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Walden University – School of Nursing
Final Portfolio
NURS 6510A - 13 Synthesis Practicum
December 6, 2012
Lauren E. Ochalek
1508 Notley Drive
Virginia Beach, VA 23456
(410) 370-9552
Registered Nurse
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Table of Contents
Program of Study………………………………………………………….............................. 3
Professional Development Plan (PDP) …………………………………………………….... 5
Résumé or CV……………………………………………………………………………….... 12
Portfolio Assignments from each of the following courses:
NURS 6100: ........................................................................................................ Not Applicable
NURS 6101 (In place of NURS 6100 on New Track): ..………………...……….…...……. 15
NURS 6125: ……..………………………………………………………………………..... 20
NURS 6150: Portfolio Assignment (Part 1) ………………………………………………… 25
NURS 6150: Portfolio Assignment (Part 2-PowerPoint Presentation) ……………………… 28
NURS 6300: …………………………………………………………................................... 39
NURS 6310: ………………………………………………………….................................... 43
NURS 6320: ………………………………………………………….................................... 50
NURS 6330: ………………………………………………………......................................... 57
NURS 6340 (Education Track only): ……………………………………………………….... 68
NURS 6500: ………………………………………………………………………….............. 79
NURS 6510: …………………………………………………………………………............... 90
Continuing Education (CE): ..................................................................................................... 130
End of Program Outcomes Evidence Chart: ............................................................................. .131
Final Reflection………………………………………………………………………………... 139
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Program of Study Form Master of Science in
Nursing
NAME:
Lauren Ochalek
STUDENT ID:
A00167453
ENROLLMENT:
September 8, 2009
DATE:
September
8, 2009 PROGRAM:
Nursing – M.S. in
Nursing (RN to MS)
SPECIALIZATION:
Nursing Education
Course Number Course Title Semester/Term to
be Taken
Semester
Credit
Hours
MSN Foundational Courses Are Completed Before Starting the
Core Courses.
NURS 6000 Success Strategies in the Master of Science in Nursing Online
Environment
FALL I 2009 1 Credit
NURS 6005 Nursing Roles for Today & Tomorrow FALL I 2009 4 Credits
NURS 6010 Advancing Nursing Through Inquiry & Research FALL II 2009 4 Credits
NURS 6015 Information & Healthcare Technologies Applied to Nursing
Practice
SPRING I 2010 4 Credits
NURS 6020 Healing Therapies in Nursing Practice SPRING II 2010 4 Credits
NURS 6025 Managing a Continuum of Care for Positive Patient Outcomes SUMMER I 2010 4 Credits
NURS 6030 The Practice of Population Based Care SUMMER II 2010 4 Credits
Core Courses Are Completed Before Starting the
Specialization Courses.
NURS 6110 The Nurse Leader: New Perspectives on the Profession FALL I 2010 3 Credits
NURS 6101 Policy and Politics in Nursing FALL II 2010 3 Credits
NURS 6125 Integrating Theory and Research for Evidence-Based Practice SPRING I 2011 3 Credits
NURS 6150 Promoting and Preserving Health in a Diverse Society SPRING II 2011 3 Credits
Specialization Courses: (Not Transferable)
NURS 6300 Student-Centered Learning in Nursing Education SUMMER I 2011 3 Credits
NURS 6310 Teaching Strategies for Nurse Educators SUMMER II 2011 3 Credits
NURS 6320 Integrating Technology into Nursing Education FALL I 2011 3 Credits
NURS 6330 Curriculum Development, Assessment and Evaluation FALL II 2011 3 Credits
NURS 6340 The Nurse Educator: Roles, Responsibilities, and Relationships SUMMER II 2012 4 Credits
Capstone Courses: (Final Courses in the Program.)
NURS 6500A Synthesis Project FALL I 2012 3 Credits
NURS 6510A Synthesis Practicum FALL II 2012 3 Credits
Anticipated Graduation Date: Jan. 2013 TOTAL: 65
Transfer Credits Awarded: Classes Taken at The Community College of Baltimore County – Essex Campus
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Course
Number
Course Title Institution Walden
Equiv.
Semester/Year Grade/
CCBC
Credit
Walden
Equiv.
Credit
PSYC101 Introduction to Psychology CCBC SBTR1999 FALL 2001 3 Credits 5 Credits
ENGL101 College Composition I CCBC ENGL0099 SPRING 2002 3 Credits 0 Credits
SOCL101 Introduction to Sociology CCBC SBTR1999 SPRING 2002 3 Credits 5 Credits
SPCM101 Fundamentals of Speech Comm. CCBC COTR1999 SPRING 2002 3 Credits 5 Credits
CINS101 Introduction to Computers CCBC COTR1999 SUMMER 2002 3 credits 5 Credits
BIOL110 General Biology CCBC MNTR1100 FALL 2002 4 Credits 5 Credits
ENGL102 College Composition II CCBC ENGL1001 FALL 2002 3 Credits 5 Credits
PSYC103 Prin. of Human Growth & Dev. CCBC SBTR1999 FALL 2002 3 Credits 5 Credits
BIOL220 Human Anatomy & Physiology I CCBC MNTR1999 SPRING 2003 3 Credits 5 Credits
MATH111 Ideas in Mathematics CCBC MNTR1999 SPRING 2003 3 Credits 5 Credits
WMST101 Introduction to Women’s Studies CCBC AHTR1999 SPRING 2003 3 Credits 5 Credits
MUSC101 Music Fundamentals CCBC ELTR1000 SPRING 2003 3 Credits 5 Credits
BIOL221 Human Anatomy & Physiology II CCBC MNTR1999 FALL 2003 3 Credits 5 Credits
BIOL230 Microbiology CCBC MNTR1999 FALL 2003 3 Credits 5 Credits
Transfer Credits Earned TOTAL: 65
Non-Transferable Credits: Classes Taken at The Community College of Baltimore County – Essex Campus
Course
Number
Course Title Institution Semester/Year Grade/CCBC Credit
HLTH101 Health and Wellness CCBC FALL 2001 3 Credits
Non-Transferable Credits Earned TOTAL: 3
Nursing Classes Taken at The Community College of Baltimore County – Essex Campus (Towards A.S. Degree)
Course
Number
Course Title Institution Semester/Year Grade/CCBC Credit
NURN150 Nursing Fundamentals CCBC SPRING 2004 7 Credits
NURN210 Nursing Care of the Adult I CCBC FALL 2004 5 Credits
NURN214 Principles in Psychiatric Nursing Care CCBC FALL 2004 4 Credits
NURN212 Maternal-Newborn/Women’s Health CCBC SPRING 2005 4 Credits
NURN224 Community Based Nursing CCBC SPRING 2005 1 Credit
NURN226 Nursing Care of Children CCBC SPRING 2005 4 Credits
NURN220 Nursing Care of the Adult II CCBC FALL 2005 5 Credits
NURN228 Issues and Trends in Nursing CCBC FALL 2005 2 Credits
NURN230 Nursing Care of the Adult III CCBC FALL 2005 5Credits
Nursing Course Credits Earned TOTAL: 37
Pre-Requisite Courses Taken at Walden University
Course
Number
Course Title Institution Semester/Year Grade/Walden Credit
STAT2001 Statistics Walden SPRING I 2009 5 Credits
PHIL1001 Philosophy Walden SPRING II 2009 5 Credits
Pre-Requisite Credits Earned TOTAL: 10
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Professional Development Plan
Lauren Ochalek
Walden University
NURS 6000, Success Strategies in the Master of Science Nursing Online Environment
September 12, 2009
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Abstract
The purpose of this paper is to organize a Professional Development Plan. Through organizing a
Professional Development Plan, I have had the opportunity to reflect upon my personal and
professional goals as I prepare to begin my graduate studies at Walden University. In addition, I
have also reflected upon my educational background and research proficiency.
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Professional Development Plan
Part I: Personal and Professional Goals
As I begin to formulate my Professional Development Plan, I would like to begin by
giving you some insight into my life, as well as a look at my personal and professional goals.
When first enrolling in college, I had dreams of obtaining a teaching degree. I wanted nothing
more than to share my love of learning with others. My main goal in life was, and still is, to
make a difference in people's lives.
My career plan completely changed when I became ill and was diagnosed with a very
rare form of sinonasal cancer. I was inspired by the nurses who compassionately cared for me
while I was sick. Their unwavering dedication to the nursing profession, and their patients,
inspired me to enter into a nursing program myself. By the grace of God I was treated
successfully, and went on to become a registered nurse. Today, I am a pediatric nurse working
on a transitional teaching unit, with children who are tracheotomy and ventilator dependent.
Aside from being a nurse, I am also a Navy wife to an active duty Naval Officer, and F-18 pilot.
Since graduating with my nursing degree, the thought of teaching has never been far from
my mind. I have loved working on a teaching unit and have always had dreams of teaching
nursing students. Career opportunities as a preceptor and educator have truly enhanced my
passion for nursing education. This previous spring, I decided to enroll at Walden University to
work towards my Master's of Science in Nursing Education (MSN) degree.
As previously mentioned, my main personal goal is to make a difference in the lives of
others. In addition, my specific academic goals include dedicating a minimum of 25 hours a
week to my studies, maintaining an “A” average in my classes, and graduating on time. My
main professional goal is to obtain a job as a nurse educator, within 3 months after graduating.
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By obtaining my degree, I will have the ability to make these personal and professional goals a
reality.
Reflecting on Walden University’s mission and vision statement, Walden’s vision
discusses “advancing the greater global good” (Walden University, 2009, para. 3). This general
idea is again addressed in the mission statement, where social change is discussed (Walden
University, 2009). It is Walden’s goal to provide excellence in college education to its learners,
thus producing “graduates who are scholarly, reflective practitioners and agents of positive social
change” (Walden University, 2009, para. 4). According to Walden University, positive social
change can be defined as “a deliberate process of creating and applying ideas, strategies, and
actions to promote the worth, dignity, and development of individuals, communities,
organizations, institutions, cultures, and societies” (Walden University, 2009, para. 4). My
personal and professional goals rely heavily on positive social change. Becoming a nurse
educator will allow me to aid in lessening the nursing shortage, thus directly impacting the “the
improvement of human and social conditions,” when it comes to the healthcare system (Walden
University, 2009, para. 3). I am looking forward to everything that this new educational
opportunity and degree have to offer.
Part II: Education Background and Research
My formal education began in the Fall of 2001, when I entered into studies at The
Community College of Baltimore County (CCBC). As mentioned earlier, I had plans of
obtaining a teaching degree at the time. Life happened, plans changed, and I began CCBC’s
nursing program in the Spring of 2004. I was able to maintain a “B” average throughout nursing
school, while working two jobs. I learned great time management skills as I grew into an
independent and self-motivated learner. In December of 2005, I graduated from nursing school
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with my A.S. degree, and sat for my NCLEX exam two weeks later. Upon passing the NCLEX
and obtaining my R.N. license, I began work at Johns Hopkins Children’s Hospital in January of
2006. I was employed as a full-time nurse on a NICU/PICU step-down unit for infants and
toddlers. Starting at Hopkins fresh out of nursing school thrust me into an incredibly fast paced
environment, with very critically ill patients. Up until that point in my life, I had never been
challenged to the extent that I was about to be challenged as a new graduate. Working at such an
esteemed hospital was an immense privilege. I took care of patients from across the world, with
rare disorders that most textbooks failed to mention. I certainly never imagined that I would be
caring for patients with disorders such as bladder exstrophy, situs inversus, and severe combined
immunodeficiency disorder, straight out of school. My time management skills came into play
like never before, as I learned to juggle two to three very complex patients all at once. Critical
thinking skills were imperative, as were technical skills, communication skills, and
organizational skills.
When I moved to Virginia and began my job at Children’s Hospital of the King’s
Daughters (CHKD), I felt well established as a competent and confident nurse. I had an easy
transition into my current role as a nurse on a unit with children who are NICU/PICU, step-down
patients, with tracheotomies and ventilator requirements. My new role has been more of a
transitional teaching role, which has helped me fulfill my dream of teaching. As a nurse on my
current unit, I teach patients and families things such as tracheostomy care, ventilator care, and
artificial nutrition. In addition to patient and family teaching, I have thoroughly enjoyed my role
as a nurse preceptor and mentor.
Since becoming a nurse, I have obtained certifications in ACLS, BLS, and PALS.
Furthermore, I frequently attend nursing workshops and seminars offered throughout the year.
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More recently, I had the opportunity to act as a liaison between CHKD and a partnering long-
term care transfer facility, expediting seamless transitional care for patients. I have also served
as a chair for a computerized charting education committee, as well as a computer-based bed
placement program. In addition, to the aforementioned duties I am also a unit charge nurse. I
enjoy taking on new and challenging leadership opportunities. Outside of work I am involved in
a number of volunteer organizations. I spend the majority of my time with the Officer’s Spouse
Club of my husband’s military squadron, organizing and participating in charity events and
volunteer activities within the community. I believe that all of these personal and professional
experiences will help me conquer any new challenges during my graduate studies.
This past Spring I began pre-requisite classes at Walden University to enter into the MSN
program. I took a statistics course and a philosophy course, obtaining an “A” in both classes. I
have always been a dedicated, determined, and self-motivated individual, who enjoys learning.
Successfully completing two difficult online classes gave me the motivation I needed to enter
into the Masters program. I am confident that I will excel throughout my graduate education,
successfully meeting my personal, academic and professional goals.
While I have little formal research experience, I am certainly eager and willing to learn.
The majority of my research experience has been through research-based studies during my
schooling. Throughout my studies at Walden, I am looking forward to being educated further
about designing and executing research. While I feel that I have strong writing and composition
skills, Walden can help me to improve upon proper APA formatting. I am very excited about the
opportunity to complete my graduate studies at Walden University. I am eager to learn and am
very much looking forward to furthering my education.
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References
Walden University. (2009). Vision, mission, and goals. Retrieved from
http://catalog.waldenu.edu/content.php?catoid=1&navoid=243
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CURRICULUM VITAE
LAUREN E. OCHALEK, RN
1508 Notley Drive
Virginia Beach, VA 23456
(410) 370-9552
|EDUCATION|
Walden University, Minneapolis, MN 2009 - Expected
M.S.N. in Nursing Education Graduation Date
Dec. 2012
The Community College of Baltimore County, Essex, MD 2001 - 2005
A.S. in Nursing
|SPECIALIZATION|
Pediatric and neonatal medical-surgical and step-down nursing 2006 - 2012
|PROFESSIONAL EXPERIENCE - CLINICAL|
Children's Hospital of the King's Daughters, Norfolk, VA 2007 - 2012
Staff Nurse, Charge Nurse, and Nurse Preceptor - Transitional Care Unit
• Provided specialized nursing care to pediatric patients with severe lung and respiratory
disorders who require highly-skilled nursing care to sustain life.
• Responsible for educating patients and families on how to care for themselves or their
loved one in a safe and competent manner upon discharge home.
• Administration of daily oral, inhaled, injectable, and intravenous medications.
• Charge nurse duties including, but not limited to, staffing, patient-flow, managerial
duties, work-flow delegation, etc.
• Nurse preceptor for nurse externs, new nursing staff, and nursing students.
Staff Nurse - Neonatal Intensive Care Step-Down Unit
• Provided specialized nursing care to neonatal intensive care patients preparing to
transition home.
• Responsible for educating patients’ families regarding daily care needs, feedings, and
newborn safety.
• Administration of daily oral, injectable, and intravenous medications.
Johns Hopkins Children's Hospital, Baltimore, MD 2006 - 2007
Staff Nurse - NICU/PICU, Medical-Surgical Step-Down Unit
• Provided specialized nursing care to pediatric patients with a multitude of diagnoses
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including, but not limited to, SCIDS, gastroschisis, bladder exstrophy, birth defects,
genetic disorders, cystic fibrosis, neurological disorders, various cancers, etc.
• Responsible for educating patients and families regarding patients’ daily care needs.
• Administered daily oral, inhaled, injectable, and intravenous medications.
|PROFESSIONAL EXPERIENCE - TEACHING|
Children's Hospital of the King's Daughters, Norfolk, VA 2011 - 2012
- Caregiver Education (CE) Course Educator
• Developed a syllabus and teaching-learning materials for patients and families enrolled
in the CE course on the Transitional Care Unit.
- Nurse Preceptor 2007 - 2011
• Nurse preceptor for nurse externs, new nursing staff, and nursing students.
|HONORS|
Induction into Sigma Theta Tau International Honor Society 2012 - Present
of Nursing
Induction into Phi Theta Kappa International Honor Society 2004 - 2006
|PROFESSIONAL ORGANIZATIONS|
Sigma Theta Tau International Honor Society of Nursing 2012 - Present
Phi Theta Kappa International Honor Society 2004 - 2006
|SERVICE|
Girl Scouts Obesity Prevention Presentation January 2012
(Virginia Beach, VA)
Spoke to Girl Scout Troop 312 about the importance of healthy
eating and exercise habits in the prevention of obesity.
Electronic Medication Administration Record Super-User 2011 - 2012
(Children's Hospital of the King's Daughters, Norfolk, VA)
Learned the new Electronic Medication Administration
Record (EMAR) system prior to the rest of the hospital in an
effort to educate and be a resource to fellow nurses and physicians
when the system went live.
Nursing Research Committee 2010 - 2011
(Children's Hospital of the King's Daughters, Norfolk, VA)
Worked alongside a committee of nurses to develop the first
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ever, nursing-based research project aimed at researching how
fatigue impacts a nurse's reaction time using a Nintendo Wii Fit
gaming system. This project is still currently underway.
Safe Patient Handoff Committee 2009 - 2011
(Children's Hospital of the King's Daughters, Norfolk, VA)
Participated in the formation of new hospital/nursing policy
pertaining to safe patient handoff between nursing units.
Unit Charge Nurse Committee 2008 - 2011
(Children's Hospital of the King's Daughters, Norfolk, VA)
Actively involved in the formation of unit policy pertaining to
the role responsibility of the charge nurse on the Transitional
Care Unit at Children's Hospital of the King's Daughters.
|RESEARCH EXPERIENCE|
Nursing Research Committee 2010 - 2011
(Children's Hospital of the King's Daughter's, Norfolk, VA)
Participated in developing the first ever, nursing-based
research project aimed at researching how fatigue impacts
a nurses reaction time using a Nintendo Wii Fit gaming system.
This project is still currently underway.
|LICENSURE/CERTIFICATIONS|
Pediatric Advanced Life Support Provider 2007 - Present
Registered Nurse, Virginia State Board of Nursing 2007 - Present
Basic Advanced Life Support Provider 2006 - Present
Registered Nurse, Maryland State Board of Nursing 2006 - Present
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Professional Portfolio Paper
Lauren Ochalek
Walden University
NURS 6101, Section 15, Policy and Politics in Nursing and Healthcare
December 20, 2010
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Professional Portfolio Paper
The intent of this paper is to discuss how health care reform is changing the way that
health care services are being delivered in the United States. With this in mind, the theories,
concepts, and strategies presented in the Policy and Politics in Nursing and Healthcare course
will be reflected upon. First, changes in attitude in dealing with other health care professionals
will be discussed. Next, useful knowledge and insights in moving health care reform forward
will be detailed. Additionally, idea development regarding ethical responsibilities towards
patients, families, healthcare systems, and society will be explained. Lastly, new understandings
concerning the relationship between legal and ethical guidelines will be discussed.
Changes in Attitude
Working with other health care professionals can prove to be challenging, however,
learning to work together in a collaborative manner is essential to the overall success of the
healthcare system. Collaboration involves a partnership that aims to accomplish a set goal. Petri
(2010) explained that interprofessional education is an ideal way to develop role awareness, thus
fostering effective communication, trust, and respect among health care professionals. If
interprofessional education was more widely practiced, students and practitioners may gain a
better understanding of different professional disciplines, thus learning to value the differences in
these disciplines, leading to an acceptance of different professional roles, skills, and
responsibilities. Treating colleagues with mutual respect and valuing partnership and
collaboration leads to an improved, higher quality health care system.
Moving Health Care Reform Forward
Moving health care reform forward involves an integrated effort from both the United
States (U.S.) government and the entire U.S. healthcare system. With millions of uninsured
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individuals and serious issues related to the cost, quality, and access to healthcare, healthcare
reform has become a significant topic of discussion (Kovner & Knickman, 2008). Debatable
topics such as whether or not health care should be considered a right or a privilege must first be
decided upon before healthcare reform can successfully move forward.
