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New Faculty Institute

New Faculty Institute

Survival Skills for New Faculty

Oct. 26-28, 2018  •   Orlando, Florida


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Exam-writing, flipped classrooms, success plans, and more!


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The transition from expert clinician to novice educator is a difficult one. Being a great nurse does not prepare you to teach someone to become a great nurse. This conference focuses on several of the most common topics of interest among new nurse educators ranging from issues of the learner, curriculum, course, testing, and more. Come prepared to learn in an active, hands-on environment that will quickly enhance your knowledge and skills, catapulting your career to the next level.

 

As a new nurse educator, you all gave me invaluable teaching tools that I feel I can take back and share with my faculty…Thank you for your time. Thank you for your excellence. Thank you for your attention to detail. Thank you for reminding us why we do what we do. [It’s] about giving students the tools they need to go out and succeed in the field of nursing. I feel like you all equipped me to do just that. Well done.

Kelly S.

 

Target Audience

This conference is designed for novice and evolving clinical instructors, faculty, preceptors, graduate students, and administrators in PN/VN, ADN, diploma, and pre-licensure programs. Because of the active-learning focus, all healthcare educators can benefit from this conference. Due to the hands-on nature of this conference, participants should come ready to be engaged.

Overall Conference Objectives

Participants will:

  • Engage with colleagues in exploring the role of the novice nurse educator.
  • Apply best practices in nursing education.
  • Integrate the NCLEX® client needs categories into classroom and clinical teaching settings.
  • Demonstrate use of item creation, blueprinting, and analysis.
  • Create an individualized plan for success in developing the faculty role.

 

Nursing Contact Hours

Up to 18 hours of nursing continuing education will be awarded upon completion of CE criteria (6 hours for one day only).

3.0 Pre-Conference—Test-Item Writing Intensive: NCLEX® on Your Exams (Hands-On)
3.0 Pre-Conference—Flipping the Classroom Without Flipping Out (Hands-On)
12.0 Main Conference—New Faculty Institute (2 days)

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.

 

As a brand new instructor without any training, I am SO excited to [incorporate] what I learned in the classroom. I feel like there is hope for me after all as a nurse educator. Thanks [to] Tim and the entire crew for making this a life-changing experience for me!

Sheri R.

 

Venue Information

This conference is located at Renaissance Orlando Airport Hotel. All conference activities will be located at the hotel. For more information visit the lodging page.

Registration Deadline

Register early!
October 4, 2018 is the registration deadline. You will want to register early, since this conference tends to sell out! Register by September 4, 2018 to receive a discount.

Discounts Available

Group Discount
Three or more faculty registrations will qualify your group for a discount. Registrations must be mailed or completed online together with fees paid prior to the conference registration deadline (October 4, 2018). Group discounts will be applied automatically.

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

Loyalty Discount
If you have attended another NurseTim conference in the last 12 months, either online or on site, we would like to offer you $100 off this conference. Email or call for more information–workshops@nursetim.com or 866.861.2896 opt. 2.
Note: Cannot be used with subscriber discount. Only one discount allowed.

Early-Bird Discount
Register before September 4, 2018 to receive your automatic discount.

Cancellation Policy

An administrative fee of $100 will be charged for registration changes (cancellations/refunds) prior to October 4, 2018. No refunds will be issued after October 4, 2018.

Featured Speakers
 

Tim J. Bristol, PhD, RN, CNE, ANEF

Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN

Tim is an internationally-known student success specialist, nurse educator, and educational consultant. Through a careful process of focusing on retention at all levels, he has helped programs around the country experience exceptional outcomes. Teaching at all levels of nursing in both public and private institutions, his ability to speak to curricular challenges has helped thousands of educators and students. 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 NCLEX® success, 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. His life motto is: “Today we will learn how to learn.”


Judith W. Herrman, PhD, RN, ANEF

Judith W. Herrman, PhD, RN, ANEF

Judy is a nurse educator with a passion for adolescents, nursing education, and creative teaching strategies. She has experience in pediatric staff nursing, nursing management, and nursing education. Judy is actively involved in research related to adolescent decision-making and sexuality, interpersonal violence prevention, teaching strategies focusing on age-related learning, several youth advocacy initiatives, and is on the board of the Healthy Teen Network. Her publications in numerous and diverse journals and her books, Creative Teaching Strategies for the Nurse Educator and Fast Facts on Adolescent Health for Nursing and Healthcare Providers, provide valuable data, information, strategies, and results to varied audiences.


