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Nuts & Bolts for Nurse Educators. from Critical Thinking to Clinical Reasoning. Pre-conference August 4th, Post-Conference August 7th

Nuts & Bolts for Nurse Educators

August 4-7, 2016  •   Minneapolis, Minnesota


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Abstract Submission

Consider submitting a poster related to nursing education or an evidence-based clinical study with implications for nursing education. This conference is designed specifically for nurse educators with a special focus on active learning and assessment. The deadline for submitting an abstract is July 15, 2016. Abstracts will be peer reviewed and selected participants will be notified by July 20.

Prepare your poster to stand alone as a table top display.

Presenters are expected to be available for questions and discussion with participants during posted exhibit/poster session hours. Handouts and your contact information are recommended for attendees but not required.

Your presentation should be related to nursing education, although clinical studies that advance the art or science of evidence-based nursing will be considered. Of special interest are abstracts that address innovative teaching strategies, special learning needs of nursing students, creative clinical experiences, student success strategies, clinical simulation, pharmacology teaching ideas, and online learning. Abstracts will be peer-reviewed.

Remember that you must attend the conference and pay registration fees. Also, posters are to be attended during exhibit times. Please download a copy of the brochure to see exhibit times.

Submit your abstract here

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You can also submit your abstract by email. Download guidelines here.


Any seasoned nurse educator will tell you that nursing education is a calling. It requires a foundation of evidence-based teaching strategies, a little creativity, and a commitment to excellence in order to be successful. During the 8th annual Nuts & Bolts conference, you will not only hear strategies from some of the top nurse educators in the country, but you will work alongside them to improve your classroom, clinical, and lab learning environments. This year’s focus on evidence-based teaching will help with every course in the curriculum. Hands-on activities help you master practical strategies for teaching and learning in fundamentals, maternal-child, medical-surgical, health assessment, and much more. Free Wi-Fi will be available.

Conference Objectives:

Upon completion of the conference, the participant will be able to:

  1. Develop evidence-based connections between clinical, simulation, and classroom learning.
  2. Create classroom and clinical learning activities that promote clinical reasoning.
  3. Develop evidence-based learning experiences based on the NCLEX® client needs.
  4. Identify assessment strategies that provide valid, reliable data for program development.
  5. Identify factors that create barriers to student success in the classroom and on NCLEX®.
  6. Analyze evidence-based tools for developing a culture of student success.
  7. Describe proven strategies to support faculty and curricular success.
  8. Identify strategies to balance faculty workload while enhancing quality.

Tool Box With a Purpose

Back by popular demand! This year the Tool Box will have over 100 tools mapped to the NCLEX® Test Plan and the QSEN Competencies. These ready-to-use tools help educators quickly implement evidence-based learning strategies that engage learners. Start the first day of classes with the tools you need to help your students excel.

Target Audience

This conference is designed for clinical instructors, nurse educators, and administrators in PN/VN, ADN/ASN, diploma, BSN, and graduate programs. Because of the active-learning focus, other healthcare educators will benefit as well.

Attire

Business-casual attire is appropriate for the conference. Please note that the temperature in the meeting rooms varies; dress in layers to ensure your comfort.

Call for Posters

Submit by July 15, 2016.

Consider submitting a poster related to nursing education or an evidence-based clinical study with implications for nursing education. Abstracts will be peer-reviewed and selected participants will be notified by July 20. See Call for Posters to submit your abstact and get complete poster presentation guidelines.

Nursing Contact Hours

Up to 23.5 hours of nursing continuing education will be awarded upon completion of CE criteria.

6.0 Pre-Conference A—The New Certified Nurse EducatorCM (CNE®) Exam Preparation
3.0 Pre-Conference B—NCLEX® Success: A Careplan for the Program in Need
3.0 Pre-Conference C—Essentials of E-Learning for Nurse Educators
2.0 Pre-Conference D—5 Strategies for Accreditation Success
11.0 Main Conference—Nuts & Bolts for Nurse Educators (2 days)
1.0 Poster Voting (main conference)
3.5 Post-Conference E—Test Item Writing: The NCLEX® Connection

ANCC Provider Logo

NurseTim, Inc. is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation.

CE completion criteria includes: payment of conference fee, attendance of the entire session, and submission of a completed evaluation tool.

