2014 • FOURTH QUARTER

VLNHIGHLIGHTS

NATIONALNEWS

QUALITYMATTERS

NURSEEDUCATOR UPDATE

UPCOMINGEVENTS

CONTENTS

VIRGINIA/HIGHLIGHTS Colleagues,

Greetings from the Virginia League for Nursing! I have just returned from the National League for Nursing Summit in Phoenix, and all I can say is WOW, what an amazing conference and experience! If you were at the Summit, you know exactly what I mean. If you were unable to attend this year, I encourage you to make plans for next year’s Summit that will be held in Las Vegas – I am already making plans to be a part of this incredible event.

The NLN is the voice for ALL nursing educa-tors. We, at the VLN, look forward to serving educators in Virginia with the same resolve; we are committed to representing all educators, regardless of program affiliation. When I accepted my position as VLN President, I stated, “For the sake of the consumers we serve, we cannot silence the voice of any nurse.”

In her keynote address, Dr. Malone talked about transformation and change. She provided us with the following example - “If I give you one dollar and you give me four quarters; then change has occurred. However, if I give you one dollar and you give me five dollars in return, transformation has occurred and indeed, one would say value has been created.” I ask you to reflect on your role as a nursing educator – Are you creating change or transformation?

When I returned from the NLN Summit, I asked the students in my program to reflect on the following question: What is excellence in nursing education? Interestingly, the students brought forth themes of rigor, inquiry, innovation, active learning,

collaboration, caring, inclusivity, and passion. I believe these represent excellence; not only in nurs-ing education, but also in nursing as a profession. Given that our students are the consumers of our “product”, doesn’t it make sense, that as educators, we provide them with a learning experience that matches their needs and wants?

As educators, the time has come for us to transform our “product”, and as Dr. Malone so eloquently shared, “to co-create an environment that fosters collaboration and is defined by daring ingenuity.”

Colleagues, I look forward to our journey of transformation. As the Board of Directors of the VLN looks to create educational programs for educators in our state, we need your input. Your feedback is a way to help us fulfill our mission. Take a moment to complete the survey that is on our website. Also, I would ask that you join the VLN. As a point of clari-fication, membership in the NLN does not automati-cally grant membership in the VLN – it is a separate membership process. The membership application is also located on the VLN website – don’t put it off, join today! Your financial support, through membership, allows us to offer current and relevant educational programs.

Finally, if you would like to volunteer with the VLN on a standing committee, we would welcome your participation. The VLN is your organization – become involved in the transformation today!

My best to each of you!

Randall S. Mangrum, RN, BSN

Rachel A. Wagner, MSOffice of Communications & Knowledge TransferAgency for Healthcare Research and Quality

PO BOX 1136 / SPOTSYLVANIA, VIRGINIA 22553 / T. 804.873.3215

The Agency for Healthcare Research and Quality (AHRQ) offers a “treasure trove” of evidence-based research, resources, and materials to support nursing faculty and nurses in their day-to-day roles.

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The Virginia League for Nursing supports and implements the mission of the National League for Nursing to promote excellence in nursing education to build a strong and diverse nursing workforce to advance the nation’s health at the constituent level.

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PO BOX 1136 / SPOTSYLVANIA, VIRGINIA 22553 / T. 804.873.3215

Fall 2014 | No. 004

Step 1: Seek your patient’s participation.Step 2: Help your patient explore and compare treatment options.Step 3: Assess your patient’s values and preferences.Step 4: Reach a decision with your patient.Step 5: Evaluate your patient’s decision

QUALITYMATTERS

Curriculum Materials can be accessed by visiting: http://www.ahrq.gov/professionals/edu-cation/curriculum-tools/shareddecisionmaking/index.htmlThe SHARE Approach tools are a collection of references, guides, posters, and other resources that support implementation of AHRQ’s SHARE Approach to shared decision making in clinical practice settings. Tools in this collection include:

• Step-by-step tips and sample talking points for implementing the SHARE Approach with patients.

• Tips to communicate with patients who may come from different cultures or have limited skills in language or understanding of numbers and using the Teach-Back technique to enhance shared decision making.

• An implementation guide for clinical practice teams.• A brief for administrators and other senior leaders outlining the

benefits of using shared decision making.To learn more or access the Tools for the SHARE Approach visit: http://www.ahrq.gov.