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

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

Karin is a nurse educator with a passion for faculty development, active teaching strategies, simulation learning, and test-item writing. She has taught at Maricopa Community Colleges and Upper Iowa University, specializing in the integration of the flipped classroom. Karin has been involved with many projects, including the first online associate degree registered nurse program, the National League for Nursing’s HITS program, and the National Council State Board of Nursing’s Transition to Practice study. Additionally, Karin works with the National League for Nursing’s testing services and has consulted with Elsevier, Skyscape, and NurseTim, Inc. She is the founding president of the Arizona Simulation Network and current president of the Arizona League for Nursing. Karin is active in several national and international nursing education and simulation organizations. In 2011, she was inducted into the NLN Academy for Nurse Educators.

Karin was an excellent speaker—engaged faculty and gave ample opportunities for participation. Her active learning strategies discussion was very helpful for the faculty and contained several “take‐home” ideas that faculty continue to use in the classroom.

Beverly R.
Cambellsville University

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.

PRE-CONFERENCE:

  • 8:30–11:45
  • Test-Item Writing Intensive: NCLEX® on Your Exams (Hands-On)
  • 1:30–4:45
  • Flipping the Classroom Without Flipping Out (Hands-On)
 

DAY 1: October 27, 2018

  • 7:30–8:15
  • Registration
  • 8:15–8:30
  • Welcome and Introductions
  • 8:30–9:45
  • Transition to the Educator Role, Part 1: Focus on the Learner
  • 9:45–10:15
  • Break
  • 10:15-12:00
  • Transition to the Educator Role, Part 2: Focus on the Course & Curriculum
  • 12:00–1:00
  • Lunch
  • 1:00–2:30
  • NCLEX® Practice Analysis and Blueprint—What Is It All About?
  • 2:30–3:00
  • Break
  • 3:00–4:30
  • Breakout Session 1
 

DAY 2: October 28, 2018

  • 7:45–8:15
  • Registration
  • 8:15–9:45
  • Breakout Session 2
  • 9:45–10:15
  • Break
  • 10:15–11:45
  • Breakout Session 3
  • 11:45–12:45
  • Lunch Break
  • 12:45-2:15
  • Communication and the Nurse Educator: Principles, Skills, and Practice
  • 2:15-2:45
  • Break
  • 2:45–3:30
  • Transition to the Educator Role, Part 3: Focus on the Educator
  • 3:30-4:00
  • Your Professional Success Plan
  • 4:00–4:15
  • Wrap-Up/Evaluations

Lodging

Renaissance Orlando Airport Hotel

5445 Forbes Place
Orlando, FL 32812

A limited number of rooms have been designated in a special hotel room block for conference participants. To ensure group room pricing, register early before the room block expires on September 18, 2018. Complimentary breakfast is provided at the hotel on Saturday and Sunday for conference participants. Breakfast vouchers will be provided upon check-in at the Renaissance Hotel.

Rate (Group Rate):
King Suite: $142/night or Double Suite: $159/night + 12.5% tax. Parking will be at a rate of $7/day, per car.

Renaissance Hotel Renaissance lobby Renaissance room

Reservations:
View Online:

Or call 1·800·619·6720
Tell them you are with the NurseTim, Inc. conference when you call.
Codes for this group rate:
  • “NTS” – Single occupancy, 1 breakfast
  • “NTD” - Double occupancy, 2 breakfasts

Includes:

  • All-suite hotel less than two miles from the Orlando International Airport
  • Refrigerator, microwave, and coffeemaker in all rooms
  • Complimentary breakfast buffet with each paid reservation
  • Outdoor, heated, resort-style pool and whirlpool, with complimentary cabanas

CALL FOR POSTERS!

Submit by October 9, 2018

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.

Prepare your poster to stand-alone as a tabletop display.

Each item should be clearly marked with the following: name of organization, on-site contact, meeting planner, date of function, name of hotel event contact, number of boxes in shipment.

Remember, if your abstract is accepted you must attend the conference and pay registration fees. Also, posters are to be attended during exhibit times.

Submit your abstract here

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


Sessions


Sessions Menu

Pre-Conferences (Oct. 26)

Test-Item Writing Intensive: NCLEX® on Your Exams (Hands-On)
8:30-11:45

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.

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Flipping the Classroom Without Flipping Out (Hands-On)
1:30-4:45

Keeping the learner engaged is not just a nice idea, it is essential for professional growth. As students consider how best to manage a learning experience, they often begin with “how important will this be?” Flipping the classroom starts with helping the students see value in everything from reading ahead of time to being fully engaged in class. This workshop will allow participants to experience conceptual learning through the flipped classroom (from both the student and faculty perspective). Emphasis will be placed on easy-to-manage strategies that can be used across the curriculum in both class and clinical. This is a hands-on workshop.

