Bachelor of Science in Nursing

Overview

The BSN program prepares students to meet the current and future health needs of society through a comprehensive academic foundation in the sciences and humanities. A minimum of four years of full-time study is necessary, with course work emphasizing health promotion, disease prevention, health restoration, and maintenance. For students who wish to combine general education with professional course work, or who plan to go on to graduate studies, this is the program of choice.

Curriculum and career preparation

The BSN offers a creative curriculum to prepare students for careers as professional nurses who understand society’s current and future health needs. The curriculum reflects the current trends in health care, focusing on wellness/illness concepts and the delivery of care in both hospital and community-based settings.

The BSN curriculum consists of two components:

53-55 credit hours of general education course work organized in “clusters” 70-72 credit hours of nursing courses that stress critical thinking, communication,

and collaboration skills

The curriculum also provides a foundation for graduate study and leadership positions, as graduates will possess a broad knowledge of the humanities, biological and social sciences, and nursing.

An honors option is also available for students who demonstrate exceptional academic promise and commitment.

A portfolio option is available to students who believe they meet the outcomes of specific courses through prior learning and/or professional nursing experience. Through a portfolio review process, you may be able to meet course requirements by documenting evidence of your nursing skills and experience.

Careers

As a BSN graduate, you will have the problem-solving skills necessary to practice nursing in a competent and responsible fashion. You’ll be able to assist individuals, families, and communities with their health goals as you help design and develop more efficient, effective approaches to the delivery of health care services.

Graduates can function as practitioners in a variety of settings, including:

Acute and long-term care

Community settings Home care and other nontraditional settings

Bachelor of Science in Nursing Overview of the Curriculum

Education for the practice of professional nursing demands a substantial knowledge of nursing, drawing from foundation knowledge of the behavioral and biological sciences. Three components comprise the baccalaureate curriculum: liberal arts education, nursing practice, and electives.

The liberal arts education component includes courses in the sciences, humanities, social studies, and religious studies. The majority of these requirements are met in the first two years.

The nursing component includes lectures, laboratory, and clinical courses concentrated in the last four semesters of the program. The nursing courses include coursework relevant to professional practice, delivery of nursing care, systems for care delivery, and leadership skill development appropriate to current dynamic and diverse health care settings. Clinical courses, offered in both hospital settings and the community, provide students with the opportunity to apply theoretical knowledge to practice.

Clinical Education

Students are prepared for the professional practice of nursing in a variety of settings such as hospitals, home care agencies, and community-based health care facilities. In addition to clinical laboratories which are located on campus, we maintain contracts with over 100 institutions in the greater Bay Area for our clinical rotations, which provide students with a broad and diverse exposure to nursing, multicultural health practices, and state-of-the-art research. Close supervision of students is maintained, usually with a maximum of 8 or 9 students in a clinical group - based on agency regulations and professional standards.

During the last term of the program students are assigned a clinical nurse preceptor, with whom they work on a 1:1 basis. Clinical preceptors are carefully selected for their experience in the clinical management of patients and for their teaching excellence. The preceptors work closely with the program to ensure that students achieve their clinical objectives and course requirements. Clinical rotations take place in a variety of settings to meet the learning needs of students.

At the completion of the program, graduates are eligible to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN) for entry into practice.

Curriculum Overview Intercollegiate Nursing Program (BS Nursing)

Freshman Year - First SemesterCollegiate Seminar 20/120 Greek Thought 3.5English 4 Composition 3.5Biology 15/16 lab Human Anatomy 3.5Psychology 1 Introduction to Psychology 3.5Total units 14.0Freshman year IntersessionElective 4.0Freshman Year - Second SemesterCollegiate Seminar 21/121 lab Roman, Early Christian, Medieval Thought

3.5

English 5 Argument and Research 3.5Biology 25/26 lab Human Physiology 3.5Chemistry 2/3 lab Principles of Chemistry 5.0Total units 15.5Sophomore Year - First SemesterNursing 37 Intro to Professional Nursing 3.0Collegiate Seminar 122 Renaissance, 17th and 18th Century Thought *

