Implicit Bias: Does it Impact Nursing Education?

By Susan Sportsman, PhD, RN, ANEF, FAAN

Our responses to others are influenced by many factors, some of which are attributable to our own thoughts, experiences and emotions, and some that reflect our responses to the behavior of others.  As educators, we bring those thoughts, experiences, and emotions to our interactions with students.  We are called to react positively to all our students, assessing them objectively and providing appropriate challenges for their strengths and support for their weaknesses.  This is a lofty goal and one that is often hard to do. One reason for this difficulty—although certainly not the only one—is the impact of our own biases, particularly those that are implicit.  In fact, concern over the role that implicit biases play in all aspects of our lives is a “hot topic” in both the scientific literature and popular culture. Continue reading “Implicit Bias: Does it Impact Nursing Education?”

Evidence-Based Practice in Nursing Education

By Susan Sportsman, PhD, RN, ANEF, FAAN

Last month, I was pleased to give a presentation at a faculty development workshop on Evidence-based Practice (EBP) in Nursing Education at the Jane and Robert Cizik School of Nursing at the University of Texas at Houston. The participants were very engaged in our discussion and provided me with food for thought for this blog. The question that kept bubbling up for me as I traveled home from Houston was, “What evidence do we actually use as we plan our curricula, our courses, and our teaching-learning strategies for class, lab/simulation, and clinical experience?”

Continue reading “Evidence-Based Practice in Nursing Education”

The “Application or Higher” Dilemma in the Era of Next Generation NCLEX

Writing test items for a faculty-made test is perhaps one of the most difficult tasks that a faculty member faces. In Critical Thinking in Test Item Writing, Morrison, Nibert, and Flick (2006) emphasize the importance of crafting a test item that requires test-takers to at least apply content in order to correctly answer the question. This recommendation reflects the National Council of State Board of Nursing’s policy that all NCLEX test items require cognition at the application level or higher. Yet, we all know how difficult it is to develop test items that correspond to the upper levels of Bloom’s Taxonomy of Cognitive Behavior. 

Continue reading “The “Application or Higher” Dilemma in the Era of Next Generation NCLEX”

Next Generation NCLEX: The Importance of Cues

Given the buzz around Next Generation NCLEX (NGN), you probably already have a good understanding of what NGN is and what you can be doing now to start preparing for this increased focus on clinical judgment. (If not, check out our recent articles on these topics.) This month we will drill down into the use of cues as a means of providing opportunities for nursing students to practice clinical judgment throughout their educational experience.

Continue reading “Next Generation NCLEX: The Importance of Cues”

Faculty Development: Is it Important?

By Susan Sportsman, PhD, RN, ANEF, FAAN

“You’ll never know everything about anything, especially something you love.” ― Julia Child

A core belief of nursing educators is that a life of professional inquiry is an essential component of a successful nursing career. Standards promulgated by nursing professional organizations speak to life-long learning. Many state nurse practice acts and certification bodies require documentation of Continue reading “Faculty Development: Is it Important?”