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Day 1 (Oct. 27)

Transition to the Educator Role, Part 1: Focus on the Learner
8:30-9:45

This session will set the stage for the New Faculty Institute by focusing on the learner and sharing new research about learning and effective teaching. Participants will receive a Creative Teaching Strategies Score Card and learn about the how these will be used throughout the conference. This session also highlights several of the components integral to classroom management, including civility among students AND faculty, teaching across cultures and generations, and making positive connections with students while observing boundaries in the teacher/learner relationship.

Learning Outcomes:

  • Describe current research about the brain and learning as it applies to nursing education.
  • Discuss the importance of innovative, creative teaching strategies in the teaching-learning process.
  • Identify key issues to consider when creating a positive learning environment and managing the nursing classroom.
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Transition to the Educator Role, Part 2: Focus on the Course and Curriculum
10:15-12:00

The New Faculty Institute continues by shifting the focus to essential issues associated with course management and where teaching and learning fit within the nursing curriculum. Discussion around the “big picture” of student assessment and foundational elements, such as the syllabus as your contract with students, and other legal and ethical issues will be addressed. The nurse faculty member’s role in accreditation will be discussed.

Learning Outcomes:

  • Describe how the design of a nursing curriculum guides the teaching-learning process.
  • Discuss various components of student assessment.
  • Analyze selected legal and ethical components associated with nursing education.
  • Describe the nursing faculty member’s role in the accreditation process.
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NCLEX® Practice Analysis and Blueprint—What Is It All About?
1:00-2:30

Understanding and using the NCLEX® Test Plan as a guide helps faculty infuse clinical reasoning into every lecture, lab, and clinical. This session will give faculty an easy-to-use approach to accessing and integrating the client needs. Emphasis will be placed on helping faculty understand the foundation for the NCLEX® Test Plan and making it real to learners at all levels and in all classes across the curriculum.

Learning Outcomes:

  • Describe the process of NCLEX® Test Blueprint development.
  • Classify concepts into the NCLEX® patient care categories.
  • Reflect on ways to integrate the NCLEX® into the curriculum.
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Breakout Session 1
3:00–4:30

Replicating Reality in Testing: High-Level Items and Alternative Format

1A

This session assists faculty in recognizing high-level test items that evaluate critical thinking and clinical reasoning. Alternate format questions and innovative exam items 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:

  • Recognize high-level items.
  • Analyze high- and low-level alternative style items.
  • Develop both high-level and alternative format test items.

Ensuring Reliability and Validity of Exams: Blueprinting and Analysis

1B

Writing test items based on the number of hours of lectures is not the logical approach to developing a test. Using a test blueprint based on concepts taught will enable you to create a balanced test which is fair to learners. Making decisions about test items after giving an exam can get emotional. One could follow the numbers, listen to the learners, or both in order to make the best decisions. We'll discuss the content validity and item analysis so that you can develop practices that work, as well as possible policies for your department.

Learning Outcomes:

  • Explore the process of test blueprinting.
  • Critique item statistics for discrimination and difficulty.

Grading Clinical: Feedback that Matters

1C

Clinical performance is important to the development of the nursing student. As they navigate school, feedback in clinical can develop pivotal moments for learning and growth. When clinical feedback is effective, the learner is able to clearly gauge their areas of strengths and focus on their weaknesses. This is why the faculty needs to offer feedback that matters.

Learning Outcomes:

  • Describe effective clinical feedback.
  • Critique feedback offered to students.
  • Develop a plan for consistently providing quality feedback to nursing students.
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Day 2 (Oct. 28)

Breakout Session 2
8:15 - 9:45

Replicating Reality in Testing: High-Level Items and Alternative Format

2A

This session assists faculty in recognizing high-level test items that evaluate critical thinking and clinical reasoning. Alternate format questions and innovative exam items 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:

  • Recognize high-level items.
  • Analyze high- and low-level alternative style items.
  • Develop both high-level and alternative format test items.

Ensuring Reliability and Validity of Exams: Blueprinting and Analysis

2B

Writing test items based on the number of hours of lectures is not the logical approach to developing a test. Using a test blueprint based on concepts taught will enable you to create a balanced test which is fair to learners. Making decisions about test items after giving an exam can get emotional. One could follow the numbers, listen to the learners, or both in order to make the best decisions. We'll discuss the content validity and item analysis so that you can develop practices that work, as well as possible policies for your department.

Learning Outcomes:

  • Explore the process of test blueprinting.
  • Critique item statistics for discrimination and difficulty.

Grading Papers and Careplans: A Sanity-Saving Approach

2C

Grading papers and careplans requires a focused approach to clarity and communication. The grading process begins when the assessment is developed. This includes clear, concise instructions for the faculty and students to reference. Next, coaching for the students is essential as they need help interpreting and understanding these instructions and the related scoring guides. Finally, does the scoring guide give adequate guidance? This session will help faculty explore the process from beginning to end in an attempt to enhance validity and objectivity in the grading process.