3.5

Biology 40/41 lab Microbiology 3.5Psychology 140 Human Development 3.5Nursing 2 Nutrition 2.0Foreign Language 3.5Total units 13.0 - 16.5 *Sophmore Year IntersessionElective or Education 173 Effective Helping 4.0Sophomore Year - Second SemesterReligious Studies 97 Survey of Biblical Literature 3.5Nursing 119 Pathophysiology 3.0Nursing 124 Health Assessment 3.0Math 4 Introduction to Probability & Statistics 3.5Foreign Language * 3.5Total units 13.0 - 16.5 *Junior Year - First SemesterNursing 120 Managing Care of Adults I 5.0Nursing 130 Mental Health Nursing 6.0Nursing 118 Pharmacology 3.0Total units 14.0

Junior Year IntersessionElective, Religious Studies 4.0 *Junior Year - Second SemesterCollegiate Seminar 123 19th & 20 Century Thought * 3.5Nursing 128 Healthy Aging 2.0Nursing 136 Managing Care of Adults II 5.0Nursing 140 Reproductive Health Care 6.0Total units 16.5 *Senior Year - First SemesterNursing 154 Nursing Care of Infants, Children, and Youth 5.5Nursing 164 Managing Care of Adults III 5.0Nursing 108 Nursing Research 2.0Total units 12.5Senior Year IntersessionElective 4.0 *Senior Year - Second SemesterNursing 160 Nursing Leadership, Management, and Health Policy 3.0Nursing 170 Community Health Nursing 5.0Nursing 190L Senior Synthesis 6.0Total units 14.0

Total Units - 129 to 133

* Requirements may vary depending on units transferred from other colleges.

 

Bachelor of Science in Nursing Degree (2+2 Option) Degree Requirements

The 2+2 Pre-Nursing program is offered in cooperation with Holy Names University, Oakland, Mills College, Oakland, and Saint Mary’s College of California, Moraga. This new program allows students multiple options to secure the liberal learning and science courses required as the foundation for professional nursing education. Admission to the Samuel Merritt University BSN program (2+2 option) is dependent upon successful completion of the previous course work with a “B” average (3.0 GPA) or better, the attainment of a score at or above the national average on the Nurse Entrance Test (NET), and successfully completing a criminal background check. Prospective students should consult the catalogs of these respective colleges for admission requirements and courses to be taken.

Transfer Students

Transfer students may be enrolled in the program. Students who desire to transfer into the 2+2 Pre-Nursing program must meet all of the same requirements as expected from the

colleges and the university named above. Prospective students are asked to check the Samuel Merritt University website for updates on admission requirements and ability to be admitted as a transfer student to the 2+2.

2+2 BSN Curriculum Overview

Junior Year—31 Units

Junior OneNursing 037 Introduction to Nursing 3.0Nursing 125 Health Assessment I 4.0Nursing 119 Pathophysiology 3.0Nursing 129 Mental Health Nursing 5.0General Education TBA 3.0Total units 18.0Junior TwoNursing 118 Pharmacology 3.0Nursing 120 Managing Care of the Adult I 5.0Nursing 128 Healthy Aging 2.0Nursing 136 Managing Care of the Adult II 5.0Total units 15.0

Senior Year—32 Units

Senior OneNursing 108 Nursing Research 2.0Nursing 144 Maternity Nursing 5.0Nursing 154 Care of Infants, Children, and Youth 5.0Nursing 164 Managing Care of Adults III 5.0Total units 17.0Senior TwoNursing 160 Leadership 3.0Nursing 170 Community Health 5.0Nursing 190 Synthesis 6.0General Education Course II (TBA) 3.0Total units 17.0

Total Units - 67 units

After Graduation

The BSN degree is the starting point of a rewarding career in nursing. Your BSN degree assures your employer that you have the best preparation for your new position, including leadership and critical thinking skills. Graduates of the Bachelor of Science in Nursing

are found in many different health care settings. They are prepared to practice in hospitals in intensive care units, pediatrics, maternity, emergency rooms, and medical-surgical units. Additionally, many practice in rehabilitation centers, skilled nursing facilities, ambulatory care clinics, community health, home care, schools, occupational health, and industry.

