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Next Gen Learning: From Critical Thinking to Clinical Judgment to NCLEX® and Beyond: Pre-Conference August 8th, Post-Conference August 11th

Nuts & Bolts for Nurse Educators

August 8-11, 2019  •   Minneapolis, Minnesota


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Get on the waiting list!

Simulation Essentials for Nurse Educators is sold out, but if a slot comes available for you, we'll let you know!


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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, 2019. Abstracts will be peer reviewed and selected participants will be notified by July 20, 2019.

Prepare your poster to stand alone on an easel (which we’ll provide). You'll want your poster to measure 3' x 4', in order to fit on the stand, and to provide adequate space for 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. Emphasis will be on direct application and how faculty can enhance what they are currently doing to meet key goals. Of special interest are abstracts related to culture and diversity, clinical and simulation management, NCLEX® strategies, and curricular success. 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 visit the agenda page to see exhibit times.

Submit your abstract here.

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At the 11th annual Nuts & Bolts Conference, you will hear strategies from some of the top nurse educators in the country and you will also work alongside them to improve your classroom, lab/sim, and clinical learning environments. This year’s focus on evidence-based learning will help all programs integrate the CLINICAL JUDGMENT needed for the upcoming changes in practice, on NCLEX®, and, subsequently, in education. Hands-on activities help you master effective strategies for teaching and learning in fundamentals, maternal-child, medical-surgical, health assessment and much more!

It was wonderful to be around people with the same love of nursing and desire to be better. Optimistic people, along with great educators made the conference amazing and exciting.

2018 Nuts & Bolts 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 strategies that provide valid, reliable data for assessing student and program outcomes.
  5. Identify factors that create barriers to student success in the classroom and on NCLEX®.
  6. Analyze evidence-based tools and strategies for developing a culture of student success.
  7. Describe proven strategies to support faculty and curricular success.

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, 2019.

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 participants chosen will be notified by July 20. Some may be selected for oral presentation. See Call for Posters to submit your abstact and get complete poster presentation guidelines.

This whole conference was packed full of information that will completely transform the way I educate my students. I cannot wait to get back and incorporate what I have learned.

2018 Nuts & Bolts Participant

Nursing Contact Hours

Up to 28 hours of nursing continuing education will be awarded upon completion of CE criteria.

6.0 Pre-Conference A—Certified Nurse Educator (CNE®) Exam Prep for Certification: Getting Started
3.0 Pre-Conference B—Test-Item Writing: The NCLEX® Connection
3.0 Pre-Conference C—Concept-based Curriculum Tune-Up
2.0 Pre-Conference D—New Faculty Dinner Experience: From Surviving to Thriving
11.0 Main Conference—Nuts & Bolts for Nurse Educators (2 days)
1.0 Poster Voting (main conference)
1.5 Post-Conference E—Leadership Dinner
6.5 Post-Conference F—Leadership Intensive

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.

Cancellation Policy

An administrative fee of $100 will be charged for registration changes (cancellations/refunds) prior to July 27, 2019. No refunds will be issued after July 27, 2019.

Conference Speakers
 

Hilda Alcindor, BA, RN

Hilda Alcindor, PhD(h), 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, including 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, including 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 four-year baccalaureate school of nursing in Haiti. Since its inception, FSIL has had six 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. Dr. Brett 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 J. Bristol, PhD, RN, CNE, ANEF, FAADN
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."

Paula Byrne, DNP, PHN, RN

Paula Byrne, DNP, PHN, RN
College of St. Scholastica
Dr. Paula Byrne started her nursing career in arctic Alaska learning how rural nurses get creative in care delivery every day. She has worked in many care settings both in and out of the hospital. For the past 10 years she has served as the Traditional Baccalaureate Chair of Undergraduate Nursing at The College of St. Scholastica. She has experience developing and leading faculty teams, accreditation preparation, and report writing. She led a complete curricular design to deliver concept-based curriculum which also highlights innovative population health care delivery. Paula designed Interprofessional course work using veteran healthcare as the models part of a significant HRSA grant. In addition, she has developed and led multiple student trips to the Philippines, Tanzania, and Alaska for immersion in rural and vulnerable populations. Disruptive Innovative technology in nursing is where she focused her doctorate work.