All faculty and planners at nursing continuing education activities are required to disclose to the audience (1) any significant financial relationships with the manufacturer(s) of any commercial products, goods or services and (2) any unlabeled/unapproved uses of drugs or devices discussed in their presentations. Such disclosures will be made in writing in the course presentation materials.

Conference Speakers
 

Hilda Alcindor, BA, RN

Hilda Alcindor, BA, RN, FAAN
Dean of the Faculté des Sciences Infirmières de l'Université Episcopale d'Haïti (FSIL)
Hilda Alcindor was born and educated in Haiti and is fluent in four languages. She graduated as a registered nurse from the École Nationale d’Infirmières (National School of Nursing) in Port-au-Prince, Haiti. She received a BA in Health Services Administration and multiple certifications that include quality assurance, case management, and education, and was conferred an honorary degree of “ Docteur Honoris Causa” in nursing sciences.

As an RN, Ms. Alcindor worked internationally for over 40 years in several positions that include home health, critical care, emergency department, administration, and school health. Committed to the profession of nursing, she is an active member of the American Nurses Association, Black Nurses Association, Association des Infirmières Licenciées d’Haiti, and the Haitian-American Nurses Association.

In October 2004, Ms. Alcindor was appointed founding dean (doyenne) of Faculté des Sciences Infirmières de l'Université Episcopale d'Haïti (School of Nursing of the Episcopal University of Haiti), the first 4-year baccalaureate school of nursing in Haiti. Since its inception, FSIL has had 6 graduating classes (82 BSNs). These graduates are known internationally for excellence in nursing and leadership. In the aftermath of the 2010 earthquake, Ms. Alcindor and her students coordinated thousands of international volunteers to meet the needs of over 16,000 victims. Currently, they provide healthcare to over 5,000 patients a year. They specialize in serving some of the poorest people in Haiti.

Her commitment to leadership has included numerous articles, mentoring, speaking, and oversight of $16 million USD in economic and healthcare growth in Haiti. In October 2013, she was inducted as fellow of the American Academy of Nurses. She is only the second Haitian nurse to receive this honor.

Anne Brett, PhD, RN

Anne Brett, PhD, RN
University of Phoenix
Anne Brett has climbed the career ladder in higher education. Her 30-year teaching career has spanned the educational continuum in nursing from entry level to doctoral programs. She has been a nursing program director, dean of nursing, executive dean of health sciences and public services and most recently Dr. Brett was president/CEO of Cox College in Springfield, MO. She has extensive experience with all levels of accreditation and assessment. Nursing education and leadership are her passions, second only to her family!

Tim Bristol, PhD, RN

Tim Bristol, PhD, RN, CNE, ANEF
Walden University—Minneapolis, Minnesota
Tim Bristol is an internationally known nurse educator and educational consultant. He has taught at all levels of nursing in both public and private institutions. He has also consulted with the healthcare industry through public health, global health, acute care, long-term care, and professional trade organizations. Sharing his expertise through a number of written works on adult learning, instructional design, curricular innovation, and faculty development, he is known for a practical, straightforward approach to academic success. Dr. Bristol is the owner of NurseTim, Inc., a faculty member at Walden University, and serves on the board of directors for Health eVillages and the FSIL Nursing School in Leogane, Haiti.

Jessie M. Colin, PhD, RN, FRE, FAAN

Jessie M. Colin, PhD, RN, FRE, FAAN
Barry University
Jessie Colin is the director of the PhD, nursing executive leadership, and nursing programs at Barry University. She is a fellow with NCSBN Regulatory Excellence (FRE) and a fellow of the American Academy of Nursing (FAAN). She serves as the chair of the education committee of the Florida Board of Nursing and was the first Haitian nurse appointed to the Florida Governor’s Haiti Advisory Committee. Her leadership skills facilitated the founding of the only baccalaureate nursing program in Haiti, where she currently serves as the president of Faculté des Sciences Infirmières de l’Université Episcopale d’Haïti (FSIL).

