Our next EKM hands-on workshop will be on Monday 7th October 12:00-12:50 in room T206 of the School of Nursing where we will be looking at how to use the live synchronous classroom tools within UBC Connect (Blackboard Collaborate).
Bring a laptop if you wish to participate in the hands on exploration of these tools, or you are welcome to just follow along. Faculty, instructors and teaching assistants are welcome and no prior experience is required. If you have not already done so, please RSVP to Allana to confirm your attendance.
Also, if you have yet to RSVP for the Nursing Education Forum on October 16th please register here. Lunch will be provided at the newly renovated SAGE bistro!
The CASN is pleased to announce the launch of a certificate course for nursing clinical instructors beginning October 2013! For more information and to register for this course, click here.
After a well deserved summer break, the Journal Club is back into full swing! This month’s discussion will take place on Monday, September 16th from 12:00pm-12:50pm in T206.
September’s topic focuses on cultural competence and safety within Canadian schools of nursing. Our chosen article for discussion will be:
Rowan, M. S., Rukholm, E., Bourque-Bearskin, L., Baker, C., Voyageur, E., & Robitaille, A. (2013). Cultural competence and cultural safety in Canadian schools of nursing: a mixed methods study. International journal of nursing education scholarship, 10, 43.
It can be downloaded here within UBC or here using EXProxy outside the University.
As usual, please bring your own lunch and coffee and we will provide a delicious treat. Please RSVP to Allana to confirm your attendance.
We look forward to seeing you for a great discussion!
This year’s annual Nursing Education Forum will take place on Wednesday October 16th from 12:00pm-4:30pm at UBC’s Sage Bistro. Showcased in this interactive forum are innovative pedagogies and pedagogic research, including the latest developments from CTLT and CHES, and practical workshops.
All School of Nursing faculty, instructors, and graduate students with an interest in nursing education are invited to attend this forum. Register by September 20th, as seats are limited and will be allotted on a first come-first served basis. A buffet lunch will be provided.
Registration requires creating a quick CTLT events account, if you don’t already have one. If you have any problems registering simply send a request for registration to Allana.
The third annual CHES Celebration of Scholarship event will take place on October 17, 2013 at the SFU Segal School of Business. The deadline for abstract submissions is September 12, 2013, which is only 20 days away! For more information and to submit abstracts click here.
For our next EKM Educational Scholarship Journal Club on Monday July 15th in room T206, we will be looking at the following paper. All faculty and students are welcome. Please RSVPto allana.hearn@alumni.ubc.ca if you plan to attend so we can arrange cookies!
This month the paper under discussion concerns LGBTI issues in nursing education:
Brennan, A. M. W., Barnsteiner, J., Siantz, M. L. D. L., Cotter, V. T., & Everett, J. (2012). Lesbian, gay, bisexual, transgendered, or intersexed content for nursing curricula. Journal of professional nursing 28(2), 96–104. doi:10.1016/j.profnurs.2011.11.004
This month our Journal Club group met to discuss Multiple Mini Interviews as the final stage of application assessment into the Bachelor of Science in Nursing program. Due to popular demand and a high number of faculty members who were unable to attend this session, we will be repeating this Journal Club topic at our next meeting on MONDAY June 17th at 12:00. If you would like to attend this meeting, please RSVP to Allana.hearn@alumni.ubc.ca.
The paper under discussion was:
Perkins, A., Burton, L., Dray, B., & Elcock, K. (2013). Evaluation of a multiple-mini-interview protocol used as a selection tool for entry to an undergraduate nursing programme. Nurse Education Today, 33(5), 465–9.
In Spring 2008, the UBC School of Nursing replaced traditional panel-style interviews for Mini Multiple Interviews. The UBC School of Nursing application process is extensive and thorough. The first stage includes an official transcript and a supplemental application. Once an applicant’s transcript and supplemental application are assessed, they may be invited for an in-person MMI interview, and final selection is made on the basis of interview performance. Each year the school receives between 400 and 500 applications, interviews 190-200 applicants and admits 120.
