Qualitative Methods in Nursing Education

If you are evaluating your teaching practice or student interactions from the student perspective, you may have asked questions that factual data and numbers cannot answer.  You may need to explore qualitative research methods to find answers to questions about how students experience nursing education.  Dr. Judy Tate presented a workshop on the basics of qualitative research methods in nursing education on July 16, 2019, to share with faculty how a qualitative approach might facilitate exploration and development of innovative strategies in teaching and learning.  Judy covered the following topics:

  • General description of qualitative research designs
  • Knowing when qualitative designs are a good fit
  • Discussion of types of qualitative data
  • Steps in data collection and analysis in educational settings
  • Application of a basic qualitative approach to examples from healthcare education

View the recording of Judy’s session, and access her presentation and other materials.

Using Data Visualization for Learning, Research, and Quality Improvement

Tableau, one type of visualization software, can be used as a tool for teaching informatics and how to convey meaning behind data. It can also be used to share research and quality improvement project results. Dr. Lyn Hardy presented an overview of data visualization use in research presentations and funding proposals at the CON on June 18, 2019. She also described how Tableau is being used to educate OSU doctoral students in data use for patient care and leadership. Lyn concluded the session with a brief overview of Tableau and how it is used within the context of a pain data set. View a recording of Lyn’s workshop, and contact her if you would like to know more about data visualization with Tableau.  Her workshop slides are also available.

Manuscript Revision Tips

You have written your paper, submitted it, and now it comes back with numerous comments and suggestions and a four-week turnaround! What next? In this May 8 session for the Academy for Teaching Innovation, Excellence, and Scholarship, Dr. Rita Pickler described a general approach to responding to reviewer comments and offered some suggestions for addressing some of the “stickier” issues that reviewers raise. If you anticipate needing to grapple with the challenging task of responding to peer-reviewer feedback on your manuscripts, this session is for you. 
A recording of the session is available to people with an OSU username and password.

Three Tips for Carmen Course Setup

We have only a few days between spring and summer semesters to set up summer Carmen courses, so it’s important to be as efficient as possible during course setup.  These tips might help.

  1.  Page History:  Your Carmen course pages might have beautiful pictures and text formatting that can be ruined with just a single swipe of a misplaced cursor.  If you save changes on a Carmen page that you later regret, there is a solution!  Access Page History at the three-vertical-dots menu on the right side of the page (see 1 in the image below).  You can go back to a previous version of the page where you last saved changes you actually want.  For more detailed instructions, see the Canvas documentation.
  2.  Auto-open File Viewer:  Sometimes, you want a file that is attached to a page in Carmen to open automatically for students so they view it in the Carmen page rather than needing to download it and open it as an attachment.  Enable the “Auto-Open for Inline Preview” option to make this happen.  See the Canvas documentation on this feature.
  3.  I often hear requests for image sources where instructors can find “free” pictures to use in their courses.  Keeping in mind that many pictures on the internet can be copied at no cost, images should always be cited just like written resources are.  If you aren’t sure whether you should use an image or not, please contact your CON-IT team or your copyright librarian for more information.  You can find images that are designated for reuse by others at the following sites:

OSU Photography – scroll to the bottom of the page and click “Browse signature photo gallery”; mainly OSU-themed and higher-education-themed pictures
OSU Digital Storytelling – suggests sites that enable searches for content labeled for reuse
Unsplash – beautiful images on general topics (very few medical pictures)
Pixabay – another site with general image topics
HSL image resources – specific medical images for teaching related purposes; these have very specific terms of use listed here

Many thanks to Sarah Rusnak in the School of Health and Rehabilitation Sciences for sharing these resources and collaborating on these important Carmen tips!

Apple TV coming to all College of Nursing classrooms

The CON IT team is equipping all Newton Hall classrooms to be compatible with Apple devices (iPads, iPhones, Macbooks) so you can wirelessly project from your devices to the projector and screens in the classrooms. Currently, rooms 264 and 172 are ready to go with this new capability. Our plan is to equip all of our classrooms with Apple AirPlay this summer. For a step-by-step guide on how to connect your Apple device to the CON classroom equipment, follow the instructions on the wall near the classroom podium or refer to our one-page guide, Using the Apple TV.

Erik Yarberry installs Apple TV in Newton 172

Erik Yarberry installs Apple TV in Newton 172

John Pryba tests the Apple TV in Newton 172

John Pryba tests the Apple TV in Newton 172

How People Learn II: Learners, Contexts and Cultures

An important update to a National Academies Press resource on teaching and learning is now available online as a downloadable PDF book. The book incorporates research from the past two decades to expand on the original report from 2000. How People Learn II includes chapters that summarize theories related to learning and knowledge, theories related to motivation to learn, and use of digital technology for learning. These summaries can be very helpful when we are designing learning interventions and collecting evidence of their effectiveness in the process of educating nurses. The new (and free) edition of this book can make underpinning your learning design with theory and evaluating the outcomes a little easier.

