Nursing Education Research Conference 2018 (NERC18) Refusing to Let the Dust Settle: Creative Evaluation of a Concept-Based Curriculum Jeannette M. Kates, PhD, GNP-BC, RN Mary E. Hanson-Zalot, EdD, MSN, RN, AOCN Julia M. Ward, PhD, RN Jamie Marie Smith, MSN, RN, CCRN Valerie Ann Clary-Muronda, MSN (Ed), RN,, Philadelphia, PA, Concept-based curricula are being implemented in nursing education as a means to shift the emphasis from content to an emphasis on concepts and conceptual learning (Giddens & Brady, 2007). This paradigm shift requires concomitant changes in how faculty teaches and how students learn. In conceptbased curricula, teachers use student-centered learning activities, such as cases, questions, or problems to engage students in active learning (Giddens, Caputi, & Rodgers, 2015). In the summer of 2016, a in an academic health science institution in the northeast region of the United States began the implementation of an undergraduate concept-based curriculum. A workgroup was formed and charged by the faculty at large with developing and executing an evaluation plan of the concept-based curriculum. The purpose of this poster is to describe the development of a concept-based curriculum evaluation plan and the results of preliminary data from the evaluation. The National League for Nursing s (2016) Hallmarks of Excellence served as guiding principles and existing literature regarding curriculum evaluation served as a framework to approach this work (Giddens & Morton, 2010; Oermann, 2017). The workgroup specified a threefold purpose: identify gaps in content, identify and reduce redundancies in concepts, and ensure that concepts and exemplars are arranged from simple to complex. Next, each member of the workgroup was tasked with submission of summative and formative assessment questions. The mutually agreed upon questions that guided this inquiry were (a) do faculty and students systematically evaluate the impact of innovative teaching and curriculum approaches on student learning, student satisfaction, and other student-centered outcomes (summative and formative); (b) to what extent does each clinical experience help students develop their ability to provide evidence-based care to patients, families, and communities experiencing a wide range of health problems (summative and formative); (c) are teacher-made tests aligned with the NCLEX-RN blueprint (formative); (d) are curricular concepts and exemplars following the principle of simple to complex (formative); (e) do correlations between numeric course grades and nationally-recognized standardized assessment raw scores support that such assessments are placed appropriately throughout plan of study (formative); (f) how are students adapting to, within one course, different faculty, different learning strategies, and different class preparation (summative and formative); (g) how is faculty integrating active learning strategies utilized across the curriculum (summative and formative); and (h) is there any change in traditional program indicators of success when comparing the concept-based curriculum in terms of graduation rate, NCLEX- RN performance, and employer satisfaction (summative). For each question, specific outcome metrics were identified, time frames for assessment were established, and workgroup champions were identified. Data collection methods included (a) student course evaluations, (b) faculty summative evaluation, (c) stakeholder surveys, (d) concept assessment, (e) student and faculty focus groups, (f) standardized test scores, (g) graduation rate, and (h) NCLEX-RN pass rate. The concept-based curriculum was implemented in the prelicensure program that includes a traditional, upper division track and an accelerated, second-degree track. Each track admits students once a year, with the accelerated track starting in May and the traditional track starting in August. The accelerated students complete four quarters of nursing course work over a 12 month period; whereas, the traditional students complete four semesters of course work over a two year period. The data collection included all four quarters of nursing coursework for the accelerated students and the first two semesters of the traditional students. A variety of methods, such as descriptive statistics, correlational analysis, and qualitative content analysis, were used. At the end of one academic year, the workgroup has generated several deliverables, thus far,