Michele L. Deck, RN, BSN, M.Ed., LCCE, FACCE

Michele L. Deck, RN, BSN, M.Ed., LCCE, FACCE
G.A.M.E.S./Tool Thyme for Trainers
Michele Deck presents nationally and internationally on innovative teaching methods in the field of healthcare education and training. She is the recipient of many honors and awards for her creativity, innovation, productivity, and exemplary leadership qualities. Honors include the National Nursing Staff Development Organization’s (now ANPD) prestigious Belinda E. Puetz Award, election to Sigma Theta Tau National Nursing Honor Society, Business Woman of the Year by the National Business Council, and Best Over All Trainer by Creative Training Techniques Companies. She is a co-founder and chief executive officer of G.A.M.E.S., a company specializing in seminars on adult learning and interactive training methods, and Tool Thyme for Trainers, a company supplying innovative and creative presentation tools for educators worldwide. Se has authored twelve books on creative and involving ways to train adults. She is a past president of Lamaze International and the author of twelve books.

Sue Field, DNP, RN, CNE

Sue Field, DNP, RN, CNE
Northland College
Sue Field has been a registered nurse for 36 years, she has a doctorate in nursing practice, and is a certified nurse educator. Dr. Field has 15 years of experience in nursing education, including 7 years as a director of an associate degree nursing program which obtained initial NLNAC accreditation under her direction in 2010.

Dr. Field is currently working as a consultant for a statewide college system in Minnesota to assist PN and AD nursing programs in the attainment of national accreditation.

Dr. Field has developed multiple tools which she has used to assist other nursing programs during the accreditation process. One of the tools is a Systematic Evaluation Plan Template which she will explain in her presentation.

Other noteworthy accomplishments include:

  • The development of a successful nursing program on the White Earth Indian Reservation from 2005 to 2009
    • Writing and being awarded multiple grants for this project and working in collaboration with the White Earth Tribal College and the White Earth Nation.
  • Comparison study of two clinics and their nurses’ cultural competence following an educational program.
    • Her manuscript related to her study is published in the Clinical Scholars Journal, October 2012.
  • Creation of templates to implement the 2010 NLN Outcomes and Competencies Framework for Nursing Education. Dr. Field worked with her faculty and two national consultants from 2010 to 2012 in the development of the templates and has made multiple presentations nationally.
    • This work has been accepted for publication in the NLN Perspectives magazine. Publication date not yet determined.

Johnny Grainger, MA, PhD(c)

Johnny Grainger, MA, PhD(c)
Crown College
Johnny Grainger is program director of the communications department at Crown College in Minneapolis, Minnesota. He has served as a consultant and educator to K12, higher education, and corporate professionals for over 18 years. Specializing in organizational communication, Johnny’s ability to guide collaboration and communication serves as an invaluable tool to any faculty member.

J. Raney Linck, MS, RN

J. Raney Linck, MS, RN
University of Minnesota
Raney Linck, MSN, RN is a nursing faculty member at the University of Minnesota School of Nursing as part of the VA Nursing Academic Partnership with the Minneapolis VA Health Care System. Raney incorporates technology and digital tools throughout his courses and teaches students to integrate these tools into their practice. He was named the 2013 Minnesota Nurse of the Year in Education and Research by the Minnesota March of Dimes. He also publishes the blog “Digital Trends in Nursing” in association with Reflections on Nursing Leadership (RNL) magazine, published by the Honor Society of Nursing, Sigma Theta Tau International.

Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF

Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF
Gateway Community College
Karin J. Sherrill is a nurse educator with over twenty years of teaching experience at Maricopa Community Colleges in Arizona. During her teaching tenure, she has been involved with multiple projects including online education, informatics development, active teaching strategies, new grad transition to practice, and the integration of classroom, lab, and simulation technologies. She teaches third-semester nursing students in the classroom and simulation lab along with facilitating student success courses throughout the curriculum. Karin currently serves on the Maricopa Nursing Testing Committee, the T.I.G.E.R. Informatics Education Committee, and is the president of the Arizona League for Nursing. Karin has consulted for the National League for Nurses Testing Services, National Council State Board of Nursing, and several publishing companies. She is a member of the Arizona and National League for Nursing, the Arizona and American Nurses Association, the National Organization for Associate Degree Nursing, the International Nursing Association for Clinical Simulation & Learning, the Society for Simulation in Healthcare, and was founding president for the Arizona Simulation Network.