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

Michele L. Deck, MEd, BSN, 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 30 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.

Elsevier representative
Elsevier
More information coming soon!

Sue Field, DNP, RN, CNE

Sue Field, DNP, RN, CNE
Northland College

Dr. Field has 20 years of experience in nursing education, including seven years as a director of an associate degree nursing program which obtained initial national accreditation under her direction in 2010. Dr. Field is currently the director of healthcare education and partnership for HealthForce Minnesota, a Center of Excellence in the Minnesota State college system. She is currently working as a consultant to assist Minnesota PN and AD nursing programs in the attainment of national accreditation. Due to her extensive work as a consultant for national accreditation, Dr. Field has developed multiple tools which she uses to assist the nursing programs during the accreditation process.

John Grainger, PhD, MA

John Grainger, PhD, MA

Dr. John Grainger, PhD, MA, has served as a consultant and educator to K12, higher education, and corporate professionals for over 30 years. Specializing in organizational communication, team-building, and conflict resolution, Dr. Grainger’s ability to guide collaboration and communication serves as an invaluable tool to any faculty member.

J. Raney Linck, MS, RN

J. Raney Linck, PhD, MS, RN
University of Minnesota
Dr. Linck is a simulation and clinical specialist at the University of Minnesota. His years of experience in academic and practice-based education have given him a reputation for innovation in classroom, lab, and clinical learning environments. He serves as a mentor and resource for LGBT students, nurses, and faculty.

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

Teri Murray, PhD, RN, APHN-BC, FAAN
Saint Louis University School of Nursing
Dr. Murray is the dean of the 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.

NCSBN representative
National Council of State Boards of Nursing
Biography and profile coming soon!

L. Jane Rosati, EdD, MSN, RN, ANEF

L. Jane Rosati, EdD, MSN, RN, ANEF
Daytona State College
Jane Rosati is a well-known speaker, workshop presenter and contributing author on the topic of concept-based learning and active learning techniques in the classroom. A professor at Daytona State College, School of Nursing, Jane has experience in both the teaching and administrative areas of nursing education. She was a 2011 recipient of the National Institute for Staff and Organizational Development (NISOD) Medallion of Excellence Award for Teaching and Learning. Her focus is on helping students become self-directed learners and faculty become comfortable with conceptual-based learning in the classroom. Jane has been in nursing for 40 years and has worked in multiple patient-care settings and management areas.

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

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

Winsome Stephenson, PhD, MSN, RN, CNE

Winsome Stephenson, PhD, MSN, RN, CNE
NurseTim
Dr. Winsome Stephenson is a Nurse Educator with NurseTim. Her area of expertise includes test item writing, NCLEX student success, use of transformative learning strategies in the classroom and faculty development. Dr. Stephenson is passionate about nursing education and ensuring the next generation of nurses are fully trained to use clinical judgment as they ensure quality outcomes in a continually diverse and transformative healthcare system. To that end, Dr. Stephenson believes that nursing faculty must be knowledgeable and trained to prepare students to meet the challenge.

Dr. Stephenson has had the opportunity to hold several roles in the academic setting as faculty, faculty chair, dean of academic affairs, faculty development specialist and curriculum and instruction developer. She has taught at both undergraduate and graduate levels. She received her undergraduate degree from Pace University and her graduate degrees from Georgisa State University.

Gardening, traveling, singing, meeting people and spending time with the special people in her life are Dr. Stephenson’s hobbies.

Virginia Wangerin, PhD, RN, CNE

Virginia Wangerin, PhD, RN, CNE
Iowa State University
Dr. Virginia "Ginny" Wangerin, PhD, RN, CNE is an educator, consultant, and speaker with over 30 years' experience in nursing. She has been a bedside nurse, educator, administrator, and community volunteer. Ginny is currently the national dean at Upper Iowa University and has experience with both undergraduate and graduate programs. Ginny led the Des Moines Area Community College nursing program through significant growth and success during her tenure as faculty, program chair, and district director. As the director of an RN-BSN program with multi-state locations, she strategically implemented an innovative concurrent enrollment partnership with associate degree programs. She is currently developing a new RN-BSN program at Iowa State University, building upon strong programs in nutrition, wellness and health coaching, chronic disease management, and leadership.

