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NurseTim, Inc. provides faculty development through on-site consultations, conferences, and webinars. We have over 27 consultants nationwide and specialize in providing completely customizable on-site workshops for Nurse Educators. Our conferences encourage collaboration and critical thinking, and our webinar catalog has expanded to 100+ webinars, including 115+ contact hours. We look forward to working with you soon! Call or write us today at 866.861.2896 /

Friday, February 22, 2013

Clinical and Clinical Reasoning

Teaching clinical is a unique experience that allows us to walk the students down the path of professional nursing. They get to leave the world of the layperson and are forever changed into that amazing creature called a nurse. This path is bumpy and challenging at times. The number one tool to help students navigate that path is clinical reasoning.  Dr. Engelmann and Janet McMahon have done an amazing job of helping you better understand how to turn clinical into clinical reasoning. The tools and strategies are easy to implement and effective for all levels of nursing education. Take a journey with these experts as they provide you with ready to use ideas for clinical today.

Managing the Clinical -

Clinical Assessment 1 -

Clinical Assessment 2 -

Friday, February 15, 2013

Strategies to Stave Off Cheating/Plagiarism

As we consider the issue of cheating in the academic arena, we want to ensure that we don't inhibit learning by focusing too much on this issue. Whether it is exams or plagiarism, if we are not careful, we will put in place too many measures  to catch cheaters. An important strategy for all students and faculty in all assignments is to define what constitutes cheating, thus providing a tool to determine whether or not the student cheated or plagiarized (such as an honesty/integrity statement). Another important strategy in preventing cheating on exams is mixing up  the options, answers, and order of the questions (randomization). If we are using an online testing tool, we can easily randomize the order of questions and answer options. If working on paper, we can create at least three different versions of the test. Yet another strategy is to include a question for which each student will have a unique answer, for example:  "In which city was your mother born?" It is not imperative that the faculty go and dig up this information from the registrar's office; it does, however, start the student thinking about security just because this question is posed. As for phones and electronics, all coats, bags, phones, etc. need to be placed in the front of the room before the exam begins. Finally, for papers, have students submit to the plagiarism detection system before they submit to the instructor. These are just some ideas that can help you move in the direction of prevention without stifling learning. Be sure to let us know your ideas! Find out more...

Saturday, February 9, 2013

NCLEX Passing Standard Increased

 As we look to a new NCLEX RN Test Plan April 1, we will also get a new passing standard. It is clear that the profession of nursing is increasing in complexity. A majority of the movement by NCSBN is seen as more focus on prioritization, delegation, and teamwork. While the adjustments in the test plan may show a decrease in some areas, be alert that those questions probably just morphed into management of care questions. Here are some links you will want to review.
Detailed information on the passing standard is here:
Detailed information on the practice analysis is here:

With thirty speakers and eleven consultants, we have the perfect team to help your program succeed! We have helped thousands of nurse administrators, faculty, and students master the fine art of clinical reasoning with the subsequent result of NCLEX success. Let us help you today!  866.861.2896

Friday, February 1, 2013

ASYNCHRONOUS DISCUSSION: A Comparison of Larger and Smaller Discussion Group Size

Tim J. Bristol and Victoria Kyarsgaard (2012) ASYNCHRONOUS DISCUSSION: A Comparison of Larger and Smaller Discussion Group Size. Nursing Education Perspectives: November 2012, Vol. 33, No. 6, pp. 386-390.

Aim. To explore the effect of size and strategy on asynchronous discussions (AD) in a small baccalaureate nursing program.
Background. As the prevalence of e-learning increases in nursing education, the use of AD as a learning strategy will increase. Because the AD can be engaging, group size should be considered to enhance learning.
Method. Descriptive, correlational, and quasi-experimental methodologies were used to gather and analyze data from 23 junior baccalaureate nursing students. Variables included differences in group size (12 versus 23) and strategy (Virtual Clinical Excursions® versus faculty-developed questions).
Results. There was no statistically significant difference in student outcomes for group size or strategy. The data suggested that smaller group size would help students “dig deeper” into the content being explored.
Conclusions. Student perception responses indicate that Virtual Clinical Excursions was more likely to prepare them for nursing and clinical practice. Future research should include larger sample sizes and more variety in the sample demographics.