APSNA s Guidelines on How to Complete Educational Forms

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1 American Pediatric Surgical Nurses Association 111 Deer Lake Rd., Suite 100 Deerfield, IL th Annual Scientific Conference May 12 15, 2016 San Diego, CA APSNA at 25 years: Honoring the Past, Treasuring the Present, and Shaping the Future APSNA s Guidelines on How to Complete Educational Forms Define the audience that would be appropriate for your session: 1. Beginner level is aimed toward those who may be new graduates or have been in practice for two or less years or are new to the topic of presentation. 2. Intermediate level is aimed at those who have been in practice for two or more years or who have limited exposure to the topic being presented. 3. Advanced level is aimed at the highly experienced, who are looking for a stimulating learning experience to challenge them. (Please note: most participants are ADVANCED level and preference is given to advanced topics). What is an identified need? 1. Describe the identified need (using literature, anecdotal notes, or other data.) 2. Please use two or more of the following sources for the needs assessment: a. Expert needs (i.e. program planning committee, expert panels, peer-reviewed literature, etc.) b. Participant needs (i.e. focus panel's discussions, interviews, needs assessment surveys, previous evaluation summaries, etc.) c. Observed needs (i.e. hospital QA analyses, mortality morbidity data, epidemiological data, etc.) d. Environmental scanning (i.e. evidence from other contact hour activities, lay press, etc.) What is the purpose statement? The purpose/goal is a broad statement that should entail the following: 1. How this activity will enrich the pediatric surgical clinician s contribution to quality health care, 2. What you hope the outcome of the activity will be based on the objectives, 3. Not contain a restatement of your objectives. How to write Behavioral Objectives 1. An instructional objective states what the student will demonstrate at the end of instruction. a. Each objective is singular, focusing on one specific goal that you want the students to attain. b. It is a clear and unambiguous description of the educational expectations. 2. Behavioral objectives need to meet ANCC requirements. 3. The outcome competencies state what the student will be able to do after instruction. Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

2 American Pediatric Surgical Nurses Association 111 Deer Lake Rd., Suite 100 Deerfield, IL th Annual Scientific Conference May 12 15, 2016 San Diego, CA APSNA at 25 years: Honoring the Past, Treasuring the Present, and Shaping the Future a. These performance statements need to be specific, observable, and measurable behaviors. b. Examples would include phrases such as: to be able to list, to describe, to categorize, to define, describe, explain, discuss, compare, contrast c. Phrases such as to know, to demonstrate an understanding of, and to learn are not measurable or observable, and should not be used to describe outcome competencies. 4. It is important to remember that instructional objectives can be written to encompass the cognitive, affective, and psychomotor domains. The teacher should also consider writing objectives that include the different levels of thinking stated in Bloom s Taxonomy (knowledge, comprehension, application, analysis, synthesis, and evaluation) to stimulate higher level thought processes. See pages 4-6. How to write a Content Outline 1. In order to be eligible for educational award, the content should be evidence-based. 2. In addition to learning objectives, presenters must list each topic area to be covered and provide a description of the content (three or four examples) to be presented in sufficient detail to determine consistency with the objectives and appropriate amount of time allotted. Note: It must be more than a restatement of the objective. 3. Content must: a. Relate to and be congruent/consistent with the learner objectives. b. Correspond with the stated purpose of the activity. c. List each topic area to be covered and provide a description (three or four examples) of the content to be presented in sufficient detail to determine the consistency with the objectives and appropriate amount of time allotted. (See the example below). d. Identify its abbreviations, acronyms or initials, at least once, to facilitate the peer review. 4. Please review the examples below as a guide for completing the educational design form for either live presentations or enduring materials/independent studies Anderson, L., & Krathwohl, D. A. (2001). Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman.

