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Before implementing a teaching strategy one must

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Effective ANEs consider the content, setting, learner needs, learning style, desired learner outcomes, and method of delivery to create

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ANEs consider what is being taught before deciding on a teaching strategy to meet learning outcomes. The focus on this variable is not deciding on the specific content to teach but rather how to best facilitate the learning of previously chosen content from curriculum development.

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Ok

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ANEs also consider the students’ gaps in knowledge, which is the gap between what learners know and what they need to know

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Ok

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Dun and dun learning style

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It identifies five stimuli that affect learning: environmental, emotional, sociological, physical, and psychological. With

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Visual learning

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Concept map, observing a skill, reading PowerPoint slides

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Auditory learning

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Auditory Lecture, podcasting lecture; group discussion

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Tactile learning

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Typing and posting to a class wiki or discussion board

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Kinesthetic learners

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Role play, simulation

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ANEs consider the end product of the learning process before selecting a teaching strategy.

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Ok

Front 10

To effectively facilitate learning, ANEs directly align teaching strategies to the student learning outcomes, which are clearly stated in the course syllabus. When teaching strategies do not align with learning outcomes, students are at risk for not achieving the intended learning. This is analogous to packing for a vacation—if the traveler does not pack with the destination in mind, there is a risk that the clothes packed will not align with the weather patterns of the destination point.

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Ok

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Behaviorism

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Learning is focused on consequences and reinforcements. Observable and measurable behavioral objectives and learning outcomes Learning experiences allowing for positive reinforcement with ongoing feedback

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Cognitivism

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Learning is focused on mental processes and modifying cognitive structures to form new mental models. Active learning strategies that teach students how to think and discover new meaning

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Constructivism

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Constructivist • Social Learning Theory • Sociocultural Learning • Situated Cognition Learner constructs new knowledge from existing knowledge. Learning through observation of others Learning through interaction with the “expert,” with “expert” eventually withdrawing support as student demonstrates mastery Learning occurs in the context of real-world experience (actual nursing practice) Group interactions Communication and collaboration with other students Simulation Reflection of clinical practice experiences in post conference Debriefing after simulation Role modeling Role-play

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Cognitive development theory

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Cognitive Development Theories Learning through sequential development over time with a focus of information processing emphasizing understanding and acquisition of new knowledge Active learning strategies in which students discover meaning Information processing strategies • Adult Learning Theory Learners are self-directed and use past experiences in the learning process Reflection of new learning with past experiences • Novice-to-Expert Learning occurs through levels of knowledge and experience throughout the nursing program Modifications to teaching based on continued assessments of performance Used as a guide for capstone projects

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Response system

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2012; Mareno, Bremner, & Emerson, 2010; Revell & McCurry, 2010) Use a personal response system (PRS) to engage the learner in class by polling students on questions for immediate feedback as the system displays class poll results. Engage higher-level thinking and decision-making, facilitate teacher-student communication, and help faculty gauge student understanding.

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Gen y

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Generation Y (millennials) born between 1970 and 1990 along with Generation Z born after 1990, which are the largest demographic population in nursing programs (NLN,

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Tanners four steps of clinical judgment

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four steps of clinical judgment: noticing, interpreting, responding, and reflecting. Note that reflecting, just presented, is a required

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Social Cognitive Learning Theory states that students learn

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through observation of others. When ANEs model critical thinking skills with students, they experience further reinforcement of their learning (Candela,

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Strategies to promote critical thinking

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problem-based learning problem-based learning with concept mapping simulation and simulation debriefing intense tutoring strategies with skills laboratory session case studies and unfolding case studies questioning and Socratic questioning reflection and journaling the SEE-I method Ask students to state it differently. Elaborate on the topic. Give an example, or illustrate it so that the meaning can be visualized.

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Seei method

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Ask students to state it differently. Elaborate on the topic. Give an example, or illustrate it so that the meaning can be visualized.

Strategy for critical thinking

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Emerging adulthood

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an important life stage between adolescence and adulthood and spans the years 18 through 29.

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identity development theories

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attempt to explain how college students come to know themselves personally and interpersonally,

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cognitive-structural development theories

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attempt to explain how college students develop higher-level thinking and reasoning skills

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three factors are key in a student’s motivation to persist in a curriculum:

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self-efficacy, a sense of belonging, and perceived value of the curriculum.

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Prescriptive advising

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Information sharing • Inform student on how to: • choose correct courses • register for courses • file for financial aid • get parking pass • file grievance paperwork

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Proactive advising

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Mitigate problems early • Keep tabs on at-risk student performance. • Assist with plan for time management.

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Developmental advising

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Holistic personal and professional development • Assist student to: • identify personal strengths and weaknesses • identify personal and professional goals • consider advantages and disadvantages of potential job offers • problem-solve academic issues

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Cognitive domain

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At the most basic level, students should be able to remember factual information. As a student develops in the cognitive domain, activities should be geared toward increasingly higher-level cognitive function. The student should understand the meaning of the information and apply it to relevant scenarios. Teachers should guide learners to analyze and evaluate information. At the highest level of cognitive function, students should be able to create new meanings and experiences with the information in hand. It is generally presumed that students move up the hierarchy in a somewhat linear fashion

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Kolb’s Experiential Learning Theory (ELT)

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New learning is really the relearning, rethinking, and refining of one’s old ideas. Learning is driven by conflict among competing ideas, requiring the learner to move back and forth between reflecting and acting, as well as feeling and thinking. Learning is a process and the educator should provide feedback about the effectiveness of the learner’s efforts (Kolb & Kolb, 2005).

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Kolbs divergers

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• Prefer to watch and gather information • Imaginative • Good at viewing situations from different perspectives • Good at brainstorming • Plan group activities. • Provide opportunities for reflection. • Provide opportunities for creative problem-solving.

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Kolbs assimilators

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• Highly logical and organized • Less focused on people than on ideas • Enjoy reading and lectures • Provide clear explanations and rationale. • Allow time to think and organize content. • Include theoretical perspectives.

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Kolbs convergers

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• Prefer technical tasks and finding practical solutions • Less concerned with interpersonal aspects • Plan practical problem-solving activities. • Allow experimentation. • Provide simulation.

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Kolbs accommodators

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• Rely on intuition over logic • Tend to rely on others for information • Plan practical problem-solving.

