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Certified Nurse Educator
Bloom's Taxonomy - OLD (Nouns) - NEW (Verbs) - 6 Levels Synthesis - Creating Evaluation - Evaluating Analysis - Analyzing Application - Applying Comprehension - Understanding Knowledge - Remembering Bloom New Lowest 3 - Remembering Understanding Applying Bloom New Highest 3 - Analyzing Evaluating Creating Cognitive Learning Domain - Learner focuses on acquisition and recall of specific facts, concepts and principles. Simple (knowledge) to complex (synthesis/evaluation). Affective Learning Domain - Learning encompasses attitudes, beliefs, values, feelings, emotions, & motivation. The expression of these often involves statements of opinions, beliefs, or an assessment of worth. Psychomotor learning domain - Encompasses fine motor, gross motor and manual skills. Commonly used in clinical techniques. Learners might physically do skills Remembering / Knowledge - Bloom's Level 1 Remembering or recognizing appropriate terminology, facts, ideas, materials, trends, sequences, methodology, principles, & generalizations. Recalling Knowledge/Remembering Activities - Viewing films Assigned reading Listening to lectures Observing demonstrations Listening to conversation Program instruction Knowledge/Remembering Verbs - Define, Identify, List, Recognize
Cite, know, match, memorize, name, recall, recite, relate, repeat, reproduce, review, state, tell Comprehension/Understanding - Bloom's Level 2 Understanding written communication, reports, tables, diagrams, directions, & regulations Explaining Retelling Comprehension/Understanding Learning Activities - Creating analogies, writing summaries Explaining to a peer, Pair or team discussions Answering questions during a lecture Viewing Power Points Comprehension/Understanding Objectives - Describe, Explain, Summarize, Discuss, Review Express, Indicate, Locate, report, restate, Reword, Select "Telling" verbs Application/Applying - Bloom's Level 3 Applying ideas, rules of procedure, methods, formulae, principles, & theories in job related situations Implementation Application/Applying Learning Activities - Nursing labs with return demonstration Simple problem-solving in class Developing nursing care plans Role playing Application/Applying Level Objectives - Apply, Demonstrate, Use, Develop Examine, Employ, Illustrate, practice, Schedule Solve, write Analysis/Analyzing - Bloom's Level 4 Breaking down material or information into its constituent parts and detecting the relationship of the parts and the way they are organized. Organizing Prioritizing Differentiating Analysis/Analyzing Learning Activities - Individual or group projects Debating ethical issues Participating in case studies Conducting research
Case Study - An analysis of a clinical situation or incident Learner must analyze and interpret the data provided Critical thinking occurs when questions involve problem solving Cooperative/Collaborate learning - Teaching strategy...small teams each w/ learners of different levels use a variety of learning activities to improve their understanding of a subject. Each person is responsible for learning and helping teammates learn. Narrative Pedagogy, Dialogue, Peer Sharing, Story Telling - Interpretive approach to teaching/learning Evolves from lived experiences of teachers & learners. Insights are gleaned from practical wisdom/knowledge. Promotes truth seeking, caring & affective learning. Games - Reinforces knowledge rather than learning new material Imagery - Stimulates critical thinking by exploring mental models. Decreases anxiety--increases skill performance. Concept Mapping - Link concepts w/ arrow to describe the direction of the relationship. Makes learning an active process rather than a passive one. Validity - Judgement that the test measures what it's intended to measure. Reliability - Ability of the the test to provide dependable and consistent scores Factors Affecting Reliability - Insufficient length (min. 25 mult. choice) Insufficient group variability Test scores to a smaller group of (N) will decrease reliability Reliability Test names - Kuder Richardson Split-half Reliability Coefficient Coefficient Alpha Reliability Measurement - 0 - 1. Correspondence between 2 tests or measures Standardized tests >0. Classroom tests 0.7-0. P Value - Item difficulty P values (intended) - .70-.80 (ideal) Can be .3-.8 (bell curve) 1.00 - Upper limits of P value 100% answered question correctly
Scholarship of Discovery - Generation of new knowledge for application and integration into the discipline and teaching; developing knowledge base of Nursing. Scholarship of Integration - Interpretation and synthesis of knowledge across discipline boundaries; requires communication & interdisciplinary collaboration. Scholarship of Application - Connects theory to practice; "How can knowledge be responsibly applied to consequential problems?" Service to boards and organizations, policy development. Scholarship of Teaching - Requires evidence of effective teaching and dissemination of knowledge acquired as a result of teaching; curriculum development, use of innovative teaching/learning strategies; dissemination of teaching knowledge/expertise. Engagement Leadership Style - Frames issues & provides choices for faculty Transactional Leadership Style - Focuses on getting the job done Chairperson engages faculty in the development & adoption of a new curriculum. Transformational Leadership - Focuses on energizing people to perform at a higher level. Authoritarian/Autocratic Leadership Style - Power in the hands of the leader. Does not provide for sharing of power needed for faculty to adopt a new curriculum. Collaboration is needed. Laissez Faire Leadership Style - "Hands off" style - leader provides little or no direction to faculty Gives a lot of freedom - must decide & resolve on their own. Would not facilitate a new curriculum. Free-Rein Leadership Situational Leadership Style - Occurs when a leader develops in a particular situation. Switching instinctively between styles Bureaucratic Leadership Style - Leader manages "by the book" - everything by procedure or policy. If not covered by "the book" leader refers to the next level - not facilitate curriculum Participative Leadership Style - Power is shared Perennialism - Based on knowledge & traditional content - does not emphasize problem solving Formative Evaluation - Occurs while learning process is unfolding. Summative Evaluation - Completed at the end of a course/program - The final outcome.
Epistemology - Focus is on: What is truth? Axiology - Focus is on: What is good? Reconstructionism Educational Theory - Focuses on the need of society rather than the individual & is not reflective of an emphasis on problem solving. Student to experience inquiry thru active learning and exploration; involvement in social and community activities. (Pragmatist Philosophy Essentialism Educational Theory - Educator models the behavior; information flows form educator to learner. Student encouraged to expand the mind by inquiry, discovery, aesthetics, synthesis and application of knowledge to life. Belief in strong liberal arts foundation. (Idealism Philosophy) Progressivism Educational Theory - Emphasizes problem solving rather than the content of specific subjects. Student centered - Goal oriented inquiry which leads learners to problem solving. Students assisted to develop the self through field trips, lab work, simulation; apply learning to daily life and society (Pragmatist Philosophy). Behaviorism Educational Theory - Positive reinforcement & reward. Student subject to natural law; motivated to learn through positive reinforcement; rewarded for scientific objectivity and objective analysis (Realism Philosophy). Existentialism - Focuses on choices & individualism ...not problem solving Humanism Educational Theory - Learner chooses their own path & assumes life long learning responsibilities by collaboration with other learners & facilitation of the educators. Self-actualization & education lead to happiness. Autonomous learners - Learners find own information. Education motivates the development of human potential. Encouraged to freely choose own path to learning; assume responsibility for life (Existential Philosophy).
