Copyright (c) 2009 All rights reserved. http://works.bepress.com/elaine_parker Recent documents in Elaine Parker en-us Fri, 13 Nov 2009 23:23:35 PST 3600 http://works.bepress.com/elaine_parker/10 http://works.bepress.com/elaine_parker/10 Thu, 12 Nov 2009 06:24:06 PST The objectives of this presentation are to: 1. Examine the processes and outcomes of a project aimed at increasing enrollment into two nurse educator courses at the Graduate School of Nursing at the University of Massachusetts Worcester. 2. Discuss the pros and cons of the strategy selected for the project. This peer-reviewed slide presentation was presented at the 15th Sloan-C International Conference on Online Learning, on October 30, 2009, in Orlando, Florida. Elaine Barber Parker Education, Nursing, Graduate Education, Distance Learning Nursing Education Research Adult http://works.bepress.com/elaine_parker/9 http://works.bepress.com/elaine_parker/9 Wed, 10 Jun 2009 13:04:35 PDT This research study had two aims: Aim 1: Describe graduate student and faculty perceptions of using tablet laptop technology to enhance active collaborative classroom learning. Aim 2: Identify supporting structures and processes for using tablet laptop technology to enhance active collaborative classroom learning. This peer-reviewed poster was presented as a series of mounted/laminated Microsoft PowerPoint slides at the UMass Instructional Technology Conference, April 2008. Elaine Barber Parker Teaching Computer User Training Learning Laptop computers Educational Technology http://works.bepress.com/elaine_parker/7 http://works.bepress.com/elaine_parker/7 Fri, 08 May 2009 06:28:20 PDT Nursing faculty often perceive that developing Web-based distance education courses is very time consuming, while others believe they lack the necessary pedagogical skills. This article describes an interdisciplinary collaborative approach to developing a Web-based distance education course in an academic health science center. This strategy effectively supported faculty in learning new skills and resulted in a highly satisfying experience for faculty and students. Elaine Barber Parker Education, Continuing Education, Nursing Program Evaluation *Cooperative Behavior http://works.bepress.com/elaine_parker/8 http://works.bepress.com/elaine_parker/8 Fri, 08 May 2009 06:28:20 PDT In order to recruit and retain registered nurses during an era of nursing shortages, staff development educators must provide orientation programs that are highly satisfactory. This article describes a program that effectively links the perspectives of nurse managers, nursing staff, and nurse educators. Orientation evaluation questionnaires completed by orientees and staff nurses who served as their buddies show that new employees believe this program meets their learning needs. Such satisfied nurses can recruit their colleagues to employment. Marilyn E. Asselin Attitude of Health Personnel Communication Humans Inservice Training Nursing Staff, Hospital Program Evaluation Questionnaires http://works.bepress.com/elaine_parker/6 http://works.bepress.com/elaine_parker/6 Fri, 08 May 2009 06:28:19 PDT The time demands of online teaching may discourage nurse educators from developing distance learning courses. As consumer expectations for online education grow, it is essential that educators identify strategies that will enable efficient use of time to both develop and teach online courses. The authors review the distance learning literature from the perspective of time management strategies for online teaching. Approaches used by the authors to efficiently develop and teach online courses are described. Elaine Barber Parker Time Management Adaptation, Psychological Online Systems Social Support Planning Techniques Education, Nursing, Graduate Attitude of Health Personnel Educational Measurement Students, Nursing Health Services Needs and Demand Computer-Assisted Instruction Humans Massachusetts Teaching Faculty, Nursing Education, Distance Internet Interprofessional Relations Mentors http://works.bepress.com/elaine_parker/5 http://works.bepress.com/elaine_parker/5 Fri, 08 May 2009 06:28:18 PDT Today's patients are quickly discharged from hospitals and often continue complex treatments at home. Patient teaching is critical and hospital nurses are encouraged to use "every teachable moment." This study explored and described the nature of integrating patient teaching into daily patient care and the factors influencing the delivery of teaching. A fieldwork method, conducted over 12 months, used participant-observation (PO) and a focus group session to answer the research questions. Three experienced registered nurses working on the oncology unit of an acute care community hospital served as informants. Critical attributes and patterns of observed teaching events were described. Elaine Barber Parker Humans Interviews as Topic Focus Groups http://works.bepress.com/elaine_parker/4 http://works.bepress.com/elaine_parker/4 Fri, 08 May 2009 06:28:18 PDT Elaine Barber Parker *Education, Nursing, Continuing Humans Inservice Training Interprofessional Relations Nurse Administrators Nursing Staff, Hospital *Personnel Management *Staff Development http://works.bepress.com/elaine_parker/3 http://works.bepress.com/elaine_parker/3 Fri, 08 May 2009 06:28:16 PDT Background: Schools of nursing are experiencing faculty shortages which limit student admissions. The additional time and effort needed to gain competency as an academic nurse educator is one reason for this shortage. Nurse educator web-based courses offer increased flexibility in time management as well as reduced commuting time, however not all nurses embrace the online learning environment. Aim: Expand access to two web-based nurse educator courses at the University of Massachusetts Worcester by offering nurses the choice, within a single course, of completing either a hybrid or fully online course. N620: Teaching and Curriculum Development N623: Identifying and Measuring Outcomes Research Design: Exploratory prospective design. Qualitative data gathered from student focus groups and interviews. Quantitative data gathered through initial, formative and end of course surveys, student assignments, grades. Findings: 1. 50% of the students completed the hybrid course because face to face interaction was highly valued. 2. Students with prior satisfactory online learning experiences and who knew each other from other courses completed the fully online course. 3. Students with no previous experience taking online courses did not anticipate the time commitment. 4. Even a hybrid course format can increase access to graduate courses for busy students with jobs and families. The online format reduced the burden of commuting and allowed for flexibility. Enrollment in N 620 more than doubled from the previous year (four versus nine students). Recommendations: 1. Potential students should complete a self-assessment to determine if they are motivated to be self-directed learners and learn basic computer skills, Powerpointİ and Blackboard Vistaİ technology prior to beginning a hybrid or fully online course. 2. To facilitate communication in a hybrid or fully online course, course syllabi should contain detailed descriptions of all assignments, grading criteria and due dates. (U Wisconsin Milwaukee Learning Technology Center) Presented at the UMass GSN Nursing Excellence Conference on April 28, 2009. Elaine Barber Parker Education, Nursing, Graduate Education, Distance http://works.bepress.com/elaine_parker/2 http://works.bepress.com/elaine_parker/2 Fri, 08 May 2009 06:28:16 PDT Diane Plante *Education, Nursing, Continuing Hospitals, Community Humans Inservice Training Nursing Staff, Hospital Preceptorship http://works.bepress.com/elaine_parker/1 http://works.bepress.com/elaine_parker/1 Fri, 08 May 2009 06:28:15 PDT In today's healthcare environment, staff development specialists have experienced a shift from a nursing-focused approach to education to an organization-wide approach. The change fosters both challenges and opportunities for the staff development specialist. This article describes the strategies used by a department of nursing education to successfully transition to a hospital-wide department of education. Elaine Barber Parker Organizational Innovation Personnel, Hospital Rhode Island Humans Faculty Teaching Nursing Staff, Hospital Education Department, Hospital