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Nuts & Bolts for Nurse Educators. from Critical Thinking to Clinical Reasoning. Pre-conference August 3rd, Post-Conference August 6th

Nuts & Bolts for Nurse Educators

August 3-6, 2017  •   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, 2017. Abstracts will be peer reviewed and selected participants will be notified shortly after that.

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 9th 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.

This was my first time attending a NurseTim conference but it will not by my last. I was educated and entertained while being equipped with new tools to perform my job more effectively.

Veronica R.
2016 participant

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.


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, 2017.

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

Honestly, I loved this conference. I will be back and I will be another poster presenter or perhaps, one day, a success story and be able to present a podium presentation. I learned so much!!

Teresa C.
2016 participant

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—Simulation Essentials for Nurse Educators
3.0 Pre-Conference B—Certified Nurse Educator (CNE®) Exam Prep for Certification: Getting Started
3.0 Pre-Conference C—Know White and Her Seven Learners +1
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.

Jose Alejandro, PhD, RN-BC, MBA, FACHE, FAAN

Jose Alejandro, PhD, RN-BC, MBA, FACHE, FAAN
Tampa General Hospital
Dr. Alejandro is the Director of Case Management & Post-Acute Programs at Tampa General Hospital in Florida, a 1,011 bed level-one trauma, burn, and transplant academic medical center. Jose is a prominent expert in case management of at-risk populations and is a hospital executive consultant with a focus on systems redesign and care coordination.

Jose was the 15th President (2012-2014) of the National Association of Hispanic Nurses (NAHN) and is the current President of the West Florida Chapter of NAHN. He serves as Vice President of the National Coalition of Ethnic Minority Nurses Association and Treasurer of the International Honor Society of Nursing Building Corporation of Sigma Theta Tau International. He is a Fellow of the American College of Healthcare Executives and the American Academy of Nursing.

Jose received his certificate in vocational nursing from South Plains College in Lubbock, Texas; BS in nursing from the University of Texas at Arlington; MBA in healthcare management from the University of Dallas; MS in nursing from the University of Phoenix; and his PhD in human services from Capella University.

Since 2000, Dr. Alejandro has taught ADN, BSN, MSN, and DNP level courses in the traditional classroom, clinical, and online settings. He has taught courses in nursing foundations, nursing research, healthcare quality, nursing finance, administration, business management, and organizational behavior.

Gerry Altmiller, EdD, APRN, ACNS-BC

Gerry Altmiller, EdD, APRN, ACNS-BC
The College of New Jersey
Gerry Altmiller is an associate professor of nursing at The College of New Jersey, a clinical nurse specialist consultant for Einstein Healthcare Network in Philadelphia, Pennsylvania, and a member of the Quality and Safety Education for Nurses (QSEN) Collaboration since 2006, serving as a member of one of the pilot schools. She currently is a national consultant for QSEN, providing workshops at universities around the country, serves on the QSEN Institute advisory board, and is the director of the QSEN Institute Regional Center at The College of New Jersey. She was invited by the National Council of State Boards of Nursing to develop the Teamwork and Communication Module of their Transition to Practice Program, designed to support nurse residency for new-to-practice nurses. Dr. Altmiller was a Lindback Award recipient for distinguished teaching in 2014. She has published about quality and safety in graduate and undergraduate nursing education and speaks at national venues on this topic. Her research has focused on communication challenges as well as incivility in the educational and practice environment and the negative effects these impose on patient safety.

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 a faculty development and curriculum design specialist. He has taught at all levels of nursing, including LPN, ADN, BSN, MSN, and PhD. Developing new programs, providing innovations in learning, and helping programs internationally, he is an expert in bringing the evidence base of nursing, healthcare, and education to students and faculty at all levels. Through consultations, writing, and mentoring, Dr. Bristol assists faculty in identifying the competencies needed to effectively enhance programs for optimal student outcomes. He has certification as a nurse educator, is a fellow in the Academy of Nursing Education, and is internationally known for bringing excitement through success to his colleagues and students. His motto: "Today we will learn how to learn."

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

Jessie M. Colin, PhD, RN, FRE, FAAN
Barry University
Jessie M. Colin is a professor and director of the PhD, nursing executive leadership, and nursing education programs at Barry University's College of Nursing and Health Sciences. A trilingual Haitian, Dr. Colin was recognized in 2009 as one of South Florida's most prominent black women. 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. She devotes her professional life to advancing nursing knowledge, health policy, and transcultural nursing, and co-founded the only baccalaureate nursing program in Haiti.