BSN nurses have more opportunity for advancement into supervisory positions and other positions of responsibility because of their preparation. Our graduates can be found as leaders in case management, education, and practice. Many graduates have completed master's degrees as clinical specialists, nurse practitioners, nurse educators, nurse anesthestists, and administrators. Graduates have also completed their doctoral degrees and serve as nursing faculty. Our graduates are leaders in the profession and can be found practicing throughout the Bay Area, nationally, and abroad.

 

Problem-based learning (PBL in this article) is defined by Finkle and Torp (1995) as, “a curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active role of problem solvers confronted with an ill-structured problem that mirrors real-world problems”.

Problem-based learning is instructional design model and a variant of project-oriented learning.

Source : http://sll.stanford.edu/pubs/jeepark/pblsite/skipintro.htm

Students engage in authentic experiences. PBL's are inherently social and collaborative in methodology and teach students essential "soft skills" as well as domain specific content and skills. Through PBL, students learn:

Problem-solving skills Self-directed learning skills Ability to find and use appropriate resources Critical thinking Measurable knowledge base Performance ability Social and ethical skills Self-sufficient and self-motivated Facility with computer Leadership skills Ability to work on a team Communication skills

Proactive thinking Congruence with workplace skills

What is PBL?A Little Historical Background

source: http://sll.stanford.edu/pubs/jeepark/pblsite/whatis.htm

Problem-Based Learning (PBL) has become popular because of its apparent benefits to student learning.

PBL can be thought of as a combination of cognitive and social constructivist theories, as developed by Piaget and Vygotsky, respectively. PBL is a curriculum development and delivery system that recognizes the need to develop problem solving skills as well as the necessity of helping students to acquire necessary knowledge and skills. The first application of PBL was in medical schools which rigorously test the knowledge base of graduates. Medical professionals need to keep up with new information in their field, and the skill of life-long learning is particularly important for them. Hence, PBL was thought to be well suited for this area. Many medical and professional schools, as well as undergraduate and graduate programs use PBL in some form, at varying capacities internationally.

According to García-Famoso (2005), “PBL was first applied in the 60s, in the Faculty of Health Sciences of McMaster University (Canada) and in the School of Medicine of Case Western Reserve University (United States). The main objective was twofold: to develop problem solving skills and bring learning closer to real medical problems. After these first experiences, many medical and professional schools started to use some form of PBL, for example, Harvard Medical School or, in the Europe, Maastrich University”.

Overview and Characteristics

(1-3 Adapted from Stepien & Gallagher 1993; Barrows, 1985 // 4 & 5 : From Problem Based Learning Initiative)

1. Use of real world problems - problems are relevant and contextual. It is in the process of struggling with actual problems that students learn content and critical thinking skills.

2. Reliance on problems to drive the curriculum - the problems do not test skills; they assist in development of the skills themselves.

3. problems truly ill-structured - there is not meant to be one solution, and as new information is gathered in a reiterative process, perception of the problem, and thus the solution, changes.

4. PBL is learner-centered - learners are progressively given more responsibility for their education and become increasingly independent of the teacher for their education.

5. PBL produces independent, life-long learners - students continue to learn on their own in life and in their careers.

Teaching & learning elements

As faculty design and teach courses, there are a number of basic elements to be considered, related to which effective use of technologies can often be helpful. CIT is here to consult with faculty about their specific circumstances, of course, but these general suggestions may be of interest or may engender ideas about which we can talk with you further.