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. 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.

Mary Judith Yoho, PhD, RN, CNE

Mary Judith Yoho, PhD, RN, CNE
Herzing University
Dr. Yoho is the system dean of nursing for Herzing University’s PN, ASN, BSN, RN-MSN and MSN programs. With 40 years of nursing experience, she has served in practice, research, policy development, and leadership. Dr. Yoho has been a NLN certified nurse educator for over 10 years. 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.

Lodging
 

Hilton Minneapolis/St. Paul 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.

Rate:
$135 (single or double)

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 12th, 2019. To ensure group room pricing, register early before the room block is full. Complimentary breakfast is provided each morning at the conference 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/St. Paul 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 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.

Agenda
 

For descriptions of each session, please click on the Sessions button on the right.

PRE-CONFERENCES: August 8, 2019

  • 6:30–8:00
  • Session A & B Registration/Continental Breakfast Included
  • 8:00–4:45
  • Certified Nurse Educator (CNE®) Exam Prep for Certification
  • 8:00–11:15
  • Test-Item Writing—The NCLEX® Connection
  • 11:15-1:30
  • Lunch (on your own)
  • 12:30–1:30
  • Session C Registration
  • 1:30–4:45
  • Concept-Based Curriculum Tune-Up
  • 4:30–6:00
  • Session D Registration
  • 6:00–8:30
  • New Faculty Dinner Experience: From Surviving to Thriving
 

DAY 1: August 9, 2019

  • 6:30
  • Hiking the National Wildlife Refuge with NurseTim
  • 7:00–8:00
  • Registration/Continental Breakfast Included
  • 8:00–8:15
  • Welcome, Disclosures, and Overview
  • 8:15-9:15
  • NCSBN Update on Clinical Judgment and Next Generation NCLEX®
  • 9:15-10:15
  • Clinical Judgment in the Classroom, Lab, and Clinical
  • 10:15-10:45
  • Break With Exhibitors and Poster Voting
  • 10:45-11:45
  • Clinical Judgment Tools for Nurse Educators
  • 11:45-1:00
  • Lunch (included) and Poster Display/Discussions/Voting
  • 1:00–2:15
  • Breakout Session 1
  • 2:15-2:45
  • Break With Exhibitors and Poster Voting
  • 2:45–4:00
  • Breakout Session 2
 

DAY 2: August 10, 2019

  • 6:30
  • Hiking the National Wildlife Refuge with NurseTim
  • 7:30–8:30
  • Registration/Continental Breakfast Included
  • 8:30-9:45
  • Breakout Session 3
  • 9:45–10:15
  • Break With Exhibitors and Poster Voting
  • 10:15–11:30
  • Breakout Session 4
  • 11:30–12:30

  • Lunch (included) and Optional Service Learning Roundtable/
    Posters Close at 12:30
  • 12:30-2:00
  • First Half of The 8 Client Needs of the New NCLEX®
  • 2:00–2:30
  • Break With Exhibitors
  • 2:30–4:00
  • Continuation of The 8 Client Needs of the New NCLEX®
  • 4:00–4:15
  • Wrap-up and evaluation
 

POST-CONFERENCE: August 10, 2019

  • 4:30–6:00
  • Session E Registration
  • 6:00–8:30
  • Leadership Development for Success Dinner Experience
 

POST-CONFERENCE: August 11, 2019

  • 7:30–8:00
  • Registration/Continental Breakfast Included
  • 8:00–4:45


  • 1 Day Leadership Development for Success Intensive
    (Optional 6-month mentorship available with attendance
    at one day intensive session.)