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 is known for her innovative teaching methods in the field of health care education and training. She has been training educators and trainers full-time for the last twenty-two years. She has won the “Excellence in Nursing” award, has been selected as one of the “Great 100 Nurses of Louisiana” and was also elected to the Sigma Theta Tau National Nursing Honor Society. The National Nursing Staff Development Organization named her the recipient of the prestigious Belinda Puetz award in 2000. She was named “Business Woman of the Year” in 2003 and 2004 by the National Business Council.

Sue Field, DNP, RN, CNE

Sue Field, DNP, RN, CNE
Northland College
Sue Field has been a registered nurse for 36 years, has a doctorate in nursing practice, and is a certified nurse educator. Dr. Field has 15 years of experience in nursing education, including seven 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.
  • A 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 is not yet determined.

Kathie Lasater, EdD, RN, ANEF, FAAN

Kathie Lasater, EdD, RN, ANEF, FAAN
Oregon Health & Science University
Over her career, Kathie Lasater, EdD, RN, ANEF has served as both an academic nurse educator and a staff development/quality improvement specialist in practice. She holds the doctor of education degree in educational leadership (postsecondary) and has been faculty at the Oregon Health & Science University (OHSU) School of Nursing since 1999. She has taught in undergraduate theory and clinical courses as well as graduate education and inter-professionally. She is perhaps best known for the creation of the evidence-based Lasater Clinical Judgment Rubric, an assessment instrument widely used in simulation as well as clinical settings in academe and practice.

Dr. Lasater was part of the initial development of the Oregon Consortium for Nursing Education’s innovative curriculum and currently serves on the consortium’s research and evaluation committee. Dr. Lasater is a frequent conference speaker and has published in numerous peer-reviewed journals, primarily on the topics of clinical judgment and the use of simulation in healthcare education. She is an assistant editor of "Nurse Education Today" and a regular reviewer for several other journals.

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.

Susan Luparell, PhD, ACNS-BC, CNE

Susan Luparell, PhD, ACNS-BC, CNE
Montana State University
Dr. Susan Luparell holds a doctorate in administration, curriculum, and instruction with a focus in educational leadership and higher education. A fellow in the Academy of Nursing Education, she is a nationally recognized speaker on how to foster healthy learning environments for students, faculty, and staff within nursing education. Her scholarship focuses on the ethical implications of incivility, including how it affects others and how it can be managed in academic and clinical settings.

Teri Murray, PhD, RN, APHN-BC, FAAN

Teri Murray, PhD, RN, APHN-BC, FAAN
Saint Louis University School of Nursing
Dr. Murray is dean of Saint Louis University School of Nursing. She holds bachelor and master of science degrees in nursing from Saint Louis University, a master’s degree in education from the University of Missouri-Saint Louis, a PhD in higher education administration from Saint Louis University, and a certificate in management and leadership in education from Harvard University.

Dr. Murray has worked to advance diversity in nursing education by obtaining federal Nursing Workforce Diversity funding to expand educational opportunity to underrepresented groups in nursing education and through her service on the National Advisory Committee to the Robert Wood Johnson Foundation, New Careers in Nursing program (NCIN); a program founded to alleviate the nursing shortage and to increase the diversity in the nursing profession.

Dr. Murray devotes her career to making significant and lasting contributions to improve the health status of vulnerable or at-risk populations. Her research and policy interests are focused on the social and structural determinants of health, population health, and the interplay between the social environment and health outcomes.

Dr. Murray is a fellow in the American Academy of Nursing, the Robert Wood Johnson Foundation Executive Nurse Fellows Program, and a recipient of the Salute to Excellence Healthcare Award for Stellar Performance. She has numerous publications, presents nationally, and has garnered significant external funding for initiatives to advance diversity in nursing education.

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

Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF
Upper Iowa University
Karin is a nurse educator with a passion for faculty development and student success. She teaches at Maricopa Community Colleges and Upper Iowa University, specializing in the integration of the flipped classroom. Karin has been involved with many local, national, and international projects for teaching, learning and student development. 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. In 2011 she was inducted into the NLN Academy for Nurse Educators. Karin is active in several national and international nursing education and simulation organizations.

