Comparación por escolaridad de los padres

Elaboration: Teaching-learning practices and environments (classroom, clinical, laboratory, simulation, distance education) support achievement of expected individual student outcomes identified in course, unit, and/or level objectives.

Program Response:

Practices and environments support achievement of expected student learning outcomes as identified in objectives. Faculty employ pedagogical and andragogical (adult- focused) models of learning as appropriate in order to better engage adult students. In addition, individual faculty members are required to formulate a written teaching philosophy which becomes a part of his or her teaching portfolio. As described in Key Element II, the School of Nursing has an excellent teaching- learning environment including recent renovated classrooms, a well-equipped skills lab, renovated simulation facilities, distance educational technology and support, and a state-of-the-art recording studio. As previously mentioned in Key Element II-B, online students have access to the same level of support and resources as the onsite students.

Teaching-learning in the classroom setting:

Faculty employ a variety of teaching-learning strategies to accommodate different learning styles and to take advantage of the School of Nursing’s proximity to the University of Pittsburgh Medical Center with its wealth of guest lecturers, adjunct faculty, clinical preceptors and other resources. The HSLS described in Key Element II is available to faculty and students and the health sciences librarian (who is the liaison to the School of Nursing) visits classes to orient students and faculty, to offer specialized training and to assist DNP students with organizing and conducting literature searches to support coursework and capstone project development. Post-master’s online students also have access to the library system and the librarian who is liaison to the School. The extensive technology available within the school and described more fully in Key Element II makes it possible for faculty to spend time challenging students to use higher level thinking skills. Training offered to faculty by ETI (school) and the University Center for Instructional Development and Distance Education (CIDDE) in the use of Blackboard has also enhanced the learning experience. Blackboard is an online tool that supports student learning and assists faculty by acting as a repository for course

takes place in group as well as individual settings, and through both oral and written assignments. Course attendance requirements vary somewhat but attendance is generally required. In addition to the resources mentioned above, faculty use specific practices, methods, and techniques to achieve student outcomes aligned with their particular course. In a recent survey regarding courses taught during the 2012-2103 academic year, faculty have reported using technology, simulation, peer-to-peer mentoring, and interprofessional learning/team leading experiences to facilitate student achievement. Examples of teaching-learning practices used by faculty in the DNP program can be found in Table 14.

Teaching-learning in the clinical setting:

BSN-DNP students learning to become NPs or CNSs are guided by clinical preceptors and clinical faculty in clinical settings at sites such as UPMC, schools, the Midwife Center, the VA Hospital,

community hospitals, community care centers and private practices. The specialties and curricula meet all national and state criteria with regard to clinical hours, preceptor qualifications, faculty oversight and faculty-student ratio. BSN-DNP students including those who receive didactic courses by WebEx were able to complete their physical exam laboratory sessions at a hospital near their home via an adjunct faculty, and complete off site clinical practice hours in geographic locations that are

accessible for site visits by faculty. Arrangements for clinical placements are initiated and planned by faculty; the office of the dean makes the formal agreements. Copies of all currently approved

agreements for clinical sites are available to program faculty and the specific faculty and student requirements (e.g., clearances, immunizations and other health requirements) are posted on the intranet which is available to all faculty. Clinical sites are continually evaluated to ensure that they are meeting student learning needs and changes are made as appropriate (see III-F below for Evaluation discussion).

We compete with other nursing programs and other disciplines for a finite number of high quality clinical sites. Student clinical placements vary by area of concentration. The CNS program coordinator and Acute Care NP coordinator handles placements of the students requiring clinical experiences (primarily BSN-DNP students). In 2011 in keeping with needs produced by the growth of our onsite

BSN-DNP offering we have improved our competitive status by employing a clinical site

coordinator. This is individual is an MSN-prepared RN who knowledgeable about clinical resources in our geographic area and works with faculty and students on clinical placement related issues. She works closely with staff from the UPMC Advanced Practice Provider Office, recruits and communicates with current practice sites and assists students and faculty to assure that sites match the variety of program clinical needs (for example adult, geriatric, pediatric) and meet clinical course objectives. Evidence to date points to improvement in confirming sites, but monitoring will continue.

Clinical experiences vary for the MSN-DNP students (depending on clinical hours earned in the masters program) are not required for the MSN-DNP Nurse Anesthesia and Nursing Administration students. For the BSN-DNP Nursing Administration students, a residency experience is required, but we currently do not have any enrolled BSN-DNP students (the residency experience is described on pg. 50).