3 Live Presentation SAMPLE Title of Activity: Nurse Practitioner Job Satisfaction: Looking for Successful Outcome Identified Gaps: NP job satisfaction is linked to inherent monopolies related to the U.S. healthcare system. Job dissatisfaction has implications for healthcare organizations facing challenging, complex environments focusing on cost-effective strategies, quality, safety, and patient satisfaction prerequisites. Crucial to sustaining the NP role is focusing on improved patient care that targets retention and recruitment of this valuable, yet underutilized human resource that provides critical services to organizations. Purpose: The purpose of this advanced nursing project was to examine overall job satisfaction and its association with extrinsic and intrinsic characteristics of job satisfaction among nurse practitioners (NP) at the chosen practice site. OBJECTIVES List learner s objectives in behavioral terms The learner will be able to discuss the components of an advanced nursing project. The learner will be able to list the three outcome measures presented. The learner will be able to summarize the project findings to verify value of evidence. CONTENT (Topics) Provide an outline of the content for each objective. It must be more than a restatement of the objective. Components of an advanced nursing project will be presented. Comparison of research based versus application based doctoral degrees. Advanced Nursing Project methodology will be presented. Advanced Nursing Project data analysis will be presented. Live Presentation Exemplar Total Minutes divided by 60 = contact hour(s) TIME FRAME PRESENTER TEACHING METHODS State the time Describe the teaching frame for List the Faculty for each methods, strategies, each objective objective. materials & resources for each objective 5 minutes N. Nurse Lecture/slide presentation 15 minutes N. Nurse Lecture/slide presentation 10 minutes N. Nurse Lecture/slide presentation Nancy Nurse, BSN, RN January 2, 2012 Completed By: Name and Credentials Date Nurse Planner Signature:

4 Enduring Materials/Independent Study (i.e., Journal of Pediatric Surgical Nursing) SAMPLE Title of Activity: Clostridium difficile: A pediatric surgery experience Activity Format: Enduring Material/Independent Study Identified Gaps: Recent reports cite that 10% to 38% of previously healthy children in North America had severe CDI caused by BI/NAP1/027 (strains). Given the current trends, defining the pediatric epidemiological characteristics of CDI, which is less common than in adults, is vital. Purpose: The purpose of this activity is to provide an opportunity present an advanced topic related to Diagnostic Testing related to evaluating Clostridum difficile in the pediatric surgical patient and the severity of this disease specific to the population of interest. OBJECTIVES List learner s objectives in behavioral terms Identify national prevalence data of C. diff in US Healthcare facility as it related to the population served. Describe current diagnostic testing strategies. Apply case study principles to determine usefulness of test. CONTENT (Topics) Provide an outline of the content for each objective. It must be more than a restatement of the objective. Prevalence data. Incidence data. Literature review regarding pediatric hospitalizations related to C. diff. Methods used for diagnosis of C. diff. Sensitivity and specificity explanations Case study explanation. Sensitivity and specificity calculations to assist in early diagnosis of disease entity and rationalization of early diagnosis. AUTHOR List the author for each for each objective. TEACHING METHODS Describe the teaching methods, strategies, materials & resources for each objective N. Nurse Literature review/case study. N. Nurse Literature review/case study/explanatory analysis. N. Nurse Literature review/case study/explanatory analysis. Completed By: Name and Credentials Nancy Nurse, MSN, ARNP Date January 11, 2012 Nurse Planner Signature: 4

5 5 Cognitive Verbs (Simple to Complex) Knowledge Define Repeat Record List Recall Underline Name Relate Discuss Paraphrase Describe Recognize Explain Express Identify Locate Report Review Restate Translate Tell Dramatize Practice Illustrate Operate Schedule Shop Sketch Interpret Apply Contrast Criticize Diagram Inspect Debate Infer Inventory Question Relate Solve Examine Categorize Distinguish Analyze Create Set up Organize Manage Prepare Compile Visualize Determine Evaluation Synthesis Select Judge Assess Analysis Compose Appraise Evaluate Application Employ Differentiate Appraise Plan Propose Design Formulate Compare Value Revise Score Comprehension Use Demonstrate Predict Experiment Test Compare Assemble Collect Construct Choose Estimate Measure

6 Affective Verbs (Simple to Complex) Characterization Behavior Recognize Be sensitive to Tolerate Accept Listen to Attend to Appreciate Prefer Be alert to Responding Comply with Obey Volunteer to Practice rules Perform Enjoy Ask Cooperate with Find pleasure in Participate Engage in Acquaint Accept responsibility Respond with interest Assume Responsibility Valuing Feel strongly Be loyal to Be devoted to Examine Value Prefer Organization Relate Form judgments Weight Identify characteristics Find out and crystalize Change judgments Face facts and conclusi ons Revise judgments Approach problems obje ctively Develop a conscience Develop a philosophy o f life 6

7 Psychomotor Verbs (Simple to Complex) Adapting Observing Watch Pay attention Read directions Be attentive to Examine Observe Initiating Follow directions Perform hesitantly Carry out with conscious Initiate Discriminate Practicing Repeat Go through the motion Perform with a degree of skill Use action as needed To fit actin to a new situati To perform smoothly, effi on iently 7