Controversy also exists over the implementation of reform legislation, which has
inhibited current reform efforts. One example of a major constraint to current health care reform
legislation is the political battle between the Democratic and Republican parties. Loven (2010)
explained that Republicans view the Patient Protection and Affordable Care Act (PPACA) as a
"costly, wrongheaded government power grab” (para. 8). Democrats, however, portray the new
healthcare bill “as literally a lifesaver for countless Americans” (Loven, 2010, para. 8). As U.S.
citizens are attempting to navigate the lengthy, complicated legislation and understand all of its
individual components, many are discouraged by not fully understanding the different
viewpoints of the opposing political parties. With an ongoing distrust of the federal government,
it is essential that Democrats and Republicans work to find some type of common ground
regarding health care reform (Kovner & Knickman, 2008). In establishing a trusting
relationship, legislation such as PPACA may be better supported by individuals across opposing
political parties.
Ethical Responsibilities
Nurses have a responsibility to be ethically competent in dealing with patients and their
families, fellow nursing professionals, health care organizations, and themselves. Nurses should
strive to treat others in an ethical manner by abiding by basic ethical principles. These principles
include concepts such as autonomy, beneficence, nonmaleficence, rights, fidelity, and justice
(Enotes, 2010). A thorough understanding of these concepts can help nurses to make informed
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decisions in their professional practice. Additionally, the American Nurses Association Code of
Ethics for Nurses serves as a foundation that outlines practice guidelines for nurses in relation to
ethical obligations (American Nurses Association, 2010). Nurses whose practice under the Code
of Ethics will have a balanced perspective in dealing with ethical challenges that may arise.
New Understandings of Legal/Ethical Guidelines
New understandings regarding the relationship between legal and ethical guidelines are
significant. It is essential that nurses have a thorough understanding of ethical standards as well
as an understanding of their legal rights as a professional. Legal and ethical conduct go hand-in-
hand when dealing with a situation such as the disclosure of a medical error. Ethically, health
care providers are committed to the principle of nonmaleficence, which means to do no harm.
Waite (2005) explained that it is a provider’s ethical duty to disclose any harmful medical error.
Legally, nurses are encouraged to become involved in the development of error reporting
systems to ensure that medical errors can be reported in a legally safe and secure manner. In this
way, providers will feel less threatened and more confident throughout the disclosure process
(Gallagher, 2005). Additionally, research has shown that appropriate disclosure lessens the
incidence of malpractice lawsuits (Gallagher, 2009). Comprehending the relationship between
legal and ethical guidelines can help nurses to feel more confident in their professional practice.
Conclusion
The current health care system is constantly changing. Advancing health care reform will
require interprofessional collaboration, an integrated political effort, and an understanding of
legal and ethical guidelines. Nurses play a crucial role in the health care reform movement.
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References
American Nurses Association. (2010). Code of ethics for nurses. Retrieved from
http://www.nursingworld.org/MainMenuCategories/EthicsStandards/CodeofEthicsforNur
ses.aspx
Enotes.com. (2010) Code of Ethics for Nurses. Retrieved from http://www.enotes.com/nursing-
encyclopedia/code-ethics-nurses
Kovner, A. R., & Knickman, J. R. (Eds.) (2008). Health care delivery in the United States (5th
ed.). New York, NY: Springer Publishing.
Loven, J. (2010, March 23). It's the law of the land: Health overhaul signed. Retrieved from
http://www.boston.com/business/healthcare/articles/2010/03/23/its_the_law_of_the_land
_health_overhaul_signed_1269381585/
Petri, L. (2010). Concept analysis of interdisciplinary collaboration. Nursing Forum, 45(2), 73-
82. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1744-6198
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Portfolio Artifact
Lauren Ochalek
Walden University
NURS 6125, Section 6, Integrating Theory and Research for Evidence-Based Practice
February 24, 2011
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Portfolio Artifact
As a result of my Integrating Theory and Research for Evidence-Based Practice course,
my expectations regarding evidence-based practice (EBP) and the role of research in nursing
have changed. I now truly appreciate the significance of utilizing EBP to improve the delivery
of nursing care. Burns and Grove (2009) concurred that EBP greatly influences improvements in
the quality of patient care. Together, EBP and national guidelines are working to improve
patient care and guide best practice in nursing (Laureate Education Inc., 2009). In choosing EBP
to guide practice, it is essential that the evidence utilized be substantial to support the proposed
change in practice. After learning more about what drives change within the hospital where I am
employed, I now understand that EBP is used as a foundation to implement practice changes.
With the understanding that all clinical practice should be based on EBP, it is remarkable that the
hospital where I am employed utilizes EBP to guide policy changes hospital-wide.
In addition to EBP, I have also learned that nursing theory helps to structure nursing
discipline and advance research in nursing practice. Thus, many benefits exist related to the
utilization of a theoretical framework to guide nursing research. It is understood that nursing
theory and nursing research go hand-in-hand. Burns and Grove (2009) explained that “the
purpose of basic research is to generate and refine theory” (p. 33). Similarly, one benefit of
nursing theory in research is that nursing theory helps researchers in the development of a
conceptual framework or basis for research (Burns & Grove, 2009). Parker and Smith (2010)
explained that theory-based research helps to define outcomes essential to the delivery of
compassionate and cost-effective nursing care. Utilizing nursing theory to guide EBP within the
hospital where I am employed would greatly help to improve upon the quality of nursing care.
Utilizing Research and Evidence-Based Practice
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In the future, I plan on becoming increasingly more involved in integrating EBP and
research into nursing practice at the hospital where I am employed. Reavy and Travernier (2008)
emphasized that EBP leads to higher quality healthcare by means of improving patient safety,
cost-effectiveness, and nursing interventions. Thus, I have learned that integrating EBP into my
personal nursing practice would likely have positive implications for improving the delivery of
nursing care provided to the patients whom I care for.
To begin, integrating a research-based change into my personal practice would need to
start with a literature search to gather evidence to support a change in practice. A literature
search can be performed using either library and/or internet resources. Other resources include,
but are not limited to, persons such as statistical experts, information systems specialists, nurse
informatics specialists, nurse researchers, and advanced practice nurses. Leasure, Stirlen, and
Thompson (2008) also suggested that nurses review journal articles that support EBP.
Furthermore, it is important that nurses at all levels be encouraged to become involved in nursing
research. Leasure et al. (2008) explained that nursing research need not be performed solely by
advanced practice nurses, but that “all levels of nursing staff need to be involved in evidence-
based healthcare practice activities” (p. 80). Involving nurses at varying levels to become
involved in nursing research generates excitement and promotes the proposed change in practice.
EBP will benefit my colleagues by means of promoting best research evidence that
improves upon the overall quality of nursing care. Furthermore, as previously mentioned,
involving my fellow nurse colleagues in nursing research is essential to successfully
incorporating EBP into nursing practice. Improving quality, reducing cost, and improving
patient safety benefits both patients and healthcare providers immensely.
Conclusion
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To conclude, I commit to engaging in opportunities that will allow me to become
involved in practice changes within the hospital where I am employed. Additionally, it is
important that I encourage my colleagues, as well as nurses across the nursing profession to find
ways to become involved in advancing nursing practice through the integration of EBP. The
benefits of EBP are proven, thus developing an evidence-based practice for nursing should be the
main focus of hospital organizations nationwide.
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References
Burns, N., & Grove, S. K. (2009). The practice of nursing research: Appraisal, synthesis, and
generation of evidence (6th ed.). St. Louis, MO: Saunders Elsevier.
Laureate Education, Inc. (Executive Producer). (2009). Evidence-based practice & research
[video recording]. Baltimore, MD: Author.
Leasure, A., Stirlen, J., & Thompson, C. (2008). Barriers and facilitators to the use of evidence-
based best practices. Dimensions of Critical Care Nursing, 27(2), 74–84. Retrieved from:
http://ovidsp.ovid.com.ezp.waldenulibrary.org/ovidweb.cgi?T=JS&NEWS=N&PAGE=f
ulltext&AN=00003465-200803000-00010&LSLINK=80&D=ovft
Parker, M., & Smith, M. (2010). Nursing theories & nursing practice (3rd ed.). Philadelphia,
PA: F.A. Davis.
Reavy, K., & Tavernier, S. (2008). Nurses reclaiming ownership of their practice:
Implementation of an evidence-based practice model and process. Journal of Continuing
Education in Nursing, 39(4), 166–172. Retrieved from
http://www.healio.com/journals/JCEN
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Community Health Project – Portfolio Artifact
Lauren Ochalek
Walden University
NURS 6150, Section 12, Promoting and Preserving Health in a Diverse Society
April 19, 2011
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Community Health Project – Portfolio Artifact
The attached Microsoft PowerPoint presentation is intended for a classroom where the
Childhood Obesity Preventative Education (COPE) program will be introduced to a group of 10-
15 people. Ideally, the presentation will be shared with the COPE workforce, program partners,
and stakeholders. The presentation will cover information relevant to the significance of
childhood obesity in the United States and will discuss how the COPE program is planning to
address this epidemic.
Community Health Plan Presentation
Since the presentation covers an extensive amount of content on each slide, the audience
will receive a handout containing the slides, with room for note taking (Bergren, 2000). Prior to
the presentation, the equipment will be checked to ensure that it is functioning properly and
back-up equipment will be obtained (Bergren, 2000). The PowerPoint presenter will plan on
moving freely throughout the classroom and will not read or teach directly from the PowerPoint
slides. Bergren (2000) explained that following the aforementioned guidelines will help to keep
the audience engaged in the material that is being presented.
Sustainability into the Future
Because maintaining a healthy lifestyle is an active process, a collaborative approach to
program sustainment will be a critical component of the COPE program (Scheirer, Hartling, &
Hagerman, 2008). COPE program planners will work to develop partnerships and coalitions
with various local, state, and federal programs to ensure the program’s adaptability and
continued success. Maurer and Smith (2009) explained that a collaborative approach to
sustaining the COPE program will be essential since the initiative is a population-based,
nationwide program.
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References
Bergren, M. (2000). Information technology. Power up your presentation with PowerPoint.
Journal of School Nursing, 16(4), 44-47. Retrieved from
http://jsn.sagepub.com.ezp.waldenulibrary.org/content/16/4/44.full.pdf+html
Maurer, F. A., & Smith, C. M. (2009). Community/public health nursing practice: Health for
families and populations (4th ed.). St. Louis: Elsevier Saunders.
Scheirer, M., Hartling, G., & Hagerman, D. (2008). Defining sustainability outcomes of health
programs: Illustrations from an on-line survey. Evaluation and Program Planning, 31(4),
335-346. Retrieved from http://www.journals.elsevier.com/evaluation-and-program-
planning/
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NURS 6150: Portfolio Assignment Part II
Click here to view the following slides in PowerPoint: NURS 6150 Portfolio (Part 2).ppt
The Childhood Obesity Preventative Education Program
(COPE)
A National Initiative to
Combat America’s
Childhood Obesity
Epidemic
The Significance of the Childhood Obesity Epidemic in the United States
Childhood Obesity affects more than 17% of children
and adolescents nationwide (Centers for Disease
Control and Prevention [CDC], 2011d).
Among preschoolers ages 2 to 5, the incidence of
childhood obesity has increased from 5.0% to 19.6%
from 1976 to 2008 (Ogden & Carroll, 2010).
Both immediate (glucose intolerance, hypertension,
dyslipidemia, etc.) and serious long-term (type-2
diabetes, cardiovascular disease, cancer, etc.) health
problems commonly result from childhood obesity
(Institute of Medicine [IOM], 2004).
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Prevalence of Obesity Among Children and Adolescents, By Age Group - United States, 1963 to 2008
Reference: Centers for Disease Control and Prevention. (2011a, January 21). CDC grand
rounds: Childhood obesity in the United States. Retrieved from
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6002a2.htm
The United States’ Involvement in Addressing Childhood Obesity
The issue of childhood obesity has been recognized
as a nationwide health epidemic (IOM, 2004).
Healthy People 2020 has focused one of many
objectives on the health benefits of nutrition and
weight status as they relate to childhood obesity (U.S.
Department of Health and Human Services, 2011).
The CDC’s Division of Nutrition, Physical Activity, and
Obesity (DNPAO) has also emphasized the
importance of achieving and maintaining a healthy
weight by means of sustainable lifestyle changes
(CDC, 2011b).
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Why a Preventative Approach is Necessary
The U.S. Preventative Services Task Force (USPSTF) (2010) has acknowledged that childhood obesity is an issue that deserves a preventative approach at the national level.
Based on USPSTF recommendations, the National Initiative for Children’s Healthcare Quality (NICHQ) (2011) has developed a universal-based childhood obesity prevention model.
In this way, primary prevention can be directed towards preventing the occurrence of obesity in children and adolescents, while secondary prevention can be directed towards screening and early detection of children and adolescents who are predisposed to obesity (Maurer & Smith, 2009).
How Social Marketing (SM) and the Marketing Conceptual Framework (MCF) Can Be Utilized to Address the Childhood Obesity Epidemic
In the 1970’s, SM was introduced to the health care sector to promote
healthy behavior changes among the general public by means of
commercial marketing ideology and strategies (Weinreich, 2010).
SM’s foundation lies in MCF, which is a structure grounded in the
fields of psychology, anthropology, sociology, and communications
theory (Gordon, McDermott, Stead, & Angus, 2006).
In this way, SM and MCF can be utilized to universally address the
childhood obesity epidemic through a preventative education program
aimed at targeting caregivers (parents included) and children
(specifically children ages 2 to 5).
The Childhood Obesity Preventative Education program has been
designed based on the 6 stages of MCF: “exchange theory, audience
segmentation, consumer orientation, competition, the marketing mix,
and continuous monitoring” (Thackeray & Brown, 2005, p. 365).
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Factors Influencing Childhood Obesity
Though many contributing factors impact the childhood obesity epidemic, the two most influential factors are poor nutritional intake and a lack of physical activity, thus leading to an imbalance between energy intake and energy expenditure (Daniels, Arnett, Eckel, Gidding, Hayman, Kumanyika, Robinson, Scott, Sachiko, & Williams, 2005).
A lack of knowledge among caregivers pertaining to proper nutritional choices and adequate physical activity levels for children under the age of 5 also inadvertently affect childhood obesity, thus making the caregivers’ lack of knowledge a social issue (Evans, Christoffel, Necheles, & Becker, 2010).
In addition to social factors, studies have also revealed an association between environmental variables and childhood obesity (Evans et al., 2010). For example, Evans et al. (2010) identified several environmental barriers including “safety concerns, lack of organized markets, or other sources of healthy foods in rural township areas, and a lack of resources for physical activity” (p. S23).
Introduction to the Childhood Obesity Preventative Education (COPE) Program
The COPE program is a national initiative that is
focused on utilizing SM strategies to address the
childhood obesity epidemic in America.
With studies proving that early intervention is vital to
preventing obesity in children, healthy dietary and
physical activity behaviors should be learned early on in
life, preferably before children reach kindergarten
(Center for Health Improvement, 2005). In this way,
COPE has been designed to target preschoolers ages
2 to 5 and their caregivers.
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COPE Program Objectives
Objective #1:
Within 5 years after the COPE initiative has gone public, 70% of preschoolers between the ages of 2 and 5 in the United States will have a BMI between the 5th and 85th percentile by the time that they receive their recommended vaccinations at 4 to 6 years of age.
Objective # 2:
Within 5 years after the COPE program has gone public, 70% of caregivers of preschoolers ages 2 to 5 will be making an effort to integrate five fruits and vegetables a day into their preschooler’s diet and also incorporate 60 minutes of physical activity into their preschooler’s daily routine.
Reaching the Targeted Population Through Partnership Opportunities
Though COPE is a universally-based program, it is also a coordinated,
multifaceted effort that takes into account the diversity, disparities, and
specific needs of the entire United States population.
In this way, COPE program planners work alongside community partners
to tailor the program to address diversity on a community level within the
population where the program is being initiated.
COPE program planners also partner with local, state, and national
partners and stakeholders to ensure that the targeted population’s needs
are being met sufficiently.
According to Henley and Raffin (2010), childhood obesity can only be
solved by “an integrated effort involving numerous agencies and
stakeholders including education departments, schools, teachers,
parents, health departments and health professionals, regulatory bodies,
the food industry, commercial marketing industry, and so on” (p. 251).
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Creative Approaches to Meeting Program Objective #1
To educate caregivers, program planners will collaborate with community
health partners to initiate nutrition counseling within the community; organize
support groups where creative tips for getting preschoolers to eat fruits and
vegetables will be shared; host web conferences focused on easy fruit and
vegetable preparation; create a nutritional teaching packet for healthcare
providers to teach from during immunization visits; and utilize media such as
television, radio, and the internet to communicate advice, recipes, and
obesity risk factors. Caregivers may also be encouraged to review the CDC’s
website to learn more about the 5 A Day campaign.
To educate preschoolers, program planners will incorporate creative, fun, and
stimulating activities that utilize colorful demonstrations, animations, games,
hands-on activities, and pictures into an easy to understand curriculum
(Henley & Raffin, 2010). The curriculum can then be employed within various
settings including the classroom, home, routine doctor’s visits, community
outreach programs, and the media for example.
Creative Approaches to Meeting Program Objective #2
• Program planners will promote physical activity through
community campaigns that utilize diverse media to offer
suggestions on how to incorporate physical activity into daily life;
seek assistance from community clinicians who can arrange
individually targeted programs that help caregivers to set
attainable goals; encourage parents to enroll their children into a
preschool with a physical education curriculum; help caregivers to
create social networks among their friends to promote physical
activity for themselves and their children (children play groups,
walking buddies, etc.); and collaborate with community partners to
ensure that caregivers have access to places for physical activity
such as walking and biking trails, recreation facilities, parks, and
playgrounds.
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The COPE Program Evaluation Process
An evaluation of outcomes is imperative to assessing the efficacy of the COPE
program. Thus, the following evaluation steps, as proposed by Maurer and Smith
(2009), have been implemented to evaluate the effectiveness of the program.
1. Planning: COPE program planners will meet with local, state, and national
stakeholders to generate suitable evaluation questions and an appropriate
evaluation budget (Maurer & Smith, 2009). The evaluation timeline will begin
when the national launch of the COPE program has taken place.
2. Data Collection: A national collection of BMI data on preschoolers during
their 4 to 6 year immunization visit will be conducted by community nurses. In
addition, a 10 question, multiple-choice survey provided to the preschooler’s
caregiver pertaining to knowledge of the COPE program, the amount of fruits
and vegetables being fed to their preschooler daily, and the amount of daily
physical activity being incorporated into their preschooler’s daily routine will be
collected. COPE program planners will collect the BMI and survey data annually
over a five year period, compiling the data onto a national scale for interpretation.
The Cope Program Evaluation Process (continued …)
3. Analyzing the Data: Aforementioned, the data collected will be analyzed and
interpreted so that necessary improvements can be made to the program. At this
time, adverse outcomes will also be addressed and alterations made.
4. Reporting the Evaluation: After the data has been analyzed, the findings will
be reported in the form of an executive summary to the COPE president and
other program partners and stakeholders. Collaboratively, the COPE program
president, program planners, program partners, and stakeholders will come
together to analyze the results, tackle inconsistencies, address adverse
outcomes, and make program improvements.
5. Implementing the Results: Following reporting of the results, the evaluation
findings can be implemented into practice (Maurer & Smith, 2009). The results of
the evaluation process will be implemented by COPE program planners based
on a predetermined timeline to improve upon the program. The evaluation can
then be used to identify areas that the program previously failed to address,
assess consumer satisfaction with the program, and compare and contrast the
program with other existing programs (Northwest Health Foundation, 2005).
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COPE Program Sustainment
• Program sustainment will be essential to the COPE program’s success over
time (Scheirer, Hartling, & Hagerman, 2008).
• In many public health initiatives, external funding from shareholders ends after
a specified period of time. However, programs like COPE will require funding to
maintain sustainability into the future. Therefore, evaluation must continue to
demonstrate the need for sustained funding (Scheirer et al., 2008).
• According to Scheirer et al. (2008), the first measure to ensuring the
sustainability of COPE involves continued efforts to offer COPE’s comprehensive
services over the long-term. The second measure involves sustaining the
program’s benefits to preschoolers and their caregivers, while also reaching out
to new children who will be coming of preschool age in the near future. Thirdly, a
collaborative approach to sustainability is essential. This can be accomplished
through partnerships and coalitions with various local, state, and federal
programs to ensure COPE’s success. Lastly, continued future marketing and
advocating for the COPE program is important to the program’s sustainability
and therefore future success.