including (a) a curriculum assessment and evaluation plan for three years, (b) a revised concept/exemplar map, (c) an initial analysis of standardized test scores as compared with final numeric course grades earned by students, (d) a revision of pharmacology course content, (e) clinical and didactic scheduling recommendations, and (f) faculty feedback regarding active learning strategies and textbook resources. Next steps for ongoing evaluation include collection of data regarding student satisfaction with conceptbased learning, active learning strategies, and varying faculty approaches to teaching. Additionally, clinical preparation for employment should be evaluated, including graduate and employer feedback. Finally, ongoing evaluation of questions that have already been addressed is important given that the traditional students have not yet completed a full-cycle of the concept-based curriculum. The development of this concept-based curriculum evaluation plan and its preliminary results are significant to this, as well as other nurse educators. In addition to developing a three-year curriculum assessment and evaluation plan, this work provided data that contributed to evidence-based revisions of this curriculum. This curriculum evaluation plan will be a useful guide to nurse educators who are implementing concept-based curricula and beginning the process of curriculum evaluation. Title: Refusing to Let the Dust Settle: Creative Evaluation of a Concept-Based Curriculum Keywords: concept-based curricula, curriculum evaluation and nursing education References: Giddens, J.F., & Brady, D. (2007). Rescuing nursing education from content saturation: A case for a concept-based curriculum. Journal of Nursing Education, 46(2), 123-124. Giddens, J.F., Caputi, L., & Rodgers, B. (2015). Mastering concept-based teaching. St. Louis, MO: Elsevier. Giddens, J.F., & Morton, N. (2010). Report card: An evaluation of a concept-based curriculum. Nursing Education Perspectives, 31(6), 372-377. National League for Nursing. (2016). Hallmarks of excellence. Retrieved from http://www.nln.org/professional-development-programs/teaching- resources/hallmarks-of-excellence Oermann, M.H. (Ed.). (2017). A systematic approach to assessment and evaluation in nursing programs. Washington, DC: National League for Nursing.
Abstract Summary: A concept-based curriculum was implemented at our. Evaluation data collected over four semesters generated deliverables including: three-year curriculum assessment and evaluation plan, revised concept/exemplar map, analysis of standardized test scores, revision of pharmacology course content, and faculty feedback regarding active learning strategies and book resources. Content Outline: I. Introduction A. Discussion of concept-based curricula B. Identification of problem: need to evaluate a conceptbased curriculum C. Purpose of poster: to describe the development of a concept-based curriculum evaluation plan II. Review of literature A. Guiding principles B. Curriculum evaluation III. Development of concept-based curriculum evaluation plan A. Purpose of evaluation workgroup 1. Identify gaps in content 2. Identify and reduce redundancies in concepts to complex 3. Ensure that concepts and exemplars are arranged from simple B. Assessment questions 1. Summative 2. Formative C. Outcome metrics
1. Student course evaluations 2. Faculty summative evaluation 3. Stakeholder surveys 4. Graduation rate 5. NCLEX-RN pass rate D. Methods 1. Descriptive statistics 2. Correlational analysis 3. Qualitative content analysis IV. Preliminary results/deliverables 1. Three-year curriculum assessment and evaluation plan 2. Revised concept/exemplar map 3. Initial analysis of standardized test scores relative to final numeric course grades 4. Revised pharmacology course content 5. Clinical and didactic scheduling recommendations textbook resources 6. Faculty feedback regarding active learning strategies and V. Next steps 1. Graduate and employer feedback 2. Ongoing evaluation of questions with traditional students VI. Significance to Nursing First Primary Presenting Author
Primary Presenting Author Jeannette M. Kates, PhD, GNP-BC, RN Assistant Professor Professional Experience: 2016-present, Assistant Professor,, College of Nursing, Philadelphia, PA 2014-2016, Volunteer Faculty, Rowan University, School of Osteopathic Medicine, Stratford, NJ 2014-2016, Assistant Professor, Holy Family University School of Nursing and Allied Health Professions, Philadelphia, PA 2011-present, Palliative Care Nurse Practitioner, Samaritan Healthcare & Hospice, Marlton, NJ 2011-2015, Guest Lecturer,, College of Nursing, Philadelphia, PA 2008-2013, Graduate Teaching Assistant, Duquesne University, School of Nursing, Pittsburgh, PA 2003-2008, Instructor and Adjunct Clinical Faculty, Helene Fuld School of Nursing, Blackwood, NJ 2001-2002, Adjunct Clinical Faculty, Delaware County Community College, Division of Allied Health and Nursing, Media, PA 1998, Adjunct Clinical Faculty, University of Pennsylvania, School of Nursing, Philadelphia, PA Local and national presenter on clinical