Rapid changes in learning technologies are creating a sense of urgency – and opportunity – in higher education. Educators often think that they could make a significant difference in the lives of their students if only they had the opportunity to dedicate themselves to educational innovation. Thanks to the 2014 CATALYST Awards, five members of DUSON’s faculty are getting the chance to spend a year putting their best ideas into action.
“The CATALYST Awards serve as the perfect way for our faculty to dedicate time and resources to improving the educational experience,” said Marilyn Lombardi, Director of the Center of Nursing Collaboration, Entrepreneurship, and Technology (CONCEPT). “These projects will impact DUSON faculty and students alike.”
Below is a summary of each of the 2014 CATALYST Award Projects:
Use of Standardized Adult Clinical Scenarios in a Web-based Platform to Assess Student Integration of Advanced Clinical Knowledge in a Primary Care Management Course
Alison H. Edie, DNP, RN, FNP
Dr. Edie will be using technology to solve a problem shared by most nursing schools with online degree programs where faculty are typically asked to perform site visits in order to assess how well nursing students are doing in their clinical placements. Since there are MSN students who take courses online and do clinical practicums near their places of residence, Duke faculty members spend a great deal of time, effort and resources travelling all over the country for site visits. To help make this process easier, Dr. Edie is developing a web-based simulation of a patient/student clinical encounter. This “virtual SIM lab” requires the student to perform an interactive history and examination of a “patient,” selecting diagnostic tests and procedures, developing diagnoses and differentials and therapeutic strategies. The student performance will be recorded. Faculty will be able to assess student progress by reviewing the recorded performance and the SOAP note that students use as written documentation of the patient/student encounter. Faculty will then use a standardized script that follows the approved Faculty Evaluation of Student Clinical Performance tool. It is expected that this intervention will be expanded to the Managing Common Acute and Chronic Health Problems II in the current curriculum, and the Primary Care Management courses in Adult, Geriatric, Pediatric and Reproductive Health courses in the forthcoming new curriculum.
Project CLOUD: A CataLyst to Use Data Analytics (CLoUD) for Innovating the DUSON Informatics Program
Ryan Shaw, PhD, RN
Dr. Shaw has been completing professional development through SAS training in data analytics and visualization of the kind of qualitative data nurse scientists produce. Dr. Shaw will use this training, as well as Data Analytics Certification in Predictive Modeling, to support the re-design of N418: Database Systems in Healthcare, as well as develop a new Data Analytics online course that will be offered by the Healthcare Informatics program. The new course will be grounded in experiential learning principles. The instructor will put out a call to faculty for problems that need to be solved using analytics. Each team of students, working for a faculty client, will produce a viable solution by the end of the course.
The Development of an Online Learning System for Understanding Research Design and Analysis Concepts
Susan G. Silva, PhD
Dr. Silva’s project is aimed at transforming the way we teach statistics by reconceiving and visualizing the discipline as a web of concepts that support one another. The goal of the project is to develop a non-linear interactive online system in which all concepts related to research design and analysis are displayed at once with each one representing a distinct node in a web of ideas, with the effect being similar to the look and feel of Prezi presentations. Each node will be a brief 15-minute overview with animated slides and voiceover narration describing the concept. The learner may then choose to move up to a more basic description, down to a more in-depth discussion, or sideways to learn more about related concepts and their connections to the original concept. The system will be used as an online resource for design and analysis courses and may be integrated across the ABSN, MSN (e.g. Scholarly Dimensions I and II courses) and PhD programs as a supplemental tool to enhance understanding of research concepts.
Using Web-Based Technology to Improve Knowledge of Sickle Cell Disease for Emergency Department Providers
Paula Tanabe, PhD, MSN, MPH, RN, FAEN, FAAN
In collaboration with partners across the United States, Dr. Tanabe started a website in 2012 designed to house educational modules and other resources for emergency nurses and physicians with the goal of becoming the primary resource on sickle cell disease for Emergency Department providers. The website, Emergency Department Sickle Cell Disease: Crisis Management and Beyond, (sickleemergency.duke.edu) has now been live for more than a year. Her CATALYST year will be spent conducting a formal evaluation of the website and developing new multimedia learning modules that take greater advantage of tools for interactivity.
Designing a Contemporary Online Learning Environment: Population Health in a Global Society
Queen Utley-Smith, EdD, RN
Dr. Utley-Smith’s project, Designing a Contemporary Online Learning Environment: Population Health in a Global Society, will serve as a test-case for the CATALYST Instructional Design Process – a streamlined approach to the complex task of developing an effective, engaging, clearly organized and technologically-enhanced online course. In this instance, the focus is on a new course in DUSON’s revised curriculum, N582: Population Health in a Global Society.
About the DUSON CATALYST Awards
The DUSON CATALYST Award Program was launched in 2011 and is managed through the Center of Nursing Collaboration, Entrepreneurship and Technology (CONCEPT) Office with the purpose of supporting educational innovation at DUSON while advancing the academic careers of DUSON faculty. The CATALYST award includes up to $10,000 in financial support, as well as dedicated assistance in piloting, evaluating and disseminating the innovation. For the first time, the Catalyst Award now includes a 15 percent teaching load reduction for the principal investigator of the project. Qualifying projects must either apply a new technology or make creative use of a familiar technology in an effort to alleviate a significant educational challenge in an inventive manner.