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Item type Presentation

Format Text-based Document

Title Discourse in Ways of Knowing and Engagement:Advancing Nursing Knowledge in Online Environments

Authors Bankert, Esther G.; Dusaj, Tresa Kaur; Madison, HollyEvans; Cannistraci, Patricia

Downloaded 2-Jul-2018 11:06:13

Link to item http://hdl.handle.net/10755/603856

Discourse in “Ways of Knowing” and “Engagement”

Advancing Nursing Knowledge in Online Environments

Esther Bankert, PhD, RNTresa Kaur Dusaj PhD, RN-BC, CNE, CHSE, CTN-A

Faculty Program Directors Excelsior College (Albany, New York)

4/8/2016

Acknowledgments

STTI Iota Delta Chapter and Faculty Development, SUNY Poly

Center for Excellence in Teaching, Learning and Assessment (CETLA) awarded the Faculty Program Director Scholarship Grant, Excelsior College

Excelsior College School of Nursing Albany, NY

ObjectivesA. Propose a guided, asynchronous discussion for BS and MS students in nursing that: Supports adult learning theory Encourages reflective practice Fosters a learning community.

B. Present a Rubric and Preliminary Outcomes that evaluates discussions through “Ways of Knowing” and “Engagement”.

Background of the Problem

Unrealistic Timeframe Expectations • Initial post by midweek rushed and increases

frustration• Work / family commitment lead to post “late” • Focus of discussion: meeting number of required

responses then disengaged in discussions• Loss of spontaneity with time-driven requirements

Reference Requirement • Pasting in references to meet required sources• Feedback focused on APA format

Question the Purpose: Online Discussion

Forum: Engage learners and

faculty in collegial conversations on academic topics

Reflect on current and past practices

Uncover new insights and understandings

Create a spirit of inquiry and discovery

Community of Learners: Social presence of

engagement and support Value life experiences Opportunity to collaborate Reflective of practices

and openly share knowledge

Respectful discourse to agree and disagree

Trust and acceptance

TheoreticalAssumptions and Principles

Adult Learner

Self directedness & own pace

Draws on experiences Applies new learning Internal motivation Learning schedule

adapts to time constraints

Respectful climate

Reflective Practitioner

Time to develop thoughtful contributions

Passive to active learning Revisit experiences and

examines decisions Enhance self-awareness

of actions Synergistic exchange of

ideas from multiple perspectives

Tenets for Discourse:Our Ah-Ha Moment

Personal Knowing

Personal Knowledge and Understanding of the Nursing Encounter

Ethical Knowing

Moral Reasoning and Question Traditions; Uphold Values and Responsibilities

Empirical Knowing

Theoretical and Empirical Literature

Aesthetic Knowing

Reflective & Discover New Meaning and Insights; Integrate Nursing Knowledge to One’s Own Practice

Engagement

Not restricted by Due Dates-No mid week requirements for initial posting-No restriction for 2 responses

Criteria

Critical Analysis (Ways of Knowing) (50%)

Engagement – 40%

Organization, Writing Style, Grammar, Usage, Mechanics, and Netiquette (10%)

Aesthetic Knowing

Personal Knowing

Ethical Knowing

Empiric Knowing

Exemplary Mastery Developing Beginning Incomplete

50-48 47-43 42-38 37-33 32-0

Preliminary OutcomesAdvantages Learning Moments

Rubric provides prompts to stimulate thoughts and responses to question.

Training period for both faculty and students. (1-2 semesters)

More profound discussions guided by the ways of knowing, promoting the spirit of inquiry.

Some student resistance where many students who earned higher grades were not used to the new method.

Students less focused on quotes and citations and more of a student voice.

Faculty learning curve related to using ways of knowing and inclusion of scholarly references.

Feedback is more objective. Students use headings from 4 ways of knowing to guide responses.

Students and faculty learning curve related to participation,revised posting deadlines and engagement.

Initial Results

Timeframe

Rubric Results

Discussion

ReferencesAnderson-Meger, J. (2014). Examining knowledge beliefs to motivate student learning.

Faculty Focus, (July 21, 2014). Retrieved from http://www.facultyfocus.com/ Carper, B. A. (1978). Fundamental patterns of knowing in nursing. ANS

Advances in nursing Science, 1(1), 13-23. Chickering, A. W. & Gamson, Z. F. (1987). Seven principles for good practice in

undergraduate education. AAHE Bulletin, 39(7): 3-7.Chinn, P. L. & Kramer, M. K. (2015). Knowledge development in nursing: Theory and

process (9thed.). St. Louis, MO: Elsevier. Heath, H. (1998). Reflection and patterns of knowing in nursing. Journal of Advanced

Nursing, 27, 1054-1059.Johns, C. (1995). Framing learning through reflection within Carper’s fundamental ways

of knowing in nursing. Journal of Advanced Nursing, 22(2), 226-234.Knowles, M. S. (1968). Andragogy, not pedagogy! Adult Leadership, 16, 35-352, 386.Watson, J. & Smith, M. (2002). Caring science and the science of unitary human beings:

A trans-theoretical discourse for nursing knowledge development. Journal of Advanced Nursing, 37(5), 452-461.

Zander, P. E. (2007). Ways of knowing in nursing: The historical evolution of a concept. The Journal of Theory Construction & Theory, 11(1), 7-11.

Any Questions?