The rapid learning environment transition initiated by the COVID-19 pandemic impacted students’ p... more The rapid learning environment transition initiated by the COVID-19 pandemic impacted students’ perception of, comfort with, and self-efficacy in the online learning environment. Garrison’s Community of Inquiry framework provides a lens for examining students’ online learning experiences through three interdependent elements: social presence, cognitive presence, and teaching presence. Researchers in this study developed and validated the Learning Modality Change Community of Inquiry and Self-Efficacy scales to measure health professions students’ self-efficacy with online learning, while exploring how cognitive, social, and teaching presence is experienced by students who transition from one learning environment to another. The two scales demonstrate strong validity and reliability evidence and can be used by educators to explore the impacts of learning modality changes on student learning experiences. As learning environments continue to evolve, understanding the impact of these tr...
BACKGROUND Students who value peer feedback processes are more likely to provide supportive feedb... more BACKGROUND Students who value peer feedback processes are more likely to provide supportive feedback to peers. PURPOSE The purpose of this study was to explore the factors that motivate and demotivate students to provide supportive feedback to peers. METHOD A secondary analysis of qualitative data collected from 148 graduate nursing students in 7 master's-level courses was conducted to identify the themes related to motivating and demotivating factors in peer review and how they related to students' sense of value for providing supportive peer feedback. RESULTS Common themes included perceived potential for supportive peer feedback to improve self, peer, and team performance, and quality of patient care. Themes related to demotivation included lack of time and fear of negative impact on peers. CONCLUSION Faculty should emphasize to students the positive impact of supportive peer feedback on nursing care. Assignments can be structured to promote a fair exchange of supportive feedback between peers.
AIM The aim of this study was to examine student-level and school-level variation in pride and co... more AIM The aim of this study was to examine student-level and school-level variation in pride and competency in accelerated nursing programs and the relationship between student satisfaction with instructional methods and perceptions of pride and competency. BACKGROUND Nursing students in accelerated, second-degree programs have a greater need to feel competent when compared to traditionally educated nurses; however, evidence to illuminate a relationship between faculty instructional methods and student pride and competency is lacking. METHOD The method was a secondary analysis of data collected from 3,506 students in 130 programs over seven years. RESULTS Higher levels of satisfaction with instructional methods were associated with higher levels of pride and competency in nursing skills. There was no significant variation in pride and competency in nursing skills across institutions. CONCLUSION Student satisfaction with instructional methods in accelerated nursing education has an impact on student pride and competency.
SouRceS of the dynamicS of laboR pRoductivity changeS in agRicultuRe in euRopean union countRieS ... more SouRceS of the dynamicS of laboR pRoductivity changeS in agRicultuRe in euRopean union countRieS baSed on economic accountS foR agRicultuRe (eaa) słowa kluczowe: źródła dynamiki wydajność pracy, zróżnicowanie Ue Key words: sources of labour productivity dynamics, diversification, eu Jel codes: J24, o13 abstrakt. Celem artykułu jest ilustracja źródeł dynamiki wydajności czynnika pracy na podstawie wyprowadzonego ujęcia analitycznego. Do dynamiki zmian wydajności pracy odniesiono kształtujące ją dynamiki wartości dodanej brutto i zatrudnienia w rolnictwie. Analizę empiryczną oparto na danych eurostat Rachunki ekonomiczne dla Rolnictwa i Statystyka Rolniczych nakładów pracy. Wykazano dodatni wpływ obu źródeł dynamiki wydajności pracy, z tendencją do większej stabilności dla państw UE-15. Stwierdzono również neutralny wpływ dopłat bezpośrednich na zmiany wydajności pracy.