Microsoft Word Addendum
Click on the icon below for a Microsoft Word attachment describing
the PowerPoint presentation’s physical setting and the COPE
program’s future sustainability:
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References (1 of 6)
Berkowitz, B., & Borchard, M. (2009). Advocating for the prevention of childhood obesity: A call to action
for nursing. Online Journal of Issues in Nursing, 14(1), 1-9. Retrieved from
http://www.nursingworld.org/MainMenuCategories/ANAMarketplace/AN
APeriodicals/OJIN/TableofContents/Vol142009/No1Jan09/Prevention-of-Childhood-
Obesity_1.aspx
Centers for Disease Control and Prevention. (2011a, January 21). CDC grand rounds: Childhood obesity
in the United States. Retrieved from
http://www.cdc.gov/mmwr/preview/mmwrhtml/mm6002a2.htm
Centers for Disease Control and Prevention. (2011b, February 14). Division of nutrition, physical activity
and obesity: Introduction. Retrieved from http://www.cdc.gov/nccdphp/dnpao/index.html
References (2 of 6)
Centers for Disease Control and Prevention. (2011c, February 15). About BMI for children and teens.
Retrieved from http://www.cdc.gov/healthyweight/assessing/bmi/childrens_bmi/about_c
hildrens_bmi.html
Centers for Disease Control and Prevention. (2011d, March 3). Childhood overweight and obesity.
Retrieved from http://www.cdc.gov/obesity/childhood/index.html
Center for Health Improvement. (2005). Preschoolers increasingly overweight. Preventing childhood
obesity: A prop 10 opportunity. Retrieved from
http://www.chipolicy.org/pdf/5630.Final%20Childhood%20Obesity%20Brief.pdf
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References (3 of 6)
Daniels, S., Arnett, D., Eckel, R., Gidding, S., Hayman, L., Kumanyika, S., Robinson, T., Scott, B.,
Sachiko, S., & Williams, C. (2005). AHA scientific statement: Overweight in children and
adolescents: Pathophysiology, consequences, prevention, and treatment. Circulation,
111(15), 1999-2012. Retrieved from http://circ.ahajournals.org/cgi/reprint/111/15/1999
Evans, W., Christoffel, K., Necheles, J., & Becker, A. (2010). Social marketing as a childhood obesity
prevention strategy. Obesity (19307381), 18, S23-26. Retrieved from
http://www.nature.com/oby/journal/v18/n1s/pdf/oby2009428a.pdf
Henley, N., & Raffin, S. (2010). Preventing childhood obesity: Evidence policy and practice. Ames, IA:
Wiley-Blackwell.
References (4 of 6)
Institute of Medicine. (2004). Childhood obesity in the United States: Facts and figures. Retrieved from
http://www.activelivingresources.org/assets/Childhood_obesity_fact_sheet.pdf
Maurer, F. A., & Smith, C. M. (2009). Community/public health nursing practice: Health for families and
populations (4th ed.). St. Louis: Elsevier Saunders.
National Initiative for Children's Healthcare Quality. (2011). Childhood obesity. Retrieved from
http://www.nichq.org/childhood_obesity/
Northwest Health Foundation. (2005). Program evaluation: Principles and practices (2nd ed.). Retrieved
from http://nwhf.org/images/files/NWHF_Program_Eval_Handbook.pdf
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References (5 of 6)
Ogden, C., & Carroll, M. (2010). Prevalence of obesity among children and adolescents: United States,
trends 1963-1964 through 2007-2008. Retrieved from
http://www.cdc.gov/nchs/data/hestat/obesity_child_07_08/obesity_child_07_08.pdf
Scheirer, M., Hartling, G., & Hagerman, D. (2008). Defining sustainability outcomes of health programs:
Illustrations from an on-line survey. Evaluation and Program Planning, 31(4), 335-346.
Retrieved from
http://www.sciencedirect.com.ezp.waldenulibrary.org/science?_ob=MImg&_imagekey=B6V7
V-4T8SM1Y-1-
C&_cdi=5852&_user=7754736&_pii=S0149718908000657&_origin=gateway&_coverDate=1
1%2F30%2F2008&_sk=999689995&view=c&wchp=dGLbVzb-
zSkzS&md5=5640f4fe322c8b71bc549122a2690fd8&ie=/sdarticle.pdf
References (6 of 6)
U.S. Preventive Services Task Force. (2010). Screening for obesity in children and adolescents.
Retrieved from http://www.uspreventiveservicestaskforce.org/uspstf/uspschobes.htm
Weinreich, N. K. (2010). What is social marketing?. Retrieved from http://www.social-
marketing.com/Whatis.html
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Professional Portfolio: Statement of Teaching Philosophy
Lauren Ochalek
Walden University
NURS 6300, Section 5, Student-Centered Learning in Nursing Education
June 23, 2011
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Professional Portfolio: Statement of Teaching Philosophy
Every student has unique learning needs, abilities, and preferences that warrant an
individualized, student-centered approach to education. Addressing these needs through caring
interactions greatly increases the likelihood that a successful learning experience will occur
(Blumberg, 2009). It is imperative that faculty and students partake in an egalitarian
relationship, where both parties work collaboratively to become actively involved in the
educational process (Rowles & Russo, 2009). Recognizing the varying abilities among students
and presenting educational material in a way in which students are actively engaged supports the
relationship between caring and student-centeredness (Blumberg, 2009).
It is important that students have equitable involvement in the balance of power within
the classroom (Blumberg, 2009). Given the opportunity to become involved in developing a
course curriculum, students assume a greater responsibility for their learning and are intrinsically
motivated to reach their educational goals (Blumberg, 2009). In this way, a student-centered,
andragogical approach to education leads students to become independent, self-directed learners
who strive to become actively involved in the learning process (Diekelmann & Lampe, 2004).
Andragogy and learner-centered education complement one another and lead students
toward the achievement of educational goals (Vandeveer, 2009). The adult learning theory is the
most effectual way to educate nursing students. As a student-centered theoretical approach that
is focused on increasing competence, andragogy leads students to reach their full potential as
learners (Hohler, 2003). Helping students to complete a self-assessment, such as the Kolb
Learning Style Inventory, is one way that faculty can help students to identify their strengths as
learners and therefore contribute to an improved overall learning experience (Vandeveer, 2009).
Finally, it is essential that students develop both problem-solving and critical thinking
-41-
skills in an effort to become effective practitioners (Martin, 2002). Nurses who utilize higher-
order thinking in response to clinical decision making tend to make better informed judgments
than do their counterparts (Rowles & Russo, 2009). A student-centered approach to education
fosters critical thinking skills and helps to develop nursing students into knowledgeable, expert
nursing professionals.
-42-
References
Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San
Francisco, CA: Jossey-Bass.
Clardy, A. (2005). Andragogy: Adult learning and education at its best. Retrieved from
http://eric.ed.gov
Diekelmann, N., & Lampe, S. (2004). Student-centered pedagogies: Co-creating compelling
experiences using the new pedagogies. Journal of Nursing Education, 43(6), 245–247.
Retrieved from http://www.slackjournals.com/jne
Hohler, S. E. (2003). Creating an environment conducive to adult learning. AORN Journal,
77(4), 833–835. Retrieved from http://www.aorn.org/AORNJournal/
Martin, C. (2002). The theory of critical thinking in nursing. Nursing Education Perspectives,
23(5), 243–247. Retrieved from http://www.nln.org/nlnjournal/index.htm
Rowles, C. J., & Russo, B. L. (2009). Strategies to promote critical thinking and active learning.
In D. B. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd
ed., pp. 238-261). St. Louis, MO: Elsevier Saunders.
Vandeveer, M. (2009). From teaching to learning: Theoretical foundations. In D. B. Billings & J.
A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 189-226). St.
Louis, MO: Elsevier Saunders.
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Professional Portfolio: Evaluation Plan
Lauren Ochalek
Walden University
NURS 6310, Section 6, Teaching Strategies for Nurse Educators
August 14, 2011
-44-
Professional Portfolio: Evaluation Plan
The thorough evaluation of a teaching-learning plan is imperative to the success of any
new educational endeavor. Evaluation can help to diagnose problems, provide data, and improve
upon learning outcomes. The intent of this portfolio is to describe the learners, setting, and topic
of the Transitional Care Unit’s Caregiver Education (CE) course and detail the evaluation
process used to assess the teaching-learning plan. First, the evaluation of student learning that
will occur as a result of implementing the lesson plan will be discussed. Next, the lesson’s
learning objectives will be restated and two test questions will be developed for each objective.
Lastly, a brief justification for the selected test questions will be explained.
Learners, Setting, and Topic
Learners partaking in CE course are individuals who will be responsible for assuming the
primary caregiver role for their child or loved one upon discharge home. The learning setting
will be a conference room that seats up to 20 individuals, with six caregivers permitted to attend
the course at a time, thus allowing caregivers an opportunity to receive individualized attention.
The course will be held once a month and will run 3 hours in length, with time allotted for
learners who might require additional practice. The main goal of the course is to adequately
prepare caregivers with the knowledge and skills necessary to independently care for their child
or loved one in a safe and competent manner. Prior to discharge, caregivers must learn how to
become skilled in tracheotomy care and ventilator maintenance. Additionally, caregivers must
learn how to appropriately respond in the event of a respiratory or cardiac emergency.
Evaluation of Student Learning
A comprehensive assessment and evaluation are essential to the teaching-learning
process. In this way, a variety of different methods will be utilized to evaluate the learning that
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occurs throughout the CE course. One way for CE instructors to assess learners’ comprehension
of the course material is by way of a lesson closure activity. The closure activity will involve a
summarization of the major concepts covered during the course, and additionally, it will involve
the students in a discussion where they are asked to explain the most important concept that they
learned in class related to their child or loved one. Providing a lesson closure activity allows CE
instructors the opportunity to reinforce what was learned in class, and it also permits them to
assess and evaluate learners’ retention levels (Colorado State University, 2009).
In addition to the lesson closure activity, an exit test will ask students to answer 10
multiple-choice questions regarding the major topics covered during the course. It is understood
that multiple-choice questions can effectively evaluate recall, comprehension, application, and
analysis (Oermann & Gaberson, 2009). Besides multiple-choice test questions, a teach-back
demonstration component will be incorporated, where students are expected to independently
demonstrate cardiopulmonary resuscitation (CPR). Incorporating demonstration will give CE
instructors the opportunity to complete a performance assessment where students’
comprehension of essential skills are evaluated, and students’ decision making abilities and
critical thinking skills are closely examined (Svinicki & McKeachie, 2011). CE instructors will
also train students’ in self-assessment techniques, so that learners’ can continually improve upon
building their knowledge base following the CE course.
Lastly, assessment and evaluation will be ongoing activities that shall take place
throughout the CE course. Through student discussion and simulation activities, CE instructors
are able to continually assess and evaluate learners’ understanding of what is being learned. An
ongoing, embedded assessment gives CE instructors the opportunity to assess individual and
class performance throughout the entirety of the course. In this way, problems can be evaluated,
-46-
feedback can be provided, and adjustments can be made (Svinicki & McKeachie, 2011).
Learning Objectives and Test Questions
The first learning objective states that following the CE course, students will be able to
independently state the purpose of CPR, participate in discussing three scenarios in which they
would or would not choose to initiate CPR, and given a scenario, respond by practicing CPR on
an infant or child mannequin a minimum of three times prior to independently demonstrating the
skill for a CE instructor. The second learning objective is that following the CE course, students
will be able to describe signs and symptoms of respiratory distress as listed on the caregiver
education checklist, discuss their concerns about responding to a situation in which their child or
loved one is experiencing respiratory distress, and given a scenario, independently identify the
necessary steps taken while responding to a child experiencing respiratory distress.
Developing test questions that reflect higher level taxonomy will adequately elicit
whether learners have achieved the stated learning objectives. Therefore, one of the multiple-
choice test questions developed for the first learning objective is: Which of the following is the
appropriate chest compression to breath ratio when performing infant CPR? a) 20 chest
compressions to 2 breaths; b) 30 chest compressions to 4 breaths; c) 30 chest compressions to 2
breaths; d) 40 chest compressions to 4 breaths. A second test strategy used to elicit learners’
comprehension level of the class material surrounding the first learning objective will be a teach-
back demonstration. Following the CE course, students will be tested on whether they are
capable of independently demonstrating CPR. One of the multiple-choice test questions
developed for the second learning objective is: You are caring for a 2-month baby boy who has a
tracheotomy and is on a ventilator. The infant has a cold and has been experiencing thick
secretions throughout the day that have required frequent suctioning. You notice that the infant
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appears to be dusky in color and his oxygen saturation level has dropped to the mid-70’s on his
pulse oximeter machine. You suspect that the infant might have a mucous plug in his
tracheotomy, blocking his air flow. What is your first action? a) check the infant’s ventilator to
make sure that it is functioning properly; b) check the infant’s pulse oximeter machine to make
sure that it is functioning properly; c) call for help and prepare to emergently change the infant’s
tracheotomy tube; d) call 911 and wait for help to arrive. Another multiple-choice question
developed for the second learning objective is: Identify which of the following is NOT a sign and
symptom of respiratory distress. a) bluish color around the lips; b) a whistling sound heard with
each breath; c) a fever of 101.3; d) a grunting sound heard when the person exhales.
Justification for Test Questions
In addressing the first learning objective, a performance assessment will be utilized along
with multiple-choice test questions to evaluate students’ “recall, comprehension, application, and
analysis levels” (Oermann & Gaberson, 2009, p. 95). For example, performance assessment will
be employed to observe learners as they practice and then perform CPR for a CE instructor. This
evaluation technique was chosen because it fulfills part of the first learning objective. In
addition to demonstration, a multiple-choice question will also be used to test learners’ recall
regarding the proper breath to compression ratio, which is a very important piece of information
for learners’ to commit to memory. In addressing the second learning objective, a variety of
multiple-choice test questions will be utilized to evaluate learners’ understanding of the
necessary processes and skills used to address respiratory distress. According to Twigg (2009),
multiple-choice questions are advantageous, because they can measure the varying levels of the
cognitive process. The first test question is focused on testing the learners’ analytical skills
following the CE course. Throughout the CE course, a variety of different case scenarios,
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similar to the one in the test question, are utilized to challenge students to think critically about
the necessary steps to resolve the situation. The second test question is a multiple-choice
question that is focused on testing learners’ understanding of respiratory distress. This test
question was developed, because following the CE course, learners’ should be able to
independently identify signs and symptoms of respiratory distress. The utilization of multiple-
choice questions is useful, because when well-written, questions can test both simple knowledge
and increasingly more challenging concepts (Svinicki & McKeachie, 2011).
Conclusion
A thorough teaching-learning plan incorporates ongoing assessment and evaluation
strategies. Test questions that reflect higher level taxonomy help in obtaining information about
student learning, determining competency, and arriving at conclusions regarding the
effectiveness of a teaching-learning plan (Oermann & Gaberson, 2009). Properly evaluating
tested results helps those designing the teaching-learning plan to make decisions regarding
necessary improvements that may likely increase the effectiveness and success of the overall
learning experience.
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References
Colorado State University. (2011). Closure activities: Making that last impression. Retrieved
from http://tilt.colostate.edu/tips/tip.cfm?tipid=148
Hohler, S. E. (2003). Creating an environment conducive to adult learning. AORN Journal,
77(4), 833–835. Retrieved from http://www.aorn.org/AORNJournal/
Oermann, M. & Gaberson, K. (2009). Evaluation and testing in nursing education. New York,
NY: Springer Publishing Company.
Svinicki, M., & McKeachie, W. J. (2011). McKeachie's teaching tips: Strategies, research, and
theory for college and university teachers (13th ed.). Belmont, CA: Wadsworth.
Twigg, P. (2009). Developing and using classroom tests. In D. B. Billings & J. A. Halstead
(Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 429-448). St. Louis, MO:
Elsevier Saunders.
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Professional Portfolio: Evaluation Plan for Online Course
Lauren Ochalek
Walden University
NURS 6320, Section 10, Integrating Technology into Nursing Education
October 27, 2011
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Professional Portfolio: Evaluation Plan for Online Course
Following the design of the Online Tracheostomy Care Course for the Transitional Care
Unit – Part I, it is imperative that a proper evaluation of the course be completed. Creating an
evaluation plan will be important to accurately assess the effectiveness of the course. In this
way, alterations to the course can be made and the course improved upon if necessary.
Learning Module Summary
The Online Tracheostomy Care Course for the Transitional Care Unit – Part I is the first
part of a three module online course that is focused on teaching new nurses working on the
Transitional Care Unit the proper tracheostomy suctioning technique. There are two learning
objectives that were created to outline what the learner will accomplish by the end of the course.
The first objective is that by the end of the Online Tracheostomy Care Course, the learner will be
able to describe the proper sequence of steps necessary to suction a tracheostomy tube. The
second stated objective is that by the end of the Online Tracheostomy Care Course, the learner
will be able to demonstrate on a mannequin the proper sequence of steps necessary to suction a
tracheostomy tube. The objectives are learner and content appropriate, attainable, and elemental
to the course instructional design plan (O’Neil, 2009). Microsoft PowerPoint was used as the
technology to design the online course. Multimedia elements including text, illustrations, and
video were incorporated throughout the course to support the learning objectives.
Assessment and Evaluation Using a Constructivist Approach
In designing the Online Tracheostomy Care Course, a constructivist approach was taken.
Constructivism is a cognitive approach to education and is based on the premise that learning is
developed when learners create their own meaning of course content through personal
interpretation based on their existing knowledge base (Parker & Myrick, 2009; Vandeveer,
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2009). Prior to the course being developed, learners’ existing knowledge base regarding
tracheostomy care was carefully assessed. As a result, the course was designed to meet learners’
individual needs, thus supporting a constructivist approach. This assessment was imperative so
that relevant and attainable learning objectives could be developed. In addition to the learner
needs assessment, critical reflection also plays a role in constructivism and online learning.
O’Neil and Fisher (2009) explained that when constructivism is the guiding theory of an online
course, students reflect on the content that is being presented. Through reflection, instructors
have an opportunity to evaluate learning and offer feedback. With the majority of the Online
Tracheostomy Care Course being asynchronous in nature, little opportunity exists for students
and instructors to interact throughout the learning module. However, the discussion questions
and case scenario at the end of the course provide instructors with an opportunity to interact with
students, evaluate students’ learning, and offer feedback. Finally, it is imperative that the course
be evaluated while it is live (O’Neil & Fisher, 2009). To ensure that this occurs, an evaluation
tool will be provided to the students immediately following the course. The information from
the evaluation tool is essential for correcting problems within the course, making improvements,
and ensuring that meeting the course objectives is an attainable goal.
Formative Assessment and Usability Testing
Formative assessment should be used to evaluate the operation and design of any online
course. In this way, usability testing is a technique that may help a course designer to evaluate
whether an online course is usable, practical, and easily accessible to learners (U.S. Department
of Health & Human Services [HHS], 2011b). The process of usability testing involves
developing a test plan, preparing for and then conducting the usability test, and then analyzing
the data and reporting pertinent results to the design team (U.S. Department of Health & Human
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Services [HHS], 2011a). In developing the Online Tracheostomy Care Course, utilizing the
process of usability testing would help to identify usability problems, collect quantitative
performance data from users, and determine user satisfaction with the course (HHS, 2011a). The
goal of utilizing the usability testing is to provide feedback during the course design to ensure
that the course is easy to use and of value to the learners (HHS, 2011b).
In addition to usability testing, reviewing constructive feedback from colleagues would
also be beneficial in revising and improving upon the Online Tracheostomy Care Course. Upon
sharing the course design with colleagues from my Integrating Technology into Nursing
Education class, one valuable suggestion was to integrate a voice-over component into the
PowerPoint presentation. A voice-over narration would be useful to supplement the slide show
presentation (Microsoft Corporation, 2011). This is an example of a suggestion that, if
integrated into the course design, would likely improve upon the learning experience for
students. Sharing the Online Tracheostomy Care Course with colleagues and allowing them to
experiment with and evaluate the course design prior to its finalization is another way to develop
and improve upon the course to ensure that students have a successful learning experience.
Summative Assessment
Summative assessment, which takes place following the completion of a course, could be
utilized to evaluate the effectiveness of the Online Tracheostomy Care Course (O’Neil & Fisher,
2009). Student evaluation of the course, student evaluation of the faculty, and faculty evaluation
of the course are all examples of summative assessment (O’Neil & Fisher, 2009). Mandernach
(2003) explained, however, that summative assessment can also be used to measure student
achievement by evaluating students’ overall knowledge, skill, and performance at the end of a
course. In this way, summative assessment would be appropriate to evaluate students in terms of
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meeting the course objectives within the Online Tracheostomy Care Course.
