NERU meetings are held on the 2nd Monday of each month from 1-2 pm in HSC. We serve coffee, tea and refreshments at other monthly meetings.
For further information, please email email@example.com
Professionalism in the Classroom and Practice Setting— Yvonne Lawlor
Professionalism is a complex concept that is difficult to define, yet imperative for nursing students and faculty to understand. Literature suggests professionalism needs to be taught to students if they are to demonstrate behaviours and attitudes espoused by the profession. At NERU we will discuss teaching methods and strategies that can be effective in helping nursing students learn about professionalism in the classroom and the practice setting.
Evidence Informed Teaching: Do We Do It? Active Journal Club Discussion — Charlotte Noesgaard
As the Kaleidoscope curriculum moves forward, we as educators have an opportunity to explore and expand on current and new teaching methodologies. How do we incorporate best practice in teaching learning strategies to strive for excellence?
This will be an open discussion to discuss ways to assess literature based educational approaches. This is a new approach for the NERU Journal Club and may occur twice during the year for NERU meetings. Any feedback about this approach should be sent to Charlotte Noesgaard [firstname.lastname@example.org]
Please read one of the articles for discussion on this topic:
- Belfield,C., Thomas,H., Bullock, A., Eynon, R., and Wall, D. (2001). Measuring effectiveness for best evidence medical education: a discussion. MedicalTeacher, 23(2), 164- 170.
- Harden, R.M; Grant, J., Buckley,G., and L.R. Hart ( 2000). Best Evidence Medicine Education Advances in Health Sciences Education, 5,71-90.
- Morrison, J.M., Sullivan, F., Murray, E., and Jolly, B. (1999). Evidence-based education: development of an instrument to critically appraise reports of educational interventions.
Unraveling The Career Conundrum: Faculty Agency In Collaborative Undergraduate Nursing Programs — Michele Drummond-Young
This study aims to use two attitudinal surveys and a demographic questionnaire (Appendix C) to predict what demographic characteristics of faculty working in collaborative undergraduate nursing programs, impact most on what tasks, and whether there is any co-relationship between confidence in completing tasks and job satisfaction. A secondary purpose is to better understand how completion of the identified tasks is perceived to be problematic and why these problems occur and finally to identify what strategies could be implemented to deal with the identified problems.
Leadership Capacity Building In Academia — Colleen McKey and Kate Toth
A widespread perception is held among faculty in higher education that teaching is not valued to the same extent as research (Brown & Ward-Griffin, 1994; Martsolf, Dieckman, Cartechine, Starr, Wolf, & Anaya, 1999). Glassick, Huber, and Maeroff (1997) argued that scholarship of teaching is not recognized to the same extent as more traditional notions of scholarship because it is more difficult to evaluate; however, familiar methods of assessing scholarship (e.g., peer review) can be applied to the educational role. The literature on educational peer review (EPR) has centred around a project conducted by the American Association for Higher Education (AAHE) in the mid-1990s (Hutchings, 1996). No study has sought to identify the educational peer review needs of faculty, and whether these needs differ based upon variables such as level of skill acquisition, type of teaching, and type of faculty appointment. The literature focuses on learning outcomes for students (Hutchings), which are paramount, but does not go beyond learning outcomes to identify organizational outcomes. This presentation will discuss the results of the qualitative study conducted in the McMaster School of Nursing.
The Structure of Stress in Nursing Education: A Theoretical-Empirical Analysis — Clint Betts
Often when we are discussing, conceptualizing or researching stress, we tend to view it as an individual response to a perceived event or situation. This is, of course, commensurate with the well known transactional theory of stress proposed by Lazarus and Folkman (among others). However, this view of stress often ignores the significance of structural stress and its more universal affect on individuals (for example the work of Robert Karasek and others). Moreover, the word – stress – itself, being rather vague and non-descript, can be used as an analytic tool in order to assess the self-perceived internal states of individuals (in this case nursing students). Using both theoretical speculation and an empirical pilot study (a modified version of the Student Nurse Stress Index developed by Johnson and Johnson) of level four McMaster nursing students, this presentation aims to utilize stress, and in particular structural stress, to evaluate some of the (often hidden) effects of the BScN curriculum on students.
Library Search Skills for Nursing Education Research — Laura Banfield
Have you ever had trouble organizing your search? Not sure how to begin? In this session, Laura Banfield Education Liaison Librarian and Nursing specialist will take you through the process of translating your research question into a search strategy and organizing your search using a literature grid. In addition, recent changes to the database CINAHL and how to work with the new interface will also be covered.
This session can accommodate up to 23 participants in a "hands-on" setting. Please bring your research questions as there will be time at the end of the session to work through the grid and on your searches with support from the librarians.
Please reply to Maria Cavicchioli (email@example.com) indicating that you wish to attend before October 27, 2008. Please indicate your particular research topic or interest so that the workshop leaders can structure relevant examples and exercise.
NERU Pilot Project Fund Recipients — 2008/2009
Neru Pilot Project Fund recipients discuss the topic and metholodology of their respective research topics.