Sessions


Sessions Menu

Pre-Conferences (Aug. 8)

Certified Nurse Educator (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:

  • Explore major content areas included in the CNE Test Blueprint.
  • Discuss theories and strategies for facilitating teaching and learning.
  • Compare best practices of assessment and evaluation.
  • Describe the process for curriculum development, implementation, and evaluation.
  • Define the process for socialization of the nurse into the educator role.
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Test-Item Writing—The NCLEX® Connection
Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN
8:00-11:15

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:

  • Discuss the purpose of testing.
  • Develop a test blueprint based on the NCLEX® Test Plan.
  • Create test items based on the NCLEX® test plan related to safe and effective clinical judgment.
  • Determine reliability and validity of the test items.
  • Revise test items and blueprints to improve the assessment process.
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Concept-Based Curriculum Tune-Up
L. Jane Rosati, EdD, MSN, RN, ANEF
Paula Byrne, DNP, PHN, RN

1:30-4:45

The concept-based curriculum (CBC) is everchanging. Teaching in a CBC presents nursing phenomena that naturally involves more than one related concept: concepts can occur together or consecutively. This workshop will assist faculty with identifying ways in which concepts may be related to one another in a CBC, and provide examples from classroom, lab/simulation, and clinical learning environments. From learning activities to assessment, this workshop will help faculty at all stages in the CBC journey better implement and manage conceptual learning.

Learning Outcomes:

  • Faculty will able to identify guidelines that govern the creation of test questions designed to evaluate concept-based learning.
  • Faculty will be able to describe the components of active learning.
  • Faculty will be able to describe how concept based learning curricula aligns with nursing education values.
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New Faculty Dinner Experience: From Surviving to Thriving
6:00-8:30

Includes: dinner, dessert, two hours of participation, plus two contact hours

This dinner event is a chance for new faculty to collaborate with other nurse educators who are in the same position. In addition, you will hear from seasoned faculty who have been where you are. This hands-on event will provide you with tools to make that leap from practice to the role of nurse educator go more smoothly. You will leave with the knowledge and confidence to lead in your role with tips you can apply immediately.

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Day 1 (Aug. 9)

Hiking the National Wildlife Refuge with NurseTim
6:30

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NCSBN Update on Clinical Judgment and Next Generation NCLEX®
NCSBN representative
8:15-9:15

As an integral part of the health care team, nurses face many challenges resulting from rapid changes within the healthcare field. As the demand for nurses at all practice levels increases, entry level nurses are expected to possess sound clinical judgment skills, along with their more experienced colleagues. In this session, the speaker will discuss NCSBN’s continued research on nursing clinical judgment and the associated measurement framework and work related to the Next Generation NCLEX®.

Learning Outcomes:

  • Describe the changes in healthcare and subsequent changes needed in nursing education learning and assessment.
  • Analyze proposed strategies by NCSBN to develop a more valid NCLEX.
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Clinical Judgment in the Classroom, Lab, and Clinical: Hands-On Response to NCSBN Update
Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN
9:15-10:15

The ever changing healthcare landscape in healthcare necessitates a change in the educational experience of future professionals. In this hands-on experience, participants will explore classroom, lab/sim, and clinical learning activities that help prepare students for the Next Generation of NCLEX® and, more importantly, for the everchanging healthcare industry. Developing clinical judgment learning activities requires all educators to take a close look at the patient interaction and consider what concepts are involved. They next need to use clinical imagination to ensure that the learner can see the ‘bedside’ in all that they are studying. Combine these strategies and your students will get to experience Next Gen Learning.

Learning Outcomes:

  • Explore the Next Generation NCLEX® assessment plans for ideas that can be used in class, lab, simulation, and clinical learning environments.
  • Develop clinical judgment learning activities that can be used in class, lab, simulation, and clinical learning environments.
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Clinical Judgment Tools for Nurse Educators
Michele Deck, MeD, BSN, LCCE, FACCE
10:45-11:45

The formation of clinical judgment requires creative, multifaceted approaches to teaching that ensure success. In this session you will examine creative teaching strategies to teach a variety of learners content and skills that are essential to nursing practice.

Learning Outcomes:

  • Compare the model of learning and behavior-based teaching and learning.
  • Discuss the characteristics of outcome-based teaching.
  • Identify tools to use for teaching content with outcomes in mind.
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Lunch
11:45-1:00

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Breakout Session 1
1:00-2:15

Skills Fair for Faculty – Fundamental Skills
Karin Sherrill, MSN, RN, CNE, CHSE, ANEF, FAADN

1A

Many educators become rusty at performing fundamental skills the longer they are away from the bedside. We often evaluate the student's performance but lack proficiency in current practice. This fast-moving, hands-on Skills Fair will allow you to become the student at one station and the evaluator at the next. Learn best practices with skill performance, application of clinical judgment, and evaluation.

