Scholarship for practice
This section aligns the Ferris State University Masters of Nursing outcomes with the National League of Nursing Core Competencies while delineating how my practice has met both outcome and competency. To navigate to these pages, simply hover over the page title in the contents above and click on the outcome you wish to view.
Ferris State University Masters of Nursing Outcome: Scholarship for Practice Translate evidence into the practice of nursing. National League of Nursing Core Competencies for Nurse Educators Competency I: Facilitate learning Competency VII: Engage in scholarship In order to translate evidence into the practice of nursing or nursing education , the nurse educator must explore the ways to meet the NLN Core Competency I, Facilitate Learning and fully embrace NLN Core Competency VII, Engage in Scholarship. Further evaluation of this Core Competency VII focuses upon the nurse faculty role in research and scholarship (NLN, 2012). I am interested in research into how simulation laboratory experiences increase or otherwise affect student comprehension, comfort levels, confidence levels, test scores, and general understanding of the nursing role. I have presented evidenced based practice to the faculty and the in-coming laboratory coordinator to achieve a level of consistency, create consistent pre- and post-testing for use in research into effectiveness of simulated learning experiences, and increase student learning opportunities. Included in my academic efforts to present evidence based education practices in simulation are the presentation on best practices in which I put forward an extensive literature review to the faculty of a community college nursing program as well as the article submission I created on integrating student objectives in simulation. In both projects I integrated the core competencies of engaging in scholarship and facilitating learning by immersing myself in the literature available and creating learning opportunities for nursing educators with the end result of best teaching practices for the nursing student firmly in mind. Further evaluation of this competency one includes the processes of facilitating learning as implementing appropriate learning strategies, use of educational theory, evidence-based practices, use of information technologies, building collegial relationships, and maintaining professional expertise. (NLN, 2012). I believe I met these criteria in the creation of my simulation best practices presentation and in my article submission. Furthermore, I created several teaching presentations for the undergraduate student with these processes foremost. I had the opportunity to teach the didactic portion of communication, prioritization, organization, and teaching at a community college. I had the opportunity to build the entire lecture from the objectives and the text, as opposed to working from someone else’s lecture. I created a 35 slide PowerPoint based upon the objectives and 17 case studies for the students to work on in class. I built the lecture on the student learning objectives and text. I also introduced healthcare literacy, literacy statistics, and pictograms as aids to patient education. Finally, I created a teaching presentation on the allergy response as part of the immunology section of pathophysiology. This teaching presentation is also richly imbued with the translation of evidence into practice as well as the competencies discussed. Reference: Ferris State University School of Nursing. (2015). Ferris State University Graduate Nursing Program Outcomes. Retrieved from: https://fsulearn.ferris.edu/webapps/blackboard/execute/displayLearningUnit?course_id=_18536_1&content_id=_981576_1# National League for Nursing. (2012). The Scope of Practice for Academic Nurse Educators. New York: National League for Nursing.
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