In 2009, the School streamlined the MMI process down from ten in 2008 to six interview stations for practical reasons. Faculty members and other stakeholders such as former patients and patient advocates form the members who conduct the interviews. Since 2009 the process has remained more or less the same with annual amendments to the questions. These questions use scenarios that relate to knowledge of the healthcare system, ethical decision making, critical thinking, evidence-based practice and shared decision makin, effective communication, and empathy and compassion.
Discussion: MMIs – A Worthy Assessment Tool?
A benefit of MMIs is that the candidate is exposed to a variety of interviewers improving validity of assessment. There are six interviewers (instead of just two or three as the UBC School of Nursing used previously). Interviewers independently rank applicants and their scores are tallied at the end of the day. If there is a personality clash between interviewer and interviewee or if an applicant responds to a particular MMI scenario in a way badly, the ranking that results would only count for 1/6 of the applicant’s total ranking. The resulting reduction in bias is of benefit to both the applicants and the School of Nursing. Although MMIs cannot screen all potential red flags, perhaps they are able to do so better than other assessment techniques.
We discussed whether or not the MMI method is able to assess an applicant’s ethical judgement, communication skills and integrity more than other traditional interviews. In the past, the UBC School of Nursing conducted panel interviews asking applicants to describe situations where they used skills such as conflict resolution or leadership skills. Each interview was about 30 minutes and was conducted with two interviewers.
In MMIs we are asking applicants to explain what they would do in these situations, rather than how they have dealt with similar situations. Perhaps these MMIs allow applicants to tell how they would like to react, rather than how they have reacted in the past and therefore likely would react in the future. Nevertheless, some human resource and selection theories suggest that applicants will provide a more authentic answer if you ask them to provide examples from their own life and experiences (rather than conjecture their own actions in a “what-if” scenario. The former traditional style of interviews may have the benefiit of eliciting these types of answer
The UBC School of Medicine uses ten interviewers. Six interviewer stations are used in the School of Nursing as the interview process can be completed within an hour and it uses 40% fewer resources. It was suggested that perhaps we could keep the number of stations at six, but use the extra time that 4 more stations would have required to assess the applicants in another manner. In the past, an English test was conducted and a math test has also been suggested.However, exploring those options, or adding another form of personality testing would increase the resources required significantly.
In terms of outcomes at the UBC School of Nursing our outcomes are excellent. We have very low attrition rates and very high completion and CRNBC exam pass rates. However, it is hard to say how much of this is due to the MMI process but it seems that in general applicant assessment seems effective in helping us select bright and dedicated student nurses. However, many School’s in Canada do not intrerview at all, and the process is very resource intensive.
Appraisal of the Paper
Perkins et al. evaluated the MMI applicant interviewing process introduced at Kingston University School of Nursing. They administered a basic 3-point questionnaire to both interviewees and interviewers about their perceptions of the MMI experience. We questioned the quality of the research due to this perhaps over simplistic questionnaire. A 3-point attitude continuum is a bit basic. Furthermore, it was unclear how the unsolicited comments were obtained.
In the article the author describes MMIs as being an efficient way to assess applicants on non-cognitive skills like integrity, ethical judgement and empathy. Although we all agreed that MMIs are an efficient way to assess these skills, we found it hard to categorize them as non-cognitive. Yes, they are non-technical nursing skills, but these soft skills often require a high level cognitive processing.
Additional Resources
To access the Powerpoints for this workshop click on the folloeing link: EKM Journal Club 3
On Tuesday May 7th, the second EKM Education Workshop was held focusing on the emerging trend of Interactive Classroom Technologies, in particular we explored Polling Systems.
Nursing students in the current cohort have ranked polling as their top preference in interactive classroom technologies, and a demonstration explored the user-friendliness and capabilities of Polleverywhere and Micropoll.
The use of technology in teaching is being embedded early, with many primary and secondary schools now incorporating interactive technologies such as classroom polling and whiteboard technology into their lessons. Students can actually go up and touch the interactive board during their lessons, adding another dimension to their learning.