Virginia Wangerin, PhD, RN, CNE

Virginia Wangerin, PhD, RN, CNE
Upper Iowa University
Virginia "Ginny" Wangerin is an educator, consultant, and speaker with over 30 years’ experience in nursing. She has been a bedside nurse, educator, administrator, and community volunteer. She led the Des Moines Area Community College nursing program through significant growth and success until 'retirement' in 2007. She is currently teaching in a RN-BSN program and has also taught at the graduate level. As an educational consultant, she has led programs through curricular revision (QSEN), correcting deficiencies (interim visits and reports), and assessment planning. As president of the Iowa Nurses Association from 2007 to 2011, she spent time advocating for nursing education and healthcare issues at state and national levels. Ginny has spoken at the National Press Club and been a part of many key initiatives including the Governor’s Nursing Task Force and Iowa Council of Nurses. Currently she teaches with Upper Iowa University and Nursing Education Consultants.

Mary Judith Yoho, PhD, RN, CNE

Mary Judith Yoho, PhD, RN, CNE
Chamberlain College of Nursing
Dr. Mary Judith Yoho is the president at Chamberlain College of Nursing in Houston Texas. In over thirty-five years in nursing, Dr. Yoho has held roles in nursing practice, instruction, research, management and education policy. Prior to joining Chamberlain College of Nursing, she was the national director of faculty development for Education Affiliates and for Elsevier Review and Testing. Throughout her career, she has coordinated and participated in multiple grant projects and has authored and co-authored ten publications on topics including student testing and faculty recruitment and retention. Dr. Yoho has presented nationally and internationally on the topics of test development and exam analysis. She is a National League of Nursing (NLN) Certified Nurse Educator (CNE).

Barbara Yoost, MSN, RN, CNS, CNE, ANEF

Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF
Notre Dame College
Barbara L. Yoost is an assistant professor of nursing in the BSN program at Notre Dame College. She graduated with her BSN and MSN from Kent State University and was honored as a distinguished alumna at the College of Nursing. She is a fellow in the Academy of Nursing Education and currently serves as vice-chair of the NLN Membership Committee. A certified nurse educator since 2006, Barbara was an early proponent of handheld technology and developed the conceptual care map as a tool for enhancing a student’s ability to understand the multi-faceted nature of patient care. While practicing as a critical care nurse, she began teaching part-time and has had the opportunity to teach full time in associate, diploma, and baccalaureate degree programs. She has designed and implemented many active teaching/learning strategies throughout her career and has taught and presented nationally at numerous conferences and internationally in Turkey and the United Arab Emirates. Barbara’s passion for experiential learning has resulted in her developing and leading immersion study-abroad experiences for nursing and public health students in Switzerland and Guatemala. She has published articles on mobile technology in nursing education, served as a subject-matter expert for the development of online simulation products, and is the coauthor of Fundamentals of Nursing: Active Learning for Collaborative Practice.

Lodging
 

Hilton Minneapolis Airport/Mall of America
3800 American Blvd East • Bloomington, MN 55425
(free shuttle from MSP airport to hotel and mall)

The Hilton is conveniently located minutes from the Mall of America and next to the scenic Minnesota Valley National Wildlife Refuge.

Rates:
$126 (single or double) + 14.28% tax

For reservations:
Call 952.854.2100 or toll-free 800.445.8667
Online: Hilton Minneapolis Airport

A block of rooms has been reserved under Nuts & Bolts for Nurse Educators until July 6, 2016. To ensure group room pricing, register early before the room block is full. Complimentary breakfast is provided each morning and internet access is available in all guest rooms.

Participants are responsible for their own hotel reservations and should make payments for lodging and other hotel services directly to the Hilton Minneapolis Airport/Mall of America.


Attractions
 


 

Mall of America

60 East Broadway
Bloomington, MN 55425
Mon-Sat: 10 am–9:30 pm Sun: 11 am–7 pm


Free shuttle from the Hilton!

Mall of America has been described as a city within a city. Along with an extensive range of shops, restaurants, and entertainment, there are many unique features to Mall of America likely to be found in any community. Mall of America is one of the top tourist destinations in the country, so grab a free shuttle and explore over 500 stores and miles of walkway! Find more at mallofamerica.com.


 

Minnesota Valley
National Wildlife Refuge

Located adjacent to the
Hilton Minneapolis Airport Hotel
Open daily—sunrise to sunset


Over 8 miles of scenic trails!

