse educators to determine qualities each group would find most desirable. From her research, Weick concluded new student nurses want instructors they can approach and instruction that is clear and concise," (Weick, 2003).
2. (Development) What changes would you suggest for this course? (Department of Education, 2002).
3. (Student outcomes) Have you (the student) made progress toward achieving course goals?
I know this pie chart may be alittle larger than normal (but I bet the size got your attention, though, LOL!); I wanted you to see the actual parts and percentages.
So long for now. . .
Panthera!
References
Bradshaw, M. J., & Lowenstein, A. J. (2011). Innovative teaching strategies in nursing and health professions (5th Ed.). Sudbury, MA: Jones & Bartlett.
Department of Education (2002). Formative Evaluation Plan for Teaching. Retrieved from http://www.denison.edu/offices/provost/education.pdf
Survey.(n.d.). Retrieved from http://www.surveymonkey.com/
Wieck, KL (2003). Faculty for the millennium: changes needed to attract the emerging workforce into nursing. Journal of Nursing Education, 42(4):151-158. Retrieved from http://digitalcommons.library.tmc.edu/cgi/viewcontent.cgi?article=1000&context=uthson_ceirpubs
No comments:
Post a Comment