Author: July Arp

Pearson’s Forum for Innovations in Nursing Education (FINE) series brings together nurse educators around the nation to dialogue and learn about some of the most interesting innovations in nursing education. If you attended FINE, thank you so much for joining us. It was a pleasure to spend time with you discussing some of the hottest topics in nursing education. If you missed FINE this year or attended and would like to review the presentations, you can find abbreviated slide decks below.

• Change Management – Michelle M. Byrne, PhD, RN, CNE, CNOR
  FINE2013_ChangeManagement_MByrne
• Considering a Concept-Based Curriculum – Sue Ellen Miller, MSN, RN, CNE and Lead Instructor in the Paul M. Wiles School of Nursing at Forsyth Technical Community College
  FINE2013_ConceptBasedCurriculum_SEMiller
• Incorporating NCLEX 2013 Test Plan Changes – Bonita Longo, RN, MSN
  FINE2013_NCLEX2013_BLongo
• Using Immersive Technologies to Improve Students Clinical Judgment – Cindy Fenske, RN, MS, CNE
  FINE2013_ImmersiveTechImproveStudentClinicalJudgment_CFenske
• Engaging Adult Learners in an RN to BSN Online Program – Marcy Caplin, MSN, RN, Kent State University
  Engaging Adult Learners in Online RN to BSN Programs
• NovEx: Transforming Nursing Education by Integrating Classroom and Clinical Learning – Thomas (Tom) S. Ahrens, RN, PhD, CCNS, FAAN, Patricia Benner, RN, PhD, FAAN, and Patricia (Pat) Hooper Kyriakidis, RN, PhD
  NovEx Transforming Nursing Education By Integrating

Please also check out our list of webinars on “Hot Topics in Nursing Education” where the conversation and learning will continue with sessions led by expert nurse educators on topics like the Hi-Tech Act and Your Nursing Curriculum, Concept-based Curricular Needs, and even Incorporating QSEN and IOM Competencies into your Curriculum.

Hope to “see” you again on our Hot Topics webinars!

The following article was written by our Executive Remediation and Assessment Manager, Brenda Boyce, RN, EdD.

In the online environment, discussion groups are a common method of instruction. Discussion groups provide an opportunity for students to be engaged in the learning process, increase student involvement, and result in a rich exchange of information, thoughts, and ideas. Online discussion itself provides students the opportunity to form a learning community, as well as the ability to share with and challenge each other. Online discussions in moderated discussion groups provides you, the instructor, a keyhole into each student’s behavior, level of effort and commitment, and ability to present him/herself in a clear and cogent manner.

But serving as a facilitator for online discussion can be a challenging and time-consuming role. As a facilitator, what strategies can you use to optimize this methodology? There are strategies that you can implement to optimize your role and keep your time commitment within reason. Here are a few:

1. At the beginning of a semester, provide the ground rules up front. These should include the expected amount of involvement, affect on grade, civility, dates of discussion (both opening and closing), etc.

2. Clarify the difference between a “chat” and a “discussion.”

3. Be clear on your role. You are a facilitator, not a lecturer. Inform students that you will be a “guide” – someone more in the background monitoring and participating to ensure the discussion is staying on target and addressing key content.

4. Address any inappropriate behavior immediately, and privately, with the student. Set the discussion to allow you to reveal all entries prior to posting if this becomes a problem. In this way you can remove any offensive text and address with student.

5. Provide summary post as the closing period of the discussion topic closes. This should summarize the thoughts and also include recognition of any student or posting that is outstanding.

Do you have any strategies to add to this list?

Does R2D2 really have anything in common with learning? According to Gerard LaFond, Vice President of Marketing at Alleyoop, it does. R2D2 collected information from around the galaxy to help Luke Skywalker save the universe, and it’s this method of information gathering – from a variety of sources and perspectives – that LaFond firmly believes creates a powerful learning experience.

Recently, LaFond was able to put this information-gathering strategy into practice through Alleyoop, a college readiness, game-infused digital network, by launching a new recommendation engine fondly called Super Brain 2.0. This Super Brain allows Alleyoop to take the inputs and outcomes of user interactions and incorporate that information to tailor personalized paths for each student within the network. New data comes in constantly so the Super Brain is always evolving.

Learn more about Alleyoop and the way they’re using incoming data to constantly advance their network here.

Pearson, the world’s leading learning company, seeks candidates (BA or BS obtained between January 2010 and June 2014) for the Pearson Leadership Development Program (PLDP).

The Pearson Leadership Development Program (PLDP) is a full-time, salaried 24-month rotational program where Associates have a unique, cross-functional opportunity to improve learning outcomes for our customers. The program combines on-the-job experience with leadership workshops, rigorous training, senior leader mentorship and support from all areas within Pearson.