OBJECTIVES The purpose of this study was to determine whether frequency of participation in activ... more OBJECTIVES The purpose of this study was to determine whether frequency of participation in activities offered in a student response system was associated with students' final course grades in four different nursing courses and to explore whether that effect was dependent on the specific pedagogical context of each course. DESIGN An observational approach with a predictive model was used to examine the effect of a student's frequency of responses to prompts in a student response system (Nearpod) on final grade. SETTING This investigation was carried out in four high-enrollment nursing courses in a large Midwestern university in the United States. PARTICIPANTS Students who participated in this study were enrolled in one of four core nursing courses: Pathophysiology, Health Assessment, Nursing Care of the Adult at the undergraduate level, and Pathophysiology at the graduate level. METHODS Multiple regression analysis was conducted to examine the association between a student's frequency of Nearpod use and their final grade. RESULTS The regression model explained 25.42% of the variance in final grade when controlling for course differences. The key finding from this study is that the more a student responded to prompts in Nearpod, the more likely they were to earn a higher final grade, but this effect was statistically significant only in undergraduate Pathophysiology. CONCLUSIONS The positive association between more frequent Nearpod use and higher final grade appears to be dependent on contextual factors. These factors may include consistent use of Nearpod in class, detailed feedback and elaboration on student responses, and required participation in Nearpod activities.
Background: This case report describes a collaborative effort between a health sciences librarian... more Background: This case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing.Case Presentation: The Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity.Conclusions: While both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience an...
OBJECTIVES The aim of this review was to explore how nurse education prepares students to partici... more OBJECTIVES The aim of this review was to explore how nurse education prepares students to participate in the peer review process and to deal with the benefits and challenges of giving and receiving peer feedback. DESIGN Whittemore and Knafl's (2005) five-step strategy for integrated literature reviews served as a framework for this analysis. DATA SOURCES Relevant online university databases (CINAHL, ERIC, Medline, etc.) were searched using a combination of keywords, yielding 24 studies from peer-reviewed journals between 1988 and 2018 that fit inclusion criteria after initial screening. REVIEW METHODS Data were organized in a summary table by author, year, title, country, methodology, student level, sample size, and setting. Qualitative data analysis software facilitated identification of themes and systematic coding of content. The data were compared across the didactic, clinical, and laboratory settings and then analyzed and synthesized globally for general conclusions. RESULTS The predominant themes that emerged were benefits and challenges of peer assessment in nurse education, strategies to prepare students to provide supportive feedback, anonymous vs. non-anonymous peer assessment practices, and recommendations for instructional strategies related to peer assessment. CONCLUSIONS Peer assessment provides multiple sources of feedback, guides students to think critically about course content, and engages them in advanced self-assessment. However, if students are not well prepared to participate in peer assessment, it can lead to a sense of incompetence, anxiety, and a hostile learning environment. Well-designed peer assessment is an important instructional strategy to prepare future nurses to participate in peer review in professional nursing practice.
The challenge to educate increasing numbers of nursing students at all levels in both online and ... more The challenge to educate increasing numbers of nursing students at all levels in both online and in-class environments calls for innovative instructional strategies that may include technology-based assignments to help students apply knowledge to clinical situations. This article describes a case study assignment created for a graduate-level pathophysiology course that required students to create digitally enhanced patient stories. Nursing students enrolled in the online and in-class sections of the course worked together using commonly available learning technology tools to create content that bridged pathophysiology concepts and clinical practice.
Peer review is a practical way to examine nursing performance and quality of care. It is a system... more Peer review is a practical way to examine nursing performance and quality of care. It is a systematic process of evaluation of a peer's work, compared with standards, which facilitates quality improvement (American Nurses Association, 2015). In the academic setting, peer review is a tool for active learning as students interact with content and receive feedback from each other. Effective peer review requires knowledge, skills, and attitudes that are learned and cultivated; however, there are no clearly defined best practices for teaching it (Sethares & Morris, 2016). In both the online and in-class environments, students express concerns about peer review related to fairness, quality, accuracy of peer feedback, and retribution (Ohaja, Dunlea, & Muldoon, 2013). These concerns are often a basis for negative attitudes that undermine peer review in nursing practice. The primary goals for this experiential learning assignment were to develop evaluative communication skills for professional peer review and increase knowledge of SMART (Specific, Measurable, Attainable, Relevant, and Timely) goal development. In a required online course, graduate nursing students were assigned to develop a SMART goal to direct a quality improvement project. Students were then assigned to review the work of two classmates using an open source, online peer review application called iPeer (version 3.1.5). Preparation for the assignment included completing an online didactic module describing key characteristics and techniques for effective feedback. Key characteristics of effective peer feedback include (a) a focused review referring to specific performance standards, (b) descriptive comments reflecting unbiased observations, (c) constructive language 374
ABSTRACT Teaching dermatologic conditions can be challenging in lecture-style format. A class act... more ABSTRACT Teaching dermatologic conditions can be challenging in lecture-style format. A class activity was implemented in a prelicensure nursing course to enhance learning of dermatologic conditions while emphasizing the nursing process, evidence-based treatments, transmission-based precautions, and teamwork. Students worked in teams to identify moulage-based dermatologic conditions and follow the nursing process to develop a plan of care. Students presented their findings to faculty and peers. Positive student feedback on the activity included enhanced teamwork, application of the nursing process, visual emphasis on content, and understanding of holistic care. This activity is an innovative alternative to traditional lecture format.