 Course planning

The very first steps you take when planning a new course, or when preparing to teach a course again. Includes setting student learning goals, choosing relevant assessments, and deciding how your course will run.

 Course materialsCourse materials are chosen after your course goals are set, and can be text or media of various types.

 Lecturing/presentingLecturing or presenting is a traditional teaching method, and there are several ways to incorporate technology tools to help students engage with your presentations more fully.

 CommunicationA key aspect of any course is communication: between faculty and students, and among students.

 Groups/collaboration

Many faculty choose to incorporate some form of student group work, or short- or long-term collaboration in their courses. Technologies can help students and faculty manage this process, or even be the vehicle for the collaborative product.

 Managing assignments

Especially in large classes, but also in any course where online submission or review of work would be useful, technologies can assist with assignment management or grading.

 Managing large classes

Large classes can pose particular challenges, with regard to many of the elements listed here. Technologies can help mitigate some of these challenges.

"Development" describes the process of curriculum-making.

"Design" describes the end result, or the product of curriculum development.

 

The Four Steps of Curriculum Development"The Tyler Rationale"

        1.   What educational purposes should the school seek to attain?           2.   What educational experiences can be provided that are likely to attain these purposes?           3.   How can they be organized?           4.   How can we determine whether these purposes are being attained?  

#1:  What educational purposes should the school seek to attain?

What Aims, Goals, and Objectives should be sought? 

Educational objectives become the criteria for selecting materials, content outlined, instructional methods developed, and tests prepared. 

How to write objectives

Objectives often incorrectly stated as activities the instructor must do, rather than statements of change for students. 

Objectives are also listed as topics, concepts, or generalizations; however, this approach does not specify what the students are expected to do with these elements such as apply them to illustrations in his/her life or unify them in a coherent theory explaining scientific deliberation. 

Objectives can be indicated as generalized patterns (To Develop Appreciation,   To develop broad  interests.)  These are more goals than objectives.  It is necessary to specify the content to which this  behavior applies. 

Should specify the Kind of Behavior and the Content or Area in which the behavior is to operate. 

Examples: 

To create a simple web page using a text editor.  To apply Dewey's theory of the child and the curriculum to the process of developing a curriculum  module. 

                Or: 

Upon completion of this module, students will be able to:  ...compute the selling price of an automobile given information about list price, taxes, options, and  destination charges  ...construct a timeline showing the relationship among at least 20 major events in the Roman empire  ...describe the steps necessary for creating complete Web-based curriculum modules 

Example nonpreordinate objective:  "Students will attend a Shakespeare play." 

2.   What educational experiences can be provided that are likely to attain these purposes?

Criteria for selecting experiences; are they:  valid in light of the ways in which knowledge and skills will be applied in

out-of-school experiences? feasible in terms of time, staff expertise, facilities available within and

outside of the school, community expectations? optimal in terms of students' learning the content? capable of allowing students to develop their thinking skills and rational

powers? capable of stimulating in students greater understanding of their own

existence as individuals and as members of groups? capable of fostering in students an openness to new experiences and a

tolerance for diversity? such that they will facilitate learning and motivate students to continue

learning? capable of allowing students to address their needs? such that students can broaden their interests? such that they will foster the total development of students in cognitive,

affective, psychomotor, social, and spiritual domains?

Curriculum Content

Criteria for selecting content: 

what will lead to student self-sufficiency? what is significant?

o Two definitions of "significance": 1. having or conveying a meaning; expressive, suggesting or

implying deeper or unstated meaning  2. important, notable; consequential 

what is valid (authentic, "true")? what is interesting?

o note:  student may not even KNOW his own interests what is useful?

what is learnable? what is feasible?

 

3.   How can the educational experiences be organized?

Education experiences must be organized to reinforce each other. 

Vertical vs. horizontal organization 

Continuity - refers to the vertical reiteration of major curricular elements.  Reading social studies materials continued up through higher grades 

Sequence -  refers to experiences built upon preceding curricular elements but in more breadth and detail. Sequence emphasizes higher levels of treatment. 