Applications are now open and will be accepted on a rolling basis.  Preferences for interviews will be given to qualified candidates in the order applications are received.  We will no longer accept applications once our candidate pool has been filled.  In order to be considered for the program, candidates must have a 3.2 GPA or above, prior internship/work experience, and proven leadership skills.  For more information, please visit the PLDP web page.

Students can also attend an information webinar on Thursday, October 10th at 8pm ET. Click here to register.

Would you like your students to gain valuable business skills and practical experience working for the world’s leading education company? Pearson is now accepting student applications for our Pearson Campus Ambassador program!

As Pearson Campus Ambassadors students work side-by-side with faculty, students and Pearson professionals to gain real-world insight into the daily operation of a global company and develop skills that prepare them for a career in any industry.

Pearson Campus Ambassadors act as the campus liaison between Pearson sales representatives, marketing managers, editors and the student body. They serve as advocates to help Pearson better meet students’ educational needs and play a vital role in providing a student voice to faculty and Pearson professionals. Pearson Campus Ambassadors help students get the most out of their educational materials and succeed.

To learn more about the program or to apply, please visit http://www.pearsonstudents.com/campus-ambassador.shtml.

As an instructor, you have invested in your students and given them knowledge to succeed. Now it is time for your students to share that knowledge with others outside of the classroom! Help your students gain business experience and develop valuable leadership skills.

Pearson seeks candidates (BA or BS obtained between January 2009 and June 2013) for the Pearson Leadership Development Program (PLDP). The PLDP is a full-time, salaried, 24-month rotational program across different locations, functions, and businesses, designed to develop aspiring leaders. This is an exceptional career opportunity for graduating seniors and recent graduates who have established a track record of excellence and demonstrated leadership ability. For more information, please direct your students to the PLDP website.

Please share this opportunity with students by Friday, October 19. If you or your students have any questions please contact Dasle Kim at [email protected].

Here’s what some current PLDP Associates are saying about their experience:

“Leadership can be defined as the ability to take risks, engage your entrepreneurial side, and leverage your creativity beyond what you thought was possible. The PLDP enables you to develop your personal and professional skills in a supportive environment.”

– Samuel, Philosophy, Politics, and Law, PLDP Associate

“At Pearson, people are passionate and urgent about creating the best learning experiences.”

– Julie, Computer Engineering, PLDP Associate

“I am surrounded by incredibly motivated people with a wealth of experience who are all willing to listen to my ideas and take a chance on me. The PLDP is a unique opportunity to collaborate with high caliber people who are growth-minded and have the best interests of the students and teachers at heart.”

– Jacqueline, Political Science & History, PLDP Associate

“The PLDP is an essential part of Pearson’s commitment to staying at the top of the industry in what we do. The goal is to establish a pipeline of talent and leadership of the highest caliber.”

– Felipe, Civil Engineering and Physics, PLDP Associate

• The Pearson Team
• January 18, 2013

Celebrate Student Success

• The Pearson Team
• September 6, 2012

Learners and instructors are accustomed to impromptu questions regarding written assignments. But remember, in the online environment instructors and learners are not necessarily present at the same time. Therefore, it is imperative to provide students with details explaining expectations and requirements of the course. Don’t assume anything – if you do, you may be inundated with emails.

Think about the questions that students ask in the traditional classroom:

• How long should the paper be?
• How many sources do we need to cite?
• What is the expected format?
• How do we submit?
• When do we submit?
• When will we get a grade?
• How will it be graded?
• How much of it will count toward the final grade?
• What are the penalties for turning the assignment in late?

Well, you get the idea. The questions that students ask in the traditional classroom are the same ones they will ask in the virtual classroom. Therefore, the more detail you provide to students up front, the less time you will spend responding to queries from students regarding these concerns. Details will help diminish learners’ anxiety and support them in spending their time and energy in completing the assignment.

What do you do to set assignment expectations?

If you have recently experienced a longer than expected wait time for our Technical Support service, we sincerely apologize for the inconvenience. To help you access your digital product as quickly as possible, we offer the following suggestions:

1. Click on the SUPPORT tab from the home page of your product. This will provide access to our complete range of student and instructor-focused resources, including tips for registration and getting started. If additional help is needed, Technical Support can be accessed from this page.

2. To fast-track a specific question, enter it into the search for answers field at the top of this page:  http://247pearsoned.custhelp.com/.

3. Another alternative for live support is chat. During this peak season chat has provided a quicker response time although we do offer 24/7 phone support. The educator phone number is 888-547-4415. The 24/7 phone number for students is 800-677-6337.

We hope that your experience is improved by these suggestions and resources. If there is more that we can do, we would like to hear from you at: [email protected]

John Tweeddale
Chief Customer Experience Officer
Pearson Higher Education