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.
Campbellsville University

Deidre Walton, JD, MSN, RN-PHN

Deidre Walton, JD, MSN, RN-PHN
National Black Nurses Association
Dr. Deidre Walton is a past president of the National Black Nurses Association, Inc. A nominee by Modern Healthcare for the 100 most influential people in healthcare, 2014, she was invited to attend the 2015 White House Conference on Aging in Washington, D.C. She is an outstanding leader, one who is known for her acumen about health policy, human rights, health care reform, and negotiating change. She earned her BSN, MSN, and JD and is a graduate of the US Army Command and General Staff College. She has extensive managed care experience in nursing practice, education, and administration where she develops, implements, supports, and promotes health services strategies, tactics, policies, and programs that drive the delivery of quality health care. As a patient advocate and an international leader in healthcare, her expertise is often requested for the resolution of issues regarding healthcare finance, quality patient care, culturally competent care, and safety for patients and employees. Dr. Walton’s familiarity with managing large cost-related data sets has provided opportunities for her to implement review processes and “road maps” in health systems that help to improve health outcomes among persons with complex health conditions. She provides strategies for workforce diversity and inclusion. She has a global outreach in health policy and nursing. She is a recipient of numerous awards from local, state and US Congress organizations, including the Veterans’ Brain Trust Award from US Representatives from NY, GA and FL. Dr. Walton is a US Army lieutenant colonel (retired).

Virginia Wangerin, PhD, RN, CNE

Virginia Wangerin, PhD, RN, CNE
Upper Iowa University
Dr. Virginia "Ginny" Wangerin, PhD, RN, CNE is an educator, consultant, and speaker with over thirty 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 during her tenure as faculty, program chair, and district director. She has also taught at the BSN and graduate level, and is currently director of an RN-BSN program with multi-state locations and an innovative concurrent enrollment partnership with associate degree programs. Ginny has successfully led programs through the accreditation process with NLNAC and CCNE, and served as consultant for state accreditation/approval processes. President of the Iowa Nurses Association from 2007 to 2011, she spends time advocating for nursing and healthcare issues at the state and national level. She was invited by Senator Tom Harkin to join him at the National Press Club in May 2009 where she talked about "Chronic Disease - Impact on Health Care". Ginny served on the Governor's Nursing Task Force in 2008 and the Iowa Consortium for Comprehensive Cancer Control from 2002-2007 and several statewide nursing task forces impacting practice and nursing regulation as well as health care organization boards of directors. She is currently on the Iowa Board of Nursing Workforce Advisory Committee. As a leader in the Iowa Needs Nurses Now Coalition, she was instrumental in activities furthering nursing practice and education in the state. Ginny was one of four nurses profiled in "The American Nurse", May/June 2009 as a nurse educator and advocate whose “efforts are aimed at improving the lives of patients and colleagues.” In October 2011 she was honored by the Iowa Nurses Association with the Edith Ruppert Award, in recognition of having contributed significantly to the improvement of nursing and the professional organization.

Mary Judith Yoho, PhD, RN, CNE

Mary Judith Yoho, PhD, RN, CNE
Chamberlain College of Nursing
Dr. Mary Judith Yoho is the senior director of pre-licensure BSN programs for Chamberlain College of Nursing in Houston, Texas. In her over 35 years in nursing, Dr. Yoho has held roles in nursing practice, instruction, research, management, and education policy. From 2011-2014, Dr. Yoho was the campus president for Chamberlain College of Nursing in Houston, Texas. 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, exam analysis, and preparing students for NCLEX® success.


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.

$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, 2017. 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.



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


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


Hiking for
Haiti Nursing Students

NurseTim's team is committed to giving back. For over 10 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.


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 Menu

Pre-Conferences (Aug. 3)

Simulation Essentials for Nurse Educators
J. Raney Linck, MSN, RN
Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF

8:00-4:45 (full-day session)

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, moulage, the debriefing process, and more. An emphasis will be placed on integrating cultural diversity and the NCLEX® client needs into each experience. Simulation across the curriculum will be addressed. Be prepared to "dig in" and participate! Remember, what happens in the sim room, stays in the sim room! Comfortable clothes/shoes recommended. Download full agenda!

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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Certified Nurse EducatorCM (CNE®) Exam Preparation
Mary Judith Yoho, PhD, RN, CNE

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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Know White and Her Seven Learners +1
Michele L. Deck, MEd, BSN, LCCE, FACCE

Have you ever wondered how to make content memorable for your learners? Have you noticed that there are several different ways to reinforce important information for your learners? Let "Know" White introduce you to her eight learners. In this session you will learn to assess someone’s primary learning style in less than 60 seconds. Learn some innovative methods to appeal to each style of learner.

