Getting Started in Nursing Professional Development

Monday, September 18, 2023, 8:00 AM - Tuesday, September 17, 2024, 5:00 PM

This activity is designed to enhance the ‘facilitator of learning’ subcategory of the NPD role. Participants will gain insight about the NPD practice model and the NPD competencies through understanding of the phases of the ADDIE model. Education regarding analyzing data about practice gaps, developing learning activities, and effective implementation & evaluation of the learning activities will be included in this course. Participants will leave this activity with the ability to function as the facilitator of learning in their NPD role.

Launch Date: 09/18/2023

Expiration Date: 09/17/2024

1. Explain the NPD practice model, give examples of NPD practitioner competencies and identify the phases of the ADDIE model.
2. Describe how to analyze data to determine whether a gap between desired performance and current performance can be remedied by staff members’ learning.
3. Explain how to design learning activities and state examples of the design process.
4. Explain and give examples of an effective process for developing materials and resources to support learning activities.
5. Describe important considerations in implementing learning activities.
6. Explain four levels of evaluating learning activities and explore additional uses of evaluation techniques in NPD.

To access the modules, please register using the registration tab. The modules are hosted on the Canvas Learning Management System. You will receive instruction on how to access the modules in your registration confirmation email. 

Please contact [email protected] with any questions. 

How to obtain continuing education credits after viewing the webinar: 

1. Sign in or create a new account by clicking "Sign In" in top left corner. *If you previously participated in a CME activity accredited by IU but do not know your password, please enter your email address and click on the 'Forget Your Password' button. Your password will be emailed to you.
2. you will receive instruction in the registration confirmation email on how to access the modules.
3. After completing all modules come back here, and click the Tests tile to attest to completing the activity. Please note that, all modules need to be completed in order to receive CME credit.
4. Click the MyCME button and click the Evaluations and Certificates tile. 
5. Choose the Type of Credit, complete the CME Evaluation, and click Submit.
6. On the Evaluations and Certificates page, click Download Certificate.

 

References:

Module 1:

Brookfield, S. D. (2007). The skillful teacher: On technique, trust, and responsiveness in the classroom. Hoboken, NJ: John Wiley & Sons.

Case Di Leonardi, B. & Perron, S. (2018). Getting started in nursing professional development: Focus on facilitating learning, 5^th ed. Chicago, IL: ANPD.

Cheramie, K. (2017). Professional role development. In Dickerson, P. ed. (2017). Core curriculum for nursing professional development, 5^th edition. Chicago: ANPD, 338 - 345.

Pena, H., Kester, K. & O'Brien, S. (2020). Using learning style assessments to effectively match preceptors and orientees. JNPD, 37(1), 12-17.

Harper, M. & Maloney, P. (2016). Nursing Professional Development: Scope & Standards of Practice, 3rd Edition. Chicago, IL: ANPD

Havelock, R.G., (1973). The change agent’s guide to innovation in education. Englewood Cliffs, NJ: Education Technology Publication.

Lewin, K. (1951). Field theory in social science, New York: Harper & Row

Maloney, P. (2017). Advocate for the NPD specialty. In Dickerson, P., ed. (2017). Core curriculum for nursing professional development, 5^th edition. Chicago: ANPD, 326 - 336.

McLaughliln, M. (2017). In Dickerson, P. ed. (2017) Core curriculum for nursing professional development, 5^th edition. Chicago: ANPD, 264 - 281.

Palmer, P, (2006). The courage to teach: Exploring the inner landscape of a teacher’s life, 20^th anniversary edition. San Francisco: Jossey-Bass.

Pena, H., Kester, K. & O'Brien, S. (2020). Using learning style assessments to effectively match preceptors and orientees, JNPD (37): 12-17.

Pokorny, M. & Cosme, S. (2017). Partner for practice transitions. In Dickerson, P. ed. (2017) Core curriculum for nursing professional development, 5^th edition. Chicago: ANPD, 294 – 307.

Rosa, W. (2017). Change agent. In Dickerson, P. ed. (2017) Core curriculum for nursing professional development. Chicago: ANPD, 230 - 241.

Tanner, C. A. (2006).  Thinking like a nurse: A research-based model of clinical judgment in nursing. Journal of Nursing Education, 45(6), 204-211.

Thurman, S. (2017). Mentor. In Dickerson, P. ed. (2017) Core curriculum for nursing professional development, 5^th edition. Chicago: ANPD, 242 - 250. Chicago, IL: ANPD.