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Baby boomers

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(1945–1964) • Strong work ethic • Value personal communication • Value career over personal life

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Gen x

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(1965–1979) • Independent • Intolerant of bureaucracy • Family focused; seek balance • Seek rewards based on individual performance

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Millennials

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(1980–1994) • Highly socialized • Technologically savvy • Multitaskers • See education as a means to an end • Value personal life over career

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Gen z

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(after 1995) • Known characteristics still evolving • Technological savants • Communicate almost exclusively via social media • Appreciate virtual connectedness • Connected at all times • Little tolerance for poor connectivity

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Esl

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Assistance with time management • Assistance with language and medical terminology • Assistance with cultural assimilation • Permit audiotaping of classes. • Facilitate time management and scheduling. • Show value for EAL student’s native culture and language. • Allow sufficient time for group work and student participation. • Demonstrate patience.

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How to give constructive feedback

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Deliver feedback in a way that is specific and precisely identifies the behavior that needs to be corrected. Deliver feedback in a timely manner, when details of the problematic behavior are more likely to be remembered accurately by both student and teacher. Deliver feedback incorporating verbal and visual cues to help the student understand what the problematic behavior entailed and what correct behavior would look like. Feedback should be diagnostic in nature, so that students can learn where deficiencies in practice exist and work to alleviate them.

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Norm referencing

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Comparing one student’s score or performance with others in a group, or norm-referencing, answers the question “how well does that student compare to others?”

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Criteria referencing

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criterion-referencing interprets scores based on preset criteria rather than on comparison to other students. This is sometimes referred to as competency-based measurement, in which achievement of a defined set of competencies measures student learning

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Formative evaluation

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Formative evaluation occurs throughout the process of instruction, offering feedback about student progress with a goal of improving learning and clinical competency (Oermann & Gaberson, 2017). Formative evaluation allows teachers to continually assess student learning, which enables them to provide specific feedback abou

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Summative evaluation

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occurs at the end of instruction and determines the overall achievement of the students in the course or at the end of the program. In essence, summative evaluation sums up or summarizes the outcome of the education. The final grade in a course is an example of summative evaluation; other examples of methods used for summative evaluation include exams, capstone projects, written assignments, portfolios, and practicum exams

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Cognitive domain examples

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Creating Evaluating Analyzing Applying Understanding Remembering

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Psychomotor domain examples

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Naturalization Articulation Precision Manipulation Imitation

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Affective domain examples

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Internalizing the values Understanding the concept Conceptualizing and organizing Valuing Responding Receiving

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Clinical settings provide a venue where multiple domains may be assessed within a single experience. For example, a student caring for a patient who has an acute exacerbation of a severe illness may use critical thinking and decision-making skills to determine treatment (cognitive), perform a procedure (psychomotor), and demonstrate professionalism and empathy when working with the patient and the patient’s family (affective).

Back 47

Ok

Front 48

When planning to test students, the teacher first determines the purpose of the testing. If the test is administered prior to instruction, it may reflect readiness or placement. When administered during instruction, it serves as a formative evaluation of learning. When administered at the conclusion of instruction, the test serves as summative evaluation of learning, and may supply information to determine progression and grading

Back 48

Ok

Front 49

Faculty develop a test blueprint prior to creating an exam and include the course/unit outcome, the content, expected cognitive level (Bloom’s taxonomy), total number of desired test items, and weight or percentage of the exam allotted to each area. An additional consideration is the level of diffi

Back 49

Ok

Front 50

Objective style exams

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Objective-style examinations permit testing a number of students at one time and may be scored rapidly, often with the use of computerized scoring equipment that offers item analysis. Disadvantages of objective testing include the difficulty in writing items that examine critical thinking skills as well as the time needed to develop valid, reliable t

Front 51

five stimuli that affect learning

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: environmental , emotional , sociological , physical , and psychological

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Visual learners

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Concept map , observing a skill , reading PowerPoint slides

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Auditory learners

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Lecture , podcasting lecture ; group discussion

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Tactile learners

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Typing and posting to a class wiki or discussion board

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Kinesthetic learners

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312Kinesthetic Role play , simulation

Front 56

ANEs directly align teaching strategies to the student learning outcomes , which are clearly stated in the course syllabus . When teaching strategies do not align with learning outcomes , students are at risk for not achieving the intended learning . This is analogous to packing for a vacation — if the traveler does not pack with the destination in mind , there is a risk that the clothes packed will not align with the weather patterns of the destination point .

Back 56

Ok

Front 57

Service learning

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is a method of education in which students participate in service to a community . It is a reciprocal learning experience whereby the service provided by the students meets the needs of the community being served as well

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This method is intended to promote civic engagement , cultural competency , and critical thinking

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Service learning

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Behaviorism

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Learning is focused on consequences and reinforcements . Observable and measurable behavioral objectives and learning outcomes Learning experiences allowing for positive reinforcement with ongoing

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Cognitivism

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Learning is focused on mental processes and modifying cognitive structures to form new mental models . Active learning strategies that teach students how to think and discover new meaning

Front 61

Cognitivism

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Learner constructs new knowledge from existing knowledge . Learning through observation of others Learning through interaction with the “ expert , ” with “ expert ” eventually withdrawing support as student demonstrates mastery Learning occurs in the context of real - world experience ( actual nursing practice ) Group interactions Communication and collaboration with other students Simulation Reflection of clinical practice experiences in post conference Debriefing after simulation Role modeling Role - play

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Cognitive development theory

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Learning through sequential development over time with a focus of information processing emphasizing understanding and acquisition of new knowledge Active learning strategies in which students discover meaning Information processing strategies •

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Novice to expert

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Learning occurs through levels of knowledge and experience throughout the nursing program Modifications to teaching based on continued assessments of performance Used as a guide for capstone projects

Front 64

Pros and cons of flipped classroom

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Preclass , self - directed individual activities frequently occur online via module assignments . In - class group activities focus on empowering students to apply preclass assignments , allowing integration of collaboration , active learning , and team - based learning . Benefits : improved active engagement , performance / academic outcomes , course satisfaction , clinical outcomes through increased self - confidence and patient interactions .Weaknesses : student concerns regarding increased amount of work ; students ’ perception of being at a distance from faculty .

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Pros and cons of collaboration testing

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Students collaborate in small groups for test taking . Benefits : allows for critical thinking and team - based learning Weaknesses : peer pressure from having to be prepared to defend answers .