BACKGROUND Motivational barriers and lack of knowledge about peer review inhibit creation of supp... more BACKGROUND Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students. PURPOSE The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing students create for their peers. METHOD Data from 155 graduate nursing students were analyzed in this quasi-experimental, repeated-measures design, using analysis of covariance and conditional process analysis. RESULTS Students who had high levels of knowledge and a strong sense of value for providing feedback to peers produced higher-quality supportive peer feedback. CONCLUSION Even when a student has sufficient knowledge and skills to produce supportive peer feedback, their ability may not transfer to real peer-review contexts if they do not also have a strong sense of value for providing high-quality feedback to peers.
The rapid learning environment transition initiated by the COVID-19 pandemic impacted students’ p... more The rapid learning environment transition initiated by the COVID-19 pandemic impacted students’ perception of, comfort with, and self-efficacy in the online learning environment. Garrison’s Community of Inquiry framework provides a lens for examining students’ online learning experiences through three interdependent elements: social presence, cognitive presence, and teaching presence. Researchers in this study developed and validated the Learning Modality Change Community of Inquiry and Self-Efficacy scales to measure health professions students’ self-efficacy with online learning, while exploring how cognitive, social, and teaching presence is experienced by students who transition from one learning environment to another. The two scales demonstrate strong validity and reliability evidence and can be used by educators to explore the impacts of learning modality changes on student learning experiences. As learning environments continue to evolve, understanding the impact of these tr...
BACKGROUND Students who value peer feedback processes are more likely to provide supportive feedb... more BACKGROUND Students who value peer feedback processes are more likely to provide supportive feedback to peers. PURPOSE The purpose of this study was to explore the factors that motivate and demotivate students to provide supportive feedback to peers. METHOD A secondary analysis of qualitative data collected from 148 graduate nursing students in 7 master's-level courses was conducted to identify the themes related to motivating and demotivating factors in peer review and how they related to students' sense of value for providing supportive peer feedback. RESULTS Common themes included perceived potential for supportive peer feedback to improve self, peer, and team performance, and quality of patient care. Themes related to demotivation included lack of time and fear of negative impact on peers. CONCLUSION Faculty should emphasize to students the positive impact of supportive peer feedback on nursing care. Assignments can be structured to promote a fair exchange of supportive feedback between peers.
AIM The aim of this study was to examine student-level and school-level variation in pride and co... more AIM The aim of this study was to examine student-level and school-level variation in pride and competency in accelerated nursing programs and the relationship between student satisfaction with instructional methods and perceptions of pride and competency. BACKGROUND Nursing students in accelerated, second-degree programs have a greater need to feel competent when compared to traditionally educated nurses; however, evidence to illuminate a relationship between faculty instructional methods and student pride and competency is lacking. METHOD The method was a secondary analysis of data collected from 3,506 students in 130 programs over seven years. RESULTS Higher levels of satisfaction with instructional methods were associated with higher levels of pride and competency in nursing skills. There was no significant variation in pride and competency in nursing skills across institutions. CONCLUSION Student satisfaction with instructional methods in accelerated nursing education has an impact on student pride and competency.