Module 2:

Anderson, L. W. & Krathwohl, D.R., et al. (2001) A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Bloom B. S. (1956). Taxonomy of educational objectives, handbook I (Links to an external site.)Links to an external site.Links to an external site.: The cognitive domain. New York: David McKay Co Inc.

Case Di Leonardi, B. & Biel, M. (2012). Moving forward with a clear definition of continuing competence. The Journal of Continuing Education in Nursing,43(8), 346 – 351.

Case Di Leonardi, B. & Perron, S. (2018). Getting started in nursing professional development: The staff education process, 4^th edition. Chicago, IL: ANPD.

Coughlin, V., Easter, T., & Geraghty, G. (2020). Integrating education and competency for safe patient care. JNPD(37)1, 18-21.

Gooding, N. (2017). Chapter 9. Gaps in professional practice/Learning needs assessment Dickerson, P., ed. (2017) Core curriculum for nursing professional development, 5^th ed. Chicago: ANPD, 94 – 108.

Miller, G.E. (1990). The assessment of clinical skills, competence, performance. Academic Medicine, 65(9), S63 – S67.

Nickerson, M., Morrison, B. & Pollard, M. (2020). Using learning style assessments to effectively match preceptors and orientees. JNPD(37)2, 81-89.

Puetz, B. (1992). Needs assessment: The essence of staff development programs. In K. Kelly-Thomas (Ed.),  Nursing staff development: Current competence, future focus (1st ed.) (pp. 97-116). Philadelphia: Lippincott.

Wright, D. (June 2000). Presentation to Indian Health Service Nursing Leadership, Albuquerque, NM.

Wright, D. (2015). Competency assessment field guide: A real world guide for implementation and application.  Minneapolis, MN: Creative Health Case Management, Inc.

Module 3:

American Nurses Credentialing Center (ANCC) (2015). 2015 Primary accreditation provider application manual. Silver Spring, MD: ANCC.

Anderson, L. W. & Krathwohl, D.R., et al. (2001) A taxonomy for learning, teaching and assessing: A revision of Bloom’s taxonomy of educational objectives. New York: Longman.

Benner, P. (1984). From novice to expert: Excellence and power in clinical nursing practice.  Menlo Park, CA: Addison-Wesley Publishing Company.

Bloom B. S. (1956). Taxonomy of educational objectives, Handbook I: The cognitive domain. New York: David McKay Co., Inc.

Caputi, L. (2017). The why behind the what. Teaching with a purpose.  Nurse Educator, 42(4). 16

Clark, D. (2011). Bloom’s taxonomy of learning. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html.Links to an external site.

Dickerson, P. (2015). How to write an outcome statement. The Journal of Continuing Education in Nursing, 46(9), 381 – 383.

Heath, C. & Heath, D. (2007). Made to stick. New York: Random House.

Kohn, A. (April 10, 2014). Brain science: Overcoming the forgetting curve. Retrieved November 2017 from https://www.learningsolutionsmag.com/articles/1400/brain-science-overcoming-the-forgetting-curveLinks to an external site.. Copyright 2017 Learning Solutions magazine.

Nickerson, M., Morrison, B. & Pollard, M. (2020). Simulation in nursing staff development: A concept analysis. JNPD, 27(2), 81-89.

Palmer, P. (2017). The courage to teach: Exploring the inner landscape of a teacher’s Life, 20th Anniversary EditionLinks to an external site.. San Fransicso: Jossey Bass.

Wilson, L.O. (2016). Anderson and Krathwohl: Understanding the new version of Bloom’s taxonomy. Retrieved July 2017 from http://thesecondprinciple.com/wp-content/uploads/2014/01/Anderson-and-Krathwohl-revised-10-2016.pdfLinks to an external site.

Module 4:

Boowers, R. with contributions by K. Honyak. (2017). Logistical considerations in coordination of activities. In Core Curriculum for Nursing Professional Development, 5^th ed. Dickerson, P. (ed). Chicago, IL: ANPD, pp.184 – 196.

Case Di Leonardi, B. (2014, and with Perron, S. in press). Getting started in clinical and nursing staff development. Chicago ,IL: ANPD.  In press edition, Getting started in nursing professional development: The staff education process. Chicago, IL: ANPD.

Hollingsworth, C. D. (updated 2017). Making effective presentations / using color effectively. Retrieved January 2018 from http://www.iupui.edu/~webtrain/tutorials/creating_effective_visual_aids.pps Links to an external site.

Hollingsworth, C. D. (updated 2017.) Tips for on-camera presenters. Retrieved January 2018 from http://www.iupui.edu/~webtrain/tutorials/on_camera.html Links to an external site.