The Minnesota Valley National Wildlife Refuge is one of only a handful of urban wildlife refuges in the nation, a place where eclectic wildlife lives next door to three million people. Today, the refuge comprises over 14,000 authorized acres, stretching for 34 miles—many of which have trails and interpretive signs. Take a morning or evening hike and explore the beautiful sights located just steps from the conference! Find out more at www.fws.gov/refuge/minnesota_valley/.

Haiti
 

Hiking for
Haiti Nursing Students


NurseTim's team is committed to giving back. For over 9 years, Dr. Bristol has worked in Haiti with Haitian nursing faculty and students. This year you can help! Every Nuts & Bolts participant gets a pedometer. NurseTim will give one dollar for every 1000 steps to the Haiti Nursing Foundation. Whether you are hiking the Mall of America or the National Wildlife Refuge, your steps will help nursing students in Haiti.

Agenda
 

The complete agenda can be downloaded and printed out from the brochure. For descriptions of each session please click on the Sessions button on the right.

Sessions


Sessions Menu

Pre-Conferences (Aug. 4)

Certified Nurse EducatorCM (CNE®) Exam Preparation
Mary Judith Yoho, PhD, RN, CNE
8:00-4:45 (full-day session)

This workshop reviews the major topic areas included in the detailed test blueprint of the CNE® Exam. Attendees will become familiar with the organization of the exam and all the major topic areas. Emphasis will be placed on preparing for the exam, with strategies for understanding the competencies. Practice questions and group activities will be used throughout.

Learning Outcomes:

  • Understand research evidence that supports active learning techniques for more meaningful teaching.
  • Experience and reflect upon a "lesson" that both deepens their understanding of active learning and invites them to critique and expand upon the concept for their own teaching.
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NCLEX® Success: A Careplan for the Program in Need
Tim J. Bristol, PhD, RN, CNE, ANEF
8:00-11:15

Is your program looking at improving outcomes related to the first-time NCLEX® pass rate? Are you wondering how best to make the NCLEX® a part of every level of the curriculum? The NCLEX® is just as relevant to the undergraduate curriculum as it is to the nursing student. For this reason, faculty can capitalize on the evidence-based clinical focus in the test plan. Whether it is LPN or RN, the National Council of State Boards of Nursing offers an outline of clinical practice that can effectively help faculty improve just about every learning activity and assessment in their lesson plan. This practical and engaging pre-conference will give you tools you can implement today to promote retention and ultimately student success.

Learning Outcomes:

  • Understand research evidence that supports active learning techniques for more meaningful teaching.
  • Experience and reflect upon a "lesson" that both deepens their understanding of active learning and invites them to critique and expand upon the concept for their own teaching.
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Essentials of E-Learning for Nurse Educators
Tim J. Bristol, PhD, RN, CNE, ANEF
1:30-4:45

This one-of-a-kind workshop will walk you through a number of tools you can implement effectively at all levels of nursing education. From the lecture in class to the clinical in the high-tech healthcare environment, we will explore readily available resources and strategies. With an emphasis on high quality, high touch, and high satisfaction, you will see how to ensure technology does not take over the class. Evidence-based practice in nursing education will guide the workshop. Faculty workload and sanity will be integrated themes. Come with a laptop, tablet, or just plenty of paper to take notes. This session is designed for all abilities, backgrounds, and budgets.

Learning Outcomes:

  • Understand research evidence that supports active learning techniques for more meaningful teaching.
  • Experience and reflect upon a "lesson" that both deepens their understanding of active learning and invites them to critique and expand upon the concept for their own teaching.
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5 Strategies for Accreditation Success—Expert Panel, Dinner, Collaboration
6:00-8:30

Do you have questions and concerns about an upcoming external review? This event will help your team focus on the overall assessment, approval, and accreditation process. Whether preparing for initial accreditation/reaccreditation, approval/re-approval, a focused visit, or data collection for an upcoming self-study, you won’t want to miss this important panel discussion. Emphasis will be on your connections with others (faculty, stakeholders, students, et al.) and management of large amounts of data.