Integration - unified view of things.  Solving problems in arithmetic as well as in other disciplines. 

We aim for educational effectiveness and EFFICIENCY. 

Most institutionalized education is MASS education: we want to be able to teach GROUPS instead of  individuals. 

Most education is DEPARTMENTALIZED, because we expect someone trained in a specific topic to be more likely to be able to teach that topic.  (This is based upon the notion that WORKERS will have higher productivity if they do the same thing over and over again, related to the "social efficiency" theories of Frederick Taylor.) 

Generally, we arrange educational experiences from easiest to hardest, and from most general to more specific.  (There is some evidence that this is not the best way to teach--that students are more likely to learn if specific skills or topics are introduced first.) 

4.  How can we determine whether these purposes are being attained?

This question concerns evaluation, which is discussed in WIT 2001's Assessment of Educational Sites module.

 

This image summarizes the steps of the Tyler Model.

National League for Nursing Evaluation and Learning Advisory Committee (ELAC) ANNOTATED BIBLIOGRAPHY ON ASSESSMENT AND EVALUATION

ELAC Members: Marilyn H. Oermann (Chair) Karen Saewert (Chair-elect) Pamela Rutar Suzanne Yarbrough

Sub-committee Members: Reba Childress Dawne-Marie Dunbar Sally Erdel Barbara Haas Evelyn Hayes Debra Hurd Sheila Kyle Gayle Preheim, Chair Linda Siktberg Gale R. Woolley, Chair A comprehensive literature review was completed, reflecting best practices in assessment, evaluation, and grading in nursing. This annotated bibliography of the literature is organized into four areas: assessment and evaluation in (a) the classroom, (b) the online environment, (c)

clinical practice, and (d) learning and simulation laboratories. There is a fifth section that provides references on the assessment of psychomotor learning and performance; that section is not annotated. This work was completed by members of ELAC and its subcommittees as noted above. 1CLASSROOM ASSESSMENT Ahmad, N. (2002). Evaluation of teaching: Through eyes of students. Plano: Institutional

Research Office, Collin County Community College District. This article reviews the student evaluations instruments used to evaluate learning and faculty in the classroom. The purpose of this article was to search for come standardized instruments of student evaluations. Instruments used are: Individual Developmental and Educational Assessment (IDEA), Student Assessment of Learning Gains( SALG), Instructional Assessment System (IAS), Student Instructional Report II (SIR II), Course/Instructor Evaluations Questionnaire (CIEQ), Student Evaluation of Educational Quality (SEEQ), San Francisco State University Instrument, Indiana University at Bloomington’s Multi-Op (Multiple Option System of Course and Instructor Evaluation), Student Evaluation of Instruction (SEI), Murdoch University Student Survey’s of Teaching, University of Alberta Instructor Designed Questionnaire System (IDQ). Timing of doing the student evaluations were suggested to take place at midterm. A great deal of controversy exists regarding how to interpret and use the student evaluation surveys. Alexander, J. W., Polyakova, V., Johnston, L. W., Christensen, P., & Loquist, R. S. (2003). Collaborative development and evaluation of an online nursing course. Distance Education, 24(1), 41-56.

This article is a case study of three nursing schools that designed and taught an online undergraduate nursing course. Challenges by students and faculty encountered are discussed related to the online courses, recruitment, and retention. Qualitative and quantitative methods were used to evaluate the effectiveness of the course. Suggestions to overcome the problems encountered are given at the end of the article. Online students rated the online course lower than those receiving other methods of instruction. A reason was possibly that it was the

adjustment phase of the new delivery method. Students reported too much time required in the online course while another student stated that the student had too think about every question which required a response. All, A., & Huycke, L. (2007). Serial concept maps: Tools for concept analysis. Journal of Nursing Education, 46(5), 217-224. This article discusses the difficulty of getting nursing students to be able to use and apply abstract thinking. Ways to assist students in abstract thinking are concept analysis, concept maps, and “serial concept mapping.” Students and educators utilize the above listed approaches to apply nursing theory and practice. The “serial concept mapping approach is useful for online and classroom approaches.

