Measuring Return on Investment for Professional Development Activities:

Opperman, Cathleen; Liebig, Debra; Bowling, Judith; Johnson, Carol; Harper, Mary G.

doi:10.1097/nnd.0000000000000274

Cited by 25 publications

(23 citation statements)

References 15 publications

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“…As noted, the two articles by Opperman et al. (2016a; 2016b) had many subsequent citations of the target article in the second and third generation citations in the same journal. This may be attributed to the readership and authors being familiar with the content published in the journal.…”

Section: Discussionmentioning

confidence: 89%

A bibliometric analysis of 81 articles that represent excellence in nursing publication

Nicoll¹,

Carter‐Templeton

Oermann

et al. 2018

Journal of Advanced Nursing

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Section: Discussionmentioning

confidence: 89%

A bibliometric analysis of 81 articles that represent excellence in nursing publication

Nicoll¹,

Carter‐Templeton

Oermann

et al. 2018

Journal of Advanced Nursing

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“…To measure outcomes of the leadership immersion, a strategic evaluation plan was developed using Kirkpatrick's 4-Level Model (1994). Kirkpatrick's Model (1994) is commonly used to determine the effectiveness of professional development initiatives across the field of health professions education (Leslie, Baker, Egan-Lee, Esdalie, & Reeves, 2013;Opperman, Liebig, Bowling, Johnson, & Harper, 2016;Zheng, Bender, & Nadershahi, 2015). This hierarchy model uses four levels of criteria to evaluate outcomes of professional development, including: learner satisfaction, knowledge and skill acquisition, application of new knowledge and skills, and the achievement of mission-critical goals.…”

Section: Theoretical Framework: Leadership Immersion Evaluation Usingmentioning

confidence: 99%

Transforming Leaders Into Stewards Of Teaching Excellence: Building And Sustaining An Academic Culture Through Leadership Immersion

Phillips

Bassell

Fillmore

et al. 2018

CIER

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Nursing must transform education and practice to meet the changing healthcare environment; yet, steps to desired change remain unknown. Academic leaders are well-positioned to initiate change and transform the academic landscape. However, many advance to leadership positions with minimal orientation to the role. Moreover, leaders in academic nursing often have expertise as clinicians and administrators, and not as academics. It is incumbent on nurse leaders to acquire needed competencies to fulfill the academic role. The purpose of this quality improvement project was to immerse leaders in an exploration of steps to initiate and sustain change in the teaching and learning process. Self-reported low- and high-level outcomes were analyzed using Kirkpatrick’s Model (1994) to evaluate the effectiveness of the immersion in preparing leaders to build and sustain a quality academic culture. Leadership immersions were implemented to transform leaders into stewards of teaching excellence. Pre- and post-immersion surveys captured data across three levels: satisfaction, knowledge and skill acquisition, and change in behavior. Seventy-three participants were evaluated. Participants for inclusion in the three-month analysis culminated in a 41% response rate. Findings were analyzed using ANOVA and t-tests. Further analysis was performed using Cohen’s d to determine effect size. Three-month follow-up surveys revealed no significant effect change (p<0.05). Results suggest immersion is effective in preparing leaders of academic nursing to build a quality academic culture. Through immersion, leaders established a collective vision of teaching excellence and proficiency in confronting and resolving actual and desired teaching practices, while enriching the life and work of faculty.

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“…A strategic evaluation plan based on Kirkpatrick's Model (1994) was employed to measure outcomes of our faculty development e-Learning interactive course. Kirkpatrick's hierarchy model is widely used in health professions education, including nursing, to determine the effectiveness of faculty development (Leslie, Baker, Egan-Lee, Esdalie, & Reeves, 2013;Opperman, Liebig, Bowling, Johnson, & Harper, 2016;Zeng, Bender, and Nadershahi,2015). In this model, outcomes of professional development programs are evaluated using four levels: learner satisfaction, knowledge and skill acquisition, application of new knowledge and skills, and the achievement of mission-critical goals.…”

Section: Theoretical Framework: Kirkpatrick's 4-level Model For Effecmentioning

confidence: 99%

Storytelling And Reflective Pedagogy: Transforming Nursing Education Through Faculty Development

Phillips

Bassell

Fillmore

2017

AJHS

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Nurse educators require pedagogical approaches beyond traditional methods to facilitate student learning of new competencies to practice in complex health care environments. However, little direction is available about how to effectively transform education. The purpose of this quality improvement project was to develop and implement steps to initiate change in both systems and processes of teaching and learning; to provide an efficient, sustainable method to incorporate transformative pedagogies through innovative faculty development; and, to collect outcomes of an e-Learning course to support teaching, using Kirkpatrick’s 4-level Model. An innovative course using storytelling and reflective pedagogy was developed to guide faculty into a transformative learning experience to challenge assumptions, gather insights, and raise questions about teaching practices. Pre- and post-course surveys captured data across three levels: satisfaction, knowledge and skill acquisition, and change in behavior. Forty-five participants were initially evaluated, while 31 were eligible for evaluation at three months. Follow-up survey results yielded a 42% response rate. Pre- and post-surveys were analyzed using a two-tailed, dependent t-test. Significant gains were recorded across all three areas (p<0.05), with large to medium effect size noted using Cohen’s d. Follow-up surveys revealed a significant change in knowledge (p<0.05), whereas the skill and attitude effect change were not statistically significant (p<0.05). Results suggest storytelling and reflective pedagogy are effective for faculty to confront and resolve actual and desired teaching practices, and that faculty placed value on reflection to facilitate self-awareness, question assumptions, and nurture ideas about personal and professional growth.

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Measuring Return on Investment for Professional Development Activities:

Cited by 25 publications

References 15 publications

A bibliometric analysis of 81 articles that represent excellence in nursing publication

A bibliometric analysis of 81 articles that represent excellence in nursing publication

Transforming Leaders Into Stewards Of Teaching Excellence: Building And Sustaining An Academic Culture Through Leadership Immersion

Storytelling And Reflective Pedagogy: Transforming Nursing Education Through Faculty Development

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