NATIONALNEWSNATIONAL LEAGUE FOR NURSING:Update on the Commission for Nursing Education Accreditation

The NLN’s new division for nursing accreditation, Commission for Nursing Educa-tion Accreditation (CNEA), continues to move forward with the full-time appointment of Judith A. Halstead, PhD, RN, ANEF, FAAN as execu-tive director, effective July 1, 2014. CNEA will provide accrediting services for all nursing programs, including practical, diploma, associ-ate, baccalaureate, master’s and doctoral. As a Category 2 accrediting body, CNEA will not serve as a Title IV gatekeeper.

A steering committee has been appointed and charged with overseeing the formation of NLN CNEA’s standards, criteria and policies and procedures. The CNEA Steering Com-mittee and Standards Committee have been appointed and are meeting on a regular basis. Accreditation standards will be finalized in Spring 2015; faculty and programs will have an opportunity to review and provide feedback on the standards prior to finalization. As the stan-dards and criteria are developed, stakeholder feedback will be solicited. Accreditation activi-ties are anticipated to begin in late 2015/early 2016. Faculty who are interested in volunteer-ing their services to the NLN CNEA can send their contact information to accreditation@nln.org.

Nursing programs that have specific ques-tions about the NLN CNEA accreditation pro-cess and how it might pertain to their individual program(s) should contact Judith Halstead, at jhalstead@nln.org. Nursing programs that are interested in pursuing accreditation with NLN CNEA can send an indication of their interest to accreditation@nln.org. Faculty are encouraged to track information about NLN CNEA on the accreditation FAQ page (link can be found at www.nln.org) and to follow Judith Halstead on Twitter at @DrJHalstead

The Agency for Healthcare Research and Quality (AHRQ), a division of the US Department of Health & Human Services, offers a “treasure trove” of evidence-based research, resources, and materials to support nursing faculty and nurses in their day-to-day roles. A new Shared Decision-Making Toolkit has just been released to help providers better engage their patients in determining an optimal plan of care.

What is Shared Decision Making? Shared decision making occurs when a health care provider and a patient work together to make a health care decision that is best for the patient. The optimal decision takes into account evidence-based information about available health care options, the provider’s knowledge and experience, and the patient’s values and preferences.A five-step process for shared decision making (SHARE) includes exploring and comparing the benefits, harms, and risks of each option through meaningful dialogue about what matters most to the patient. Curriculum Tools have been created to assist providers with utilizing this approach.

UPCOMINGEVENTS

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NURSEEDUCATOR UPDATERESEARCH AND LESSONS LEARNED FROM THE FIELD:“The Flipped Classroom: Let the Students Decide”

Many of us in Nursing Education have attended conferences, read the evidence-based literature and committed to “flipping the classroom”. This commitment generated the need for an intense effort to execute and implement these new educational strategies. (I am not telling you something you don’t already know, you probably lived it.)

As an Assistant Professor teaching NUR200, I currently use “clicker technology” to obtain statistics on how well the class answers the NCLEX style questions posed to them. Typically, I include 20 NCLEX style questions in a lecture. I use various teaching strategies and techniques which are appealing to me in my classroom including:

• Discussion topics and case studies are used to facilitate group discus-sion on class content.

• Crossword puzzles are used to aide in retention of vocabulary. • Students also research a topic using their assigned text and a peer

reviewed journal, then present their findings to the class.

Following the implementation of the “flipped” strategies it was critical for me to know which techniques helped students the most to prepare for exams. A question was posed to the class (summer cohort, 63 students), regarding which teaching strategy was most helpful to them in preparing for the exam.

The results revealed: • The clicker technology was identified as the most helpful as 32 students

selected that option;• Fourteen (14) students identified group work as helpful; • Two (2) students identified student presentations; and • One (1) student identified the benefit of crossword puzzles.

Anecdotally, twenty-three (23) students selected multiple teaching strategies. Although these students did not answer the question; it was telling. One might surmise that there will never be one teaching strategy that will work for an entire class/cohort in a Nursing program. But, it is critical to periodically query your class, and solicit from them what they feel is the most beneficial “flipped” strategy.

Michelle Moeller, MSN, RN, Assistant ProfessorGoodwin College, East Hartford, CT

WWW.VIRGINIALEAGUEFORNURSING.COM

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