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Use a personal response system ( PRS )

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to engage the learner in class by polling students on questions for immediate feedback as the system displays class poll results . Engage higher - level thinking and decision - making , facilitate teacher - student communication , and help faculty gauge student

Front 67

Gen y

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Aka millennials born between 1970 and 1990 along with Generation Z born after 1990 , which are the largest demographic population in nursing

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Critical reflection

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more than a restating of the events that happened , a common way that students reflect . It is an iterative process of learning through and from previous experiences with the intention

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Constructivism how do students learn

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learn through observation of others and in interaction with the “ expert

Front 70

collecting anonymous evaluations from students to gather their input on ways to better reach them . ANEs could then incorporate student feedback into the course , demonstrating flexibility and a willingness to view students ’ perspectives .

Back 70

Ok

Front 71

3 dispositions toward critical thinking

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the willingness to question everything by being a truth - seeker , inquisitive , and open - minded ; ( b ) the desire to give structure to thinking by being analytic and systematic ; and ( c ) being confident , yet judicious , in the face of uncertainty ( F

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Social Cognitive Learning Theory

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states that students learn through observation of others . When ANEs model critical thinking skills with students , they experience further reinforcement of their learning

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ANEs deliberately foster effective working relationships to retain clinical practice sites , enhancing the educational experience for students ( Gubrud , 2016 ) . Second , uncivil behaviors toward nursing students by clinical agency staff can occur . This not only leads to feelings of stress , but students can learn these negative behaviors from agency staff ( Yang - Heui & Choi , 2019 ) . Creating a positive working relationship with agency staff may assist in preventing incivility toward students . ANEs

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Ok

Front 74

Grounded in Social Cognitive Theory , ANEs facilitate learning by

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students observing them as models

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Academic advising

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is meant to aid individual students , but it can take place in small groups or one - on - one , in person or at a distance , synchronously or asynchronously (

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Prescriptive

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Inform student on how to : • choose correct courses • register for courses • file for financial aid • get parking pass • file grievance paperwork Pr

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Proactive or intrusive advising

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Mitigate problems early • Keep tabs on at - risk student performance . • Assist with plan for time management . • Refer to tutoring services and other learning resources .

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At the highest level of cognitive function ,

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students should be able to create new meanings and experiences with the information in hand

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affective domain is also associated with increasing level of achievement , ranging from simple acknowledgment of a belief or value to its full embodiment demonstrated by how one lives on a daily basis , even when not at work (

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Ok

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effectively address the affective domain ,

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the nurse educator must develop teaching strategies and learning activities that stimulate an emotional response or cause a student to reconsider values and beliefs . For example , a class debate exposing two sides of an ethical issue may cause intrapersonal conflict resulting in critical introspection about what one believes and why .

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Kolb’s Experiential Learning Theory ( ELT ) ,

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which also serves as the basis for understanding learning styles associated with it . Several propositions serve as the foundation for the ELT . Key among these are as follows : New learning is really the relearning , rethinking , and refining of one’s old ideas . Learning is driven by conflict among competing ideas , requiring the learner to move back and forth between reflecting and acting , as well as feeling and thinking . Learning is a process and the educator should provide feedback about the effectiveness of the learner’s efforts ( Kolb & Kolb , 2005 ) .

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according to the ELT

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, educators should focus not only on the content of the learning but also on the processes of learning , including how the students go about learning . Kolb’s ELT suggests that the learning process is cyclical and that , although a learner may enter the process at any stage , eventually the learner must progress through all .

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Divergers

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Prefer to watch and gather information • Imaginative • Good at viewing situations from different perspectives • Good at brainstorming • Plan group activities . • Provide opportunities for reflection . • Provide opportunities for creative problem - solving

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Assimilators

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Highly logical and organized • Less focused on people than on ideas • Enjoy reading and lectures • Provide clear explanations and rationale . • Allow time to think and organize content . • Include theoretical perspectives

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Converger

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Prefer technical tasks and finding practical solutions • Less concerned with interpersonal aspects • Plan practical problem - solving activities . • Allow experimentation . • Provide simulation . A

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Accommodators

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Rely on intuition over logic • Tend to rely on others for information • Plan practical problem - solving .

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Baby boomers

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1945 – 1964 ) • Strong work ethic • Value personal communication • Value career over personal life

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Gen x

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1965 – 1979 ) • Independent • Intolerant of bureaucracy • Family focused ; seek balance • Seek rewards based on individual performance

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Millennials

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1980 – 1994 ) • Highly socialized • Technologically savvy • Multitaskers • See education as a means to an end • Value personal life over career

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Gen z

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after 1995 ) • Known characteristics still evolving • Technological savants • Communicate almost exclusively via social media • Appreciate virtual connectedness • Connected at all times • Little tolerance for poor

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EAL

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Assistance with time management • Assistance with language and medical terminology • Assistance with cultural assimilation • Permit audiotaping of classes . • Facilitate time management and scheduling . • Show value for EAL student’s native culture and language . • Allow sufficient time for group work and student participation . • Demonstrate patience . • Team with students of program’s native language . • Supply tutors / translators as needed . • Facilitate communication

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Strategies for EAL students

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EAL students benefit from working on teams with native English speakers ( or the native language of the program ) . Additionally , it may prove helpful for EAL students to audiotape class sessions and be provided copies of class handouts . Having EAL students perform role - playing activities in which they interact with patients and staff may further facilitate communication skills and relieve their anxiety

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Non-traditional learner

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student who may ( 1 ) be older , ( 2 ) have significant work experience ( but no formal higher education ) , ( 3 ) be the first to attend college in the family , ( 4 ) have full - or part - time employment , or ( 5 ) have a spouse and / or children . adult learners tend to be motivated by a need to know content that they recognize as relevant to help them meet their goals . They also tend to be more self - directed and expect to have an active role in their learning , which is greatly informed by their previous life experiences .

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Activities for reflection

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Activities such as group discussions , clinical conferences , and journaling can provide

Front 95

Norm referencing

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Comparing one student’s score or performance with others in a group , or norm - referencing , answers the question “ how well does that student compare to others ? ”

Front 96

criterion - referencing

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interprets scores based on preset criteria rather than on comparison to other students . This is sometimes referred to as competency - based measurement , in which achievement of a defined set of competencies measures student learning . For example , exam scores represent a criterion - referenced interpretation of student performance . Evaluation of performance of psychomotor skills often uses a criterion - referenced tool , such

Front 97

Formative vs summative eval

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Formative evaluation occurs throughout the process of instruction , offering feedback about student progress with a goal of improving learning and clinical competency ( Oermann & Gaberson , 2017 ) . Formative evaluation allows teachers to continually assess student learning , which enables them to provide specific feedback about

Summative evaluation occurs at the end of instruction and determines the overall achievement of the students in the course or at the end of the program . In essence , summative evaluation sums up or summarizes the outcome of the education . The final grade in a course is an example of summative evaluation ;

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Summative evaluation

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exams , capstone projects , written assignments , portfolios , and practicum exams .