One summative assessment technique that could be utilized to measure student
understanding following the Online Tracheostomy Care Course, would involve a performance
based test where students are expected to address the first learning objective by independently
explaining to the course instructor the proper sequence of steps necessary to suction a
tracheostomy tube. The second learning objective which states that by the end of the Online
Tracheostomy Care Course the learner will be able to demonstrate on a mannequin the proper
sequence of steps necessary to suction a tracheostomy tube, could be addressed by learners
performing the aforementioned demonstration in front of an instructor. By targeting the specific
class objectives, a performance based summative assessment would be successful in identifying
the level of student mastery and evaluating the effectiveness of the course.
Experience as a Course Designer
Developing the Online Tracheostomy Care Course was my first experience as a course
designer. In learning about the different elements of online course design, as well as the
principles of online learning and instruction, I was successful in creating a very basic online
course. Using a guided constructivist approach, I learned how to develop an online learning
environment with a focus on student-centeredness. The learning environment that was created is
safe and supportive, with a focus on active-learning and collaboration among students.
Measurable and attainable learning objectives were also developed, and design elements taken
into consideration when developing the course. Using the constructivist approach, the course
design took into consideration the target audience, the purpose and objectives, course
organization, navigation, page layout, and interaction (O’Neil, 2009).
In designing future online courses, I would like to experiment with using a course
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management application, which would allow for a more interactive, user-friendly course design.
An enhanced course management application would allow for content to be linked from a home
page so that users could easily navigate to and from relevant course sections. O’Neil (2009)
explained that the course design should help the learner to easily navigate through the learning
material. In this way, an interactive course management system, which differs from a
PowerPoint presentation, may allow for an easier navigational flow throughout an online course.
Conclusion
Thorough evaluation of the Online Tracheostomy Care Course is essential to a successful
course outcome. Using both formative and summative assessment techniques will help to
identify changes that can be made to improve upon the course design. Finally, careful planning
and a guided constructivist approach will also help to ensure the effectiveness of the course.
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References
Mandernach, B. J. (2003). Summative classroom assessment. Retrieved from Park University
Web site: http://www.park.edu/cetl2/quicktips/summative.html
O’Neil, C. A. (2009). Designing the online learning environment. In C.A. O’Neil, C. A. Fisher &
S. K. Newbold (Eds.), Developing online learning environments in nursing education
(2nd ed.) (pp. 83-97). New York, NY: Springer.
O’Neil, C. A., & Fisher, C. A. (2009). Assessment and evaluation of online learning. In C.A.
O’Neil, C. A. Fisher & S. K. Newbold (Eds.), Developing online learning environments
in nursing education (2nd ed.) (pp. 135-149). New York, NY: Springer.
Parker, B., & Myrick, F. (2009). A critical examination of high-fidelity human patient simulation
within the context of nursing pedagogy. Nurse Education Today, 29(3), 322-329.
Retrieved from http://www.nurseeducationtoday.com/
U.S. Department of Health & Human Services. (2011a). Usability testing: Introduction.
http://www.usability.gov/methods/test_refine/learnusa/index.html
U.S. Department of Health & Human Services. (2011b). Usability.gov: Your guide for
developing usable & useful Web sites. Retrieved from http://www.usability.gov/
Vandeveer, M. (2009). From teaching to learning: Theoretical foundations. In D. B. Billings & J.
A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) (pp. 189-226). St.
Louis, MO: Elsevier Saunders
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Reflection: Integrating Knowledge About Curriculum and Teaching
Lauren Ochalek
Walden University
NURS 6330, Section 15, Curriculum Development, Assessment, and Evaluation
December 14, 2011
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Reflection: Integrating Knowledge About Curriculum and Teaching
A well-defined curriculum is imperative to the appropriate structuring of an effective
educational experience. Keating (2011) explained that a nursing curriculum provides guidelines
for how a program will be delivered and how the program’s learning outcomes will be evaluated.
The intent of this paper is to describe how student-centered learning and educational technology
influence curriculum planning. Additionally, this paper will discuss curriculum development
and its impact on my personal nursing practice.
Teaching/Learning Concepts and Curriculum Planning
When planning a curriculum, there are a number of teaching/learning concepts to be
taken into consideration. Two concepts that influence curriculum development include student-
centered learning principles and educational technology. Student-centered learning is a way in
which students become actively involved in the learning process. Likewise, educators take an
andragogical approach to teaching where they become actively involved in the learning process
by providing a student-centered learning environment and curriculum (Blumberg, 2008). One
way in which a student-centered curriculum differs from a traditional curriculum is that students
enrolled in a student-centered course gain an understanding of why the content is significant to
them as a learner (Blumberg, 2008). To ensure that this understanding occurs, it is essential that
the curriculum be written in a detailed and supportive manner (Slattery & Carlson, 2005). Next,
students enrolled in a student-centered course are expected to recognize their learning abilities so
that that they can best understand their learning preferences (Blumberg, 2008). In this way, it is
important that the curriculum clearly identify learning requirements so that students can become
comfortable with the course material (Slattery & Carlson, 2005). Finally, in a student-centered
course, students are expected to utilize previously acquired knowledge in an effort to solve real-
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world problems (Blumberg, 2008). A student-centered curriculum supports this notion when a
constructivist approach to education is assumed (Fay, Selz, & Johnson, 2005). Thus, a
curriculum should be developed based on a constructivist paradigm that supports the formation
of new knowledge based on previously learned, already existing knowledge (Fay et al., 2005).
In addition to student-centered learning, educational technology also plays a vital role in
curriculum development. Technology is ever-evolving, therefore, faculty developing nursing
curriculum must be cognizant of how new and upcoming technology is impacting nursing
education. Dillard and Siktberg (2009) emphasized the importance of developing a curriculum
that fosters the use of current technologies. Equally important, nursing faculty must be
adequately prepared to educate students using new technologies (Dillard & Siktberg, 2009). In
addition to technological advancements affecting nursing curricula, the Internet is also playing a
greater role in nursing education. Thus, faculty should be knowledgeable about online course
offerings and electronic communication, both of which impact curriculum development.
Curriculum Development in Current Nursing Practice
As a nurse on a Transitional-Care Unit (TCU), I work with children who suffer from
complex pulmonary conditions that necessitate tracheostomy and ventilator support. Prior to
discharge, caregivers of TCU patients are required to complete highly-skilled education to learn
how to care for their child or loved one in a safe and competent manner. Historically, caregiver
education had only been instructed at the patient’s bedside. Recently, however, several TCU
nurses, including myself, worked to develop a separate caregiver education (CE) course in an
effort to provide quality caregiver education in a supportive, student-centered environment.
Since learning about curriculum development, I have been able to improve upon the CE course
curriculum in a variety of ways. First, though the CE course curriculum originally had very little
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structuring, today, the curriculum has an effective structure that details deadlines, skills test dates
and times, readings, and other supportive resources. Slattery and Carlson (2005) emphasized the
importance of an effective curriculum structure that helps educators to stay on track and students
to understand what is expected of them to successfully complete the course. In addition to a lack
of structure, the original curriculum also failed to incorporate a strong set of course goals.
Course goals are imperative in that they help students to understand what they are expected to
learn from the course and additionally, “take ownership of their learning” (Slattery & Carlson,
2005, p. 161). Richards (2011) explained that each goal or objective should explain how the
student will learn the material, at what point in the course objectives will be achieved, and what
level of competency is expected from students. In keeping with these suggestions, ten course
goals were developed, clearly defined, and included in the course syllabus. Finally, the CE
course was improved upon by way of incorporating curriculum evaluation, which was originally
lacking. The main purpose of the evaluation was to facilitate learning, improve upon the course,
make decisions regarding skills testing evaluation, determine the effectiveness of the course, and
judge whether the course is cost-effective (Bourke & Ihrke, 2009). Using summative evaluation,
the course can be evaluated so that it may be modified and improved upon if need be.
Conclusion
To conclude, developing an effective curriculum takes a great deal of planning. Concepts
such as student-learning and educational technology must be taken into consideration when
designing a course curriculum. Furthermore, when preparing an effective curriculum, best
practices suggest that the curriculum include an effective structure, strong course goals, and a
thorough evaluation process. Curriculum development may be a complex process, however,
strategic planning can ensure a successful educational experience for all whom are involved.
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References
Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. San
Francisco, CA: Jossey-Bass.
Bourke, M. P., & Ihrke, B. A. (2009). The evaluation process: An overview. In D. B. Billings &
J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) (pp. 391-408). St.
Louis, MO: Elsevier Saunders.
Dillard, N., & Siktberg, L. (2009). Curriculum development: An overview. In D. B. Billings & J.
A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) (pp. 75-91). St.
Louis, MO: Elsevier Saunders.
Fay, V. P., Selz, N., & Johnson, J. (2005, April 1). Active learning in nursing education. In Texas
Medical Center Library Center for Education and Information Resources. Retrieved
December 12, 2011, from
http://digitalcommons.library.tmc.edu/cgi/viewcontent.cgi?article=1000&context=uthson
_ceirpubs
Keating, S. B. (2011). Introduction to the history of curriculum development and curriculum
approval process. In S. B. Keating (Ed.), Curriculum development and evaluation in
nursing education (2nd ed.) (pp. 1-32). New York, NY: Springer Publishing Company.
Richards, J. (2011). Curriculum development and evaluation in staff development. In S. B.
Keating (Ed.), Curriculum development and evaluation in nursing education (2nd ed.)
(pp. 269-293). New York, NY: Springer Publishing Company.
Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best
practices. College Teaching, 53(4), 159–164. Retrieved from
http://www.tandf.co.uk/journals/titles/87567555.asp
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Professional Portfolio: Lesson Plan and Rationale
Lauren Ochalek
Walden University
NURS 6330, Section 15, Curriculum Development, Assessment, and Evaluation
December 20, 2011
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Professional Portfolio: Lesson Plan and Rationale
In developing the Fundamentals of Nursing course syllabus, eight weeks of lessons were
thoughtfully prepared. In week two of the course, the planned lesson topic is the nursing
process. The intent of this paper is to create an effective lesson plan focused on the nursing
process with a rationale that supports best practices of teaching and learning.
Lesson Learning Objectives
In designing the lesson plan for the week two nursing process lesson, a number of
learning objectives were developed. One of the learning objectives is that following the lecture,
students will be able to independently define each step of the nursing process. This clearly
defined behavioral learning objective is cognitive in nature and was developed based on Bloom’s
Taxonomy of learning domains (Clark, 2005).
Expected Outcomes
The aforementioned learning objective is consistent with the Fundamentals of Nursing
course objectives. The first course objective stated in the Fundamentals of Nursing course
syllabus is that upon completion of the course, students will be able to identify components of
each step of the nursing process and explain how these concepts can be utilized to provide basic
nursing care to adult clients. In this way, the nursing process lesson objective flows out of the
Fundamentals of Nursing course objective. Furthermore, as a result of participating in the
nursing process lesson, there are a number of specific outcomes expected from the learners. For
example, in addition to students being able to independently define each step of the nursing
process, students participating in the lesson can also be expected to explain how critical thinking
is a key component of the nursing process. Another example is that students can be expected to
explain how data collection takes place in the assessment phase of the nursing process.
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Instructional Approach
The instructional approach used to deliver the nursing process lesson will be an active,
learner-centered approach with a focus on constructivism. Learner-centered principles and
constructivism complement one another. Constructivism theory holds that learning is a
developmental process wherein learners construct new knowledge by building upon an already
existing knowledge base through personal interpretation and experience (Vandeveer, 2009).
Learning is achieved when students are able to direct their behavior and problem solve
independently (Lund, 2005). It is in this way that learners are expected to draw upon previous
experience or knowledge to construct their own understanding of the learning material.
Delivery of the lesson will be learner-centered in nature and will actively involve
students in the learning process. First, self-direction, self-awareness, and independence among
learners will be strongly encouraged (Cercone, 2008). Next, while lecture is the primary mode
of content delivery, the role of the faculty member administering the lesson will be facilitative
rather than didactic (Blumberg, 2008). Furthermore, students will be expected to actively
participate in group discussions and contribute to learning opportunities such as journaling and
concept mapping. In this way, the learning experience will be positively enhanced (Blumberg,
2008). Finally, though assessment of the lesson outcomes will be grade based, constructive
feedback will be offered so that students may improve upon their future coursework.
Learning Activities
The previously stated learning objective is based on the cognitive domain and is therefore
focused on evaluating students’ intellectual skills and knowledge of the lesson content. The
objective states that following the lecture, students will be able to independently define each step
of the nursing process. According to Clark (2010), using the verb define in the behavioral
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learning objective tests a learners recall of data or information. Thus, the selected learning
activities for the nursing process lesson should support this learning objective. In an effort to
assist learners in successfully achieving the stated learning objective, lecture, group discussion,
journaling, and concept mapping will be the activities incorporated into the lesson plan.
Lecture, which will be presented via PowerPoint, will be paired with supportive materials
such as a note-taking packet with pre-printed lecture slides for students to follow while in class
and study from at home. Woodring and Woodring (2011) explained that lecture can be used to
teach learners of varying developmental and cognitive levels because it is adaptable based on the
needs of the learner. In addition to lecture, group discussion activities will enhance learners’
comprehension of the learning material and actively involve students in the educational
experience. Clark (2010) explained that group discussion with a focus on comprehension
correlates with the cognitive learning domain. Next, learners will participate in journaling
activities, where learning material from the lesson plan is applied and synthesized. Finally,
learners will practice concept mapping, which tests their cognitive ability to apply what has been
learned in class to a graphical tool that organizes their knowledge (Rowles & Russo, 2009).
Assessing the Lesson’s Learning Outcome
Assessing learning outcomes is imperative to understanding what students have actually
learned from an educational experience. Therefore, the learning outcome from the nursing
process lesson will be assessed by way of journaling where learners are expected to define each
step of the nursing process. In addition to defining the steps of the nursing process, students will
also be asked to explain how these concepts can be utilized to provide basic nursing care to adult
clients. In doing so, students will be working towards fulfilling the first stated Fundamentals of
Nursing course objective. According to Kirkpatrick and DeWitt (2009), journaling is an
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appropriate outcomes assessment strategy to test a learner’s cognitive skills and assess their
integration of learning. Journaling promotes active student involvement and encourages students
to “form connections within and between content” (Kirkpatrick & DeWitt, 2009, p. 416).
Finally, journaling as an assessment strategy promotes constructivism in that learners create a
sense of meaning by reflecting on life experiences as they relate to the course content.
Evaluation
In evaluating the effectiveness of the lesson plan, one method that could be used would
be a post-test in the form of a quiz and exam. As detailed in the Fundamentals of Nursing course
syllabus, there are four quizzes and four exams throughout the course, with each quiz and exam
covering two different lesson plans. Quizzes are brief and prepare learners for the upcoming
exam, as well as help faculty to evaluate the effectiveness of the lesson. Exams are more
detailed and test a higher cognitive domain than do the quizzes. Summative evaluation by way
of a quiz and exam following completion of the lesson will help faculty to evaluate learning
outcomes, determine the effectiveness of the instructional strategies and learning activities, and
make any necessary revisions to improve upon the lesson plan (Scheckel, 2009). Using quizzes
and exams throughout the course will have the same benefits as mentioned above, thus leading
faculty to improve upon the overall course if indicated by the summative evaluation results.
Conclusion
To conclude, thorough lesson planning and careful curriculum planning go hand in hand.
Creating lesson objectives, deciding on instructional approaches, choosing learning activities,
assessing the learning outcomes, and developing evaluation guidelines are all imperative to
creating an effective lesson plan. Creative involvement with the lesson material and best
practices of teaching/learning go into the development of a successful lesson plan.
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References
Blumberg, P. (2008). Developing learner-centered teaching: A practical guide for faculty. San
Francisco, CA: Jossey-Bass.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design.
AACE Journal, 16(2), 137-159. Retrieved from http://www.aace.org/pubs/
Clark, D. (2010, June 5). Bloom's taxonomy of learning domains: The three types of learning.
Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Kirkpatrick, J. M., & Dewitt, D. A. (2009). Strategies for assessing/evaluating learning
outcomes. In D. B. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for
faculty (3rd ed., pp. 409-428). St. Louis, MO: Elsevier Saunders.
Rowles, C. J., & Russo, B. L. (2009). Strategies to promote critical thinking and active learning.
In D. B. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd
ed., pp. 238-261). St. Louis, MO: Elsevier Saunders.
Scheckel, M. (2009). Selecting learning experiences to achieve curriculum outcomes. In D. B.
Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp.
155-172). St. Louis, MO: Elsevier Saunders.
Vandeveer, M. (2009). From teaching to learning: Theoretical foundations. In D. B. Billings & J.
A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 189-226). St.
Louis, MO: Elsevier Saunders.
Woodring, B. C., & Woodring, R. C. (2011). Lecture: Reclaiming a place in pedagogy. In M. J.
Bradshaw & A. J. Lowenstein (Eds.), Innovative teaching strategies in nursing and
related health professions (5th ed.) (pp. 113-135). Sudbury, MA: Jones and Bartlett.
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Portfolio: Letter of Application, Curriculum Vitae, and Philosophy of Teaching and Nursing
Lauren Ochalek
Walden University
NURS 6340, Section 13, The Nurse Educator: Roles Responsibilities, and Relationships
August 6, 2012
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July 18, 2012
Professor Shawn P. McNamara
Nursing Program Administrator/Assistant Dean
Community College of Baltimore County
CCBC School of Health Professions - Essex Campus
7201 Rossville Blvd.
Baltimore, MD 21237
Dear Professor McNamara:
I am writing to apply for the non-tenure track, full-time nursing faculty position as advertised on
The Chronicle of Higher Education website. I expect to receive my Master's of Science in
Nursing Education Degree in December 2012 from Walden University. Following the
completion of my Master's Degree, I plan to continue my passion for lifelong learning as I
pursue my PhD in Nursing Education. I am excited to apply for the nursing faculty position at
CCBC School of Health Professions, because my teaching philosophy very closely relates to the
mission statement and statement of philosophy of the CCBC Registered Nursing Program.
As a 2005 graduate of the CCBC Registered Nursing Program, it has always been my ambition
to return as a nurse educator. Since graduation, I have worked in pediatrics with a focus on both
medical-surgical and critical care nursing. In 2007, I accepted a staff nursing position on a
pediatric transitional care unit where the focus was on family and patient education. During my
time there, I worked as a preceptor for nurse externs and new staff nurses, and I also helped to
develop the unit's first caregiver education course. The purpose of the caregiver education course
is to teach caregivers of patients with tracheostomies and ventilators the necessary skills to
properly care for their loved one at home in a safe and competent manner. In addition to my
involvement in developing the caregiver education course, I have participated in departmental
performance activities, staff development, and annual regulatory assessments. I have also worked
to foster communication and cooperation among my fellow coworkers. Finally, in addition to my
experience, I possess strong leadership skills and have demonstrated the ability to perform
clinical, technical, educational, and administrative tasks.
Though new to the nurse educator role, I can guarantee a commitment to excellence in nursing
education. I believe in an andragogical, student-centered approach to nursing education, where
varied teaching strategies foster an effective learning experience. I look forward to actively
participating in committees and activities within both the school of nursing and the greater
college community. Additionally, I value the importance of acting as a counselor and mentor to
students, and carrying out the goals and initiatives set forth by both the School of Health
Professions and Registered Nursing Program. Thank you for your time and consideration.
Sincerely,
Lauren E. Ochalek, RN
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CURRICULUM VITAE
LAUREN E. OCHALEK, RN
1508 Notley Drive
Virginia Beach, VA 23456
(410) 370-9552
|EDUCATION|
Walden University, Minneapolis, MN 2009 - Expected
M.S.N. in Nursing Education Graduation Date
Dec. 2012
The Community College of Baltimore County, Essex, MD 2001 - 2005
A.S. in Nursing
|SPECIALIZATION|
Pediatric and neonatal medical-surgical and step-down nursing 2006 - 2012
|PROFESSIONAL EXPERIENCE - CLINICAL|
Children's Hospital of the King's Daughters, Norfolk, VA 2007 - 2012
Staff Nurse, Charge Nurse, and Nurse Preceptor - Transitional Care Unit
• Provided specialized nursing care to pediatric patients with severe lung and respiratory
disorders who require highly-skilled nursing care to sustain life.
• Responsible for educating patients and families on how to care for themselves or their
loved one in a safe and competent manner upon discharge home.
• Administration of daily oral, inhaled, injectable, and intravenous medications.