Ambrose, M. S. (2003). Perceptions of effective teaching behaviors in a RN BSN classroom.

Widener University School of Nursing. Proquest Dissertations and Theses 2003. Section 0969, Part 0569. 0969, Part 0569.

Today there is pressure to improve quality and effectiveness of teaching. Students evaluate instructors on their perceptions of the class while most schools accept this as the teacher’s 2evaluation in the classroom. This is a qualitative study examining RN-BSN students and faculty perceptions of effective teaching behaviors. A pretest and posttest measuring the students’ professional attitudes is utilized. The data analysis reflected no statistical significance in professional attitude scores following the completion of this introductory course.

Baseline data was obtained from the RN students’ and faculty perceptions of effective classroom teaching behaviors. Seven categories were discovered from the faculty and student responses including: “communication/collegiality, encouragement/feedback, personality traits, personal philosophy, professional competence, supportive environment specific for the adult learner and teaching strategy.” Further research from this student population is necessary. This is useful for

nurse educators interested in promoting behaviors that will promote an effective learning environment. Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational

Leadership, 57(5), 13-18.

Rubrics are useful tools in developing critical thinking skills and in evaluating student’s progress. By using a rubric for grading, the students are then responsible for the performance on the assignment. This holds the student accountable for learning and earning the grade. Descriptions of various levels of grading rubrics are useful to students as it allows them to see what the actual expectations and grading criteria are. The descriptions of the various levels of the rubric are clear and concise. This enables the student to earn whatever grade is desired by

meeting the criteria. The educator’s expectations need to be clear and concise. In a study, students performed better when they had the rubric versus no rubric. Valuable steps are included in designing a quality rubric. Arter, J. (2000). Rubrics: scoring guides, and performance criteria: classroom tools for Assessing and improving student learning. ERIC, ED446100.

Rubrics, scoring guides, and performance criteria help both the teacher and the student in meeting course objectives. Educators become more effective in the classroom in grading student’s work and more methodical in giving concise feedback to students. High quality rubrics are useful in classroom evaluations. The rubric must meet four requirements: “content, clarity, practicality, and technical soundness.” Seven strategies are listed in using rubrics as an effective tool. The use of rubrics has a positive influence on education and student performance. Illustrations are given of useful rubrics listing advantages and disadvantages of each. Arthurs, J. B. (2007). A juggling act in the classroom: Managing different learning styles.

Teaching and Learning in Nursing, 2, 2-9 . This article discusses the challenge of using teaching methods that can accommodate a variety of student learning styles. Three learning style models are discussed; Kolb’s model, Fleming and Mills’ sensory-based model, and the Dunn and Dunn learning style model. The

author acknowledges that most students use a variety of learning styles, and that educators can maximize student learning by incorporating techniques from many methods into the classroom. Classroom strategies that keep students active in the learning process are beneficial. Although it can be challenging for faculty to include a variety of approaches, the student will benefit. 3

Badros, K., Seldomridge, L., & Walsh, C. (2005). Issues in critical thinking: Measurement of advanced practice students. Nurse Educator, 30(4), 139-140. This article discusses problems from critical thinking encountered with advanced practice nurses using two tools: the California Critical Thinking Dispositions Inventory (CCTDI) and the Watson-Glaser Critical Thinking Appraisal (WGCTA). Advantages and disadvantages of using these two instruments are listed. Recommendations are given at the end of article for using newer versions of the tools and for educators to require more examples from students to demonstrate effective critical thinking. Baker, S., & Pomerantz, N. (2000/2001). Impact of learning communities on retention at a metropolitan university. Journal of College Student Retention, 2(2), 115-126.

