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https://www.readbyqxmd.com/read/27789531/the-benefits-of-peer-review-and-a-multisemester-capstone-writing-series-on-inquiry-and-analysis-skills-in-an-undergraduate-thesis
#1
K F Weaver, V Morales, M Nelson, P F Weaver, A Toledo, K Godde
This study examines the relationship between the introduction of a four-course writing-intensive capstone series and improvement in inquiry and analysis skills of biology senior undergraduates. To measure the impact of the multicourse write-to-learn and peer-review pedagogy on student performance, we used a modified Valid Assessment of Learning in Undergraduate Education rubric for Inquiry and Analysis and Written Communication to score senior research theses from 2006 to 2008 (pretreatment) and 2009 to 2013 (intervention)...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27710092/exploring-the-perceptions-of-newly-credentialed-athletic-trainers-as-they-transition-to-practice
#2
Stacy E Walker, Ashley B Thrasher, Stephanie M Mazerolle
CONTEXT: Research is limited on the transition to practice of newly credentialed athletic trainers (ATs). Understanding this transition could provide insight to assist employers and professional programs in developing initiatives to enhance the transition. OBJECTIVE: To explore newly credentialed ATs' experiences and feelings during their transition from student to autonomous practitioner. DESIGN: Qualitative study. SETTING: Individual phone interviews...
August 2016: Journal of Athletic Training
https://www.readbyqxmd.com/read/27688801/design-and-integration-of-a-problem-based-biofabrication-course-into-an-undergraduate-biomedical-engineering-curriculum
#3
Ritu Raman, Marlon Mitchell, Pablo Perez-Pinera, Rashid Bashir, Lizanne DeStefano
BACKGROUND: The rapidly evolving discipline of biological and biomedical engineering requires adaptive instructional approaches that teach students to target and solve multi-pronged and ill-structured problems at the cutting edge of scientific research. Here we present a modular approach to designing a lab-based course in the emerging field of biofabrication and biological design, leading to a final capstone design project that requires students to formulate and test a hypothesis using the scientific method...
2016: Journal of Biological Engineering
https://www.readbyqxmd.com/read/27668740/development-of-formative-capstone-simulations-to-prepare-novice-students-for-initial-clinical-practicum
#4
Jennifer Gunberg Ross, Elizabeth Bruderle, Colleen H Meakim, Joyce S Willens, Joyce A Holmwood
BACKGROUND: Nursing students often describe initial clinical experiences as extremely anxiety producing. Anxiety can decrease performance ability and, consequently, increase the risk for patient harm. Strategies to decrease this anxiety related to clinical experiences are limited within the nursing education literature. METHOD: Faculty in a 4-year baccalaureate nursing program developed and implemented formative capstone simulation scenarios with standardized patients, integrating therapeutic communication, essential patient care skills, and clinical reasoning for novice nursing students prior to their entry into their first clinical practicum...
October 1, 2016: Journal of Nursing Education
https://www.readbyqxmd.com/read/27668739/policy-focused-service-learning-as-a-capstone-teaching-essentials-of-baccalaureate-nursing-education
#5
Moira O'Neill
BACKGROUND: The advancing accountability of nurses and nurse educators requires students to develop knowledge, skills, and judgment on a continuum of focus from individual patients to the broader context of care. METHOD: A dynamic capstone policy course was developed by applying the American Association of Colleges of Nursing's Essentials of Baccalaureate Education for Professional Nursing Practice and capitalizing on related benefits of service-learning pedagogy...
October 1, 2016: Journal of Nursing Education
https://www.readbyqxmd.com/read/27649594/the-keys-to-success-in-doctoral-studies-a-preimmersion-course
#6
Deborah Salani, Laura Dean Albuja, Khitam Azaiza
This article will review an innovative on-line preimmersion course for a hybrid doctor of nursing practice (DNP) program and a traditional face-to-face doctor of philosophy nursing program. The doctoral candidates include both postbaccalaureate and postmaster's students. The authors of the preimmersion course developed and initiated the course in order to address various issues that have surfaced in discussions between students and faculty. Examples of common themes identified include writing skills, statistics, life-work-school balance, and navigating instructional technology...
September 2016: Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing
https://www.readbyqxmd.com/read/27562960/principles-and-practices-fostering-inclusive-excellence-lessons-from-the-howard-hughes-medical-institute-s-capstone-institutions
#7
Patricia Marten DiBartolo, Leslie Gregg-Jolly, Deborah Gross, Cathryn A Manduca, Ellen Iverson, David B Cooke, Gregory K Davis, Cameron Davidson, Paul E Hertz, Lisa Hibbard, Shubha K Ireland, Catherine Mader, Aditi Pai, Shirley Raps, Kathleen Siwicki, Jim E Swartz
Best-practices pedagogy in science, technology, engineering, and mathematics (STEM) aims for inclusive excellence that fosters student persistence. This paper describes principles of inclusivity across 11 primarily undergraduate institutions designated as Capstone Awardees in Howard Hughes Medical Institute's (HHMI) 2012 competition. The Capstones represent a range of institutional missions, student profiles, and geographical locations. Each successfully directed activities toward persistence of STEM students, especially those from traditionally underrepresented groups, through a set of common elements: mentoring programs to build community; research experiences to strengthen scientific skill/identity; attention to quantitative skills; and outreach/bridge programs to broaden the student pool...