• Charge nurse duties including, but not limited to, staffing, patient-flow, managerial
duties, work-flow delegation, etc.
• Nurse preceptor for nurse externs, new nursing staff, and nursing students.
Staff Nurse - Neonatal Intensive Care Step-Down Unit
• Provided specialized nursing care to neonatal intensive care patients preparing to
transition home.
• Responsible for educating patients’ families regarding daily care needs, feedings, and
newborn safety.
• Administration of daily oral, injectable, and intravenous medications.
Johns Hopkins Children's Hospital, Baltimore, MD 2006 - 2007
Staff Nurse - NICU/PICU, Medical-Surgical Step-Down Unit
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(Ochalek CV: Page 2)
• Provided specialized nursing care to pediatric patients with a multitude of diagnoses
including, but not limited to, SCIDS, gastroschisis, bladder exstrophy, birth defects,
genetic disorders, cystic fibrosis, neurological disorders, various cancers, etc.
• Responsible for educating patients and families regarding patients’ daily care needs.
• Administered daily oral, inhaled, injectable, and intravenous medications.
|PROFESSIONAL EXPERIENCE - TEACHING|
Children's Hospital of the King's Daughters, Norfolk, VA 2011 - 2012
- Caregiver Education (CE) Course Educator
• Developed a syllabus and teaching-learning materials for patients and families enrolled
in the CE course on the Transitional Care Unit.
- Nurse Preceptor 2007 - 2011
• Nurse preceptor for nurse externs, new nursing staff, and nursing students.
|HONORS|
Induction into Sigma Theta Tau International Honor Society 2012 - Present
of Nursing
Induction into Phi Theta Kappa International Honor Society 2004 - 2006
|PROFESSIONAL ORGANIZATIONS|
Sigma Theta Tau International Honor Society of Nursing 2012 - Present
Phi Theta Kappa International Honor Society 2004 - 2006
|SERVICE|
Girl Scouts Obesity Prevention Presentation January 2012
(Virginia Beach, VA)
Spoke to Girl Scout Troop 312 about the importance of healthy
eating and exercise habits in the prevention of obesity.
Electronic Medication Administration Record Super-User 2011 - 2012
(Children's Hospital of the King's Daughters, Norfolk, VA)
Learned the new Electronic Medication Administration
Record (EMAR) system prior to the rest of the hospital in an
effort to educate and be a resource to fellow nurses and physicians
when the system went live.
Nursing Research Committee 2010 - 2011 (Ochalek CV: Page 3)
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(Children's Hospital of the King's Daughters, Norfolk, VA)
Worked alongside a committee of nurses to develop the first
ever, nursing-based research project aimed at researching how
fatigue impacts a nurse's reaction time using a Nintendo Wii Fit
gaming system. This project is still currently underway.
Safe Patient Handoff Committee 2009 - 2011
(Children's Hospital of the King's Daughters, Norfolk, VA)
Participated in the formation of new hospital/nursing policy
pertaining to safe patient handoff between nursing units.
Unit Charge Nurse Committee 2008 - 2011
(Children's Hospital of the King's Daughters, Norfolk, VA)
Actively involved in the formation of unit policy pertaining to
the role responsibility of the charge nurse on the Transitional
Care Unit at Children's Hospital of the King's Daughters.
|RESEARCH EXPERIENCE|
Nursing Research Committee 2010 - 2011
(Children's Hospital of the King's Daughter's, Norfolk, VA)
Participated in developing the first ever, nursing-based
research project aimed at researching how fatigue impacts
a nurses reaction time using a Nintendo Wii Fit gaming system.
This project is still currently underway.
|LICENSURE/CERTIFICATIONS|
Pediatric Advanced Life Support Provider 2007 - Present
Registered Nurse, Virginia State Board of Nursing 2007 - Present
Basic Advanced Life Support Provider 2006 - Present
Registered Nurse, Maryland State Board of Nursing 2006 - Present
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Philosophy of Teaching
Every student is an individual with distinct learning needs and a preferred way of
learning. Students should be presented with a variety of teaching-learning strategies to ensure
success. I believe that learning best occurs when utilizing a student-centered, andragogical
approach to education. This approach supports students in their efforts to become self-directed,
actively involved learners. Additionally, I believe in working alongside students in an
egalitarian partnership where collaborative, supportive, and caring interactions take place.
Learning is enhanced when students are proficient in problem-solving and critical
thinking. Thus, every teaching strategy should lead towards advancing critical thinking (Rowles
& Russo, 2009). Some teaching strategies that appeal to a variety of learners and promote
critical thinking include simulation practice, case studies, concept mapping, problem-based
learning, and writing assignments. Using numerous teaching strategies increases the likelihood
that an effective learning experience will occur for all learners.
Diversity is not only defined by a culturally diverse group of individuals, but also by
different learning needs and expectations. Given the numerous methods that students may utilize
to learn, I encourage students to complete a self-assessment tool, such as the Kolb Learning Style
Inventory, to identify personal strengths and better understand their learning preferences
(Vandeveer, 2009). As an educator, I value diversity and desire to understand both students'
learning needs and their prior learning experiences in an effort to design an effective teaching-
learning experience for everyone involved.
Finally, lifelong learning is imperative as the healthcare system is constantly evolving
and changing. I strongly encourage and support all nurses in their efforts to continue schooling
and pursue higher education. It is not adequate for nurses to simply remain competent
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practitioners, rather, nurses must continually engage in professional learning to maintain
competencies and remain informed on current trends (Gopee, 2005). I am committed to helping
establish new models of academia to ensure that nursing professionals have an opportunity to
further their education with more ease and less financial strain (National League for Nursing,
2011). Building a stronger, more diverse workforce is essential to the success of not only the
nursing profession but the healthcare system as a whole.
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References
Gopee, N. (2005). Facilitating the implementation of lifelong learning in nursing. British Journal
of Nursing, 14(14), 761-767. Retrieved from http://www.britishjournalofnursing.com/
National League for Nursing. (2011). Academic progression in nursing education: A living
document from the National League for Nursing. Retrieved from
http://www.nln.org/aboutnln/livingdocuments/pdf/nlnvision_1.pdf
Rowles, C. J., & Russo, B. L. (2009). Strategies to promote critical thinking and active learning.
In D. B. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd
ed., pp. 238-261). St. Louis, MO: Elsevier Saunders.
Vandeveer, M. (2009). From teaching to learning: Theoretical foundations. In D. B. Billings & J.
A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed., pp. 189-226). St.
Louis, MO: Elsevier Saunders.
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Philosophy of Nursing
Nursing is both an art and a science. It is holistic in nature and is focused on caring for
one's whole being - mind, body, and spirit. The four concepts of nursing's metaparadigm that
define the discipline of nursing include: patient, environment, health, and nursing itself.
Patient
Providing patient-centered care involves meeting the needs of the patient, as well as the
patient's family. This approach is holistic in nature and, instead of focusing solely on the
patient's disease process, it involves caring for "the patient’s psychological, spiritual, and
emotional needs" (Reynolds, 2009, p. 133). Equally important is providing care that takes into
consideration a patient's subjective experiences regarding health, and also their values and
personal preferences (Parker & Smith, 2010).
Environment
In providing patient-centered care, nurses strive to meet the needs of a patient's internal
environment by addressing mental, spiritual, and emotional needs (Parker & Smith, 2010).
Equally important is meeting external needs through creating an environment that is supportive
of the healing process. Nightingale (2004) emphasized the significance of simple environmental
modifications including fresh air, light, warmth, quiet, cleanliness, and reliable care, all of which
are essential to a patient's overall health and wellbeing.
Health
Health can be defined as a continuum with optimal health at one end of the spectrum and
poor health at the other. A patient's perception of health and quality of life are very subjective in
nature. Where a person lies on this continuum is based on their perception of health, as well as
their physical, mental, emotional, spiritual, and social wellbeing (Parker & Smith, 2009). It is
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the responsibility of the nurse to encourage prevention and promote the general health and
wellness of all individuals.
Nursing
Nursing today is very different than it was in the days of Nightingale, however, the
concept of caring has transcended time and remains the central focus of the nursing profession.
The overarching goal of nursing is to optimize one's health and wellness, and support the healing
process through humanistic, caring, and skilled interactions. Commitment and critical thinking
are also key to nursing excellence and quality care.
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References
Nightingale, F. (2004). Notes on nursing: What it is, and what it is not. Retrieved from Project
Gutenberg.
Parker, M., & Smith, M. (2010). Nursing theories & nursing practice (3rd ed.). Philadelphia:
F.A. Davis
Reynolds, A. (2009). Patient-centered care. Radiologic Technology, 81(2), 133-147. Retrieved
from http://www.radiologictechnology.org/
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Practicum Project Plan: Stress Management Presentation
Lauren Ochalek
Walden University
NURS 6500A, Section 2, Capstone: Synthesis Practicum I
October 6, 2012
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Abstract
This purpose of the following paper is to discuss the Practicum Project Plan as it pertains to
guiding the development of an extra-curricular stress management presentation for baccalaureate
nursing students (BSN) at Old Dominion University (ODU) School of Nursing. Research has
suggested that nursing students experience an immense amount of stress as they attempt to juggle
the triad of academic, clinical, and personal factors impacting their lives (Del Prato, Bankert,
Grust, & Joseph, 2011; LeDuc, 2010; Yazdani, Rezaei, & Pahlavanzadeh, 2010). This paper
closely examines the development of the stress management presentation. Learning objectives
will be defined, an evidence-based review of the literature will be discussed, methodology and
resources will be explained, and both formative and summative evaluation methods will be
clarified. Finally, an appendix which includes a graphic timeline for completion of the practicum
project will be included. Following development of the stress management presentation, in
NURS 6510, the presentation will be reviewed by both BSN students and nurse educators at
ODU for possible inclusion within the ODU SON BSN program curriculum.
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Practicum Project Plan: Stress Management Presentation
The intent of this paper is to outline a stress management presentation for inclusion in the
baccalaureate nursing (BSN) program curriculum at Old Dominion University (ODU) School of
Nursing (SON). The goal of the stress management presentation, simply titled "Stress
Management: A Presentation for Students at Old Dominion University," is to develop a
presentation that teaches students, within the BSN program at ODU SON, stress management
strategies and coping skills to help them achieve both their personal and educational goals.
According to Mrs. Suzanne Van Orden (personal communication, September 6, 2012),
nurse educator at ODU SON, stress has been identified as a very real issue for students within
the BSN program, with uncontrolled stress being one of the main contributing factors leading to
disenrollment and student failure rates. By offering a stress management presentation, students
may have the opportunity to gain knowledge pertaining to stress management strategies and
coping skills. Included in the following paper are project objectives, an evidence-based review
of literature, project methodology with an explanation of resources, formative evaluation,
summative evaluation, and a graphic timeline for completion of the practicum project.
Project Objectives
The following learning objectives have been developed for the practicum project, which
focuses on developing and implementing a stress management presentation. Each objective has
been written in measurable terms and is time-sensitive in nature, target-goal focused, and has
been developed utilizing high taxonomy levels within Bloom's Taxonomy. First, upon
completion of the practicum project, I will be able to justify the necessity for an extra-curricular
stress management presentation for students enrolled in the BSN program at ODU. Next, upon
completion of the practicum project, students will be able to differentiate between two types of
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stress: eustress and distress. Thirdly, upon completion of the practicum project, students will be
able to summarize three effective stress management strategies that will aid in achieving their
personal and/or educational goals. Finally, upon completion of the practicum project, nurse
educators at ODU will evaluate the stress-management presentation for its effectiveness and
possible inclusion within the BSN program.
Evidence-Based Review of Literature
Evidence-based literature has suggested that nursing students must learn to manage stress
and cope effectively in order to be successful throughout their schooling. According to
professional practice standards, a BSN program should educate students on how to demonstrate
professionalism by way of assuming accountability for one's own behavior and actions
(American Association of Colleges of Nursing [AACN], 2008). In this way, it is imperative that
a BSN program include content related to self care and stress management (AACN, 2008).
In addition to professional practice standards, theoretical underpinnings have also
suggested that keeping stress at a minimum is essential to students' overall wellbeing and
success. According to Lazarus and Folkman, as cited by Del Prato, Bankert, Grust, and Joseph
(2011), stress theory implies that there is "an inverse relationship between stress and learning,
that is, as stress increases, learning decreases" (p. 110). Thus, it is understood that acquiring
stress management skills and coping mechanisms can decrease stress and enhance learning.
Increased levels of stress for nursing students has been an ongoing issue. Learning to
juggle the demands associated with academic, clinical, and socio individual or personal factors
can prove to be challenging (Del Prato et al., 2011; LeDuc, 2010; Yazdani, Rezaei, &
Pahlavanzadeh, 2010). A review of the literature has suggested a number of main contributing
factors that are related to increased stress levels for nursing students. These factors include, but
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are not limited to: a lack of professional knowledge and skills, an increased and difficult
workload with a lack of support, didactic and clinical evaluations, a lack of support from nurse
educators and clinical staff, and the effect of schooling on home life (Del Prato et al., 2011;
Gibbons, Dempster, & Moutray, 2008; LeDuc, 2010; Murdock, Naber, & Perlow, 2010).
Furthermore, though a certain amount of eustress is beneficial, students often have difficulty in
distinguishing between eustress and distress (Del Prato et al., 2011; Gibbons et al., 2008).
Stress management training that addresses the aforementioned stressors by way of
educating students about stress management, coping strategies, and the differences between
eustress and distress would be beneficial for BSN students at ODU SON. Several studies have
suggested that stress management training is successful in reducing stress, thus promoting
student success (Murdock et al., 2010; Seyedfatemi, Tafreshi, & Hagani, 2007; Yazdani et al.,
2010). Suggested project methods have included questionnaires to investigate students' levels of
stress, sources of stress, knowledge pertaining to eustress and distress, and current stress
management strategies and/or coping mechanisms in place prior to the stress management
training (Murdock et al., 2010; Seyedfatemi et al., 2007; Yazdani et al, 2010). Likewise,
following students' stress management training, evaluation methods should involve follow-up
surveys which examine students' new knowledge of stress management strategies and coping
mechanisms (Murdock et al., 2010; Yazdani et al., 2010)
Methodology and Resources
Objective One
To accomplish the stated project objectives, a well planned project methodology is
essential. The first objective, which focuses on what I will accomplish following the practicum
project, will be actualized by gathering pertinent data and supportive evidence to justify the need
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for an extra-curricular stress management presentation for students enrolled in the BSN program
at ODU. Data and information will be gathered, prior to development of the stress management
presentation, through a literature review and an online pre-presentation survey provided to a
sample of eight sophomore level and eight senior level BSN students at ODU SON. The survey
will include questions pertaining to students' stress levels and if they feel they might benefit from
stress management training.
Objectives Two and Three
Both the second and third stated objectives focus on what the sample of students will
accomplish following the practicum project. The same 16 students that participated in
completing the online pre-presentation survey will also review the stress management
presentation and complete a post-presentation survey to evaluate their learning experience. The
pre-presentation survey, which will take place prior to the stress management presentation, will
also include questions related to the second and third learning objectives. One question will ask
students to differentiate between eustress and distress if able, and another question will have
students list their current use of stress management strategies. Evaluating students' existing
knowledge base via the survey will aid in guiding development of the actual stress management
presentation. With the pre-presentation survey in mind, the online stress management
presentation will be developed to include information and learning activities focused on
educating students on how to differentiate between eustress and distress, and stress management
and coping strategies. Following the presentation, students will be capable of accomplishing
both of the stated objectives utilizing their new knowledge base.
Objective Four
According to the fourth and final learning objective, following the practicum project,
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nurse educators at ODU will evaluate the stress-management presentation for its effectiveness
and possible inclusion in the BSN program. To accomplish this objective, nurse educators will
review the stress management presentation, and they will also be provided with the completed
practicum project plan and any other associated paperwork in support of the practicum project.
Given that the intent of the practicum project is to develop an extra-curricular stress management
presentation that teaches students, within the BSN program at ODU SON, stress management
strategies and coping skills, it will be imperative to provide ODU nurse educators with
supportive information that informs them of the importance behind this scholarly proposal.
Resources
There are a number of resources that will be necessary to successfully complete the
practicum project. Technical resources include a computer with internet access in order to
access the Walden Library and gather supportive evidence-based literature to support
development of the stress management presentation. Next, the internet will also be utilized to
access the website Survey Monkey to design and develop both the pre-presentation and post-
presentation surveys. Additionally, the internet will be used to stay in contact with the sample of
students and the nurse educators who will be reviewing the final stress management presentation.
In addition to the internet, a computer with Microsoft PowerPoint will also be necessary
to develop the stress management presentation. Finally, in addition to technical resources,
necessary human resources will include the sample of students and nurse educators, including
Mrs. Van Orden, who will be reviewing the finalized stress management presentation and
participating in summative evaluation. Not only is Mrs. Van Orden my preceptor and mentor,
but she will also play an active role in both the formative and summative evaluation processes.
Formative Evaluation
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Formative evaluation will take place by way of obtaining feedback and analysis
throughout the development phase of the practicum project. Frequent communication and
guidance from my preceptor and mentor, Mrs. Van Orden, will ensure that the stress
management presentation is developed according to the needs of the BSN program at ODU
SON. Clark (2010) explained that formative evaluation is process focused; thus, evaluating the
progress of a project as it is being developed is the best way to guarantee a successful outcome.
On a weekly basis, Mrs. Van Orden will be consulted with regards to ongoing progress of
the project. Results of the pre-presentation survey will also be discussed for inclusion within the
stress management presentation. Finally, the stress management presentation will be reviewed
by Mrs. Van Orden prior to sharing it with the student sample and other educators.
Summative Evaluation
Summative evaluation will take place after students and nurse educators have reviewed
the final stress management presentation. This type of evaluation will be imperative in order to
thoroughly assess the stress management presentation to determine if the objectives have been
achieved (Bourke & Ihrke, 2009). Given that summative evaluation is outcome focused, the
results will act as a guide to modify or improve upon the presentation if necessary (Clark, 2010).
Similar to the studies by Murdock et al. (2010), Seyedfatemi et al. (2007), and Yazdani et
al. (2010), a post-presentation survey will be utilized to evaluate the final stress management
presentation. The post-presentation survey will include questions pertaining to the effectiveness
of the stress management presentation. A separate survey will be developed for those nurse
educators reviewing the presentation. Finally, for the educators' survey, a section will be added
where suggestions for improvement and inclusion within the BSN curriculum can be discussed.
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References
American Association of Colleges of Nursing. (2008, October 20). The essentials of
baccalaureate education for professional nursing practice. Retrieved from
http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf
Bourke, M. P., & Ihrke, B. A. (2009). The evaluation process: An overview. In D. B. Billings &
J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) (pp. 391-408). St.
Louis, MO: Elsevier Saunders.
Clark, D. (2010, November 21). Types of evaluations in instructional design. Retrieved from
http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html
Del Prato, D., Bankert, E., Grust, P., & Joseph, J. (2011). Transforming nursing education: A
review of stressors and strategies that support students' professional socialization.
Advances in Medical Education and Practice, 1(2), 109-116. Retrieved from
http://www.dovepress.com/getfile.php?fileID=9981
Gibbons, C., Dempster, M., & Moutray, M. (2008). Stress and eustress in nursing students.
Journal of Advanced Nursing, 61(3), 282-290. Retrieved from
http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2648
LeDuc, K. (2010). Baccalaureate nursing students' stressors and coping resources. The Children's
Hospital, 17(2). Retrieved from http://www.childrenscolorado.org/pdf/Research-News-
Spring-2010.pdf
Murdock, C., Naber, J., & Perlow, M. (2010). Stress level and stress management skills of
admitted baccalaureate nursing students. Kentucky Nurse, 58(2), 8. Retrieved from
http://www.kentucky-nurses.org/
Seyedfatemi, N., Tafreshi, M., & Hagani, H. (2007). Experienced stressors and coping strategies
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among Iranian nursing students. BMC Nursing, 6, 11. Retrieved from
http://www.biomedcentral.com/bmcnurs/
Yazdani, M., Rezaei, S., & Pahlavanzadeh, S. (2010). The effectiveness of stress management
training program on depression, anxiety and stress of the nursing students. Iranian
Journal of Nursing And Midwifery Research, 15(4), 208-215. Retrieved from
http://www.ijnmr.mui.ac.ir/index.php/ijnmr
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Appendix
The following timeline will help to organize the layout of the practicum project. The
timeline, which is graphic in nature, will illustrate in general terms, significant stages of the
project. It is important to note, that though not always indicated, formative evaluation will be
sought throughout the entire planning and implementation phases of the practicum project. The
timeline contains a detailed narrative that describes the activities that will take place throughout
both NURS 6500 and NURS 6510 in order to successfully complete the practicum project.