This article discussed learning communities of freshman developed and instituted at a commuter metropolitan university. The learning community developed, linked three courses together and grouped the students according to demographics. The learning impact on the students were assessed and evaluated. Those in the learning community had higher grade point averages, more credits, had a positive perspective about the overall college experience and had less likelihood of being on probation. Barakzai, M., & Fraser, D. (2005). The effect of demographic variables on achievement in and satisfaction with online coursework. Journal of Nursing Education, 44(8), 373-380. This article studied the effect of language in an online course. Nurse practitioner and physician

assistant students of ethnically diverse backgrounds were studied. The variables were native language, gender, and prior computer experience. Successful completion and satisfaction with online coursework were evaluated and compared between the groups. No statistical difference was noted in the language and course satisfaction, gender, or prior computer experience. Becker, K., Rose, L., Berg, J., Park, H., & Shatzer, J. (2006). The teaching effectiveness of standardized patients. Journal of Nursing Education, 45(4), 103-111.

This article is about teaching nursing students therapeutic communication in the classroom. A pilot study compared the standardized patients over the traditional methods of teaching in a baccalaureate nursing program. The standardized patient had a specific illness or scenario. The students that had the standardized patient reported the experience as positive, creative, and meaningful. No significant difference was observed when comparing interpersonal skills, knowledge of depression, and therapeutic communication. Beers, G. (2005). The effect of teaching method on objective test scores: Problem-based learning versus lecture. Journal of Nursing Education, 44(7), 305-309.

This article reports studying the teaching methods in a school of nursing. Traditional lecture and problem based learning were compared. Test scores of both sets of students were reviewed and no statistical difference was revealed with the scores of both groups studying diabetes.

Beers, G., & Bowden, S. (2005). The effect of teaching method on long-term knowledgeretention. Journal of Nursing Education, 44(11), 511-514. 4This study repeated an earlier study comparing the difference of traditional lecture versus problem based learning (PBL). Long term knowledge retention was analyzed after 1 year after having received the content. The scores of a comprehensive test and the endocrine content were evaluated. A statistical significant difference was found as the PBL group scored higher on the endocrine content and in the repeat posttest from 1 year ago. Therefore PBL’s may help students

retain the information on a long term basis.

Bloom’s taxonomy: Affective domain. Retrieved from http://nwlink.com/~donclark/hrd/bloom.htmlOctober 27, 2007. This is a brief, concise reference that outlines Bloom’s major categories in the affective domain along with examples and keywords useful in describing behaviors related to those categories.

Bonnel, W., Fletcher, K., & Wingate, A., (2007). Integrating geriatric resources into the classroom: A virtual tour example. Geriatric Nursing, 28(5), 301-305.

A Virtual Tour (VT) assignment is used to teach geriatric content to nursing students. VTs used in this article are based upon Vella’s model. Basic concepts of the model are reviewed. In the VT exercise, students are given an assignment sheet to introduce the topic and to clarify the objective of the exercise. Students complete the VT prior to class and share the assignment as part of class discussion. The authors assert that the exercise promotes critical thinking through reflection on previous experience and review of Web-based resources. This reflection enables students to apply knowledge to future care situations.

Bowers, S. (2004). The effect of problem-based learning on nursing students' clinical decision-making and learning satisfaction. University of South Dakota.

Case studies are an effective tool for adult learners. This study evaluates the effectiveness of case study learning on students’ clinical decision-making and learning satisfaction. This research was a quasi-experimental design that investigates the above mentioned. Nursing students from an associate degree program were studied. The learning factors in the focus of the study were critical thinking, therapeutic communication, interventions, assessment, analysis, planning, implementation, evaluation, and overall exam score. Students in the experimental group scored higher in all areas except for communication. The students in the experimental group scored higher in the interventions demonstrating a positive reflection of the use of case studies.

The students also showed a high acceptance and approval of the use of case studies in the class which improved their clinical decision- making and nursing judgments.