Makary, M. & Daniel, M. (2016). Medical error - the third leading cause of death in the US. British Medical Journal (BMJ), 353, i1239.

Module 5:

Billings, D. M. (2016). Storytelling: A strategy for providing context for learning. The Journal of Continuing Education in Nursing, 47(3), 109-110.

Bradshaw, M., & Hultquist, B. L. (2016). Innovative teaching strategies in nursing and related health professions. Boston, AM: Jones & Bartlett Learning.

Breytenbach, C., ten Ham-Baloyi, & Jordan, P. (2017). An integrative literature review of evidence-based teaching strategies for nurse educators. Nursing Education Perspectives, 38(4), 193 - 200.

Bruce, J. C., & Chilemba, E. B. (2017). BSN graduates’ preferred learning styles: implications for student-centered learning. Journal of Nursing Education and Practice, 7(10), 56.

Foo, M. L., Tang, L.Y., Vimala, R., Chui, P.L., & Chong, M.C. (2017). Educational intervention for clinical judgment skills. The Journal of Continuing Education in Nursing, 48(8), 347 - 352.

Peterson, M., Gruhlke, R., Sims, V., Wright-Peterson, B., Karon, B., Tynsky, T., Lammers, D., Bender, C., Silber, M., Krom, B., & Lessard. M., (2016). Blended learning: Transformation of phlebotomy education at Mayo Clinic. Clinical Laboratory Science, 29(4), 219 – 226.

Phillips, C., Bassell, K., & Fillmore, L. (2017). Storytelling and reflective pedagogy: Transforming nursing education through faculty development. American Journal of Health Sciences (AJHS), 8(1), 7-18.

Rotellar, C. & Cain, J. (2016). Research, perspectives, and recommendations on implementing the flipped classroom. American Journal of Pharmaceutical Education, 80(2) Article 34, 1 – 9.

Wheeler, P. L., Butell, S. S., Epeneter, B. J., Langford, C. A., & Taylor, J. D. (2016). Storytelling: A guided reflection activity. Journal of Nursing Education, 55(3), 172-176.

 Module 6:

Angelo, T.A. &  Cross, K.P. (1993). Classroom assessment techniques: A handbook for college teachers, 2^nd ed. San Francisco: Jossey-Bass Publishing Company.

American Association of Colleges of Nursing (AACN). (2017). End-of-Life Consortium (ELNEC) retrieved August 2017 from http://www.aacnnursing.org/ELNECLinks to an external site.

Association for Nursing Professional Development (ANPD). (2017). Evaluate the educational activity. ANPD NPD Certification Course.

Brady-Schluttner, K. (2017). Chapter 14. Technology in nursing professional development. in Dickerson, P. (ed). Core curriculum for nursing professional development, 5th edition. Chicago: ANPD.

Edwards, B.D., Arthur, W., & Bruce, L. (2012). The three-option format for knowledge and ability multiple-choice tests: A case for why it should be more commonly used in personnel testing. International Journal of Selection and Assessment, 20 (1), 65 – 81

Gibbons, C., Richards, S., Valderas, J.M., & Campbell, J. (2017) Supervised machine learning algorithms can classify open-text feedback of doctor performance with human-level accuracy.  Journal of Medical Internet Research, 19(3), e65.

Harper, M. & Maloney, P. (2016). Nursing professional development: Scope & standards of practice, 3rd edition. Chicago: ANPD.

McDonald, M.E. (2017). The nurse educator’s guide to assessing learning outcomes, 3^rd edition. Burlington, MA: Jones & Bartlett Learning.

Oermann, M. & Gaberson, K. (2016). Evaluation and testing in nursing education, 4^th edition. New York: Springer Publishing Company.

Siroky, K. & Case Di Leonardi, B. (2015). Refine test items for accurate measurement: Six valuable tips. Journal for Nurses in Professional Development, 31(1), 2 – 8.

 

For questions about accessibility or to request accommodations please contact the IUSM CME office at 317-274-0104 or [email protected]. One week advance notice will allow us to provide seamless access. Please ensure to specify the accommodations you need in order to participate.

ABS CC (11.00 hours), ANCC Contact Hours (11.00 hours)

Mitigation of Relevant Financial Relationships

Indiana University School of Medicine, Continuing Medical Education adheres to the ACCME’s Standards for Integrity and Independence in Accredited Continuing Education. Any individuals in a position to control the content of a CE activity, including faculty, planners, reviewers or others are required to disclose all relevant financial relationships with ineligible entities (commercial interests). All relevant conflicts of interest have been mitigated prior to the commencement of the activity.