Learning Outcomes:


Maternity in the Classroom
Michele Deck, MEd, BSN, LCCE, FACCE

1B

Developing competency in the area of maternal/women's health is important to students at all levels of nursing education. Using strategies that engage students and their varied learning styles will promote competency in maternal/women's health and increase student understanding of how to learn. The six strategies addressed in this session focus on higher order thinking and use relatively simple tools. Emphasis is placed on classroom and clinical learning, however, it can be applied to other settings as well.

Learning Outcomes:


Remediation Matters – Cracking the Code for Faculty
Elsevier

1C

Assessment has multiple purposes. One of the main reasons for assessment data is for the learner to understand their own personal strengths and weaknesses. Think what it would be like to take a patient's vital signs and not do anything with the collected data. That is what happens when students are quizzed or tested and they don't do anything with the data. Remediation matters as it is the response recent assessment data for student success. This session will focus on concrete strategies faculty can use to help students take control of their own gaps.

Learning Outcomes:


iPads, Tablets, and Handhelds: A Hands-on Exploration of the Evidence Base!
J. Raney Linck, PhD, MSN, RN

1D

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
2:45-4:00

Skills Fair for Faculty – Complex Skills
Karin Sherrill, MSN, RN, CNE, CHSE, ANEF, FAADN

2A

See one, do one, teach one. How many times have you been in this situation as a nurse educator? This fast-moving, hands-on Skills Fair will allow you to incorporate best practices in complex skill performance, clinical judgment, and evaluation. Become a better educator of skills by improving your skills performance as a student and faculty during this session.

Learning Outcomes:


Curriculum Revision: From Plan to Implementation
Anne Brett, PhD, RN

2B

Using the analogy of building or remodeling, we will identify possibilities and pitfalls in the process and strategies to enhance success through curriculum revision. First we identify the need for change and create a plan. Next, we explore key implementation decisions and how best to manage the process. Finally, we develop an effective plan for revision assessment to manage successful implementation and future revision.

Learning Outcomes:


Systematic Plans of Evaluation
Sue Field, DNP, RN, CNE

2C

Accreditation and program success begins with a well-designed and implemented systematic evaluation plan (SEP) for your program. Evaluation plans that address accreditation standards and incorporate meaningful data collection and analysis provide opportunity for continuous program improvement and successful outcomes. This session will help you and your whole team in this process. From design to implementation to maintenance and revision, you will learn the nuts & bolts of the SEP while maintaining your sanity.

Learning Outcomes:


Next Gen and Alternate Format Test Items
Winsome Stephenson, PhD, MSN, RN, CNE

2D

Clinical judgment is lacking in new nursing graduates, posing a potential risk of deficient clinical practice. As educators, how do you foster clinical judgment among your students? How might you use current alternate format question design from the National Council of State Boards of Nursing to achieve that goal? This workshop will provide you with practical ways to use alternate format questions to teach and assess clinical judgement in your students. We will also provide you with a sneak preview of the question formats coming with the Next Generation NCLEX®

Learning Outcomes:

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Day 2 (Aug. 10)

Hiking the National Wildlife Refuge with NurseTim
6:30

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Breakout Session 3
8:30 - 9:45

Four Oral Poster Presentation Options

Create your own experience. In each category, three poster abstracts will be selected 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. Submit your abstract now!


Oral Presentations on Culture and Diversity

3A

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

Learning Outcomes:


Oral Presentations on Clinical and Simulation Management

3B

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

Learning Outcomes:


Oral Presentations on NCLEX®

3C

These oral abstracts will demonstrate concrete strategies that can impact program NCLEX® first time pass rates.

Learning Outcomes:


Oral Presentations on Curricular Success

3D

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
10:15-11:30

Clinical Grading: Assessing Student Performance
J. Raney Linck, PhD, MSN, RN

4A

With an increased emphasis on clinical judgment, grading clinical is more important than ever before. When giving feedback to students, does it empower them to grow in their clinical judgment ability? Faculty are challenged in that every student is different as is every clinical experience. In this hands-on session faculty will practice using different clinical grading strategies that are both valid and transferable to many different clinical learning experiences.