Poll Everywhere
Currently the SoN uses a stand-alone system called turning point. Many faculty find this difficult to use and the glitches detracting from their lectures. Polleverywhere provides a useful free alternative, but has a limitation on class size in the free version. This cell phone or web based system allows the user to set up polls for free providing that no more than 40 people are being surveyed. Although many classes are typically much larger than this, students can work in groups to come up with their best answer and avoid this limitation. For those that are unable to text without an SMS cost, the polls can also be accessed from any web browser, or from Twitter accounts.
Polleverywhere allows for flexibility when asking questions allowing the user to set up multiple choice and open-ended questions. The anonymity provided by real time online polling allows instructors to tackle sensitive or challenging subjects and gear conversations towards students’ viewpoints that may not be voiced under other circumstances. The polls can be readily downloaded as PowerPoint slides, and even come with instruction slides that can be incorporated into lectures. The polls can also be opened in a web browser to avoid any delay that may result from cellphone networks.
In order for Polleverywhere to accommodate the 120 students in a class, a membership must be purchased. Unfortunately the yearly subscription is pricey, although the cost of batteries that must be purchased for the Turning Point clicker system also makes our current system a costly option. Depending on the popularity among faculty and students, the cost could be passed onto students as a lab/course fee of $3.50 per student. This would require using the technology enough that students feel like they got their money worth.
MicroPoll
Micropoll allows users to create web polls fairly effortlessly and for free and then embed them in a web page in Blackboard Connect or post a link to the poll at MicroPoll. A webpolling system may be useful for testing understanding of pre-readings prior to a lecture, or exploring attitudes.. Once the poll is created, a URL is provided that can be pasted as a link on Blackboard Connect. This is also a great way to augment a lecture and generate interactivity with pre or post lecture polling and engage students. An example is given below.
These advances in technology provide for new ways of student engagement during lectures, and polls will be circulated to determine faculty interest. If you were unable to attend this workshop and would be interesting in attending a workshop on this topic please email Allana.
Having recently completed the 2013-2015 undergraduate interviews, this month in the EKM Journal Club we will discuss multiple mini interviews (MMIs). This year was the School of Nursing’s sixth year using the MMI system. The school updated the admission process in 2008 from traditional-style interviews to MMIs following a literature review and examination of McMaster University’s trailblazing implementation of MMIs.
This month’s article is:
Perkins, A., Burton, L., Dray, B., & Elcock, K. (2013). Evaluation of a multiple-mini-interview protocol used as a selection tool for entry to an undergraduate nursing programme. Nurse education today, 33(5), 465–9.
The Journal Club meeting will take place on May 21st at 12:00pm in room T182. As usual, please bring your own lunch and coffee. We will provide a sweet treat. Please RSVP to confirm your attendance.
Thank you to the small group who were able to make it to yesterday’s workshop on interactive technology in the classroom and polleverywhere. We realize that many people who would have liked to participate in this workshop but were unable to attend. We hope to schedule another workshop on this topic if there is sufficient interest. Please let me know if you would be interested in attending. The material will mirror that presented yesterday.
We look forward to seeing you at the May Journal Club.
Here are a couple of Educational Scholarship Events that you may be interested in attending:
What Does Flexible Learning Look Like? – Wednesday May 8th 10:30am-12:30pm Earth Science Building 1012
Register here:
UBC embarks on the Flexible Learning Initiative from a position of considerable existing strength: a diverse range of strategies to enhance student learning enabled by technology are already in evidence throughout Faculties across the campus.
This session will present perspectives on what Flexible Learning looks like, from UBC’s President, Professor Stephen Toope, students and faculty from a variety of disciplinary contexts across campus.
