Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence. Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments. An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence. Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training. Qualitative responses to corresponding interview questions supported the findings. The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.
Hospice care requires person-centered holistic approaches from interprofessional health care teams. Traditional curricular models include teaching hospice care in discipline-specific didactic settings. There are limited opportunities for prelicensure students to engage in real-life and hands-on hospice care. Students are often observers and lack meaningful interactions with patients, families, and interprofessional teams. Using “IPEC Core Competencies for Interprofessional Collaborative Practice” and “AACN CARES” as the framework, nursing and social work faculty collaborated to develop, implement, and evaluate an interprofessional home hospice simulation incorporating standardized patients. The purpose of this interprofessional simulation was to facilitate hands-on application of complex health care concepts in an authentic home hospice setting. Twenty-three Bachelor of Science in Nursing students and 10 Master of Social Work students participated as interprofessional teams to provide home hospice care for patients and families. Faculty evaluated the simulation experience through analysis of presimulation and postsimulation guided reflections, intrasimulation observations, and postsimulation debriefing. Evaluation indicated students gained a greater understanding of how to provide quality person-centered end-of-life care, increased comfort with assessing spiritual needs, increased confidence in initiating sensitive interactions, and greater appreciation for working in an interprofessional health care team. This interprofessional simulation provided a robust learning environment paving the way for future simulations incorporating additional members of the health care team.
This study compared the ideal job satisfaction and perceived job satisfaction levels of patient care providers from labor and delivery, coronary intensive care, pediatric outpatient, and perioperative areas. Of the 243 surveys distributed, 112 (46%) patient care providers responded. The respondents included registered nurses, licensed practical nurses, patient care assistants, and a scrub technician. A dependent t test revealed a statistically significant difference in the providers' ideal job satisfaction and perceived job satisfaction (t = 16.66, df = 87, p = < .001). The mean ideal satisfaction as compared to the mean perceived satisfaction was 88.70 to 65.65.
Doctor of nursing practice (DNP)-prepared nurses must be competent in organizational and systems leadership, advanced clinical skills, and initiation of policy and programmatic changes. Students develop competencies in the DNP advanced practice and nurse administrator specialty tracks through online didactic and in-person practicum experiences within various settings. The COVID-19 pandemic created a barrier to in-person practicum experiences and an urgent need for flexible practicum opportunities. In response, faculty developed, implemented, and evaluated an innovative pedagogical strategy utilizing a team-based case study assignment to facilitate achievement of DNP program competencies for distance learners in these specialty tracks.KEY WORDS Distance Learning -DNP Competencies -Practicum -Team-Based T he COVID-19 pandemic created unexpected barriers to the in-person practicum for all nursing students. Learners completing final graduation requirements in the last semester of our postmaster's doctor of nursing practice (PMDNP) program were significantly impacted when organizations limited student access. Flexible practicum experiences to achieve PMDNP competencies and continue progression toward required practicum hours were urgently needed. This article discusses student outcomes, lessons learned, and implications for nursing education of a collaboration to develop, implement, and evaluate a PMDNP practicum experience utilizing a team-based case study addressing the COVID-19 public health crisis.
Nurse practitioners (NPs) are often responsible for coding patient encounters for reimbursement. Students should learn the basics of this skill during their educational preparation. On January 1, 2021, the American Medical Association and the Centers for Medicare & Medicaid Services implemented new guidelines to the evaluation and management office appointment documentation and coding. The new medical decision-making (MDM) guidelines created a learning curve for NP students, faculty, and preceptors. An additional obstacle was encountered when oncampus preclinical intensives, which included a coding practice session, were canceled due to the COVID-19 pandemic. The faculty of an NP program identified MDM coding as a difficult concept to teach in an asynchronous learning environment. In response, the faculty developed and implemented synchronous online case study sessions that incorporated active student participation and real-time feedback, thus increasing engagement with peers, faculty, and the MDM concepts. The purpose of this article was to present a synchronous method for teaching MDM coding to NP students, and the outcomes, lessons learned, and implications for nursing education and practice.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.