Enhancing Learning in an Online Doctoral Course Through a Virtual Community Platform
Giddens, J., Curry_Lourenco, K., Miles, E., & Reeder, E. Journal of Professional Nursing. Available online 30 May 2020.
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Abstract:
Great teaching engages learners. Creating an online course that is engaging to learners requires substantial planning and creativity. In developing a new online course for doctoral students in nursing (DNP and PhD) and in other health science disciplines, we were interested in creating an application that would 1) support narrative pedagogy, 2) support highly engaging, student-centered learning, and 3) require learners to apply content within real-world experiences. In order to support such learning and achieve these goals, we created a virtual community platform. This paper reports on the development and implementation of a new type of virtual community platform to support teaching and learning in an online, doctoral-level course, specifically designed for nurses and other healthcare clinicians transitioning to a faculty role.
Transforming the Classroom with Tablet Technology
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Sargent, L., & Miles, E. Transforming the Classroom with Tablet Technology. Nurse Educator. November-December 2016, 41(6).
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Abstract:
Identifying the most effective models for integrating new technology into the classroom and understanding its effects on educational outcomes are essential for nurse educators. This article describes an educational intervention with tablet technology (iPads) using an innovative case-based learning model in a nursing program. Students reported positive learning outcomes when using the tablet technology for learning course content.
What do students have to say about ecology and evolution? Using podcasting to apply integrative biology themes across the Tree of Life.
Amy Treonis, Malcolm Hill, Theresa Dolson, Sue McGinnis, Elizabeth Miles. American Society for Microbiology
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Abstract:
We described a versatile podcasting assignment that required students to (i) review primary and secondary literature relating to an assigned organism with the goal of identifying the main features of its ecology and evolution, (ii) prepare an enhanced podcast about their organism, and (iii) critique peer podcasts. The goal of this assignment was for each student to gain a fuller appreciation for and understanding of biological diversity. This assignment enhanced students' research, technology,
and communication skills while reinforcing the main themes of integrative biology.
Burke, Booth, and Weaver: Advisers in Website Design
Linda Hobgood, Elizabeth Miles
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Paper presented by Linda Hobgood at the annual convention of the Southern States Communication Association, Birmingham, AL and the annual Excellence at the Center Conference, Colorado Springs, CO.
PRESENTATIONS
Bridging the Education-Practice Gap: Leveraging Virtual Communities for Contextualized Learning
Jo Robins, PhD, RN, ANP-BC, FAANP; Nancy Husson, DNP, RN, CHSE; Fabiana Bowles, MSN, RN; Kathy Baker, RN PhD, NE-BC; John Bowles, PhD, RN, CENP; Elizabeth Miles, BS
Poster presentation: American Association of Colleges of Nursing Fall Faculty Forum 2020
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Abstract:
Virtual communities are increasingly being used in nursing schools. These environments can provide engaging, student-centered, contextualized learning experiences
fostering translation of new knowledge from classrooms to clinical practice. Further, using stories and relevant, relatable characters within scenarios can create emotional connections that enhance retention of new knowledge for future use in practice. Following prior development of a virtual university for a doctoral course on role transition from clinical into academic settings, we created an affiliated virtual health system for use in undergraduate and graduate courses. This virtual health system has now been leveraged across undergraduate (pre-licensure, RN-BS) and graduate nursing programs (advanced practice, nursing administration and leadership) in multiple courses including foundations of professional nursing, evidence-based practice, nursing informatics, health information technology, and holistic leadership in healthcare delivery. During the design phase, a team approach to developing then embedding characters and scenarios into learning activities and assessments made this a more scalable, cost effective and sustainable teaching tool.
Interprofessional Evidence Based Practice: The Potential Role of Virtual Simulation
Jo Robins, PhD, RN, ANP-BC, AHN-C, FAANP, Carole Ivey, PhD, OTR/L, FAOTA, Elizabeth Miles, BS
Poster presentation: American Association of Colleges of Nursing Fall Faculty Forum 2020
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Abstract:
Interprofessional collaboration and evidence-based practice (EBP) are desired competencies in the health professions yet teaching this can be challenging given logistics in educational and healthcare settings. This interprofessional community-based fall risk case was created to simulate a real-world clinical experience to engage students in collaborative EBP to guide the care of a fictional patient. The case included a detailed electronic health record and 3-dimensional self-guided tour of the patient’s home. Teams of graduate advanced practice nursing and occupational therapy student collaboratively assessed the virtual patient and home then identified clinical questions, searched for and appraised evidence then developed a plan of care. Each team reported out and discussed their approach with the class.
Making it Real: Fostering Inquiry-Based Learning in a Virtual Environment​
Linda C. Hughes, PhD, RN, Elizabeth L Miles, BS, Suzanne R. McGinnis, BS, M.Ed
Poster presentation: Virginia Commonwealth University Jewell and Carl F. Emswiller Interprofessional Symposium
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Abstract:
This poster illustrated the use of innovative technologies to create an interactive online scenario addressing patient safety and quality. The scenario is based on a sentinel event published in the Joint Commission Journal on Quality and Patient Safety (Seltzer et al., 2010) and was modified to include features that (1) promoted awareness of multiple system factors as contributors to an event; (2) enhanced appreciation of interprofessional collaboration by including information from staff nurses, nurse managers, physicians, pharmacists, and risk management; and, (3) enhanced student engagement using a non-linear approach to information delivery and visualization of the emotional implications of an event in ways that are not possible in text-based scenarios. The scenario incorporated principles of Universal Design for Learners and was accessible to those with visual or hearing impairments. It is available on the Multimedia Educational Resource for Learning and Online Teaching website (merlot.org), with an average review of 5 stars.