Teaching-learning practices in the online environment:

The on-line learning environment was designed to be identical to the on-campus learning environment in that the courses are identical in terms of objectives, expectations and assignments. Faculty from the School of Nursing teach both on-line and on-campus. The on-line environment attracts students who are typically working full time and appreciate the flexibility to be able to “attend class” at their convenience and/or those who would like to attend the University of Pittsburgh but lack geographical access. This is especially true for students wanting a specific area of focus for their DNP instead of a generic DNP program.

Courses are typically taught in an asynchronous manner with students expected to participate in weekly assignments and discussion boards. Depending on the course, synchronous events such as chat rooms, or Webex presentations may occur on a preplanned basis. One of the interesting

advantages that students identify in the on-line program is the ability to interact with classmates from across the country, and to hear various perspectives that are occurring nationally.

Teaching-learning practices in distance education:

Students receiving lectures via WebEx receive identical experiences as onsite students. They are receiving real-time, live lectures at their different geographic location. Students are able to

engage in classroom discussions, ask questions, and actively participate alongside their onsite classmates.

Table 14. Examples of faculty use of teaching-learning practices and methods in achieving program outcomes

Course Teaching-

learning practice or method

How is the practice or method used to support achievement of student outcomes?

NUR 2004 Pathophysiology

Technology:

Discussion Boards post slides, handouts, links to external websites of interest on a For Pathophysiology across the lifespan (we use Courseweb. I difficult or given topic, and papers or links to papers on topics of interest, exercises and discussion board (where students can post and I post topics for discussion). Some lectures have links to external videos to stress some concepts.

 For NUR 2404 (distance education version) the students have the same resources but connect to live lectures with WebEx.  For NUR 2204 (all online, asynchronous) the same things are

posted but there are also extra learning experiences. Lectures for this version are presented in an totally online, asynchronous format. There are powerpoint presentations with and without voice overs and a lot more discussion board activities. Some are word documents with exercises, tables, etc., some are links to external websites with content and/or exercises. The different learning style requires more external resources

NUR 2820 Principles and Practice of Forensic Nursing and Legal Nurse Consulting

Technology: Blogs/peer-to- peer mentoring

To achieve the DNP program outcomes we use BLOGS (a feature in the CourseWeb) in assessing the student’s understanding of a concept, rule, or theory. I blog discussion questions and each student responds by blogging their responses to the entire class to read. Then each student gives their feedback to two other students. Here they blog their comments about the students’ responses. It is not only the instructor who gives feedback but also other students give feedback to students’ responses by blogging

NUR 2031 The Diagnostic Physical Exam Across the Life Span

Simulation We use the skills lab sessions to practice and demonstrate and assess student competencies performing adult and pediatric physical exams. They practice on each other for the adult exam and we use high and low fidelity simulation with infant models for pediatric exams. We also conduct a large scale simulation and paid live male and female models for the genito-urinary exam.

NURSP 3296 Clinical Systems Analysis and Design

Simulation A virtual hospital, Sanita Hospital, was created using real quality and financial data from one of the UPMC hospitals that agreed to share their information. Students are required to complete 3 case studies as part of the course based on the data found in Sanita Hospital. All the case studies are posted, and then we discuss key learnings in the discussion boards. In this way students learn multiple approaches and solutions to the same problems. This is really an administrative simulation. Students find it hard, but say they learn an immense amount from this class

NUR 3056 Introduction to Clinical and Translational Interprofessional learning/team building

This course includes students across the health sciences. The students work together in interdisciplinary groups to develop their course/research project

Course Teaching- learning practice or method

How is the practice or method used to support achievement of student outcomes?

Research In Health Sciences

Student evaluation of teaching-learning practices and environments (clinical and classroom):

Students are given the opportunity to evaluate teaching-learning practices and environments on a formative and summative basis. Students complete a course evaluation a few weeks prior to the end of each term for every course in which they are enrolled. The results are not shared with faculty until after the term has concluded. Questions on the course evaluation address teacher effectiveness and course-specific information (usefulness of assignments, etc). In addition, at the end of their program, students complete an in-depth End-of-Program survey, in which they are able to evaluate all aspects of the program, including: classroom and clinical experiences, resources, faculty competence and teaching effectiveness, curriculum structure and sequencing, preceptors, and program

preparation. A copy of the survey will be available in the Resource Room.