Graphic Timeline
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NURS 6510: Portfolio Assignment
Click here to view the following slides in PowerPoint: WK6AssgnOchalekL.ppt
APPLICATION II: PRACTICUM PROJECT PRESENTATION INFORMATION
D E C E M B E R 3 , 2 0 1 2
W A L D E N U N I V E R S I T Y
N U R S - 6 5 1 0 A , S E C T I O N 1 3 , C A P S T O N E S Y N T H E S I S P R A C T I C U M I I
L A U R E N E . O C H A L E K
Stress ManagementA Presentation for BSN Students at
Old Dominion University
(Title Page)
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Topic
Project Title: “Stress Management: A Presentation for BSN Students at Old Dominion University”
The intent was to outline, via PowerPoint, a stress management presentation for possible inclusion within the BSN curriculum at ODU SON.
1. Practicum Project Topic
The topic of the Practicum Project, “Stress Management: A Presentation for BSN Students at
Old Dominion University,” was selected following the thoughtful consideration of several
pertinent issues needing addressed within the baccalaureate nursing program (BSN) at Old
Dominion University (ODU) School of Nursing. According to my preceptor, Mrs. Suzanne Van
Orden (personal communication, September 6, 2012), the topic of uncontrolled stress for
students is a significant, unresolved issue within the BSN program at ODU. Mrs. Van Orden
agreed that developing an extra-curricular, non-credit stress management presentation would
greatly assist BSN students in identifying stress management strategies and coping skills to help
them achieve both their personal and educational goals (S. Van Orden, personal communication,
September 6, 2012).
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Goal
To develop an extra-curricular stress management presentation that teaches students, within the BSN program at ODU SON, stress management strategies and coping skills to help them achieve both their personal and educational goals.
Image courtesy of Team Altman, 2012
2. Practicum Project Goal
The goal of the Practicum Project was developed to ensure that students would have a thorough
understanding of what they would accomplish following the stress management presentation.
Likewise, learning objectives were developed in support of the Practicum Project goal.
Measurable and specific learning objectives were developed to help determine whether the
specified goal was achieved. Learning objectives can be thought of as the stepping stones to
reaching or achieving a targeted goal.
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Learning Objectives
Upon completion of the practicum project:
1. I will be able to justify the necessity for an extra-curricular stress management presentation for students enrolled in the BSN program at ODU.
2. Students will be able to differentiate between two types of stress: eustress and distress.
Continued …
3a. Practicum Project Learning Objectives
Clearly defined, time-sensitive, and measurable learning objectives support the stress
management presentation. Learning objectives were developed following a selection of verbs
(analysis level and higher) from the cognitive domain of Bloom’s Taxonomy (O’Neil, 2009).
Specifically, each learning objective that was developed was representative of the cognitive
domain, which involves the development of intellectual or logical skills (Clark, 2010). It is
imperative that critical thinking be fostered early on in nursing education, therefore, selecting
higher levels of Bloom’s Taxonomy to develop the learning objectives was essential. According
to Candela (2011), the role of critical thinking is directly related to educational taxonomy, with
critical thinking evident at higher levels of the taxonomy. Many theorists understand critical
thinking to be directly related to the upper levels of Bloom’s taxonomy (Candela, 2011). To
support this notion, the four tiers of the cognitive domain that were used to develop the learning
objectives for the stress management presentation included the analysis, synthesis, and
evaluation levels.
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Learning Objectives
Upon completion of the practicum project:
3. Students will be able to summarize three effective stress management strategies that will aid in achieving their personal and/or educational goals.
4. Nurse educators at ODU will evaluate the stress-management presentation for its effectiveness and possible inclusion within the BSN program.
3b. Practicum Project Learning Objectives
Though learning objective one is focused on what I, the course developer, will accomplish
following the stress management presentation, learning objectives two and three are focused on
what learners will accomplish. Keating (2011) explained that “the cardinal rule is that objectives
must be learner focused” (p. 171). Learner focused objectives support a student-centered
approach to education and therefore foster critical thinking skills, as well as overall student
success.
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Rationale
Stress has been identified as a serious issue for students enrolled within the BSN program at ODU SON.
Uncontrolled stress is one of the main contributing factors leading to disenrollment and failure rates.
Offering a stress management presentation would allow students the opportunity to gain knowledge pertaining to stress management strategies and coping skills.
(S. Van Orden, personal communication, September 6, 2012)
4a. Rationale
As previously mentioned, Mrs. Van Orden (personal communication, September 6, 2012)
identified uncontrolled stress as one of the main contributing factors leading to disenrollment and
student failure within the BSN program at ODU SON. Likewise, an extensive body of evidence-
based research and other scholarly literature has also supported the notion that uncontrolled
stress negatively impacts BSN students (Del Prato, Bankert, Grust, & Joseph, 2011; LeDuc,
2010; Yazdani, Rezaei, & Pahlavanzadeh, 2010). The same literature has suggested that nursing
students must learn how to effectively manage stress and cope in order to be successful
throughout their schooling, in this way, stress management training can help students to do just
that.
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Did you know?
Research has suggested that nursing students experience higher levels of stress than do their counterparts who are studying for other various professions.
Nursing students experience far higher levels of stress than do pharmacy, medical, or social work students.
Up to a third of nursing students experience stress so extreme that may suffer from mental health problems such as anxiety and depression.
American Holistic Nurses Association, 2012
(Project Sample Slide)
4b. Rationale
This slide is a project sample that was taken directly from the stress management presentation.
The purpose of this slide was to explain to students the significance of uncontrolled stress in
nursing education and its detrimental impact on one’s state of well-being. Likewise, the slide
following the above mentioned slide in the actual stress management presentation, explained that
research has proven that stress management training is a proven cognitive-behavioral technique
that can significantly reduce stress, anxiety, and depression in nursing students (Murdock, Naber,
& Perlow, 2010; Seyedfatemi, Tafreshi, & Hagani, 2007; Yazdani, Rezaei, & Pahlavanzadeh,
2010).
A slide, complimentary to the above mentioned slide, highlighted the issue of burnout in nursing
education. According to Rella, Winwood, and Lushington (2009):
If ignored, high levels of stress and anxiety can lead to illness, disease, and/or death.
Nursing students are also at an increased risk of burnout, defined as a “physical or mental
collapse caused by overwork or stress” (Oxford Dictionary, 2012a, para. 2).
Research has suggested that absolute levels of high/very high stress/fatigue are at
upwards of 15% among first year students, whereas third year students have levels
reaching upwards of 22%.
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Supportive Literature
Professional practice standards have suggested that BSN programs should include content related to self care and stress management training (American Association of Colleges of
Nursing [AACN], 2008).
Theoretical underpinnings have implied that there is "an inverse relationship between stress and learning, that is, as stress increases, learning decreases" (Del Prato, Bankert,
Grust, & Joseph, 2011, p. 110).
Acquiring stress management skills and coping mechanisms can decrease stress and enhance learning.
4c. Rationale
Professional practice standards have implied that BSN programs need to educate students on
how to demonstrate professionalism by way of teaching students to assume accountability for
their own personal behavior and actions (American Association of Colleges of Nursing [AACN],
2008). Therefore, the BSN curriculum at ODU should incorporate content related to self care and
stress management. In this way, the stress management presentation, though extra-curricular in
nature, would be beneficial for all students enrolled within the BSN program at ODU.
Theoretical underpinnings, stress theory specifically, have emphasized the importance of
students acquiring stress management skills and coping mechanisms to decrease stress (Del Prato
et al., 2011). Given that there is an inverse relationship between increased levels of stress and
decreased learning, the stress management presentation would be effective in helping to lessen
stress and therefore improve upon the learning process for BSN students.
Factors associated with increased levels of stress for nursing students are academic, clinical, and
personal in nature. Within the stress management presentation is a slide that includes a graphic
representation of the stress triad, which is a model that illustrates how academic, clinical, and
personal factors all affect one another. It is important for students to understand that “stress
results from the interaction between stressors and the individual’s perception and reaction to
those stressors” (Seyedfatemi et al., 2007, p. 2). Evidence-based literature has suggested that the
main contributing factors associated with increased levels of stress in nursing students include
the following:
Academic Factors:
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Excessive workload
Lack of time-management skills
Unclear assignments
Stressed relations with faculty members and lack of timely feedback
Competition among students
Lack of critical thinking skills
Technical difficulties
Uncomfortable classroom environment
Long hours needed to devote to study time
Clinical Factors:
Being placed in unfamiliar situations
Lack of time-management skills
Lack of critical thinking skills
Large amount of preparatory work
Travel time
Use of highly-technical equipment
Fear of making mistakes related to patient care
Feelings of inadequacy in dealing with patients and/or faculty
Socio-Individual or Personal Factors:
New roles/responsibilities
Large change in social surroundings
Financial pressures
Employment responsibilities
Responsibilities to friends/family
Lack of support
Health
(Del Prato et al., 2011; Gibbons, Dempster, & Moutray, 2008; LeDuc, 2010; Murdock, Naber, &
Perlow, 2010)
Finally, the literature has also indicated that though a certain amount of stress is beneficial,
students often have difficulty in distinguishing between eustress and distress (Del Prato et al.,
2011; Gibbons et al., 2008). Given these findings, the stress management presentation
emphasizes the differences between eustress and distress, and educates students on how to
differentiate between the two.
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Pre-Presentation Survey
Surveyed 16 students (eight sophomore and eight senior-level) nursing students within the BSN program at ODU.
Students were asked questions pertaining to their stress level, interest in stress management training, knowledge of eustress versus distress, and the utilization of stress management strategies.
The actual pre-presentation survey can be viewed by clicking here: Pre-Presentation Survey.pdf
4d. Rationale
When developing any new educational program, it is imperative to first gain an understanding of
the learners’ already existing knowledge base. Assessing learners’ prior knowledge is supportive
of a constructivist, learner-centered approach to education (Parker & Myrick, 2009; Vandeveer,
2009). Utilizing the pre-presentation survey to determine students’ understanding of eustress
versus distress prior to developing the stress management presentation was beneficial so that the
presentation could be tailored to meet the needs of the learners. Likewise, it was also important
to gain an understanding of the students’ knowledge pertaining stress management strategies so
that the stress management presentation could also be developed with the students’ specific
learning needs in mind.
After thoughtful consideration, it was decided that it would be best to utilize a sample of both
first year (sophomore-level) and final year (senior-level) nursing students to participate in the
pre-presentation survey and the initial review of the stress management presentation. In this way,
the findings from the two different groups of students could be compared and contrasted, and the
results disseminated within the stress management presentation. The findings of the two different
groups were important so that the stress management presentation could be tailored to meet the
needs of all students within the BSN program, from first year to final year students.
Research has suggested that successful stress management project methods have included
questionnaires to investigate students' levels of stress, sources of stress, knowledge pertaining to
eustress and distress, and current stress management strategies and/or coping mechanisms in
place prior to the stress management training (Murdock et al., 2010; Seyedfatemi et al., 2007;
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Yazdani et al, 2010). In this way, it was imperative to incorporate the aforementioned pre-
presentation survey into the stress management presentation.
The following slides depict actual graphics/illustrations of the findings from the pre-presentation
survey. These graphics/illustrations are samples that have been taken directly from the stress
management presentation. Aforementioned, 16 students (eight sophomore-level and eight senior-
level) nursing students were polled for the survey. The same 16 students will also be reviewing
the stress management presentation and partaking in a follow-up, post-presentation survey.
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Slide 1
Slide 3
Slide 2
Slide 4
Slide 1 Slide 2
Slide 3 Slide 4 4e. Rationale
Each of the four individual slides shown above have been taken from the actual stress
management presentation. The graphic representation of data on each slide was derived from
both sophomore-level and senior-level student responses to questions on the pre-presentation
survey. Since the individual slides might be difficult to view (due to the nature of fitting four
individual slides onto one larger slide), a brief overview of each has been included below.
Slide 1: Slide one is a graphic representation of the breakdown in responses between sophomore-
level and senior-level nursing students when asked the following question: “As a nursing
student, how would you rate your stress level?” The findings indicate that, of the 16 students
surveyed, the majority of both sophomore and senior-level students felt either very stressed or
extremely stressed. Conversely, no students indicated that they were “not at all stressed.”
Slide 2: Slide two is a graphic representation, in the form of a pie chart, that represents both
sophomore-level and senior-level student responses to the above mentioned survey question. The
chart indicates that, of the 16 students surveyed 43.75% felt very stressed, 37.5% felt extremely
stressed, and 18.75% felt somewhat stressed. Aforementioned, none of the students indicated on
the survey that they were “not at all stressed.”
Slide 3: Slide three demonstrates that of the 16 students surveyed, 88% felt that they would, in
fact, benefit from a stress management presentation.
Slide 4: Slide four is a bar graph that illustrates students responses when asked the following
question: “Do you know the difference between eustress and distress?” The bar graph indicates
that only half of the students surveyed were able to differentiate between eustress and distress.
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Slide 5
Slide 9
Slide 6
Slide 7
Slide 5 Slide 6
Slide 7 Slide 8
4f. Rationale (Slides Continued …)
Slide 5: Slide five poses the following question to the students being surveyed: “What stress
management strategies, if any, do you currently utilize to juggle the stressors of student life and
life in general?” The slides following slide five are a graphic representation, in pie chart format,
of the students responses to the aforementioned question.
Slide 6: In response to the above question, slide six illustrates the responses from the eight
senior-level students that were surveyed. The chart indicates that the majority of students utilize
recreational activities (exercise, yoga, etc)., sleep, and leisure activities to manage stress. On the
contrary, very few students utilize healthy eating as a way to manage stress.
Slide 7: In response to the above question, slide seven illustrates the responses from the eight
sophomore-level students that were surveyed. The chart indicates that the majority of students
utilize leisure activities, recreational activities (exercise, yoga, etc.), and prayer/meditation to
manage stress. In opposition, very few students utilize stress eating and listening to music as
ways to manage stress.
Slide 8: In response to the above question, slide eight illustrates the responses from both the
eight sophomore-level and eight senior-level students combined. Recreational activities
(exercise, yoga, etc.), leisure activities, and sleep were how the majority of students managed
stress. Whereas, very few students utilized healthy eating as a way to manage stress.
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Methodology: Learning Objective One
Learning objective one was actualized by:
Gathering scholarly literature and evidence-based research in support the stress management presentation.
Collecting data (utilizing the pre-presentation and post-presentation surveys) from ODU BSN students that justified a need for the presentation.
Identifying uncontrolled stress as an issue for BSN students enrolled in the BSN program at ODU SON.
5a. Methodology: Learning Objective One
Upon completion of the practicum project I will be able to justify the necessity for an extra-
curricular stress management presentation for students enrolled in the BSN program at ODU.
Literature and Research To actualize the first learning objective, scholarly literature and evidence-based research was
gathered via a literature review to justify the need for an extra-curricular stress management
presentation for students enrolled in the BSN program at ODU SON. The supportive
literature/research was utilized when the original idea of developing a stress management
presentation was presented to Mrs. Suzanne Van Orden. Next, the literature/research was used
when developing the actual stress management presentation. Finally, much of the
literature/research was incorporated within the stress management presentation so that students
and nurse educators alike would understand the significance of stress management training as it
pertains to BSN students.
Data Collection The pre-presentation and post-presentation surveys were used to collect data pertaining to
students’ stress levels before and after the presentation, and students’ interest in participating in
stress management training. The data collected during the pre-presentation survey (as indicated
on the previous slides) found that students felt that they, as nursing students, were either very
stressed or extremely stressed. Furthermore, 88% of the 16 students surveyed believed that they
would benefit from stress management training. Following review of the stress management
presentation, results of the post-presentation survey indicated that students felt that the stress
management presentation was beneficial in helping them to learn new coping and stress
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management strategies. Given these findings, it is apparent that stress management training for
BSN students at ODU would be a valuable asset within the BSN curriculum.
Identified Problem As a nurse educator at ODU, Mrs. Suzanne Van Orden was the individual whom identified
uncontrolled stress as an issue among her students and the rest of the student population enrolled
within the BSN program. Mrs. Van Orden (personal communication, September 6, 2012)
believed that developing a stress management presentation would help students to learn stress
management strategies and coping skills that would therefore help them to achieve their personal
and educational goals.
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Methodology: Learning Objective Two
Learning objective two was actualized by:
Utilizing the pre-presentation survey to assess students’ already existing knowledge base regarding the differences between eustress and distress. In this way, the presentation was developed to meet learners’ needs.
Educating students on the differences between eustress versus distress by way of justifying the need to understand the differences, defining the differences, listing examples of each, and asking students to participate in an active learning activity.
5b(1). Methodology: Learning Objective Two
Upon completion of the practicum project students will be able to differentiate between
eustress and distress.
Pre-Presentation Survey As previously mentioned, the pre-presentation survey specifically asked students if they were
able to differentiate between eustress and distress. Of the 16 students surveyed, only half of the
students knew the difference between the two. Given these findings, it was apparent that the
stress management presentation needed to thoroughly educate students on this topic.
Presentation The stress management presentation was developed with the second learning objective in mind.
Given that 50% of the students surveyed did not know the difference between eustress and
distress, it was imperative to design the presentation with this finding in mind. During the
presentation, students learned of the importance to know the difference between eustress and
distress. It was explained to students that to thoroughly understand how to effectively cope with
stress, it is imperative to first understand the different types of stressors that can impact our daily
lives. Next, both eustress and distress were defined, and nursing education specific examples of
both were presented. Finally, an active learning activity asked students to, in 3-5 sentences,
compare and contrast eustress and distress. The purpose of the active learning activity was to
involve learners in the learning process and evaluate whether learning objective two had been
achieved.
Post-Presentation Survey
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The final or summative evaluation of this learning objective took place utilizing the post-
presentation survey wherein students were asked to differentiate between eustress and distress by
way of a written essay. Of the students who completed the post-presentation survey, all students
were capable of properly differentiating between eustress and distress. Given this finding, is
understood that the stress management presentation was successful in helping students to achieve
the second learning objective.
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Objective Two: Eustress vs. Distress
Slide 1 Slide 2
The slides shown here were taken directly from the stress management presentation. The slides were developed in support of learning objective two.
5b(2). Methodology: Learning Objective Two
The individual slides shown above have been taken from the actual stress management
presentation. Since the individual slides might be difficult to view (due to the nature of fitting
two individual slides onto one larger slide), a brief overview of each slide has been included
below. Both slides are in support of learning objective two.
Slide 1: Defined eustress as, “Moderate or normal psychological stress interpreted as being
beneficial for the experiencer” (Oxford Dictionaries, 2012b, para. 1). Examples provided
included, objective structured clinical exams, experiential learning and patient-care
opportunities, a high caliber of teaching, personal mentoring or tutor support, student-led
presentations, and student-centered learning activities, to name a few (Gibbons, Dempster, &
Moutray, 2008).
Slide 2: Defined distress as, “Extreme anxiety, sorrow, or pain” (Oxford Dictionaries, 2012a,
para. 1). Examples provided included, but were not limited to, feeling unprepared for
examinations, a disorganization of course material, miscommunication between educators and
students, demanding or challenging course material, lack of timely feedback, and financial
constraints, to name a few (Gibbons, Dempster, & Moutray, 2008).
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Methodology: Learning Objective Three
Learning objective three was actualized by:
Utilizing the pre-presentation survey to assess students’ already existing knowledge base regarding effective stress management strategies. In this way, the presentation was developed to meet learners’ needs.
Educating students on the differences between adaptive/maladaptive coping, listing examples, identifying evidence-based stress management strategies, and asking students to participate in an active learning activities.
5c(1). Methodology: Learning Objective Three
Upon completion of the practicum project students will be able to summarize three effective
stress management strategies that will help you in achieving your personal and/or educational
goals.
Pre-Presentation Survey The pre-presentation survey asked students to list the stress management strategies that they
utilize to juggle the stressors of student life and life in general. Of the 16 students surveyed, both
adaptive and maladaptive coping mechanisms were listed. Given these findings, it was apparent
that the stress management presentation needed to incorporate education on adaptive versus
maladaptive coping mechanisms, as well as education on evidence-based stress management
strategies. Research has suggested that any stress management training project incorporate
surveys to investigate students' stress levels, sources of stress, knowledge pertaining to eustress
and distress, and current stress management strategies (Murdock et al., 2010; Seyedfatemi et al.,
2007; Yazdani et al, 2010).