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Cognitive domain

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Evaluating Analyzing Applying Understanding Remembering

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Psychomotor levels

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Naturalization Articulation Precision Manipulation Imitation

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Affective levle

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Affective Internalizing the values Understanding the concept Conceptualizing and organizing Valuing Responding Receiving

Front 102

When planning to test students , the teacher first determines the purpose of the testing . If the test is administered prior to instruction , it may reflect readiness or placement . When administered during instruction , it serves as a formative evaluation of learning . When administered at the conclusion of instruction , the test serves as summative evaluation of learning , and may supply information to determine progression and grading

Back 102

Ok

Front 103

Faculty develop a test blueprint prior to creating an exam and include the course / unit outcome , the content , expected cognitive level ( Bloom’s taxonomy ) , total number of desired test items , and weight or percentage of the exam allotted to each area

Back 103

Ok

Front 104

Objective testing pros and cons

Back 104

assess understanding of content and the ability to think at the remembering , understanding , applying , and analyzing levels .Highlight (yellow) - permit testing a number of students at one time and may be scored rapidly , often with the use of computerized scoring equipment that offers item analysis . Disadvantages of objective testing include the difficulty in writing items that examine critical thinking skills as well as the time needed to develop valid , reliable tests .

Front 105

Multiple - choice test items typically are composed of the question

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, referred to as the stem , and a set of responses , with the correct response referred to as the key and the incorrect responses as distracters . When writing the stem , the teacher

Front 106

When writing a test

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should use clear , unbiased language and avoid giving overt clues to the correct answer . Each response should be plausible and approximately the same length and level of complexity . All items should be referenced in the test blueprint and should be checked for accuracy .

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First step in reviewing test

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Determine if it's difficult , Exam difficulty may be determined through reviewing the mean , median , and mode . The mean is the average of the group scores on the exam , the median is the halfway point at which one - half of the students scored above this number and one - half scored below , and the mode is the most frequently obtained score . To

Front 108

P value

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also called the difficulty level , difficulty factor , or difficulty index , measures the percent of students that answered a test item correctly . The range would be reported as 0.00 to 1.00 . For example , a difficulty factor of 0.79 means that 79 percent of the students answered an item correctly . According to McDonald ( 2018 ) , an acceptable range for an item’s p value would be . 70 to . 80 , although both easier ( p value above . 80 ) and more difficult ( p value below . 70 ) questions may be included in an exam . The mean p value ( p value of all items on a test ) indicates the average percent correct on the test .

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Determine if an item descriminates

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determine whether the item discriminated between those students who knew the content and those who did not . Those who knew the content and those who did not is determined by the grade earned on that exam . For each item , this statistic reflects how those students who scored highest on the exam answered that item . The item discrimination factor compares the number of students who answered the item correctly based on their overall score on the exam to those who did not score as well .overall test scores answer the item incorrectly , the item is said to discriminate , or differentiate , between those who do and those who do not know the material . If , however , a larger number of low - scoring studentsHighlight (yellow) - ANALYZE ASSESSMENT AND EVALUATION DATA > Page 62 · Location 1900on the exam answered the question correctly than high - scoring students , the question is not reliable in differentiating between those who know and those who do not know the material . T

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Methods of discrimination

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Two methods for item discrimination include the item discrimination index ( DI — sometimes called the discrimination index ) , and the point biserial index ( PBI ) , sometimes referred to as the point biserial correlation coefficient ( McDonald , 2018 ) . Although the DI is more easily calculated , the PBI is the more commonly used measurement of item discrimination , as it is produced by most test analysis software . The DI assesses high - scoring and low - scoring student responses to test items . An acceptable level for the DI is 25 percent . The DI is calculated by considering the top percent and bottom percent of the student scores as follows : DI = a - b a = response frequency ( percent ) of the top scoring students on an item b = response frequency ( percent ) of the lowest scoring students on an itemHighlight (yellow) - ANALYZE ASSESSMENT AND EVALUATION DATA > Page 62 · Location 1908if 75 percent of the top - scoring students answered an item correctly , and 50 percent of the lowest - scoring students answered an item correctly , the DI is 25 percent , that is , DI = 75 percent – 50 percent = 25 percent . The most accurate measure of an item’s level of discrimination is its PBI . Test analysis software is available to assist the teacher in quickly determining the PBI ; thus , calculating this manually is rare .

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The PBI ranges from

Back 111

– 1.00 to 1.00 , where a positive ( + ) point biserial for the correct answer ( the key ) indicates that high - scoring students answered a test item correctly more frequently than low - scoring students and a negative ( – ) point biserial for the key indicates that low - scoring students answered a test item correctly more frequently than high - scoring students . The higher the PBI , the better the item discriminates between low and high achievers on an examinatio

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PBI above 0.20 defines

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a highly discriminating item on an exam , adding that items with a PBI of lower than 0.20 should be revised . A zero PBI indicates that students who did well and those who did poorly on the exam answered the item correctly with equal frequency . Items that are very easy or very difficult will have a low discrimination level . All wrong answers , or the distracters , should have a negative PBI , which indicates that more low - scoring students selected the distracter than high - scoring students .that is , the difficulty ( p value ) and PBI of the distracters for each test item . all distracters were selected by students taking the exam . This is a positive finding . If there are distracters that no students chose , then the distracter is not distracting the uninformed student and is not functioning as a distracter . If there are four options and no students choose one of the options because it is obviously wrong , students now have a one in three chance of correctly guessing the answer rather than a one in four chance .the item less reliable if the chance for guessing the correct answer is increased . Therefore , distracters that are not selected by any students should be rewritten or eliminated . These distracters are causing the student to spend time reading them but are not functioning for the purpose for which they were intended .

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What is the reliability of the exam ? ” Reliability refers to the consistency of test results

Back 113

Ok

Front 114

measures of reliability

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, including test - retest , parallel - form , and internal consistency .Test - retest reliability requires administering the identical test to the same individual on a second occasion and then determining the correlation between the scores . In parallel - form reliability , two different forms of the test are administered to the same person , with the results of the two tests then being correlated . Both of these methods are unfeasible for most classroom teachers owing to time constraints and difficulty in creating equivalent forms of a test .considering internal consistency and reliability , the Kuder - Richardson Formula 20 ( KR - 20 ) may be used to

Front 115

the Kuder - Richardson Formula 20 ( KR - 20 ) may be used to

Back 115

measure interitem consistency . As with the PBI , the range of the KR - 20 will fall between – 1.0 and 1.0 , where a reliability coefficient of 1.0 indicates perfect reliability and a reliability coefficient of 0.0 indicates that the test lacks reliability . It would be rare to see a negative KR - 20 , as this would mean that many of the test items are being answered correctly by low - scoring students instead of high - scoring students . A KR - 20 score of 0.60 is acceptable for teacher - made nursing examinations .