  • Professional (ACEN/CCNE)—State Board of Nursing
  • Regional Accreditations (HLC-NCA, SACS, etc.)
  • Self-study; interim reports; systematic evaluation; substantive changes

Includes: dinner, decadent dessert, two hours participation, +2 contact hours

Learning Outcomes:

  • Understand research evidence that supports active learning techniques for more meaningful teaching.
  • Experience and reflect upon a "lesson" that both deepens their understanding of active learning and invites them to critique and expand upon the concept for their own teaching.
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Day 1 (Aug. 5)

Evidence-Based Active Learning for Faculty and Students
Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF
8:15-9:45

Integrating active-learning strategies into the classroom requires students to be better prepared for class and facilitates greater concept integration among classroom, lab, and clinical experiences. Evidence supporting the use of active learning in the classroom will be explored. Participants will engage in a variety of interactive learning strategies that require students to apply, analyze, and create. Advantages and challenges to developing and implementing active-learning modalities will be discussed. Be ready to have fun while experiencing creative ways of transforming students into safer practitioners!

Learning Outcomes:

  • Discuss evidence that supports integrating active-learning strategies into the classroom.
  • Engage in active-learning strategies that facilitate higher-level thinking about critical concepts essential to patient safety.
  • Explore ideas for application of active-learning modalities in various educational milieus.
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The Evidence Base of Student-Centered Learning: With Exemplars
Tim J. Bristol, PhD, RN, CNE, ANEF
10:15-11:45

Considering the new NCLEX® that has just been released, we will analyze the impact on our curriculum, faculty, and students. What is the basis for the NCLEX® Test Plan and how does that help make effective decisions in class, lab, simulation, and clinical? Using a hands-on approach, participants will take part in activities that can be used right away with students at all levels to promote success. From curricular design to the faculty standing in front of class, strategies for success are available for all!

Learning Outcomes:

  • Discuss the connection of the new NCLEX® Test Plan to current curriculum and instructional design.
  • Utilize the new NCLEX® Test Plan to enhance learning and retention at all levels of the nursing curriculum.
  • Compare and contrast the current learning environment to the practice setting.
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Breakout Session 1
1:00-2:15

Alternate-Format and Innovative Test Items:
Critical Thinking Matters

Mary Judith Yoho, PhD, RN, CNE

1A

This session will assist faculty in developing the knowledge and skills needed to create exams that assess critical thinking and clinical reasoning. Alternate-format questions and innovative item types help prepare students for NCLEX® success and provide valid assessment feedback to the nursing program. Alternate-format questions include select all that apply, rank order, fill in, hot spot, and use of chart exhibit or other evidence. Guidelines for developing test items, stems, choices, and rationales will be explored.

Learning Outcomes:


Disabilities and Accommodations:
How to Help Students with Special Needs

Anne Brett, PhD, RN

1B

The purpose of this session is to discuss the concepts of reasonable accommodations to meet the educational needs of students. The discussion will focus on policy development and implementation regarding the identification of essential functions required for success and requests for reasonable accommodations. The public expects academia to provide students access to education and academia needs to provide an opportunity for students with disabilities to meet academic competencies without compromising the essence of the program.

Learning Outcomes:


Research Utilization as a Curricular Thread
Jessie M. Colin, PhD, RN, FRE, FAAN

1C

In an effort to enhance current curriculum, participants will: (1) explore and compare different approaches in conducting research and evidence-based practice in nursing and healthcare; (2) describe approaches to integrating research and evidence-based practice into clinical and operational processes; and (3) participate in the research process by using the PICO model to design a research project.

Learning Outcomes:


Using Data for Program Success:
From the Classroom to Accreditation

Sue Field, DNP, RN, CNE

1D

This session will provide participants with strategies to efficiently and effectively collect data required for accreditation (ACEN, CCNE, CNEA). Emphasis will be placed on identifying essential data (student, alumni, employer satisfaction surveys, program completion rates, NCLEX® results, and placement rates), as well as collecting, managing, and reporting on the data. Examples of surveys, methods to collect and track the data, and means of reporting the data to make improvements to your program will be reviewed. All are encouraged to bring samples to share and discuss.

Learning Outcomes:

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Breakout Session 2
2:45-4:00

Deans, Directors, Daredevils:
Top 5 Strategies for Success

Virginia Wangerin, PhD, RN, CNE

2A

Leadership success is often a challenge that requires superhuman feats, perceiving hurdles that seem insurmountable and barriers that feel impossible. This session will focus on five simple yet effective strategies used by academic leaders nationwide to help develop, manage, and celebrate teams that work. From student success to mentoring to incivility, we will identify best practices that can help your inner daredevil master leadership.