Learning Outcomes:


Pharmacology in the CBC—Conceptual Learning for Pharmacology
Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN

4B

Integrated? Concentrated? Safety-focused? NCLEX focused? Conceptual learning strategies bring pharmacology into focus for students. Given that pharmacology is one of the more challenging parts of any curriculum, using conceptual learning can really help both students and faculty EVEN IF they are not in a concept-based curriculum. Remembering that pharmacology is vital in all parts of the curriculum, regardless of philosophy, is what matters most. This session will help faculty identify strategies for bringing pharmacology to life in every classroom, lab, and clinical learning experience. By showing students how to holistically approach patient care, their ability to critically think through pharmacology concerns will improve.

Learning Outcomes:


Preventing Incivilty: Crucial Conversations Across the Curriculum
John Grainger, PhD, MA
Anne Brett, PhD, RN

4C

Join us as we take steps to not only define incivility but also develop parameters for assessing the incivility, establish a course of action for dealing with the incivility and finally apply communication tools to resolve incivility. We will use role play to specifically address situations that arise all too often. Our goal is to create a healthy working environment in both the classroom and the organization as a whole. Begin to address incivility through a focus on prevention.

Learning Outcomes:


Note Taking That Works for Prioritization Power
Karin J. Sherrill, MSN, RN, CNE, CHSE, ANEF, FAADN

4D

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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Lunch—Optional Service Learning Roundtable
11:30-12:30

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The 8 Client Needs of the New NCLEX®: Discharge Planning begins on Admission
Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN
12:30-2:00

Admission, Remediation, Retention, Success—From Fundamentals to Licensure. The new NCLEX® brings to light the need for every educator across the curriculum to address the Client Needs continuously. Because of the increased focus on clinical judgment, it is vital to start early. Students need to learn the concepts in the same way in which they will use them. Whether you are teaching maternal/child, critical care, or even pharmacology, the primary goal of the classroom experience will be to allow the students to BE a nurse. Allow the students to move from critical thinking and problem solving to CLINICAL JUDGMENT. This hands-on session will help every educator experience the client needs in a way that each one can do something new tomorrow. Scrubs are not required, but very acceptable.

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Continuation of the 8 Client Needs of the New NCLEX®: Discharge Planning begins on Admission
Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN
2:30-4:00

This is a continuation of the above session. See description of previous session.

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Post-Conference (Aug. 10)

Leadership Development for Success Dinner Experience: Learn from Seasoned Leaders
6:00-8:30, Aug. 10

Includes: dinner, dessert, two hours of participation, plus two contact hours

The Leadership Dinner is an opportunity for academic leaders to hear the lessons learned from the panel of seasoned leaders. Participants will have an opportunity to "stump the stars" by posing critical questions as opportunities for improvement as they anticipate the upcoming academic year. Enjoy a delicious dinner and start building a collegial network of fellow academic leaders.

Learning Outcomes:

  • Provide an opportunity for academic leaders to start building a collegial network.
  • Discover lessons learned from seasoned academic leaders that may impact you own practice.
  • Explore an opportunity for improvement as an academic leader for the upcoming academic year.
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Post-Conference (Aug. 11)

1 Day Leadership Development for Success Intensive
Anne Brett, PhD, RN
Tim J. Bristol, PhD, RN, CNE, ANEF, FAADN
Teri Murray, PhD, RN, APHN-BC, FAAN
Virginia Wangerin, PhD, RN, CNE

8:00-4:45

This exciting one-day leadership intensive conference will include presentations by seasoned academic leaders sharing their expertise and experience. The conference will focus on developing high performing teams, dealing with conflict, faculty recruitment and retention, budget development, becoming a change agent, survival skills, and more! Come prepared to have fun, learn, and network as you fine-tune your leadership skills and develop a personal plan for continued growth in your career. Each participant will have the opportunity to join an optional 6-month mentoring group led by a top academic leader.

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More Conference Information
 

Registration Deadline

Register early!
July 27, 2019 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 21, 2019 to receive a conference 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 27, 2019). Group discounts will be applied automatically.

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 21, 2019 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 27, 2019. No refunds issued after July 27, 2019.

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

 

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