Front 116

Another important question faculty should ask is why is standardized testing needed ? Faculty’s responsibility is to provide a solid curriculum , expert teaching , quality assessment and evaluation methods , and remediation to help students succeed based on the results of the evaluation methods used . If these are all in place , faculty should question why testing from an outside company is needed .

Back 116

Ok

Front 117

When students perform poorly or demonstrate unsafe behaviors in the clinical area , the teacher should immediately meet with the student to discuss the performance and create a plan for improvement . For unsafe behaviors , close supervision is required until the faculty determines that the student is providing safe patient care .

Back 117

Ok

Front 118

All tasks related to curriculum development are to ensure that students achieve the program student learning outcomes ( SLOs ) .Therefore , the beginning point is to write measurable SLOs as the end product of the program . However , because program SLOs are broad statements , they may be difficult to measure .

Back 118

Ok

Front 119

Define competency

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competency as “ an expected level of performance that integrates knowledge , skills , abilities , and judgment ”

Front 120

yearly review and revision is required based on the evaluation of student achievement of SLOs and other program evaluation metrics as well as recent initiatives in nursing and health care .

Back 120

Ok

Front 121

found that nurses with less than 3 years of experience likely need assistance with clinical judgment as well as nurses moving to a new clinical area .

Back 121

Ok

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A new model for teaching clinical judgment is needed . Caputi ( 2016 , 2018 ) offers a research - based model / framework with three layers . The top layer of the model is Benner’s ( 2001 ) Novice to Expert theory . Students begin a nursing program as a novice in nursing . They are in Benner’s Novice stage , which means that they apply all the rules “ as is ” and are rule - based thinkers in nursing .they complete the beginning terms , with a focus on teaching clinical judgment , faculty move the students to the next level of thinking — advanced beginner . In this stage , they apply the rules in different ways depending on the patient context or situation . Making the transition from rule - based thinker to situation - based thinker requires that students have guided practice using the second and third layers of the model . The second layer uses the four steps of Tanner’s Clinical Judgment model , first published in 2006 . Tanner’s model provides four broad steps of the thinking the nurse uses to implement the nursing process . It is not the nursing process but rather the thinking that the nurse uses to implement the thinking process . Learning the four broad steps of clinical judgment — noticing , interpreting , responding , and evaluating — is helpful but still not enough to actually learn clinical judgment .competencies . These are the mental skills or competencies that are required to actually apply thinking to nursing situations . These clinical judgment competencies were derived from various research - based sources including the NCLEX - RN Practice Analysis

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Ok

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Two important factors that faculty consider when implementing the curriculum are

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content taught and characteristics of students . The curriculum delivers content to address learner needs by leveling content

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percentage of students who graduate from a nursing program is an important indicator of program quality . Generally speaking , students who are accepted into a nursing program should complete the program within 150 percent of the length of the program from entry into the first nursing course .

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Ok

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Credit hours

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Credit hours are calculated as 1 credit for 3 clock hours of work . Typically , the credit hour calculation of 1 clock hour in a classroom theory session includes 2 additional clock hours of out - of - class study . Many clinical sessions are calculated at 3 clock hours of attendance for each 1 credit hour . This means that the 3 clock hours of work to earn 1 credit hour are included as part of the clinical day . Therefore , there should be no or very little out - of - clinical work expectations of the students ; in so doing , students areputting in more hours than needed to

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Lifelong leaning

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is central to competency in both clinical and educator practice . It is consistent with the theory of Constructivism ( Taber , 2011 ) and constructing your learning to fit with your needs and roles . Benner’s ( 1984 ) novice - to - expert strategies can be used as a guide to map your quality improvement plans . Useful tools to guide lifelongProfessional development involves strategically planning your career and considering what role development activities are needed .

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Management vs leader

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Management is a function carried out by individuals in formal positions of authority . By virtue of their position , such individuals are expected to ensure that their subordinates work toLeadership , in contrast , is a function carried out by any number of individuals in an organization . Leaders have their eye on a long - term vision of excellence , a vision that they articulate clearly and with passion , and which serves

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Tenure tracks

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probationary period during which the faculty member demonstrates progress in accordance with institutional standards in teaching , scholarship , and institutional / professional service . Tenure A permanent appointment until retirement .

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Accreditation Commission for Nursing Education Accredits LPN through DNP and certificate programs .

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Collegiate Commission on Nursing Education Subsidiary of the American Association of Colleges of Nursing ; accredits baccalaureate and higher - degree as well as post - MSN APRN programs

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programs Commission for Nursing Education Accreditation Subsidiary of the National League for Nursing ; accredits LPN through DNP programs . Commission on Accreditation of Nurse Anesthesia Educational Programs Subsidiary of the American Association of Nurse Anesthetists ; accredits nurse anesthetists .

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American Nurses Credentialing Center Subsidiary of the American Nurses Association ; accredits providers of continuing education .

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Teaching styles

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Assertive — An assertive style is usually content specific and drives home information . 2 . Suggestive — Educator uses experiences to describe a concept and then requests the learners research more information on the subject . 3 . Collaborative — Educator uses skills to promote problem solving and a higher level of thinking in the learners . 4 . Facilitative — Educators using this style often challenge the learners to reflect and use affective learning . Educators challenge learners to ask ethical questions and to demonstrate skill with interpersonal relationships and professional behavior

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Power point

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Titles should be short and succinct . • Font should contrast with the background and be easily readable ( larger than 32 ) . • Follow the 6 - by - 6 rule — no more than six bullets per slide and six words per bullet . • Begin with objectives . • Limit one idea per slide if possible . • Include graphics to facilitate understanding ( no more than one per slide ) . • Use multiple strategies to engage the learners ( websites , videos , discussions , and polls ) . • Slides should serve as an outline only . • Limit talking to 1 to 2 minutes per slide . • Never read directly from slides . • Printouts should contain less information than the presentation to keep learners engaged

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affective domain

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1 . Receiving — when learners attend , listen , watch , and recognize 2 . Responding — when learners answer , discuss , respond , reply , and participate 3 . Valuing — when learners accept , adopt , initiate , or have a preference Organizing — This is conceptualized as formulating , integrating , modifying , and systematizing 5 . Internalizing — This occurs when learners commit , exemplify , and incorporate into practice

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metacognition

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is a concept that is from critical thinking . “ Metacognition is an active process of knowing , or being acutely aware of one’s cognitive state with the ability to complete a given task Metacognition refers to evaluating your own learning and ideas and being able to change them to understand and promote your own learning success .