Learning Outcomes:


Concept Mapping:
Active Learning for Transformative Nursing Education

Barbara L. Yoost, MSN, RN, CNS, CNE, ANEF

2B

This session explores the evolution of concept mapping as an active-teaching strategy that can be integrated into class, lab, simulation, and clinical experiences. The advantages of concept mapping for addressing the needs of multimodal learners are discussed. Hands-on examples of how concept maps enhance the ability of students to critically think and develop sound clinical judgment are provided. This session provides faculty with tools that facilitate straightforward evaluation of a student’s ability to synthesize critical concepts and understand comprehensive patient-centered, research-based care. Concept mapping and conceptual care-mapping technologies that enhance the professional transformation of nursing students are highlighted.

Learning Outcomes:


Grading Lab and Clinical:
A Hands-On Experience for Faculty

Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF

2C

The conversation focused on the equitable evaluation of nursing student lab clinical performance is not new, but is increasingly significant for the changes occurring in nursing education. This session will present a basis for nursing faculty to develop a process for evaluation based on professional standards and student formation. The literature supports the need to be intentional about this process and base the process, tools, and feedback to students on course outcomes. Application of the grading process will be explored.

Learning Outcomes:


Preventing Incivility:
Proactive Solutions for the Classroom and Beyond

Johnny Grainger, MA, PhD(c)

2D

Incivility is often the result of unfulfilled expectations. How do we assess the impact of incivility in the context of our environment? Join us as we identify weaknesses and establish parameters to clarify and strengthen expectations. Together, we will create a more positive classroom experience and work environment by lessening the impact of incivility.

Learning Outcomes:

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Day 2 (Aug. 6)

Breakout Session 3
8:30 - 9:45

Spellbinders:
Stories That Create Magic, Inspire, Teach, and Motivate

Michele L. Deck, RN, BSN, M.Ed., LCCE, FACCE

3A

Stories have been used for thousands of years as a teaching tool. In this session, discover ways to improve your own storytelling skills, so that when teaching, your stories can provide meaningful learning points. This session focuses on increasing the impact of your message by sharing some storytelling success secrets that you can apply immediately.

Learning Outcomes:


Concept-Based Curriculum:
Taking the First Steps

Virginia Wangerin, PhD, RN, CNE

3B

Making a curricular change toward a concept-based curriculum involves many steps. In this session, consider strategies for negotiating a successful curriculum change project including visioning, defining the scope of the project, and building capacity for concept-based teaching and learning. Explore several approaches to curricular change, including melding concepts into an existing curriculum versus building a new curriculum, and some of the first steps to get started.

Learning Outcomes:


Service Learning at Home and Abroad
Jessie M. Colin, PhD, RN, FRE, FAAN
Hilda Alcindor, RN, FAAN

3C

Knowledge, skills, and attitudes for professional nursing require a sense of ownership in the world in which we live. From the social ills of the inner city to the plight of the impoverished on a global scale, nursing students and faculty need experiences that help them develop a sense of civic responsibility. This panel will discuss learning strategies with lifelong implications.

Learning Outcomes:


Simulation and NCLEX®:
An Evidence Base for Practice

Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF

3D

Program data collection is an expectation of our accreditation agencies. The bigger question is, what do we do with that data and can it really improve student outcomes? Simulation is a great active-learning strategy and can be highly effective in impacting student outcomes. Watch your outcome data improve with the use of simulation.

Learning Outcomes:

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Breakout Session 4
10:15-11:30

From Mind Mapping to Care Mapping:
How to Create Valuable Tools

Michele L. Deck, RN, BSN, M.Ed., LCCE, FACCE

4A

This session teaches the mapping process and offers hands-on practice to those who attend. Learn the seven rules for mapping and how to create maps within minutes that can serve as outlines, care maps, care plans, and teaching guides.

Learning Outcomes:


iPads, Tablets, and Handhelds:
A Hands-On Exploration of the Evidence Base!

J. Raney Linck, MS, RN

4B

Keeping clinical reasoning as the central theme, we will explore the use of mobile devices in education. This hands-on session will give participants an opportunity to experience strategies that have proven effective in all levels of education and practice. From active learning to assessment and professional practice, the power and pitfalls of these devices will be addressed.