List of Speakers:
Professor Stephen Toope, President
Fred Cutler, Associate Professor and Director Undergraduate Program, Political Science
Mark Edwards, Assistant Dean, Professional Development and Community Engagement, Faculty of Education
Paul Carter, Senior Instructor, Computer Science
Paul Cubbon, Lecturer, Marketing, Sauder School of Business
Peter Loewen, Assistant Professor and Director, Doctor of Pharmacy Programs, Pharmaceutical Sciences
Simon Bates, Senior Advisor, Teaching and Learning and Academic Director CTLT
Talk by Dr Eric Mazur: The Tyranny of the Lecture – June 7th 2:00-4:00pm Victoria Learning Centre, IKBLC Register here
Most — if not all — of the important skills in our life are acquired outside the traditional classroom setting. Yet we continue to teach using lectures where students passively take down information. Instead, we should really focus on the assimilation of that information and shift the focus from teaching to helping students learn.
Over the past 20 years, instructors world-wide have begun to adopt Peer Instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data-analytics driven audience response system does away with multiple choice questions and helps instructors design better questions, manage time and process flow, and optimize the discussions in the classroom.
Presentation by: Dr. Eric Mazur
Eric Mazur is the Balkanski Professor of Physics and Applied Physics at Harvard University and Area Dean of Applied Physics. An internationally recognized scientist and researcher, he leads a vigorous research program in optical physics and physics education. The realization in the early 1990’s that despite, his careful and excellent lectures, his students were actually learning only a small fraction of what he was trying to teach them, led him to develop the instructional methodology known as Peer Instruction. Now widely adopted and utilized across many countries, institutions and disciplines, Peer Instruction is a key technique to enhance student engagement and learning in large classes.
There will be an Education Forum on Intercultural Fluency this Friday May 3rd, 2013 from 0800-1230 in the I.K. Barber Learning Centre, Room 261. Please see the conferences page for more information and RSVP to rusmith@mail.ubc.ca
Many people have been asking me where they can learn more about the Flexible Learning Initiative and I’m pleased to say that, as a first step, the website www.flexible.learning.ubc.ca is now live. The site has information about:
the objectives of the initiative (‘What is it” tab has menus for goals, priorities, approach);
the evidence for impact of blended class transformations;
examples of what’s already happening at UBC (Showcase); and
links to media stories relative to blended classes, MOOCs, technology and post-secondary education – updated weekly.
The website notes that the first funding opportunity is for the (re)design of undergraduate classes and has a link to the short online form calling for interested members of the UBC Vancouver community to submit Letters of Intent if they are interested in support for (re)design of their undergraduate courses, or other activities that support the goals of the Flexible Learning Initiative. Proposals will be ranked and reviewed by Faculty Deans (and the VP Students for student initiatives) and then prioritized by a campus wide adjudication team. The form is short as we want to encourage applications and we know the deadline (Monday, May 13) is not far away. We will work with successful applicants to develop a budget and more detailed specification of what support is needed and the extent of (re)design. Examples of support that is available include funding for TAs or teaching release, instructional designers, curriculum and assessment support, videography, and IT support. (There will be further funding opportunities for undergraduate and other initiatives in Fall 2013.)
Questions about the Initiative or the LOI can be sent to flexible.learning@ubc.ca. Answers to such questions (if generally applicable) will be posted on the FAQ section of the website, so that is a good place to check to see if your question has already been answered. Equally I am happy to come and speak to departments or groups that would like further information about either.
Finally, this is an invitation to attend the workshop on ‘What Flexible Learning Looks Like’ on Wednesday, May 8 (you can find more information and register here). Faculty and students will share examples of work being done in the area of Flexible Learning across campus. Participants will have the opportunity to ask questions of the Flexible Learning Implementation Team and to discuss the support available for course redesign. Professor Toope will also speak at the event.
Angela Redish Vice Provost and Associate Vice-President Enrolment and Academic Facilities Professor of Economics
The second EKM Journal Club took place this Tuesday April 23rd examining spirituality in nursing education. Attending faculty engaged in a thoughtful discussion about how spiritual care education is incorporated into the current curriculum at the UBC School of Nursing.
This months paper:
McSherry W., Gretton M, Draper P, & Watson R. (2008) The ethical basis of teaching spirituality and spiritual care: A survey of student nurses perceptions. Nurse Education Today 28(8) 1002-8
…is available from here within UBC or here using EZProxy outside the University.