National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783

Teaching Online Pedagogical Repository (TOPR)

The University of Central Florida offers an open, online resource–the Teaching Online Pedagogical Repository (TOPR)–that provides specific strategies and innovative ideas for faculty and instructional designers who teach online. Each entry describes a strategy used by online and blended teaching faculty, depicts this strategy with examples from actual courses, and is aligned with findings from research or professional practice literature. The TOPR editorial board is currently seeking submissions related to using online discussions to engage students. Have you ever used any of the following strategies in your online or blended discussions?
  • Engaging your students in Socratic questioning
  • Playing devil’s advocate to promote critical thinking
  • Managing online discussions in large classes
  • Scaffolding to promote critical thinking
  • Creating effective online discussion objectives
  • Supporting collaborative work
If you use any of the strategies listed above, or if you think you have a particularly unique or innovative online interaction strategy you would like to share, consider creating a submission to TOPR. Read more about how to contribute to this resource.

Kaizen: A Gaming Platform for Academic and Patient Education

Carolynn Thomas Jones and her colleagues presented a webinar on Kaizen, a gamification platform for teaching and learning. Kaizen has been used in academic programs in public health and nursing, including our own MACPR courses, to teach students about clinical research quality management and Good Clinical Practices (GCPs). Presenters for this session shared their experience with Kaizen and their development process for a game-manager user manual (their “field guide” to Kaizen). If you’ve been considering integration of an element of gamification in your course, this platform might be the tool you need!

View the webinar recording to find out more.

Survey Says…Games in the Classroom Keep Students Engaged

Note: We have covered Gamification in another recent blog post about Kahoot! Feel free to stop over there first to learn about why instructors are choosing to spend class time playing games like Kahoot!, Family Feud, Jeopardy, and Cash Cab.

As our previous post explained, gamification is one way that instructors here at the College of Nursing and across the globe attempt to battle the monotony that can reign over class time.  It is a particularly useful approach to breaking up long stretches of class time when student attention may begin to drift. PowerPoint templates are available that allow instructors to easily create assessments from existing lecture content.  The games that result are an interactive way to assess student learning on the day of the lecture or in anticipation of a quiz or test.  Lifewire.com has free PowerPoint templates to get you started (Note: Always use caution when clicking on links to free resources to avoid downloading malware).

Recently, the graduate family nurse practitioner students led by Dr. Kelly Casler tried their hand at a game of Family Feud based on recent lecture content. Check out the video below which shows how our graduate school lecturers are using Gamification in their classroom:

If you would like assistance with identifying the right game template for your instructional purpose, contact the College of Nursing IT Department. We’ll be happy to help!

Letter from Kerry Dhakal, Research and Education Librarian

Dear College of Nursing faculty and staff members,

Good afternoon.  I’m writing to let you know that I will be out of the office/library, February 4th – April 12th to focus time and effort on my research endeavors.  If you or your students have questions for a librarian, please refer to the Ask-A-Librarian webpage from the Educational Services section of the Health Sciences Library homepage.  This webpage provides information about how to contact the library or a librarian, via phone, email or by completing the Ask-A-Librarian contact form.

If you would like to request an instruction session about library resources, services or literature searching as a workshop or for a class that you are teaching, please use the Instruction Request Form

By completing requests using these forms, your email will be forwarded to the appropriate librarian or library staff member for response.

Other resources that you and your students may find helpful during this time include:

Evidence-Based Practice (EBP) LibGuide

This guide is intended for students, faculty, staff, and clinicians across the health sciences who would like to learn more about Evidence-Based Practice.  After viewing this guide, if you have questions please contact the HSL Librarians using the Email Me link on the left-hand side of the screen.

Nursing LibGuide

This guide is intended for Nursing students, faculty, researchers, and clinicians and provides background information about evidence-based practice and recommends appropriate databases and sources.

Systematic Review LibGuide

This guide is intended to provide guidance and resources for researchers, clinicians, faculty, and students across the health sciences interested in conducting a systematic review, including a page and quiz to help you determine how to choose the right type of review for your project or class assignment.

Measuring Scholarly Impact LibGuide

This guide is intended for faculty and staff to provide guidance in documenting and analyzing the impact of scholarly work.

If you would like to see the full list of HSL LibGuides, you can do so by clicking Subject Guides in the Top Resources list on the HSL homepage or use the following link: HSL LibGuides

Thank you,

Kerry Dhakal