2016: CBE Life Sciences Education
https://www.readbyqxmd.com/read/27498758/development-implementation-and-evaluation-of-an-interdisciplinary-women-s-health-and-laboratory-course
#8
Jeannette Guarner, Ann M Winkler, Lisa Flowers, Charles E Hill, Jane E Ellis, Kimberly Workowski, Michelle D Reid, Jennifer Goedken
OBJECTIVES: To describe the creation, implementation, and evaluation of a case-based, interdisciplinary course that highlights laboratory principles for students who have selected a career in obstetrics and gynecology. METHODS: We developed four case-based modules with questions that emphasize laboratory principles required to establish a diagnosis and treat and monitor each case-based scenario. The cases were offered as a 4-hour elective course during the medical school capstone...
September 2016: American Journal of Clinical Pathology
https://www.readbyqxmd.com/read/27428798/assessment-of-the-quality-and-applicability-of-an-e-portfolio-capstone-assessment-item-within-a-bachelor-of-midwifery-program
#9
Kathleen Baird, Jenny Gamble, Mary Sidebotham
Education programs leading to professional licencing need to ensure assessments throughout the program are constructively aligned and mapped to the specific professional expectations. Within the final year of an undergraduate degree, a student is required to transform and prepare for professional practice. Establishing assessment items that are authentic and able to reflect this transformation is a challenge for universities. This paper both describes the considerations around the design of a capstone assessment and evaluates, from an academics perspective, the quality and applicability of an e-portfolio as a capstone assessment item for undergraduate courses leading to a professional qualification...
September 2016: Nurse Education in Practice
https://www.readbyqxmd.com/read/27417690/strategic-innovation-between-phd-and-dnp-programs-collaboration-collegiality-and-shared-resources
#10
Joellen Edwards, Kathleen Rayman, Sandra Diffenderfer, April Stidham
BACKGROUND: At least 111 schools and colleges of nursing across the nation provide both PhD and DNP programs (AACN, 2014a). Collaboration between nurses with doctoral preparation as researchers (PhD) and practitioners (DNP) has been recommended as essential to further the profession; that collaboration can begin during the educational process. PURPOSE: The purpose of this paper is to describe the development and implementation of successful DNP and PhD program collaboration, and to share the results of that collaboration in an educational setting...
July 2016: Nursing Outlook
https://www.readbyqxmd.com/read/27357493/embedding-responsible-conduct-in-learning-and-research-into-an-australian-undergraduate-curriculum
#11
Lynette B Fernandes
Responsible conduct in learning and research (RCLR) was progressively introduced into the pharmacology curriculum for undergraduate science students at The University of Western Australia. In the second year of this undergraduate curriculum, a lecture introduces students to issues such as the use of animals in teaching and responsible conduct of research. Third year student groups deliver presentations on topics including scientific integrity and the use of human subjects in research. Academic and research staff attending these presentations provide feedback and participate in discussions...
June 30, 2016: Biochemistry and Molecular Biology Education
https://www.readbyqxmd.com/read/27275580/development-and-implementation-of-a-capstone-objective-structured-clinical-examination-in-nurse-practitioner-and-nurse-midwifery-programs
#12
Mary Benbenek, Mary Dierich, Jean Wyman, Melissa Avery, Catherine Juve, Jane Miller
Determining when advanced practice registered nurse students are safe and competent for beginning-level practice is challenging. This article describes the development and testing of a capstone objective structured clinical examination designed to evaluate the practice readiness of students enrolled in the family, adult-gerontology, women's health nurse practitioner, and nurse-midwifery tracks. Lessons learned from this process and how they were used to enhance the curricula are discussed.
June 7, 2016: Nurse Educator
https://www.readbyqxmd.com/read/27168053/structure-and-management-of-an-engineering-senior-design-course
#13
Martin L Tanaka, Kenneth J Fischer
The design of products and processes is an important area in engineering. Students in engineering schools learn fundamental principles in their courses but often lack an opportunity to apply these methods to real-world problems until their senior year. This article describes important elements that should be incorporated into a senior capstone design course. It includes a description of the general principles used in engineering design and a discussion of why students often have difficulty with application and revert to trial and error methods...