and educational topics. Author Summary: Dr. Kates has over 17 years of experience in undergraduate and graduate nursing education. She is currently an Assistant Professor at in Philadelphia, PA. In her clinical practice as a board-certified gerontological nurse practitioner, Dr. Kates was involved in the development, implementation, and supervision of the first palliative medicine fellowship in New Jersey. She has presented locally and nationally on a variety of clinical and educational topics. Second Author Mary E. Hanson-Zalot, EdD, MSN, RN, AOCN Assistant Professor, Director of the FACT Program Professional Experience: Mary Hanson-Zalot has over 28 years of experience in nursing education. Her work primarily focuses on design and assessment of curricular plans of study for undergraduate programs. Additionally, she has developed and delivered educational programs for faculty in both the didactic and clinical arenas. She has been a member of STTI since 1982 and currently serves on the Board of Delta Rho, Jefferson s Chapter of Sigma Theta Tau as well as on the Bucks/Montgomery Chapter of the Oncology Nursing Society. She is a member of multiple honor societies and professional organizations. Author Summary: Mary Hanson-Zalot is a Director at. She holds a doctoral degree from Widener University. Her research interests include second degree student learning, innovative teaching strategies, curricular models and programmatic assessment. She was awarded the Excellence in Teaching Award from Jefferson in 2016, is a former recipient of the James B. Erdmann Award for Excellence in Interprofessional Education and a former Fellow of the Leadership in Academic Nursing Programs of the AACN. Third Author
Julia M. Ward, PhD, RN Associate Professor Professional Experience: I began my nursing career in 1979 when I graduated from a diploma program in Philadelphia, PA. Since then, I have completed a BSN, MSN, and PhD in nursing. I practiced in an acute care setting for 10 years and have been a nurse educator since 1989. I have been a member of STTI since 2001, Eta Beta Chapter and past president of Delta Rho Chapter. My research interests include: image of nursing (dissertation), empathy in undergraduate nursing students, and interprofessional collaboration measurement. Author Summary: Dr. Ward has worked as a nurse educator for 28 years. She has expertise in curricula development, implementation, and evaluation for undergraduate and post-licensure undergraduate programs. Fourth Author Jamie Marie Smith, MSN, RN, CCRN Instructor Professional Experience: Ms. Smith has been a nurse for 12 years working in acute care, with legislative and regulatory work and most recently in nursing education. Prior to her time at Jefferson, Ms. Smith was a PhD Teaching Fellow at the Rutgers University, School of Nursing. Additionally, Ms. Smith has experience developing and evaluating professional development programs as the Lean Nurse Planner and Nurse Peer Review Leader for the New Jersey State Nurses Association's Accredited Approver and Provider units. Author Summary: Ms. Smith has been a nurse for 12 years working in acute care, with legislative and regulatory work and most recently in nursing education. Ms. Smith was a PhD Teaching Fellow at the Rutgers University, School of Nursing. Additionally, Ms. Smith has experience developing and evaluating professional development programs as the Lean Nurse Planner and Nurse Peer Review Leader for the New Jersey State Nurses Association's Accredited Approver and Provider units. Fifth Author Valerie Ann Clary-Muronda, MSN (Ed), RN Instructor Professional Experience: Nursing Instructor, Spring 2016-Present o Courses Taught: Pharmacology Professional Practice I, II Health Promotion III Academic Support Team Member Nursing Instructor, Salem County College,2015 o Lecturer: Foundations of Nursing Course Assistant, Rutgers University, 2015 Student Tutoring Course Remediation Exam
Proctoring Adjunct Nursing Instructor,, 2010-2012 o Clinical supervision of nursing students Teaching Assistant, Medical University of South Carolina Fall, 2014 o PhD Introductory Theory Course Medical University of South Carolina, PhD Candidate o Course work Curriculum Development Courses (2) o Online Course Design Course (1) Teaching Assistant, Medical University of South Carolina Fall, 2014 o Course Co-Facilitator, PhD Introductory Theory Course Author Summary: Valerie Clary Muronda Nursing Instructor at College of Nursing, in Philadelphia, PA, is a PhD candidate at the Medical University of South Carolina College of Nursing. Her current research interests include simulation-based inter-professional education, particularly in the area of neonatal resuscitation, and neonatal resuscitation training in limited resource settings.