*Bringing a device is welcomed, but not required.

Learning Outcomes:


ESL and Diversity:
Helping Students Succeed

Jessie M. Colin, PhD, RN, FRE, FAAN
Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF

4C

The growing diversity of our student population provides a variety of perspectives, as well as subsequent challenges for our lesson plans. This session will look at the evidence for best practices for meeting the needs of our diverse population to maximize student success. Through the use of focused strategies, participants will gain the skills needed to help the English-language learner succeed.

Learning Outcomes:


Cures for Common Contention:
Conflict Management Strategies

Johnny Grainger, MA, PhD(c)

4D

“An ounce of prevention is worth a pound of cure.” Join us as we take preventative steps to avoid unhealthy conflict in the classroom. We will chart a course to identify and assess root causes while laying the foundation for a healthy approach to conflict management. With a few preventative steps, we pave the way for productive classroom management.

Learning Outcomes:

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Bringing The Classroom To Life
Michele L. Deck, RN, BSN, M.Ed., LCCE, FACCE
12:30-2:00

Are you seeking new and creative ideas to breathe life into some tired class topics? Do your participants sometimes need resuscitation after a particularly long class? Is that content "sick" enough to need some "intensive care"? If so, experience some first-aid ideas to rejuvenate even the most ailing lectures.

Learning Outcomes:

  • Compare effective ways to set the stage for engagement.
  • Analyze student engagement and its importance to learning.
  • Apply engaging activities to your teaching plans.
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Creating a Culture of Success: Evidence-Based Practice for Nurse Educators
Tim J. Bristol, PhD, RN, CNE, ANEF
2:30-4:00

Student retention and success is best addressed through a proactive approach that is accessible to all faculty. Applying the evidence base, learning environments can be easily structured in a way that helps students best manage the content and concepts. Integrating formative and peer-assessment strategies not only helps faculty identify at-risk students, but it also helps all students continuously focus on their own personal needs. When this culture is developed, the students can then answer the question: “How do you know what you don’t know?”

Learning Outcomes:

  • Describe the evidence base of student retention and success.
  • Identify learning strategies that also serve as formative assessment tools.
  • Develop a curricular thread that will help all faculty engage in student retention and success.
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Post-Conference (Aug. 7)

Test Item Writing—The NCLEX® Connection
Tim J. Bristol, PhD, RN, CNE, ANEF
8:00-12:00

This workshop will focus on the successful development, maintenance, and revision of test items and exams. We will explore strategies to create and revise questions for the purpose of identifying students’ ability to implement safe and effective clinical judgment while providing care. Participants will practice using NCLEX®-related client needs, the nursing process, and quality and safety concepts to enhance the validity of test items. There will be an introductory exploration of item analysis and test blueprints as well. Bring test items to use as practice.

Learning Outcomes:

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More Conference Information
 

Registration Deadline

Register early!
July 21, 2016 is the registration deadline. Since conference registration and hotel rooms are limited, please register early. Call and reserve your room soon, as the hotel room block sells out every year.

Discounts Available

Group Discount
Three or more faculty registrations will qualify your group for a discount. Further discounts are available for large groups of six or more. Registrations must be mailed or registered online together with fees paid prior to conference registration deadline.

Subscriber Discount
NurseTim webinar subscribers receive a special discount! Email or call for more information: workshops@nursetim.com or 866.861.2896 opt. 2.

Early Bird Discount
Register before June 15th to receive your automatic discount.

Cancellation Policy

An administrative fee of $100 will be charged for changes to registrations (cancellations and refunds) prior to July 21. No refunds issued after July 21.

Photography/Videography

We reserve the right to photograph/record attendees for promotional use.

Vendors and Sponsorship

This conference has received support from a variety of vendors. We encourage you to visit these vendors during your breaks.

The Friday luncheon is sponsored by Elsevier, Inc. This sponsorship will not influence the design and scientific objectivity of any conference educational activity.

You can find more information about becoming a vendor on our exhibitor page.

REGISTER HERE

 


Contact NurseTim, Inc.


Toll Free: 866.861.2896
Fax: 866.861.2896
workshops@nursetim.com


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