July 1, 2016: Journal of Biomechanical Engineering
https://www.readbyqxmd.com/read/27164781/delegate-collaborate-or-consult-a-capstone-simulation-for-senior-nursing-students
#14
Lorelli S Nowell
Clinical experiences are educational and fulfilling for both students and faculty; however, challenges arise in providing students with a variety of experiences where the leadership skills of prioritizing, collaborating, consulting, and delegating care can be developed. This article reports on a capstone simulation created to develop and sustain the prioritization, organization, and delegation skills of fourth year nursing students. Through the introduction of a multipatient simulation prior to graduation, nursing students will have a better understanding of the high-level leadership skills practicing registered nurses must possess in today's demanding health care environment...
January 2016: Nursing Education Perspectives
https://www.readbyqxmd.com/read/27148516/undergraduate-public-health-capstone-course-teaching-evidence-based-public-health
#15
REVIEW
Veronica Eileen Fitzpatrick, Christen Mayer, Barry R Sherman
The University at Albany School of Public Health has offered a Bachelor of Science in Public Health (BSPH) degree for the past 7 years. The final requirement of the BSPH degree is a capstone evidence-based public health class designed to culminate the degree program. This capstone course is framed by identifying a public health problem and creating a literature review based on this problem. The issues are selected through collaboration between the students and instructors. Developmental and analytical tools necessary to complete the literature review are provided throughout the semester...
2016: Frontiers in Public Health
https://www.readbyqxmd.com/read/27124933/teaching-high-school-students-about-pathology-%C3%A2-development-of-a-secondary-school-focused-enrichment-course-in-pathology-and-physiology
#16
Joseph M Rohr, Heidi N Kaschke, Jaynie E Bird, Ashlie M Nelson, Geoffrey A Talmon
OBJECTIVES: Although pathology is a central discipline in medicine, many do not understand the role of pathologists and laboratory professionals. While there are efforts to educate the public, few focus on precollege students. METHODS: To define a curriculum exposing high school students to major concepts in health and disease, while introducing them to professions that employ this knowledge. A semester-long class was designed to meet for 2-hour sessions semiweekly...
May 2016: American Journal of Clinical Pathology
https://www.readbyqxmd.com/read/27119334/capow-using-problem-sets-in-a-capstone-course-to-improve-fourth-year-medical-students-confidence-in-self-directed-learning
#17
Alison S Clay, David Y Ming, Nancy W Knudsen, Deborah L Engle, Colleen O'Connor Grochowski, Kathryn M Andolsek, Saumil M Chudgar
PROBLEM: Despite the importance of self-directed learning (SDL) in the field of medicine, individuals are rarely taught how to perform SDL or receive feedback on it. Trainee skill in SDL is limited by difficulties with self-assessment and goal setting. APPROACH: Ninety-two graduating fourth-year medical students from Duke University School of Medicine completed an individualized learning plan (ILP) for a transition-to-residency Capstone course in spring 2015 to help foster their skills in SDL...
April 26, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27109606/delivering-flexible-education-and-training-to-health-professionals-caring-for-older-adults-in-disasters
#18
Brian A Altman, Kelly H Gulley, Carlo Rossi, Kandra Strauss-Riggs, Kenneth Schor
The National Center for Disaster Medicine and Public Health (NCDMPH), in collaboration with over 20 subject matter experts, created a competency-based curriculum titled Caring for Older Adults in Disasters: A Curriculum for Health Professionals. Educators and trainers of health professionals are the target audience for this curriculum. The curriculum was designed to provide breadth of content yet flexibility for trainers to tailor lessons, or select particular lessons, for the needs of their learners and organizations...
August 2016: Disaster Medicine and Public Health Preparedness
https://www.readbyqxmd.com/read/27052521/teaching-the-healthcare-economics-milestones-to-radiology-residents-our-pilot-curriculum-experience
#19
Allen S Prober, William A Mehan, Harprit S Bedi
RATIONALE AND OBJECTIVES: Since July 2013, the Accreditation Council for Graduate Medical Education (ACGME) has required radiology residency programs to implement a set of educational milestones to track residents' educational advancement in six core competencies, including Systems-based Practice. The healthcare economics subcompetency of Systems-based Practice has traditionally been relatively neglected, and given the new increased ACGME oversight, will specifically require greater focused attention...
July 2016: Academic Radiology
https://www.readbyqxmd.com/read/27045814/a-collaborative-team-teaching-model-for-a-msw-capstone-course
#20
Rebecca M Moore, Kathleen H Darby, Michelle E Blake
This exploratory study was embedded in a formative process for the purposes of improving content delivery to an evidence-based practice class, and improving students' performance on a comprehensive exam. A learning and teaching model was utilized by faculty from a three-university collaborative graduate social work program to examine the extent to which course texts and assignments explicitly supported the process, application, and evaluation of evidence-based practices. The model was grounded in a collaborative culture, allowing each faculty to share their collective skills and knowledge across a range of practice settings as they revised the course curriculum...
July 2016: Journal of Evidence-informed Social Work
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