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pro and con of passive learning

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• Faculty are able to present large amounts of information . • Faculty have greater control over the learning environment . • Learners often prefer this method because of previous experience . • Important concepts are identified for learners . • Learners may feel less anxious with a method familiar to them ( Scheckel , 2012 ) . Passive Learning Disadvantages • Leaves little time for questions or discussion . • Faculty may not know whether learners understand the information presented . • Requires little effort from learners . • Does not facilitate application of concepts or use of higher level thinking

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pro and con of active learning

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Increased attentiveness in the learning environment • Improved retention of content • Deeper understanding of the information • Improved critical - thinking and problem - solving skills ( Scheckel , 2012 ) Active Learning Disadvantages • Learners may be resistant to change . • Learners may view these strategies as requiring extra work . • Faculty may be resistant to change from their patterns of teaching and learning . • Faculty may be concerned about student evaluations , especially if they are nontenured

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technology for online education

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The Internet , video streaming , podcasting , and Web 2.0 tools can help to enhance any classroom activity . Some popular Web 2.0 tools include : • Wikis — A wiki is a collection of web pages that may be edited by anyone . • Blogs — Journal entries that are presented in reverse chronological order . • Social networking — Websites that build relationships and connections / networks , strengthening learning communities . • Twitter.com — A “ microblog ” that allows users to send short text messages , not exceeding 140 characters in length , to a personalized homepage . • Podcasting or video podcasting — A method of distributing multimedia content ( lectures , discussions , etc . ) via the Internet for playback on mobile devices and personal computers . This can be accomplished using really simple syndication ( RSS ) feeds that are freely available on the Internet Social bookmarking or tagging — An online service that allows resources to be categorized using user - defined keywords or tags . Principally , social bookmarking allows users to assemble and annotate ( tag ) preferred web links / resources , to share with others . This creates a vast repository of shared resources , organized in a meaningful manner . • Gaming — Often referred to as serious gaming , the use of games for educational purposes is growing exponentially . Gaming can provide opportunities for authentic learning and can generate a “ tremendous amount

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online vs web facilitated course

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n general , courses that deliver less than 30 % of content online are considered web facilitated . A web - facilitated course usually delivers course materials , such as the syllabus , assignments , or readings Courses that provide a substantial amount of the content online ( between 30 % and 79 % ) are considered to be blended or hybrid . This type of course frequently uses online discussions in place of F2F meetings . A course that provides 80 % or more content online or has no F2F meetings is considered to be an online course

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copywrite

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Copyrightable works include the following areas : • Literary works • Musical works , including any accompanying words • Dramatic works , including any accompanying music • Pantomimes and choreographic works • Pictorial , graphic , and sculptural works • Motion pictures and other audiovisual works • Sound recordings • Architectural works These areas should be viewed broadly . For example , computer programs and most “ compilations ” may be registered as “ literary works ” ; maps and architectural plans may be registered as “ pictorial , graphic , and sculptural works . ” What Is Not Protected by Copyright ? Several areas of material are generally not eligible for federal copyright protection . These include among others : • Works that have not been fixed in a tangible form of expression ( e.g . , choreographic works that have not been notated or recorded , or improvisational speeches or performances that have not been written or recorded ) • Titles , names , short phrases , and slogans ; familiar symbols or designs ; mere variations of typographic ornamentation , lettering , or coloring ; mere listings of ingredients or contents ideas , procedures , methods , systems , processes , concepts , principles , discoveries , or devices , as distinguished from a description , explanation , or illustration • Works consisting entirely of information that is common property and containing no original authorship ( e.g . , standard calendars , height and weight charts , tape measures and rulers , and lists or tables taken from public documents or other common sources )

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teach act

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• The TEACH Act applies to distance education that includes the participation of any enrolled student , on or off campus ” ( Copyright Clearance Center , 2011 , p .Highlight The TEACH Act : Description of Works Allowed and Excluded Works explicitly allowed : • Performances of nondramatic literary works • Performances of nondramatic musical works • Performances of any other work , including dramatic works and audiovisual works , but only in “ reasonable and limited portions ” • Displays of any work “ in an amount comparable to that which is typically displayed in the course of a live classroom session ” Works explicitly excluded : • Works that are marketed “ primarily for performance or display as part of mediated instructional activities transmitted via digital networks ” • Performances or displays given by means of copies “ not lawfully made and acquired ” under the U.S . Copyright ActU.S . Copyright Act , if the educational institution “ knew or had reason to believe ” that they were not lawfully made and acquired

Signed by President George W . Bush on November 2 , 2002 , the Technology , Education , and Copyright Harmonization ( TEACH ) Act is the product of discussion and negotiation among academic institutions , publishers , library organizations and Congress . It offers many improvements over previous regulations , specifically sections 110 ( 2 ) and 112 ( f ) of the U.S . Copyright Act . The following overview of the TEACH Act seeks to balance the perspectives of both copyright owners and content users , and provide guidance for today’s academic institutions . Although copyright law generally treats digital and nondigital copyright - protected works in a similar manner , special digital uses , such as online distance learning and course management systems , require special attention . Some of the special copyright requirements of online distance learning are specifically addressed by the TEACH Act . The TEACH Act facilitates and enables the performance and display of copyrighted materials for distance education by accredited , nonprofit educational institutions ( and some government entities ) that meet the TEACH Act’s qualifying requirements . Its primary purpose is to balance the needs of distance learners and educators with the rights of copyright holders . The TEACH Act applies to distance education that includes the participation of any enrolled student , on or off campus . Under the TEACH Act : • Instructors may use a wider range of works in distance learning environments . • Students may participate in distance learning sessions from virtually any location .Highlight (yellow) - Copyright Law and Fair Use in Online Learning Environments > Page 114 · Location 3864TEACH Act Requirements In exchange for unprecedented access to copyright protected material for distance education , the TEACH Act requires that the academic institution meet specific requirements for copyright compliance and education . For the full list of requirements , refer to the TEACH Act at www.copyright.gov / legislation / archive . In order for the use of copyrighted materials in distance education to qualify for the TEACH Act exemptions , the following criteria must be met : The institution must be an accredited , nonprofit educational institution . • The use must be part of mediated instructional activities . • The use must be limited to a specific number of students enrolled in a specific class . • The use must either be for “ live ” or asynchronous class sessions . • The use must not include the transmission of textbook materials , materials “ typically purchased or acquired by students , ” or works developed specifically for online uses . • The institution must have developed and publicized its copyright policies , specifically informing students that course content may be covered by copyright , and include a notice of copyright on the online materials . • The institution must implement some technological measures to ensure compliance with these policies , beyond merely assigning a password . Ensuring compliance through technological means may include user and location authentication through Internet protocol ( IP ) checking , content timeouts , print - disabling , cut and paste disabling , etc . What the TEACH Act Does Not Allow The new exemptions under the TEACH Act specifically do not extend to : • Electronic reserves , coursepacks ( electronic or paper ) . • Commercial document delivery . • Textbooks or other digital content provided under license from the author , publisher , aggregator or other entity .Highlight (yellow) - Copyright Law and Fair Use in Online Learning Environments > Page 114 · Location 3887Conversion of materials from analog to digital formats , except when the converted material is used solely for authorized transmissions and when a digital version of a work is unavailable or protected by technological measures . It is also important to note that the TEACH Act does not supersede fair use or existing digital license agreements . Ultimately , it is up to each academic institution to decide whether to take advantage of the new copyright exemptions under the TEACH Act . This decision should consider both the extent of the institution’s distance education programs and its ability to meet the education , compliance and technological requirements of the TEACH Act .

