Fall 2014 Undergraduate National Webinar SANDRA KUEBLER, MSN, RN, PhDc Continuing Lecturer Purdue University

My Education Background BSN - University of Oklahoma MS - Southern Nazarene University Oklahoma City, OK Nursing Education PhDc - Capella University Dissertation topic: perceived experiences of nursing students achieving an 850 or better on the HESI LPN exit exam yet failed NCLEX Geriatrics, Med-Surg

My Teaching Background Continuing Lecturer - Purdue University Assistant Director - Nursing programs Platt College Dallas, TX Director of Nursing Certificates Program -Tulsa Community College

West Lafayette, Indiana My University Purdue University – Home of the Boilermakers West Lafayette, Indiana

My University Purdue University – Home of the Boilermakers

My Course Essentials of Nursing Practice/Health Assessment I & II Sophomore courses 5 credit hours Two semesters ENPI in fall ENP II spring First Clinical course in the program Combines Theory, lab and Clinical

My Students Majority are traditional students and Indiana residents Directly admitted to the nursing program Average fall enrollment 105 students Includes 5-8 CODO (Change of Degree Option) students Current cohort has 7 male students

Why Are We Using the DCE? Received a flyer then an email about Shadow Health Loved the idea of a virtual clinical experience Also loved the use of technology and a virtual client along with the different activities offered

Why Are We Using the DCE? We adopted the DCE to help students practice skills and link content from lecture to lab and eventually to the clinical portion of the course. Wanted to begin the critical thinking process from day one

Strategic Goals for DCE Use Develop critical thinking and clinical reasoning skills early in the semester Refine communication techniques and information gathering Provide students with the chance to hear, see, and assess systems visually

Strategic Goals for DCE Use Boost student confidence in assessment ability Links classroom lecture to clinical modules Improve participation in lab activities, spending less time “teaching” the assessment information and more time practicing the actual skill

Formative Assessment We did the “systems” DCE assignments Left the Health History open but not required Used over the summer with Second Degree Students Completion points only Unlimited attempts

Formative Assessment Formative Assessment in the Fall Concept labs used as pre-assessment assignment Lab Pass Actual DCE assignments were graded

Weekly Learning Activities CNES Digital Clinical Experience (DCE) Textbook Lecture/ Clinical Site *Hands on practice in either our CNES (Center for Nursing Excellence and Simulation) or at the clinical site

How I Grade the DCE Two faculty took on the grading to provide consistency during our first full semester of use Divided by clinical groups Assignments were due 10pm the night before clinical day

How I Grade the DCE Students had two attempts for each assignment Students chose which attempt to “Turn In” for grading Utilized the provided Rubric with a couple of changes Combined the multiple choice questions for grading Time spent was not factored in

How I Grade the DCE Sandi, if you could send the Word file of the rubric you used, I can take a screenshot of it and place it in this presentation. If that’s alright with you, of course 

How I Grade the DCE Extensive individual feedback was given on the first two DCE assignments Group feedback was given for the remaining assignments Late submissions were graded per syllabus “late assignment” policy Deduction of 5% each day up to 5 days. After day 5 student received a “0” but still had to “turn in”

Student Outcomes Majority of students came prepared to practice vs learn skills Improved performance on assessment skills validations Increased confidence in assessing actual clients Overall students were better prepared for lab/clinical and ask higher level questions

Lessons Learned Two people cannot take on 108 DCE’s for grading with this use case! Many students did not choose to do the assignment twice Need to better define “clinical reasoning” early in the semester

Lessons Learned Students want to work with multiple clients in the DCE Initial student complaints of “time involved” subsided as the semester progressed and students became more familiar with Tina and more confident in their ability to gather information Next fall: Include Health History and Skills assignments

Research Opportunities Measure Critical thinking at beginning of semester Student perceptions of the value of the DCE in helping them make the connection between theory and practice

Questions?