Presentation The stress management presentation was developed with the third learning objective in mind.
Given that students listed both adaptive and maladaptive coping mechanisms on the pre-
presentation survey, it was apparent that the stress management presentation needed to educate
students on effective coping and stress management strategies. During the presentation, students
were asked to participate in a reflection activity where, after reviewing the their colleagues
various responses regarding stress management strategies, they were asked to consider the
survey responses and determine whether the stress management strategies identified were
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adaptive (constructive) or maladaptive (non-constructive) in nature. Next, students were
presented with examples of adaptive versus maladaptive coping mechanisms. Following a review
of the examples provided, students were educated on the concept of coping and effective coping
mechanisms. Next, students learned that in addition to coping mechanisms, research has
suggested that effective stress management strategies for nursing students may also include yoga
relaxation, progressive muscle relaxation, breathing exercise, meditation, and guided imagery
(Yazdani, Rezaei, & Pahlavanzadeh, 2010). Individual slides were then included within the stress
management presentation that offered detailed information pertaining to each of the
aforementioned stress management strategies. Finally, students were asked to participate in an
active learning activity wherein students were asked to journal about three newly learned stress
management strategies.
Post-Presentation Survey The final or summative evaluation of this learning objective took place utilizing the post-
presentation survey wherein students were asked to summarize three newly learned, effective
stress management strategies that would help them, as students, to achieve both their personal
and/or educational goals. Of the students who completed the post-presentation survey, all
students were capable of properly identifying three newly learned stress management strategies
that would help them as students to achieve their personal and/or educational goals. Given this
finding, is understood that the stress management presentation was successful in helping students
to achieve the third learning objective.
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Objective Three: Sample Slides
The slides shown here were taken directly from the stress management presentation. The five stress management strategies that were developed in support of objective three can be viewed here: Stress Management Strategies.pdf
Slide 1
Slide 2
5c(2). Methodology: Learning Objective Three
The individual slides shown above have been taken from the actual stress management
presentation. Since the individual slides might be difficult to view (due to the nature of fitting
two individual slides onto one larger slide), a brief overview of each slide has been included
below. Each slide is in support of learning objective three.
Slide 1: Focused on educating students on progressive muscle relaxation.
Slide 2: Focused on educating students on diaphragmatic breathing exercises.
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Methodology: Learning Objective Four
Learning objective four was actualized by:
Developing a presentation that was appropriate for first-year through senior-year nursing students within the Nursing Foundations course at ODU.
Having Mrs. Van Orden evaluate the presentation for its effectiveness and approve the stress management presentation for inclusion within the Nursing Foundations course.
5d. Methodology: Learning Objective Four
Upon completion of the practicum project nurse educators at ODU will evaluate the stress-
management presentation for its effectiveness and possible inclusion within the BSN program.
Presentation The stress management presentation was developed with the intent of incorporating it into the
BSN program curriculum at ODU. Mrs. Suzanne Van Orden, is the nurse educator for the
introductory nursing course within the BSN curriculum. Mrs. Van Orden suggested that an extra-
curricular stress management presentation would be of great benefit to the students within her
introductory Nursing Foundations course. Given this suggestion, Mrs. Van Orden offered
formative feedback throughout the development of the stress management presentation.
Furthermore, Mrs. Van Orden was the main ODU nurse educator to offer summative feedback
by way of reviewing the presentation for possible inclusion within the BSN program curriculum.
Post-Presentation Survey Following completion of the stress management presentation, students completed a post-
presentation survey to ensure that feedback was obtained and fulfillment of the learning
objectives was assessed. Likewise, Mrs. Van Orden completed a separate post-presentation
survey where she was presented with the opportunity to offer summative feedback. In an effort to
fulfill the fourth learning objective, Mrs. Van Orden was specifically asked to evaluate the stress-
management presentation for its effectiveness and possible inclusion within the BSN program
curriculum. Additionally, Mrs. Van Orden was given the opportunity to offer any constructive
criticism so that the presentation could be improved upon if need be. Below is the survey and
responses from Mrs. Van Orden (personal communication, November 18, 2012).
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Post-Presentation Survey for Nurse Educators at ODU: 1. Do you believe that the Stress Management Presentation is an effective training program for
BSN students ODU?
I do. The students provided you with data suggesting a need; the Fundamentals course actually
“teaches” the significance of stress on health; the presentation offers knowledge and evidence
from the literature to support.
2. As a nurse educator, might you consider incorporating the Stress Management Presentation
within the BSN program curriculum? Why or why not?
Yes; I would include it as a module for use in the Fundamentals course. As we continue to look
for ways to meet the needs/preferences of our technological student population, use of online
modules facilitates that need.
3. What recommendations, if any, might you suggest to improve upon the presentation?
No suggestions. Well done!
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Post-Presentation Survey
A post-presentation survey polled the same 16 students who completed the pre-presentation survey and stress management training. Mrs. Van Orden also completed a separate post-presentation survey.
Student Survey: Post-Presentation Survey.pdf
Nurse Educator Survey: Post-Presentation Survey .pdf
5e. Methodology: Post-Presentation Survey
A post-presentation survey polled the same 16 students who completed the pre-presentation
survey and stress management training. Mrs. Van Orden also completed a separate post-
presentation survey. Both of these surveys can be viewed by clicking on the links in the above
slide.
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Evaluation
Formative
Weekly “check-ins” with Mrs. Van Orden
Frequent communication/discussions regarding presentation content, timeline, etc.
Summative
Post-presentation survey
Image courtesy of Learning Technologiesat Virginia Tech, 2011
6. Evaluation
Formative Evaluation Formative evaluation, which is an ongoing process, was sought throughout all phases of the
stress management presentation, especially the planning, development, and implementation
phases. Mrs. Van Orden was consulted regularly for input and approval. Frequent discussions
were the norm regarding content, timeline for completion, etc. Seeking formative feedback
throughout all phases of the presentation helped to support progression of the project as it was
being developed, thus helping to ensure a successful end result.
Summative Evaluation Summative evaluation, which is outcome focused in nature, was sought following review of the
stress management presentation. According to Murdock et al. (2010) and Yazadani et al. (2010),
following stress management training, evaluation should involve a follow-up wherein students'
new knowledge of stress management strategies and coping mechanisms is assessed. In this way,
the same 16 students who completed the pre-presentation survey were also expected to review
the presentation and complete the post-presentation survey. Additionally, Mrs. Van Orden
completed a separate survey to offer her final evaluation of the project. Summative evaluation
was used to assess whether the learning objectives were achieved and to offer feedback so that
the presentation could be improved upon.
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Implications for Nursing Education
Image courtesy of Morton Plant Mease: BayCareHealth System, 2012
• Stress management training is crucial to nursing students' overall wellbeing and success (Del Prato, Bankert, Grust, & Joseph,
2011; LeDuc, 2010; Yazdani, Rezaei, & Pahlavanzadeh, 2010).
• A stress management presentation has positive implications for not only nursing education, but the nursing profession as a whole.
• An inverse relationship between stress and learning exists, therefore, when students acquire effective ways to manage and cope, stress is decreased and learning is enhanced (Del Prato et al., 2011).
7. Implications for Nursing Education
As previously mentioned, for nursing students, learning to juggle the various demands associated
with academic, clinical, and socio-individual factors can be very difficult (Del Prato et al., 2011;
LeDuc, 2010; Yazdani, Rezaei, & Pahlavanzadeh, 2010). Thus, stress management training can
help students to manage stress and therefore improve upon their educational experience.
Research has suggested that stress management training, similar to the stress management
presentation, has been successful in reducing stress and improving upon student success
(Murdock et al., 2010; Seyedfatemi, Tafreshi, & Hagani, 2007; Yazdani et al., 2010). Ideally,
greater student success will lead to both higher graduation and NCLEX passing rates, thus
helping to reduce the overall nursing shortage.
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Scholarly Product: PowerPoint Presentation
A scholarly PowerPoint presentation was developed which included:
Continuity of layout and background
Legible, standardized font throughout – 24 pt. and larger
Utilization of an appropriate template
Readable graphs and charts
Relevant illustrations and graphics
Thoughtful content
Limited information on each slide
(Anema, 2007)
8a. Scholarly Product: PowerPoint Presentation
The scholarly product chosen to disseminate the stress management presentation was Microsoft
PowerPoint (PPT). In keeping with the PPT guidelines suggested by Anema (2007), the design
of the PPT was developed in a way that it was scholarly in nature, yet user-friendly and
enjoyable for the learner at the same time. When designing a PPT, O’Neil (2009) suggested that
the first step is assessing the learners’ existing knowledge base. While learners’ knowledge base
pertaining to the course material was evaluated, individual learning styles and learning
preferences were not. Therefore, a self-paced PowerPoint presentation was developed with an
assortment of active learning activities that would appeal to a variety of different types of
learners. Next, the goal of the learning experience was clearly stated and measurable learning
objectives were presented to students.
Following development of the Practicum Project goal and learning objectives, the remainder of
the presentation was logically organized to ensure that learners would be able to successfully
achieve the learning objectives (O’Neil, 2009). First, the content was thoughtfully chosen to
support the learning objectives. While the content delivered was heavy and evidence-based, it
was organized and delivered in a way that made the presentation informative, yet not so
overwhelming for students. Next, the design of the course was structured in a way that allowed
users to easily navigate through the learning materials. Lastly, active learning activities were
implemented throughout the presentation to involve learners in the material and support learner
progression throughout the presentation content (O’Neil, 2009).
In addition to the presentation content, navigation throughout the presentation was
straightforward and allowed users to work at their own individual pace. Learners simply clicked
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on the slides to move forward at their own tempo. The page layout was consistent throughout
and the slides were designed with a user-friendly interface (O’Neil, 2009). Finally, given that the
presentation was self-paced and designed so that learners could access it at their leisure,
interaction among students was not required. If the presentation were to be integrated within the
BSN curriculum, nurse educators could utilize the same learning activities to allow for
synchronous interaction among students.
In choosing PPT as the mode of delivery for the stress management presentation, it was
understood that this type of self-learning is often favored by adult learners. Benefits include
student control over what is being learned, flexibility pertaining to when and where learning will
occur, the fostering of psychomotor skills, and enhanced learning more so than lecture and
discussion combined (Rowles & Russo, 2009). While self-learning via PPT has its benefits,
students must be motivated to complete the presentation and any work within a timely manner
(Rowles & Russo, 2009). Giving students clearly defined expectations and a timeline for
completion is advantageous to student success. With the stress management presentation, for
example, students were given adequate time (a week) to review the PPT and return the post-
presentation survey.
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Sample of Active Learning Activities
Slide 1
Slide 2 Slide 3
8b. Scholarly Product: Active Learning Activities
The individual slides shown above have been taken from the actual stress management
presentation and are a sample of active learning activities. Since the individual slides might be
difficult to view (due to the nature of fitting four individual slides onto one larger slide), a brief
overview of each has been included below. O’Neil (2009) emphasized the importance of learning
activities that “support learner progression through the content material” (p. 90). Learning
activities that actively involve the learner, support a learner-centered approach to education and
foster critical thinking skills. Therefore, a variety of different active learning activities were
incorporated throughout the stress management presentation.
Slide 1: Learning activity one asked learners to reflect upon and record the three most prevalent
stressors impacting them as a student. Next, the activity asked learners to consider why they
believed the factors that they listed were stressful in nature. This learning activity was chosen
because it is understood that reflection and independent analysis help students to connect their
personal experiences to the course content (Rowles & Russo, 2009). Furthermore, reflection and
independent analysis can help students learn how to transfer ideas from one context to another
(Rowles & Russo, 2009).
Slide 2: The second learning activity asked learners to reflect upon how they cope with stress
and what stress management strategies they utilize. This is another example of a reflection or
independent analysis type question.
Slide 3: The third learning activity asked students to, after having read the various responses
pertaining to how their colleagues manage stress, reflect upon whether the their colleagues’
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stress management strategies were adaptive or maladaptive in nature. Similar to learning
activities one and two, this learning activity also engaged learners in a reflection or independent
analysis activity.
Finally, in addition to the previous mentioned slides, humor was a teaching strategy that was
employed throughout the presentation. At several points throughout the presentation, tactful
humor was implemented to break up the content and emphasize key elements (Rowles & Russo,
2009). Given that the presentation was focused on stress management, it was important to keep
the presentation as stress-free as possible to emphasize this concept. In reviewing the post-
presentation surveys that were returned by students, many agreed that the well-placed humor was
a nice element to the presentation.
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Sample of End of Presentation Learning Activities
End of presentation learning activities were designed to actively involve students in the newly learned material and to assess the whether the student specific learning outcomes were achieved.
Slide 1 Slide 2
8c. Scholarly Product: End of Presentation Learning Activities
The individual slides shown above have been taken from the actual stress management
presentation. Since the individual slides might be difficult to view (due to the nature of need to
fit two individual slides onto one larger slide), a brief overview of each slide has been included
below.
The end of presentation learning activities were developed to help students reflect upon and
apply any newly learned knowledge following the presentation. The activities were also
important to help students actualize the learning objectives prior to completing the post-
presentation survey.
Slide 1: Slide one asked students to reflect upon their newly learned knowledge of eustress
versus distress and to, in 3-5 sentences, compare and contrast these concepts. Next, students were
instructed to reflect upon various life stressors and to discuss whether such stressors were
examples of eustress or distress. This learning activity was developed to allow students the
opportunity to reflect upon the course content and contemplate how it might be applicable within
their personal lives.
Slide 2: Similar to slide one, slide two asked students to engage in a journaling activity in which
they were expected to record three newly learned stress management strategies that could assist
them in lessening their stress within their lives. Like slide one, this slide also helps students to
determine whether they achieved the learning objectives.
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Link to Stress Management Presentation
The stress management presentation may be viewed in its entirety here:
Stress Management – A Presentation for BSN Students at Old Dominion University .pdf
9. Link to Stress Management Presentation
Click the link in the above slide to view, in its entirely, the stress management PowerPoint
presentation.
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Summary
The Practicum Project was successfully actualized
Each of the four learning objectives were achieved
Students expressed an interest in the presentation and found it to be greatly beneficial
Mrs. Van Orden plans to integrate the presentation into her Fundamentals of Nursing course
Image courtesy of Benedik, 2012
10. Summary
In summary, developing the stress management presentation for my Practicum Project was a
complete success. Mrs. Van Orden approved of the presentation and plans to integrate it within
the BSN curriculum at ODU SON. More specifically, Mrs. Van Orden will incorporate the
presentation as a module within her Fundamentals of Nursing course. From here, I will provide
Mrs. Van Orden with rights to the presentation. Additionally, I will compose a portfolio that will
include the literature and research that was gathered in support of the presentation, the data from
both the pre-presentation and post-presentation surveys, and a CD-ROM with the presentation in
both PDF and Microsoft Word formatting.
Personally, I feel that I have grown tremendously as a nurse educator throughout my Practicum
Project. Interacting with Mrs. Van Orden and her students was very rewarding and gave me the
opportunity to experience, first-hand, what it is like to design a presentation for baccalaureate
nursing students. I gained confidence in course development and
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References
American Association of Colleges of Nursing. (2008, October 20). The essentials of baccalaureate education for professional nursing practice. Retrieved from http://www.aacn.nche.edu/education-resources/BaccEssentials08.pdf
Anema, M. (2007). PowerPoint resources: Learn how to develop PPT presentations. Retrieved from https://my.waldenu.edu/portal/User/LcpLogin.aspx
References
Benedik, N. (2012). Activities in the 2nd year of our project. Retrieved from https://sites.google.com/site/projectyear2savant/home
Candela, L. (2011). Taxonomies and critical thinking in curriculum design. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing education (2nd ed.) (pp. 149-194). New York: Springer Publishing Company.
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References
Clark, D. (2010, June 5). Bloom's taxonomy of learning domains: The three types of learning. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html
Consolo, K., Fusner, S., & Staib, S. (2008). Effects of diaphragmatic breathing on stress levels of nursing students. Teaching & Learning In Nursing, 3(2), 67-71. Retrieved from http://www.jtln.org/
References
Del Prato, D., Bankert, E., Grust, P., & Joseph, J. (2011). Transforming nursing education: A review of stressors and strategies that support students' professional socialization. Advances in Medical Education and Practice, 1(2), 109-116. Retrieved from http://www.dovepress.com/getfile.php?fileID=9981
Dolbier, C. L., & Rush, T. E. (2012). Efficacy of abbreviated progressive muscle relaxation in a high-stress college sample. International Journal of Stress Management, 19(1), 48-68. Retrieved from http://www.apa.org/journals/str/
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References
Gibbons, C., Dempster, M., & Moutray, M. (2008). Stress and eustress in nursing students. Journal of Advanced Nursing, 61(3), 282-290. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2648
Izzati, N. (2011). Top 10 school stress relievers for student. Retrieved from http://nurizzatiabdulaziz.blogspot.com/2011/01/top-10-school-stress-relievers-for.html
References
Keating, S. B. (2011). The components of the curriculum. In S. B. Keating (Ed.), Curriculum development and evaluation in nursing education (2nd ed.) (pp. 149-194). New York: Springer Publishing Company.
Learning Technologies at Virginia Tech. (2011). Evaluation.Retrieved from http://www.edtech.vt.edu/edtech/id/eval/eval.html
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References
LeDuc, K. (2010). Baccalaureate nursing students' stressors and coping resources. The Children's Hospital, 17(2). Retrieved from http://www.childrenscolorado.org/pdf/Research-News-Spring-2010.pdf
Morton Plant Mease: BayCare Health System. (2012). School partnerships. http://www.mpmnursing.com/nursing_school_partnerships.php
References
Murdock, C., Naber, J., & Perlow, M. (2010). Stress level and stress management skills of admitted baccalaureate nursing students. Kentucky Nurse, 58(2), 8. Retrieved from http://www.kentucky-nurses.org/
O’Neil, C. A. (2009). Designing the online learning environment. In C.A. O’Neil, C. A. Fisher & S. K. Newbold (Eds.), Developing online learning environments in nursing education (2nd ed.) (pp. 83-97). New York, NY: Springer.
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References
Oxford Dictionaries. (2012a). Distress. Retrieved from http://oxforddictionaries.com/definition/american_english/distress?region=us&q=distress
Oxford Dictionaries. (2012b). Eustress. Retrieved from http://oxforddictionaries.com/definition/american_english/eustress?region=us&q=eustress
References
Parker, B., & Myrick, F. (2009). A critical examination of high-fidelity human patient simulation within the context of nursing pedagogy. Nurse Education Today, 29(3), 322-329. Retrieved from http://www.nurseeducationtoday.com/
Rella, S., Winwood, P., & Lushington, K. (2009). When does nursing burnout begin? An investigation of the fatigue experience of Australian nursing students. Journal Of Nursing Management, 17(7), 886-897. Retrieved from http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1365-2834
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References
Rowles, C. J., & Russo, B. L. (2009). Strategies to promote critical thinking and active learning. In D. B. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) (pp. 238-261). St. Louis, MO: Elsevier Saunders.
Seyedfatemi, N., Tafreshi, M., & Hagani, H. (2007). Experienced stressors and coping strategies among Iranian nursing students. BMC Nursing, 6, 11. Retrieved from http://www.biomedcentral.com/bmcnurs/
References
Team Altman. (2012). Setting the goals and objectives of your business plan. Retrieved from http://teamaltman.com/2010/05/setting-the-goals-and-objectives-of-your-business-plan/
The Reader's Digest Association. (2010). Progressive muscle relaxation. Retrieved from http://www.readersdigest.co.nz/progressive-muscle-relaxation
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References
Vandeveer, M. (2009). From teaching to learning: Theoretical foundations. In D. B. Billings & J. A. Halstead (Eds.), Teaching in nursing: A guide for faculty (3rd ed.) (pp. 189-226). St. Louis, MO: Elsevier Saunders.