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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Five Strategies for Accreditation Success—Expert Panel, Dinner, Collaboration

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. 4)

Collaborative Diversity World Café
Jose Alejandro, PhD, RN-BC, MBA, FACHE, FAAN
Tim Bristol, PhD, RN, CNE, ANEF
Jessie M. Colin, PhD, RN, FRE, FAAN
J. Raney Linck, MSN, RN
Teri Murray, PhD, RN, APHN-BC, FAAN
Deidre Walton, JD, MSN, RN-PHN


The need to attract, empower, and retain a diverse student body has never been greater. Led by a panel of six experts in diversity from around the country, this unique World Café event will allow you to collaborate through an engaging two hours of exploration, problem solving, and hands-on development of plans you can use this fall. Emphasis will be placed on positive action steps for all academic environments. Be a part of the solution by being a part of this life-changing experience.

Learning Outcomes:

  • Explore barriers to attracting, empowering, and retaining diverse students.
  • Analyze the evidence base of developing diversity in the nursing workforce for actionable data in nursing education.
  • Develop plans to be utilized in nursing education to build diversity in the student body.
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Incivility Prevention: Six Strategies for the Classroom
Susan Luparell, PhD, ACNS-BC, CNE

Does worry about your interactions with students keep you up at night, make it hard to get up in the morning, or diminish your desire to go to work? Has an uncivil interaction with a student stolen your joy for teaching? Do you struggle maintaining a classroom environment that is conducive to learning? If so, this session is for you! One of the most challenging aspects of the faculty role is dealing with difficult student situations, and most of us are unprepared for these situations when we come into the faculty role.

Learning Outcomes:

  • Discuss common challenges faced by faculty in managing the classroom environment.
  • Discuss the responsibilities of the nurse educator to create a civil learning environment.
  • Discuss at least four strategies to help prevent incivility in the classroom.
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Breakout Session 1

Faculty Incivility:
Growing a Strong Team

Susan Luparell, PhD, ACNS-BC, CNE


Most faculty have had at least some experience with poor student behavior, and it is tempting to examine the issue solely from the perspective of student character flaws. However, poor student behavior sometimes is a reflection of the overall culture of a program. If faculty treat each other in an uncivil manner, students may come to believe that such behavior is the norm within nursing. Thus, in order to foster professional development in our students, we must first explore our own individual and team behavior.

Learning Outcomes:

ESL and Diversity:
Helping Students Succeed

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


The growing diversity of our student population provides a variety of perspectives within that population, but also more challenges for our educational tool box. This session will look at the evidence for best practices for meeting the needs of our students who are English language learners. The goal will be to provide participants with concrete strategies to maximize student success.

Learning Outcomes:

Creating a Culture of NCLEX® Success
Tim Bristol, PhD, RN, CNE, ANEF


The NCLEX-RN® and NCLEX-PN® exams are based on the clinical practice of the new nurse. The exams are designed to assess the cognitive and mental processing as an indicator of readiness for practice. The exams do not assess what a graduate knows but rather “how” they know. Developing a culture where “processing” is the focus helps students form habits for success in clinical and on NCLEX®. From fundamentals to complex nursing care, this session will give you the tools needed for success.

Learning Outcomes:

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

J. Raney Linck MS, RN


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:

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Breakout Session 2

QSEN in Clinical Teaching:
Six Competencies for Higher-Level Learning

Gerry Altmiller, EdD, APRN, ACNS-BC


This presentation will describe teaching strategies that support the QSEN competencies and demonstrate how they can be integrated into student learning in the laboratory and practice setting. Participants will learn how to emphasize the knowledge, skills, and attitudes that support developing competency and discover teaching tools and resources readily available that can be easily implemented in the clinical setting.

Learning Outcomes:

Diverse Faculty:
Support and Strength Panel Discussion

Jose Alejandro, PhD, RN-BC, MBA, FACHE, FAAN
Jessie M. Colin, PhD, RN, FRE, FAAN
J. Raney Linck MS, RN
Teri Murray, PhD, RN, APHN-BC, FAAN
Deidre Walton, JD, MSN, RN-PHN


The need for a diverse faculty cannot be overstated. Whether the pursuit is attracting and retaining a more diverse student body or ensuring that the concept of diversity is well-developed in the curriculum, having diversity in the faculty team is vital. This group of experts will lead an engaging discussion of the evidence base, best practices, and lived experiences.

Learning Outcomes:

Flipping the Classroom:
Friend or Foe?

Tim Bristol, PhD, RN, CNE, ANEF


Whether you are a seasoned flipper, or just considering how to get the students to read before coming to class, this session will give you the opportunity to look at teaching and learning in a whole new light. The flipped classroom strategy can bring many benefits and challenges. Through developing a culture of guided study, students will come prepared for situated learning. We will explore development of pre-class, class time, and post-class learning activities that are helpful with or without flipping.