SouRceS of the dynamicS of laboR pRoductivity changeS in agRicultuRe in euRopean union countRieS ... more SouRceS of the dynamicS of laboR pRoductivity changeS in agRicultuRe in euRopean union countRieS baSed on economic accountS foR agRicultuRe (eaa) słowa kluczowe: źródła dynamiki wydajność pracy, zróżnicowanie Ue Key words: sources of labour productivity dynamics, diversification, eu Jel codes: J24, o13 abstrakt. Celem artykułu jest ilustracja źródeł dynamiki wydajności czynnika pracy na podstawie wyprowadzonego ujęcia analitycznego. Do dynamiki zmian wydajności pracy odniesiono kształtujące ją dynamiki wartości dodanej brutto i zatrudnienia w rolnictwie. Analizę empiryczną oparto na danych eurostat Rachunki ekonomiczne dla Rolnictwa i Statystyka Rolniczych nakładów pracy. Wykazano dodatni wpływ obu źródeł dynamiki wydajności pracy, z tendencją do większej stabilności dla państw UE-15. Stwierdzono również neutralny wpływ dopłat bezpośrednich na zmiany wydajności pracy.
OBJECTIVES The purpose of this study was to determine whether frequency of participation in activ... more OBJECTIVES The purpose of this study was to determine whether frequency of participation in activities offered in a student response system was associated with students' final course grades in four different nursing courses and to explore whether that effect was dependent on the specific pedagogical context of each course. DESIGN An observational approach with a predictive model was used to examine the effect of a student's frequency of responses to prompts in a student response system (Nearpod) on final grade. SETTING This investigation was carried out in four high-enrollment nursing courses in a large Midwestern university in the United States. PARTICIPANTS Students who participated in this study were enrolled in one of four core nursing courses: Pathophysiology, Health Assessment, Nursing Care of the Adult at the undergraduate level, and Pathophysiology at the graduate level. METHODS Multiple regression analysis was conducted to examine the association between a student's frequency of Nearpod use and their final grade. RESULTS The regression model explained 25.42% of the variance in final grade when controlling for course differences. The key finding from this study is that the more a student responded to prompts in Nearpod, the more likely they were to earn a higher final grade, but this effect was statistically significant only in undergraduate Pathophysiology. CONCLUSIONS The positive association between more frequent Nearpod use and higher final grade appears to be dependent on contextual factors. These factors may include consistent use of Nearpod in class, detailed feedback and elaboration on student responses, and required participation in Nearpod activities.
Background: This case report describes a collaborative effort between a health sciences librarian... more Background: This case report describes a collaborative effort between a health sciences librarian and an instructional designer to create and implement a writing professional development experience called the Scholarship Circle. It was aimed at increasing scholarly productivity by junior and nontenure-track faculty in a college of nursing.Case Presentation: The Scholarship Circle activities were carried out in a synchronous and an asynchronous online environment over ten weeks and included weekly lectures from nurse-scholars, discussions and peer reviews, and writing support from the librarian. The Scholarship Circle designers surveyed participants before and after the course to explore faculty perceptions and conducted a bibliographic analysis to gauge increases in scholarly productivity.Conclusions: While both tenure-track and nontenure-track faculty perceived lack of time as a significant barrier to publication, only nontenure-track faculty perceived lack of writing experience an...
OBJECTIVES The aim of this review was to explore how nurse education prepares students to partici... more OBJECTIVES The aim of this review was to explore how nurse education prepares students to participate in the peer review process and to deal with the benefits and challenges of giving and receiving peer feedback. DESIGN Whittemore and Knafl's (2005) five-step strategy for integrated literature reviews served as a framework for this analysis. DATA SOURCES Relevant online university databases (CINAHL, ERIC, Medline, etc.) were searched using a combination of keywords, yielding 24 studies from peer-reviewed journals between 1988 and 2018 that fit inclusion criteria after initial screening. REVIEW METHODS Data were organized in a summary table by author, year, title, country, methodology, student level, sample size, and setting. Qualitative data analysis software facilitated identification of themes and systematic coding of content. The data were compared across the didactic, clinical, and laboratory settings and then analyzed and synthesized globally for general conclusions. RESULTS The predominant themes that emerged were benefits and challenges of peer assessment in nurse education, strategies to prepare students to provide supportive feedback, anonymous vs. non-anonymous peer assessment practices, and recommendations for instructional strategies related to peer assessment. CONCLUSIONS Peer assessment provides multiple sources of feedback, guides students to think critically about course content, and engages them in advanced self-assessment. However, if students are not well prepared to participate in peer assessment, it can lead to a sense of incompetence, anxiety, and a hostile learning environment. Well-designed peer assessment is an important instructional strategy to prepare future nurses to participate in peer review in professional nursing practice.