In the article the authors examine pre-registration nursing students’ perceptions on spiritual care education. They find that students were divided on the meaning or definition of spirituality. The authors delineate spirituality into two perspectives: a secular existentialist perspective, and a perspective from religiosity. The authors suggest that the “majority [of students surveyed] felt it was wrong for spirituality to imply that some people are better than others” (McSherry, 2008). I
The discussion went as follows, and please join in the discussion with your thoughts (simply click “Leave a Reply” at the end of the post.
The faculty agreed that although this delineation is useful to frame the idea of spirituality, it also narrows it in possibly an-oversimplistic manner. For example, even the existentialist perspective described here does not differentiate views that accept a separation of “spirit” from body and those that don’t (i.e. the mind–body problem/Cartesian dualism ).
The Canadian Nursing Association defines spirituality from a more existentialist perspective as “whatever or whoever gives ultimate meaning and purpose in one’s life, that invites particular ways of being in the world in relation to others, oneself and the universe”. The group agreed that attempting to define spirituality is a value laden process, but realized it is useful to have a common consensus in a definition of spirituality throughout the School of Nursing if we hope to teach to it. In realizing the immense challenge of agreeing on a common definition, we asked, how do we best teach something that has no consensus of agreed definition? The group felt that an open acknowledgement of the different perspectives, and an exploratory non-judgmental approach considering how nurses can meet patient’s spiritual needs would likely be the most effective.
Currently spiritual care education is woven throughout the undergraduate curriculum in the first semester in various thread classes in Relational Practice and those that consider ethics. The group considered that perhaps we do not need to improve the quality of spiritual care education so much, but rather the degree and ensure the content is explicitly addressed.
The trend towards an increased focus on spiritual care education was compared to that of the interprofessional education, although it was noted there is rather a dearth of nursing research in this area.
The group considered, Are UBC students prepared to assist clients in their spiritual needs to a dignified death, and can we improve our spiritual care education? It is necessary to give students the skills they need to effectively assist clients through challenging life transitions.
Noting the sensitivities and challenges around this topic, perhaps “end of life curriculum” manages to address student’s educational needs without tackling the enigmatic and at times thorny issues of spirituality and religion. Teachings about cultural safety, empathetic listening all support teaching of spiritual care. The journal group came to the conclusion that this would be an area worthy of further consideration by the Undergraduate Program and Policy Committee and maybe a student survey along similar lines to that explored in the paper would be useful here.
The recent debate in the media on the private Christian Trinity Western University and it’s attempt to get a Law School approved, and opposition by the Canadian Council of Law Dean’s (CCLD) to a Christian law program also sparked some interest in this subject by the group. This BC University already has a nursing program (and so UTW students and faculty sign a Community Covenant Agreement that has caused the concern of the CCLD).
With this in mind, using a web poll we asked the rather challenging question: Should institutions that promote a single spiritual basis, one that identifies specific practices as right or wrong, be approved to provide generalist RN education for the Canadian public healthcare system? You can participate in this poll at the end of the post.
It was noted the CNA’s position statement on spirituality, health and nursing practice states that “when providing care, nurses do not discriminate on the basis of an individual’s spiritual beliefs” but it goes no further to explain how School’s should approach providing such spiritual care education. However, the question of whether the TWU approach was discriminatory arose, and seemed an area of concern.
At the present moment, CRNBC specific spiritual care accreditation requirements are somewhat vague, but the group were surprised that this issue had not come up upon the prior accreditation of the TWU nursing program by the CRNBC in a similar fashion to the current concerns expressed by the CCLD .
Appraisal of the Paper
Overall, the article earned an average to good rating from the audience. The authors were commended on the originality and attempt to explore these complex issues. The methodology was a little unclear, particularly the validity of the tool used to appraise student beliefs. Overall this work was felt to be a very useful contribution to the knowledge in this area.
Our upcoming workshop on May 7th will focus on interactive technologies to support classroom polling and will include a demonstration and tutorial on PollEverywhere. Bring your laptops or smartphones! The workshop will take place at 12:00pm in room T206. Please RSVP to Allana at allana.hearn@alumni.ubc.ca