Learning Outcomes:

Alternate Format and Innovative Test Items:
Critical Thinking Matters

Mary Judith Yoho, PhD, RN, CNE


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:

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Day 2 (Aug. 5)

Breakout Session 3
8:30 - 9:45

Four Oral Poster Presentation Options

In each category, three poster abstracts will be selected for presenters to share a 20-minute oral presentation. Emphasis will be on direct application and how faculty can enhance what they are currently doing to meet key goals. When you share, we all win. You choose! Submit your abstract now!

Culture and Diversity


Emphasis is placed on both how to help students from diverse backgrounds, as well as how to help faculty integrate culture and diversity into every learning experience.

Learning Outcomes:

Clinical Learning and Assessment


These oral abstracts will focus on best practices and the evidence base in managing clinical learning experiences.

Learning Outcomes:

Simulation Learning and Assessment


Simulation is an essential part of the curriculum. These oral presentations will focus on how to manage simulations and how to make simulation an effective curricular thread.

Learning Outcomes:

Curricular Success


Success comes when faculty and students are working together to enhance outcomes. These three oral presentations will give concrete exemplars of programs attaining success for all.

Learning Outcomes:

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Breakout Session 4

Assessing Student Clinical Performance
Kathie Lasater, EdD, RN, ANEF, FAAN


Assessing pre-licensure students' clinical performance is often a challenge for nursing faculty. Applying standards and pursuit of learning outcomes with a diverse student body can be daunting and uncover faculty bias. This session will consider strategies for gaining confidence in assessment of clinical performance and providing constructive feedback that supports student progression. It will conclude with learners identifying at least one new strategy to use on their own.

Learning Outcomes:

Concept-Based Curriculum:
Taking the First Steps

Virginia Wangerin, MSN, RN, CNE


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 launching some of the first steps to get started.

Learning Outcomes:

QSEN Across the Curriculum (hands-on)
Tim Bristol, PhD, RN, CNE, ANEF


The Quality and Safety Education for Nurses Project offers faculty a framework that promotes growth in clinical reasoning. Using the six competency domains, we will consider relevant learning activities across the curriculum. We will explore assumptions, active-learning strategies, and assessments that promote growth in the knowledge, skills, and attitudes required of the nurse in today's healthcare industry.

Learning Outcomes:

Note-Taking That Works:
Forming Habits for Success (hands-on)

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


When students are processing large volumes of information, it is difficult for them to reach higher levels of cognitive learning (e.g. application and analysis). Helping students learn how to learn begins with helping them form effective and efficient methodology in managing large amounts of information. This often includes creating habits related to note-taking while reading and during lecture. This also includes a process of organizing information for easy retrieval at a later date. Participants will explore these principles through hands-on activities meant to replicate the student experience.

Learning Outcomes:

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Clinical Judgment Across the Curriculum: Cracking the Code
Kathie Lasater, EdD, RN, ANEF, FAAN

Research shows the first year of practice is challenging. Of most concern is clinical reasoning or making sound clinical judgments that enhance patient safety and care outcomes. This session will invite academic educators to engage in some "sleuthing" to crack the code for better preparation of our students for these realities. Strategies for enhancing clinical reasoning and the development of clinical judgment will be presented. Participants will determine next steps for fostering clinical judgment in their own teaching practices.

Learning Outcomes:

  • Define clinical judgment and the clinical reasoning process in nursing.
  • Describe several strategies for fostering clinical judgment in pre-licensure nursing students.
  • Determine the next step to promote clinical judgment development in your curriculum or practice.
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Bringing Clinical to Class: A Practice Model for Didactic Learning Experiences
Tim J. Bristol, PhD, RN, CNE, ANEF

Students need to see direct application of important concepts and content learned in lecture. This session will help faculty identify key opportunities to help students appreciate how didactic learning will apply in the clinical setting. Using readily-available clinical and instructional tools, faculty are able to create a learning experience that is both memorable and effective. Understanding the principles of realism, educators help students better retain vital concepts while keeping them engaged. Whether your class size is 20 or 120, this closing session will be an engaging experience of learning by doing.

Learning Outcomes:

  • Describe the evidence base supporting the realism in the classroom.
  • Develop a learning activity for lecture that is based on clinical.
  • Identify challenges of using clinical tools in the classroom.
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Post-Conference (Aug. 6)

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

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, 2017 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. Register by June 15, 2017 to receive a discount.

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 completed online together with fees paid prior to the conference registration deadline (July 21, 2017). Group discounts will be applied automatically.

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

Cancellation Policy

An administrative fee of $100 will be charged for changes to registrations (cancellations and refunds) prior to July 21, 2017. No refunds issued after July 21, 2017.


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.



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