The challenge to educate increasing numbers of nursing students at all levels in both online and ... more The challenge to educate increasing numbers of nursing students at all levels in both online and in-class environments calls for innovative instructional strategies that may include technology-based assignments to help students apply knowledge to clinical situations. This article describes a case study assignment created for a graduate-level pathophysiology course that required students to create digitally enhanced patient stories. Nursing students enrolled in the online and in-class sections of the course worked together using commonly available learning technology tools to create content that bridged pathophysiology concepts and clinical practice.
Peer review is a practical way to examine nursing performance and quality of care. It is a system... more Peer review is a practical way to examine nursing performance and quality of care. It is a systematic process of evaluation of a peer's work, compared with standards, which facilitates quality improvement (American Nurses Association, 2015). In the academic setting, peer review is a tool for active learning as students interact with content and receive feedback from each other. Effective peer review requires knowledge, skills, and attitudes that are learned and cultivated; however, there are no clearly defined best practices for teaching it (Sethares & Morris, 2016). In both the online and in-class environments, students express concerns about peer review related to fairness, quality, accuracy of peer feedback, and retribution (Ohaja, Dunlea, & Muldoon, 2013). These concerns are often a basis for negative attitudes that undermine peer review in nursing practice. The primary goals for this experiential learning assignment were to develop evaluative communication skills for professional peer review and increase knowledge of SMART (Specific, Measurable, Attainable, Relevant, and Timely) goal development. In a required online course, graduate nursing students were assigned to develop a SMART goal to direct a quality improvement project. Students were then assigned to review the work of two classmates using an open source, online peer review application called iPeer (version 3.1.5). Preparation for the assignment included completing an online didactic module describing key characteristics and techniques for effective feedback. Key characteristics of effective peer feedback include (a) a focused review referring to specific performance standards, (b) descriptive comments reflecting unbiased observations, (c) constructive language 374
ABSTRACT Teaching dermatologic conditions can be challenging in lecture-style format. A class act... more ABSTRACT Teaching dermatologic conditions can be challenging in lecture-style format. A class activity was implemented in a prelicensure nursing course to enhance learning of dermatologic conditions while emphasizing the nursing process, evidence-based treatments, transmission-based precautions, and teamwork. Students worked in teams to identify moulage-based dermatologic conditions and follow the nursing process to develop a plan of care. Students presented their findings to faculty and peers. Positive student feedback on the activity included enhanced teamwork, application of the nursing process, visual emphasis on content, and understanding of holistic care. This activity is an innovative alternative to traditional lecture format.
BACKGROUND Motivational barriers and lack of knowledge about peer review inhibit creation of supp... more BACKGROUND Motivational barriers and lack of knowledge about peer review inhibit creation of supportive peer feedback between nursing students. PURPOSE The purpose of this study was to examine the effects of knowledge of peer-review practices and value for the process of creating supportive peer feedback on the quality of feedback nursing students create for their peers. METHOD Data from 155 graduate nursing students were analyzed in this quasi-experimental, repeated-measures design, using analysis of covariance and conditional process analysis. RESULTS Students who had high levels of knowledge and a strong sense of value for providing feedback to peers produced higher-quality supportive peer feedback. CONCLUSION Even when a student has sufficient knowledge and skills to produce supportive peer feedback, their ability may not transfer to real peer-review contexts if they do not also have a strong sense of value for providing high-quality feedback to peers.
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