Yazdani, M., Rezaei, S., & Pahlavanzadeh, S. (2010). The effectiveness of stress management training program on depression, anxiety and stress of the nursing students. Iranian Journal of Nursing And Midwifery Research, 15(4), 208-215. Retrieved from http://www.ijnmr.mui.ac.ir/index.php/ijnmr
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Continuing Education
Table 1
Continuing Education (CE)
Course Name Number of Hours/Units Date of Completion
Influenza Update 0.50 12/18/09
Hand Hygiene 0.25 05/01/10
Ostomy Care 0.25 05/01/10
Enteral Feeding Changes 0.25 05/01/10
SAPS: Ostomy Care 0.50 05/21/10
New BD Safety Needles In-Service 0.25 06/29/10
Name Alert 0.25 06/29/10
Lovenox Safety Alert 0.25 10/19/10
Flowsheet Comparison 0.50 03/16/11
Hand-Off Communication Form 0.50 03/16/11
Hand-Off Communication Hall Pass 0.50 03/16/11
Code-Blue Form 0.25 08/29/11
Pink Slip Product In-Service 0.50 09/01/11
Care Journal 0.25 09/29/11
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MSN End of Program Outcomes Evidence Chart
MSN Graduate
Characteristics
Individual
Student Learning
Outcomes
(ISLOs)
Course #;
Learner
Assessments
(Evidence
according to
alignment of
learner
outcomes from
syllabus chart)
Student
Outcome:
Service (Community/
Professional)
Student Outcome:
Scholar-
Practitioner
(Scholarship/
Practice)
Student Outcome:
Social Change
Leaders/
Change Agents
LO1 - Synthesize
organizational/
systems
leadership for
cost-effective
specialist nursing
practice that
contributes to
high-quality
healthcare
delivery,
advancement of
the nursing
profession, and
social change.
Successfully
completed the
following
assignments
that correspond
with the end-of-
program
learning
outcomes:
NURS 6000: Wk 1
Discussion
NURS 6005:
Reflections 1 &
2
Wk 2, 3, 4, 5
Discussions
NURS 6025:
APP Paper
Reflection 1
Wk 1-8
Discussions
Team Project
NURS 6101:
APPs 1, 4, 6, &
7
Portfolio
Wk 1-8
Discussions
NURS 6110:
APPs 2, 3, & 6
Portfolio
Wk 1-8
Discussions
NURS 6150:
2012: Attended
a curriculum
planning and
overhaul
meeting at Old
Dominion
University
where I
observed nurse
educators as
they worked to
develop a new,
15-month
accelerated
BSN program
in an effort to
advance the
nursing
profession by
way of
producing a
greater number
of BSN
prepared nurses
in a lesser
amount of time.
2009-2011:
Served as a
mentor and
preceptor to
nursing
students, nurse
externs, and
new nurse
graduates
orienting to the
Transitional
Care Unit
(TCU) at the
Children's
2011: Completed a
literature review
pertaining to nurse
understaffing and its
impact on patient
safety. Presented
results of this review
to the management
team on the TCU in
hopes of positively
influencing the TCU
management team to
consider decreasing
nurse to patient ratios
to therefore improve
upon the quality of
patient care.
2010: Used evidence-
based literature to
help modify and
improve upon the
nursing flowsheet on
the TCU.
2010-2011:
"Super-User" for
the new hospital-
wide EMAR
system at CHKD.
2010: Liaison
between the TCU
and Informatics
Department at
CHKD to
customize the
EMAR system to
meet the needs of
the TCU.
2009: "Super-
User" for the
eKids system at
CHKD.
2009: Liaison
between the TCU
and Informatics
Department at
CHKD to
customize the
eKids system to
meet the needs of
the TCU.
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APPs 6 & 7
Portfolio
Wk 1-8
Discussions
NURS 6320:
APPs 2
Reflection
Week 1-7
Discussions
NURS 6330:
Wk 1
Discussion
NURS 6340:
Wk 3
Assignment
NURS 6510A:
Wk 5
Discussion
Hospital for the
King's
Daughters
(CHKD).
Scholar-/
Evidence-Based
Practitioners
LO2 - Critique
evidence-based
literature
drawing from
diverse
theoretical
perspectives and
pertinent
research to guide
decision-making
that
demonstrates
best practices for
specialist nursing
practice in a
global society.
Successfully
completed the
following
assignments
that correspond
with the end-of-
program
learning
outcomes:
NURS 6005: Team Project
NURS 6010:
APP (Lit.
Review)
Team Project
Wk 1-8
Discussions
NURS 6015:
Team Project
NURS 6020:
APP Paper
Wk 4
Discussion
NURS 6025:
APP Paper
Team Project
2012: Gathered
evidence-based
research
pertaining to
hydrocephalus as
it pertained to
neonates with
Down syndrome.
Shared this
information
within a Down
syndrome
pregnancy
support group.
2009-2011:
Voluntarily
participated on a
unit-based charge
nurse committee
where I was
actively involved
in the formation
of unit policy
pertaining to the
role
responsibility of
both nurses and
charge nurses on
the TCU.
Decision making
2011: Participated
on a newly formed
research committee
at CHKD. The
research projects
that I helped to
develop were
focused on
complexity
compression, and
fatigue and its
impact on safety in
nursing practice.
Development of this
research was in an
effort to
demonstrate best
practice and
advance the nursing
profession.
2011: Shared
findings with the
TCU management
team pertaining to
Kolcaba's Comfort
Theory. The aim
was to improve
upon patient/family-
centered care on the
TCU. Organized a
2011:
Volunteered to
assist the TCU,
and the CHKD
hospital system as
a whole, as they
worked towards
obtaining
MAGNET
recognition.
2011: Developed
a community
health project
focused on a
program aimed at
fighting the
childhood obesity
epidemic. In the
future, I hope to
actually put this
program into
action, to make a
difference within
the greater global
society.
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NURS 6030:
Team Project
NURS 6101:
APPs 1, 4, 6, &
7
NURS 6110:
APP 6
NURS 6125:
Wk 1-8
Discussions
APPs 1, 3, 5, &
6
Portfolio
NURS 6150:
APPs 3, 6, & 7
Portfolio
NURS 6320:
APP 5
Portfolio
NURS 6340:
Wk 2
Assignment
Reflection
Wk 1
Discussion
NURS 6500A:
Wk 1-4
Discussions
NURS 6510A:
Wk 1
Discussion
was driven by
scholarly,
evidence-based
literature.
pamphlet related to
Comfort Theory to
share at a TCU staff
meeting.
Professionals/
Collaborators
LO3 -
Integratively
assess, diagnose,
plan, implement,
and evaluate
cost-effective
healthcare
strategies that
reduce health
disparities by
patient/
population
advocacy for
Successfully
completed the
following
assignments
that correspond
with the end-of-
program
learning
outcomes:
NURS 6005:
Team Project
2011: Instructed
a Caregiver
Education
course for
parents/
caregivers on
the TCU at
CHKD.
2011: CHKD
"Spotlight
Nominee" for
excellence in
2011: Shared
evidence-based
literature with the
TCU management
team pertaining to a
shared-governance
model of nursing.
The literature also
demonstrated
shared-governance
as it is related to
gaining MAGNET
recognition.
2011: Developed
course materials
and a PowerPoint
presentation for a
parent/caregiver
education course.
2010: Suggested
and then worked
to help implement
multidisciplinary
care rounds on the
TCU. What
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access to
specialist nursing
care.
NURS 6010:
Team Project
NURS 6015:
Team Project
NURS 6020:
Team Project
NURS 6025:
Reflection 2
Wk 1, 3
Discussion
Team Project
NURS 6030:
Team Project
NUR 6101:
Portfolio
NURS 6125:
APP 6
Wk 6
Discussion
NURS 6150:
APPs 3, 6, & 7
Portfolio
NURS 6320:
Wk 4
Discussion
NURS 6500A:
Wk 6
Discussion
teamwork
2010-2011:
Voluntarily
participated on
an EMAR
committee at
CHKD. I
learned the new
EMAR system
prior to the rest
of the hospital
in an
effort to educate
and act a
resource to
fellow nurses
and physicians.
The EMAR
system was
cost-effective
and necessary
to move the
hospital system
forward.
Furthermore, I
collaborated
with
informatics
specialists, as
well as other
nursing
professionals, to
tailor the
EMAR system
to the TCU.
2009:
Nominated for
the CHKD
"Gotcha" award
for nursing
excellence and
excellence in
teamwork.
2010: Presented
evidence-based
research to the TCU
management team in
support of
promoting
interdisciplinary
collaboration among
healthcare
providers. The
research specifically
emphasized the
importance of
effective
communication, in
addition to
collaborative efforts
among healthcare
providers.
evolved was
multidisciplinary
rounds that
included nurses,
all attending
physicians,
respiratory
therapists,
physical/occupati
onal/speech
therapists,
nutritionists,
pharmacists, and
hospital teachers.
This enhanced
collaboration/com
munication
among healthcare
providers was
aimed at
developing a
comprehensive
plan of care so
that long-term
patients on the
TCU could work
towards being
transitioned home
or to an outside
pediatric nursing
facility.
Effective
Communicators
LO4 -
Demonstrate
ability to
effectively
communicate
using audience-
specific oral,
written, and
Successfully
completed the
following
assignments
that correspond
with the end-of-
program
learning
2011: Using
Microsoft
PowerPoint, I
developed a
research-based
presentation on
proper
tracheostomy
2011: Gathered
evidence-based
research to
thoroughly
Investigate clicker
technology as it
pertains to active
learning and
2010: Suggested
and then worked
to help implement
multidisciplinary
care rounds on the
TCU. What
evolved was
multidisciplinary
-135-
information
technology for
professional
delivery of
specialist nursing
care.
outcomes:
NURS 6000:
Week 2
Discussion
NURS 6005:
APP Paper
Team Project
NURS 6010:
Team Project
NURS 6015:
APP Paper
Reflection 2
Team Project
NURS 6020:
Team Project
Reflection 2
NURS 6025:
Wk 1
Discussion
Team Project
NURS 6030:
APP Paper
Team Project
NURS 6110:
APP 5
NURS 6125:
APP 6
NURS 6150:
Portfolio
NURS 6300:
APP 6
Wk 5
Discussion
NURS 6500A:
Wk 6
Discussion
suctioning for
adult caregivers
whom care for
tracheostomy
and ventilator
dependent
children on the
TCU. The
presentation
was developed
with audience-
specific
teaching-
learning and
communication
strategies in
mind to meet
the needs of a
variety of
different types
of learners.
2011:
Participated in
monthly
meetings
pertaining to
improving
communication
between charge
nurses, nurses,
and clinicians
on the TCU. By
bettering
communication
strategies, such
as
implementing
the daily "plan
of the day"
meetings
between nurses
and clinicians,
the delivery of
patient care was
enhanced.
asynchronous
communication in
nursing education.
Practiced using
clicker technology
by playing
"Jeopardy" during
an Annual
Education Update
(AEU) conference
day at CHKD.
2009-2011: As a
member of the
nursing hand-off
communication
committee at
CHKD, I gathered
evidence-based
research to present
to the committee
pertaining to proper
patient hand-off
measures at other
pediatric hospital
facilities.
rounds that
included nurses,
all attending
physicians,
respiratory
therapists,
physical/occupati
onal/speech
therapists,
nutritionists,
pharmacists, and
hospital teachers.
This enhanced
collaboration/com
munication
among healthcare
providers was
aimed at
developing a
comprehensive
plan of care so
that long-term
patients on the
TCU could work
towards being
transitioned home
or to an outside
pediatric nursing
facility.
2009: Nominated
as a nurse
representative for
the CHKD High
Impact Team
(HIT). As a
member of the
HIT, I acted as a
change agent in
identifying
improvements to
the hospital-wide
nursing transfer
report form.
Educators/
Consultants
LO5 - Evaluate
health needs of
diverse
populations for
necessary
Successfully
completed the
following
assignments
that correspond
2011: Helped to
implement a
caregiver
education
course aimed at
2011: Educated
nurses on the use of
the EMAR
computer based
system.
2012: Worked to
develop an extra-
curricular stress
management
presentation that
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teaching/
coaching
functions based
on specialist
nursing
knowledge to
restore/promote
health and
prevent
illness/injury.
with the end-of-
program
learning
outcomes:
NURS 6005: Reflection 2
Team Project
NURS 6025:
APP Paper
NURS 6101:
APP 2
NURS 6150:
APPs 6 & 7
Portfolio
Wk 1-8
Discussions
NURS 6300:
APP 1
Portfolio
Reflection
Wk 1-7
Discussions
NURS 6320:
APPs 2 & 5
Portfolio
Reflection
Wk 1-7
Discussions
NURS 6330:
APPs 1 & 2
Portfolio
Reflection
Wk 1-7
Discussions
NURS 6340:
Wk 1
Assignment
Wk 1 & 3
Discussions
NURS 6500A:
Wk 4 & 6
Assignments
NURS 6510A:
Wk 1 & 5
teaching adult
caregivers,
whom care for
tracheostomy
and ventilator
dependent
children, how to
effectively
operate medical
equipment and
independently
care for their
child or loved
one in a safe
and competent
manner. This
course was
developed on a
voluntary basis
by a group of
nurses on the
TCU. It was the
first of its kind
for TCU
2010: Educated
a group of girl
scouts on
proper health
and hygiene
measures. This
activity
involved
volunteering
my time to
develop a poster
and hand-outs
concerning
proper health
and hygiene for
young,
adolescent girls.
2011: Gathered
evidence-based
research pertaining
to the development
of the caregiver
education program
on the TCU. The
goal of the caregiver
education program
was to teach adult
caregivers, whom
care for
tracheostomy and
ventilator dependent
children, how to
effectively operate
medical equipment
and independently
care for their child
or loved one in a
safe and competent
manner.
2009: Educated
nurses on the use of
the eKids computer
based system.
teaches students,
within the BSN
program at Old
Dominion
University (ODU)
School of Nursing
(SON), stress
management
strategies and
coping skills to
help them achieve
both their
personal and
educational goals.
The topic of stress
management was
not something that
had formerly been
addressed within
the ODU SON.
2011: Developed
and expanded
upon an online
tracheostomy care
course for
parents/caregivers
of children
admitted to the
TCU. This was a
new concept at the
time of its
implementation
and helped to
improve upon
parent/caregiver
education.
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Discussion
Life-Long
Learners
LO6 - Exhibit
ongoing
commitment to
professional
development and
value of nursing
theories/ethical
principles
(altruism,
autonomy,
human dignity,
integrity, social
justice) in
accordance with
ethically-
responsible,
legally-
accountable
specialist nursing
practice.
Successfully
completed the
following
applications
that correspond
with the end-of-
program
learning
outcomes:
NURS 6000:
Wk 1
Discussion
NURS 6101:
Wk 1-8
Discussions
APPs 1, 4, 6, &
7
Portfolio
NURS 6125:
Wk 1-4
Discussions
APPs 1, 3, & 5
Portfolio
NURS 6340:
Wk 1 & 2
Assignments
Portfolio
Wk 4, 5, 6, & 7
Discussions
NURS 6510A:
Wk 4
Discussion
2012: Sigma
Theta Tau
International
member
2011:
Completed a
safe injection
practice
program.
2009-2012: On
a yearly basis,
attended an
AEU
conference day
at CHKD to
become
educated on any
new nursing
policy changes
and brush up on
infrequently
utilized nursing
skills. A review
of nursing
competencies
also occurs
during the AEU
conference.
2007-2012:
PALS provider
certified.
2012: Used human-
patient simulators to
teach nurses how to
conduct the
caregiver education
course within the
TCU.
2011: Mentored a
fellow co-worker,
whom I had
previously precepted
as a nursing student
extern, as she
gathered research
pertaining to which
certification course
would best suit her
and her nursing
career.
2011: Encouraged
fellow co-workers
to engage in
lifelong learning
by way of
advancing their
education. Spent
time with each co-
worker who was
interested in
obtaining a BSN
degree or higher,
and worked to
develop a timeline
for them returning
to and completing
school.
Additionally, I
assisted the
aforementioned
individuals in
applying to the
school of their
choice and
obtaining
financial aid
assistance.
2009: Attended a
tracheostomy and
ventilator
conference aimed
at educating
nurses on the
newest and
greatest education
pertaining to
tracheostomy and
ventilator
technology.
Healthcare
Providers
LO7 - Implement
specialist nursing
roles to promote
quality
improvement of
patient-centered
care in
accordance with
professional
practice
standards that
Successfully
completed the
following
assignments
that correspond
with the end-of-
program
learning
outcomes:
NURS 6005:
2012:
Volunteered to
act as a parish
nurse at the
church that my
family attends.
2011:
Volunteered at
the "Healthy
You" Health
2010: Presented
literature and
research pertaining
to the varied
learning styles of
adult caregivers on
the TCU. As a
result, efforts were
made to adjust
teaching-learning
strategies to better
2011: Acted as an
agent of change
by promoting a
greater emphasis
on family-
centered care
within the TCU.
Evidence-based
research
supporting
familial
-138-
transform health
outcomes for
diverse
populations.
Wk 4 & 6
Discussions
NURS 6020:
APP Paper
Reflection 1 &
2
Wk 1-8
Discussions
NURS 6025:
APP Paper
Reflection 1
Wk 1-8
Discussions
Team Project
NURS 6030:
Reflections 1 &
2
Wk 1-8
Discussions
Team Project
NURS 6150:
APPs 3, 6, & 7
Portfolio
Wk 1-8
Discussions
Fair.
2011: Helped to
develop and
implement a
caregiver
education
course aimed at
teaching adult
caregivers,
whom care for
tracheostomy
and ventilator
dependent
children, how to
effectively
operate medical
equipment and
independently
care for their
child or loved
one in a safe
and competent
manner. This
course was
developed on a
voluntary basis
by a group of
nurses on the
TCU. It was the
first of its kind
for parents/
caregivers.
promote both
family-centered and
patient-centered
education and care.
2010: Gathered
evidence-based
research pertaining
to nursing care for a
pediatric patient
with a rare
lymphatic neck
mass. This research
helped to guide the
nursing care for this
particular patient
while admitted to
the TCU.
involvement in
patient care was
gathered and
shared with the
TCU management
to support these
efforts.
2010: Acted as an
agent of change in
an effort to assist
in improving upon
the nurse extern
and new nurse
graduate preceptor
program on the
TCU.
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Final Reflection
Lauren Ochalek
Walden University
NURS-6510A, Section 13, Capstone: Synthesis Practicum II
December 6, 2012
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Final Reflection
During my time at Walden University, I have gained an immense amount of confidence
as both a nursing professional and future nurse educator. Growth in the areas of service,
scholarship, and social change have not only enhanced my student and professional life, but have
enriched my personal life as well. The purpose of this reflection is to synthesize my program
experiences as they pertain to the areas of scholarship, service, and social change.
Growth in Service
Throughout the program, I have learned about the many ways that service opportunities
help to advance the nursing profession. In the Teaching Strategies for Nurse Educators course, I
worked to develop a Caregiver Education (CE) course for the Transitional Care Unit (TCU) at
Children's Hospital for the King's Daughters. Following development of the CE course, it was
successfully implemented within the TCU. This was significant because teaching caregivers the
skills necessary to function in a safe and competent manner promotes patient and family-
centered care. Similarly, during the Integrating Technology into Nursing Education course, I
developed an online tracheostomy care course that was focused on teaching new nurses within
the TCU evidence-based tracheostomy care. In developing the course, I learned how to
effectively communicate using audience-specific oral, written, and information technology. As
a lifelong leaner and dedicated nursing professional, I plan on expanding upon the course so that
it can be incorporated within the TCU orientation program.
Growth in Scholarship
Growth in the area of scholarship was continual and occurred throughout the master's
program. Each individual assignment allowed me the opportunity to access literature and
research in support of what was being learned. During the Integrating Theory and Research for
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Evidence-Based Practice course, I learned that professional nursing practice relies on EBP to
promote best practice, ensure quality patient care, and advance the nursing profession. Likewise,
during the Capstone: Synthesis Practicum I, I developed an evidence-based stress management
presentation for BSN students at Old Dominion University (ODU). Development of the stress
management presentation successful and it has been determined that in the future, the
presentation will be incorporated within the Fundamentals of Nursing course at ODU.
Social Change
During the Promoting and Preserving Health in a Diverse Society course, the issue of
childhood obesity was identified as a health issue necessitating education. To meet this need, I
developed the Childhood Obesity Prevention Education (COPE) program. Acting as a change
agent to implement the COPE program within the community would not only be a significant
service activity, but an opportunity to execute a program that influences social change by way of
reducing health disparities among children. Likewise, in the Student-Centered Learning in
Nursing Education course, I learned about the importance of a student-centered, caring approach
to nursing education. The course taught me the importance of acting as a not only a leader, but
also a change agent in support of the paradigm shift from a teacher-centered approach to
education, to an approach focused on a caring, student-centered learning and interactions.
Conclusion
To conclude, throughout the program I have successfully demonstrated growth within the
areas of service, scholarship, and social change. Furthermore, each of my accomplishments
throughout the program has aligned with the end of program outcomes. From the beginning of
the program to now, I have grown immensely both personally and professionally. I look forward
to continued advancement in each of these areas as I pursue my new career as a nurse educator.