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pre and post conference

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The preclinical conference is a time to review the clinical outcomes , the kinds of the patients the learners will care for , the degree of the preparation the learners have done , and any procedures that may be 148part of the day . Whether this is done in a formal setting with all learners present or done informally and individually with each learner depends on the level of the learner and the instructor’s preference . The goal is to be sure that all learners are adequately prepared . The postclinical conference is a time for learners to process the day’s experiences , to debrief , and reflect . According to O’Connor ( 2015 ) , there are several purposes to postclinical conferences : • Providing a time for students and instructor to pause and reflect on the day’s events , their meaning , and the relation between what has been observed and experienced and what was taught in the classroom or discussed in assigned readings • Contributing to the achievement of the course and to clinical outcomes by making explicit the connections between clinical activities and the goals for learning • Examining commonalities and differences in patient responses to illness and its treatment within the clinical specialty • Permitting students to vicariously share in their peers ’ experiences , broadening their exposure to the clinical situations they might encounter in practice • Promoting affective learning through debriefing that allows students to express feelings and attitudes about the experiences they encountered during the day’s activities

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components of debriefing

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• Engage ( the participants ) • Explore ( options reflecting - in - action ) • Explain ( decisions , actions , and alternatives using deduction , induction , and analysis ) • Elaborate ( thinking like a nurse and expanding analysis and inferential thinking ) • Evaluate ( the experience reflecting - on - action • Extend ( inferential and analytic thinking , reflecting - beyond - action )

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feedback

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The feedback provided by the nurse educator should indicate specific areas of knowledge , competency , skill performance , critical thinking , and judgment that need further development or improvement . • If the learner needs to improve performance in areas of psychomotor skills or use of technologies , the educator should explain where errors were made , demonstrate to the learner the correct procedure , then allow the learner the opportunity to practice the skill in the presence of the educator . • Feedback should be given to the learner at the time of learning or as close to it as possible . • The amount of feedback needed is dependent on the individual learner and the level of progression within the nursing program . • Positive reinforcement is essential to promote learning in the clinical setting .

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accomodative learner

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learners like a combination of concrete experiences and active experimentation . • They complete tasks and are less concerned about the theories supporting their actions . • They are risk takers . 181 • They solve problems by trial and error . • They are concerned with abstract concepts and assimilate abstract conceptualization

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strategy to prevent cheating

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ollowing behaviors as most effective in deterring cheating : • Having learners place their belongings in the front of the classroom • Having a minimum of two proctors per examination to walk up and down the aisles during the examination • Providing new examinations for each test • Keeping each test in a locked cabinet with shredding conducted by full - time secretaries , not by student workers .

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types of degrees

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Associate degree — A 2 - year program typically offered by a community college 3 . Diploma — A 2 - or 3 - year program that is hospital based and offered in a school of nursing • Nursing programs offering advanced preparation in nursing occur at the college or university level and include : • RN – BSN programs • RN – MSN programs • MSN degree • Doctorate ( doctor of philosophy [ PhD ] or doctor of nursing practice [ DNP ] ) • Second - degree programs or accelerated BSN degree programs deliver a baccalaureate in an accelerated format in which a student with a previous bachelor’s degree in any field attends a condensed baccalaureate degree program . This can range from as little as 11 months to longer time frames , but is usually less than 2 years .

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Three types of information are required to determine the KR :

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( a ) the number of items in the test , ( b ) the mean , and ( c ) the standard deviation ( Gronlund ,

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what lowers reliability

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Too few items on the test • Excessive numbers of very easy or very hard questionsHighlight (yellow) - Planning the Test > Page 231 · Location 7608Inadequate testing conditions • Items are poorly written and do not discriminate • Scoring is subjective ( remedy : prepare scoring keys and follow them carefully when scoring essay answers and performance tasks ; in other words , prepare a rubric ;

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leadership styles

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identifies a variety of different leadership styles . These include being : • Task oriented — For the most part , this leader focuses his or her attention on specific tasks or things to be accomplished . Generally , the communication is one way , from the leader to the subordinate . • Relationship oriented — The leader who is relationship - oriented values open communication and encourages subordinates to give input and participate actively in problem solving . This leader is empathetic and considers the emotional aspects as well as cognitive aspects of situations . • Transactional — The leader who uses a transactional leadership style communicates effectively , particularly in clarifying instructions . This leader will also establish a contractual reward or punishment system for performance outcomes . • Transformational — The transformational leader is empathetic and creates an environment that is intellectually stimulating , inspiring , and challenging to support subordinates ’ development and maximize performance outcomes . • Affiliative — Ideally , a leader using an affiliative approach to leadership already has a staff who is highly motivated so the objective is to create a friendly workplace and minimize conflict or friction . Coaching — A leader who uses a coaching leadership style is interested in the professional development of his or her subordinates and strives to “ create a team spirit atmosphere in the work setting ” ( Sims , 2009 , p . 273 ) . The literature abounds with exemplars of leadership skills and practices associated with the transformational leader . Ross , Fitzpatrick , Click , Krouse , and Clavelle ( 2014 ) define key transformational leadership practices as : • Inspiring a shared vision : envisioning the future by imagining exciting and ennobling possibilities ; enlisting others in a common vision by appealing to shared aspirations • Challenging the process : searching for opportunities by seeking new ways to change , grow , and improve ; experimenting and taking risks ; generating small wins ; and learning from mistakes • Enabling others to act : fostering collaboration by promoting cooperative goals and building trust and strengthening others by sharing power and discretion along the way • Encouraging the heart : recognizing individual contributions , showing appreciation for excellence , and celebrating victories by creating a spirit of community • Modeling the way : finding voice and clarifying personal values by setting an example and aligning actions with the shared values of the team It is important