Learning Outcomes:

  • Develop an assessment activity with scoring guide.
  • Critique a scoring guide for clarity.
  • Describe the principles of effective grading practices.
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Breakout Session 3
10:15-11:45

Simulation Essentials for Nurse Educators [Hands-On]

3A

This session will be an active, hands-on opportunity to learn, practice and perfect your simulation teaching! Best practices and the evidence-base will be applied to student preparation, high/low-tech application, the debriefing process, and more. Be prepared to “dig-in” and participate! Remember, what happens in the sim room, stays in the sim room!

Learning Outcomes:

  • Discover ways to best prepare students for a simulated learning experience.
  • Perform low and high-tech simulations using a variety of best-practice techniques.
  • Critique personal and group debriefing techniques in a simulated setting.
  • Utilize advanced technologies to maximize student learning.

Connecting NCLEX®, the Classroom, and Clinical: Ensuring Quality Experiential Learning

3B

This session will provide focused strategies to bring NCLEX® concepts into nursing education. We will introduce innovative and effective methods to use the NCLEX® client needs/domains of nursing practice to guide teaching/learning experiences in the classroom and clinical areas.

Learning Outcomes:

  • Describe the use of NCLEX® client needs/domains of nursing practice to create creative teaching strategies.
  • Integrate NCLEX®-focused creative strategies in classroom and clinical teaching settings.

Civility Success: How to Handle Tough Students and Faculty

3C

Do you ever wish you were better equipped to handle inappropriate student behavior in your classroom? If so, this session is for you! Learn useful skills to deal with less than civil situations arising in the educational environment. You’ll learn steps you can take to prevent student incivility in the first place, as well as how to deal with inappropriate student behavior when it does occur. At the end of this interactive session, you'll be armed with tangible strategies and techniques to help you cultivate a civil and therapeutic learning environment.

Learning Outcomes:

  • Describe at least 3 proactive strategies for minimizing the occurrence of incivility.
  • Identify at least 2 reactive strategies for dealing with problematic behavior.
  • Consider strategies for cultivating civility among faculty.
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Communication and the Nurse Educator: Principles, Skills, and Practice
12:45-2:15

One of the greatest stress points of transitioning for new faculty revolves around communications with students, other faculty, administration, and nurses in clinical settings. This active, hands-on session will provide brief foundational principles about communication with a focus on the unique skills used by nursing faculty members. Then, strategies such as role plays, invented dialogs, case studies, and small group exercises will allow participants to practice skills and learn methods to address future communication challenges.

Learning Outcomes:

  • Discuss foundational communication principles and skills as they impact relationships and effective teaching and learning.
  • Demonstrate selected communication skills and strategies in guided exercises.
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Transition to the Educator Role, Part 3: Focus on the Educator
2:45-3:30

This session will focus on the conservation of a great resource—THE FACULTY MEMBER! Participants will learn about selected unique characteristics of academic settings and pointers on adjusting from the clinician to educator role. The importance of the mentoring process, using organizational resources, and identifying supports within your own workplace will be addressed. A charge to achieve and maintain personal mindfulness and balance will be discussed with helpful hints and small group discussion.

Learning Outcomes:

  • Compare and contrast academic and clinical agency work settings.
  • Identify selected resources and supports, including mentoring, within the academic workplace.
  • Analyze the role of work and personal life balance across the career spectrum.
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Your Professional Success Plan
3:30-4:00

This wrap-up session is designed to launch nursing faculty members into their career pathway guided by a deliberate and rational plan for future success, advancement, and goal-achievement. Participants will create a career success plan based on short- and long-term goal-setting and will articulate professional goals and strategies in small groups to modify and solidify their personal success plan.

Learning Outcomes:

  • Write goals for their own professional success plan while considering personal objectives, life trajectories, and other reality-based factors impacting their future career.
  • Share, as desired, and analyze peer feedback on their professional success plan.
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More Conference Information
 

Photography/Videography

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

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. Also, please come prepared to move about the room; sessions are interactive and hands-on.

Technology

Tablets and laptops are not required, but many examples will be available for you to try first-hand. However, if you do not bring your tablet/laptop, you can try all these activities at a later time. In an effort to be eco-friendly, we will make all handouts and activities available online.

Abstract Submission

Consider submitting a poster related to nursing education or an evidence-based clinical study with implications for nursing education. The deadline for submitting an abstract is October 9, 2018. Abstracts will be peer-reviewed and chosen participants will be notified by October 14, 2018. A limited number of posters will be accepted.

See Call for Posters to submit your abstract and get complete poster presentation guidelines.