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social cognitive theory

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n social cognitive theory , self - efficacy is the most important characteristic and must be present for successful change . “ Self - efficacy is defined as having the confidence in the ability to take action and persist in the action ” ( Kritsonis , 2004 – 2005 , p . 6 ) . • Social cognitive theory proposes that behavioral change is affected by environmental influences and personal factors . • This theory takes into account both external and internal environmental conditions

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scholarship of discovery

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Scholarship of discovery — Research or discovery of new knowledge , systematic inquiry , use of methods to develop a strong basis for practice - related knowledge 321 Example : A nurse educator is using podcasting with senior baccalaureate students .Highlight (yellow) - Boyer’s Model of Scholarship > Page 321 · Location 10426The nurse educator conducts a study to determine whether the use of podcasting is appropriate for students with specific types of learning styles

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scholarship of integration

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Interpretation and synthesis of knowledge ; may cross the disciplinary boundariesHighlight (yellow) - Boyer’s Model of Scholarship > Page 321 · Location 10430Example : A nurse educator reviews the health sciences literature about using simulations for teaching students to manage a diabetic crisis . He or she then uses the information to develop a multidisciplinary simulation for nursing students in an undergraduate nursing program

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scholatship of application

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Connects theory and practice ; seeks to apply knowledge to significant problems ; is a translational work , which assists end users to integrate the findings into their practices ; application is also evident in service to the profession Example : A nurse educator who has an area of expertiseHighlight (yellow) - Boyer’s Model of Scholarship > Page 321 · Location 10435in team - based learning presents the outcomes of the work at a national meeting and then consults with schools to help them integrate the method into their own academic programs and classrooms . •

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scholarship of teaching

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— The use of evidence to facilitate learning ; the scholarship of teaching alsoHighlight (yellow) - Boyer’s Model of Scholarship > Page 321 · Location 10438involves identifying a problem , testing strategies , and making teaching and learning public through self - reflection , peer review , and the dissemination of work in appropriate disciplinary journals Example : A nurse educator developed a method of peer testing and has used the method in the classroomHighlight (yellow) - Boyer’s Model of Scholarship > Page 321 · Location 10441outcomes of improved deep learning and higher test scores ; students rate the method highly . The nurse educator develops a manuscript to share the findings of this approach to testing . The manuscript is accepted for publication for wider dissemination and the potential to further test method in other classrooms ( see Figure 15.1 ) .

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Behaviorism

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behaviorism learning is focused on consequences and reinforcement

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cognitivism

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learning is focused on mental process and modifying cognitive structures or new mental models active learning strategies

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Constructivist

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social learning theory, sociocultural learning, or situated cognition this is when the learner constructs new knowledge from existing knowledge learning through observation of others and interaction with expert for them you want to give them group interactions communications collaborations simulation reflection

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Cognitive development theory

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examples include adult learning theory and novice to expert this is when learning through sequential development over time with the focus on processing emphasizing understanding of new knowledge

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Emerging adulthood

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age 18 to 29 identity exploration trying to figure out who they are or what they want in life instability frequently changing jobs or partners intense focus on self figuring out how to qualify for find a good job sometimes this is mistaken for narcissism feeling empty tomb ambivalent about adulthood no longer an but all hasn't been warned yet ability recognition of being on the cost of new time in life doing work like

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Prescriptive advising

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information sharing inform students on how too choose the correct course register for courses offer financial aid

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Proactive or intrusive advising

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mitigate problems early keep tabs on at-risk students assisted at the time manage refference of tutoring services

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developmental advising

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holistic personal and professional development assist students to identify strengths and weaknesses personal goals attention Bob offers problem-solving

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divergrs

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reffer to watching And gather Information Imaginative good at viewing situations from different perspective good at brainstorming- strategies should be to plan group activities reflection creative problem-solving

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assimulators

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logical and organized

less focused on people and ideas

enjoy reading and lectures

Provide clear explanation and rationale

allowingg time to think and organize

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convergers

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Preferred technical tasks and finding practical solutions less concerned with interpersonal aspects- solutions include plan for problem solving activities allow experimentation and provide simulation

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acommodators

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Rely on intuition over logic

rely on others for information

solution is to plan practical problem-solving

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esl strategies

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Allow audio taping

I management and scheduling

give enough time for group work

team students with programs native language

supplied tutors and translators as needed

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Cognitive domain

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remember understand apply analyze evaluatee create

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psychomotor domain

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imitate manipulate precision articulation naturalization

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affective domain

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Receiving respondent valuing conceptualizing and organizing understanding the concept internalizing the values

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academic fit

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Gaining clarity on a particular school’s academic system provides a good start for matching personal interests with career planning (Penn, Wilson, & Rosseter, 2008). Schools with a specific research mission often require different faculty competencies or processes than those for faculty who want to focus on teaching and service (Bartels, 2007). Seek a good academic fit and faculty appointment type that fit with your career goals. This involves knowing about types of academic settings and faculty appointments as well as the concepts of tenure and promotion. Ask questions such as (1) Will I be adjunct faculty, clinical faculty, or research faculty? and (2) Will my role be in a research-intensive or teaching-intensive university? Research-intensive institutions focus more on research products while academic-intensive institutions focus more on educational scholarship. Finding a good match with your interests and the institution’s needs is key (McBride, 2010). A good academic fit involves learning about a program’s system for promotion and tenure. You will begin with questions such as (1) What typeof appointment will I have? and (2) What type of education is required for different appointments? You will seek orientation to the organization’s policies and procedures related to tenure: The process and calendar to be followed The types of documentation needed by the tenure committee The criteria to be used to assess the tenure packet The process for weighting the types of faculty activities/outcomes (Diamond, 2002)Caputi, Linda. Certified Nurse Educator Review Book (Nln) (p. 109). Wolters Kluwer Health. Kindle Edition. Kluwer Health. Kindle Edition.