Loading…
NEC2014 has ended

Welcome to the 2014 Nurse Educator’s Conference in the Rockies, brought to you by Centennial AHEC.  Located in Breckenridge, this event runs July 17-19, 2014.  Check out the agenda below!



Do not forget to bookmark the mobile app on your i-Phone, Android or Blackberry device for use at the NEC in the Rockies - nec2014.sched.org/mobile.



For more information on registration and hotel information, please go to bit.ly/NECRockies2014.

Simple
Expanded
Grid
By Venue
Type: Plenary - Keynote [clear filter]
Thursday, July 17
 

12:45pm MDT

Clinical Reasoning and Clinical Teaching: The Art, Science, and Complexity of Thinking Ten Mile
 
Saturday, July 19
 

10:45am MDT

Reflective Practice: Transforming Education and Improving Outcomes Ten Mile
 
Filter sessions
Apply filters to sessions.
Filtered by Type (Plenary - Keynote) - 
Clear filter
Wednesday, July 16
Thursday, July 17
Friday, July 18
Saturday, July 19
Antler A
Aspen / Blue Spruce
Blue River Room
Conifer
Douglas Fir
Elk
Forest / Forest Lounge
Tarn
Ten Mile
The Maggie
Wetterhorn Area
  • Educational Showcase - Podium Session
  • Meal
  • Plenary - Keynote
  • Poster Session
  • Pre-Conference Session
  • Skill-Building Session
  • Wellness Time
  • Learning Objective 3
  • and clinical judgment regarding pain.
  • and evaluation of faculty development strategies.
  • and web enhanced instruction.
  • attitudes
  • blended/hybrid
  • Compare and contrast current teaching modalities of the cranial nerves.
  • Compare the advantages ( as perceived by students)of using hand held technology as a resource in the clinical setting to those of traditional resources.
  • Compare-Contrast dimensions of 'mediocrity' and 'excellence' as they relate to nursing education.
  • current evidence-based research
  • Describe ePortfolio as a dynamic portal or medium for student learning.
  • Describe healthcare analytics and its application to nursing education and practice.
  • Describe methods of implementation for a new teaching activity for a large sized class.
  • Describe the benefits and challenges of creating an integrated beginning level nursing course.
  • Describe the design of a high-fidelity interprofessional simulation
  • Describe the differences between online
  • Describe the flipped classroom in the arena of nursing education.
  • Describe the process of developing a new graduate curriculum
  • Describe the purpose of instructional design for the nursing classroom.
  • Describe the relationship between the amount and type of employment nursing students have and their GPA in the core nursing courses
  • Describe the role of the 3 P's in advanced practice education
  • Describe the use of simulation in a clinical based course
  • Describe three strategies to improve student learning and maximize student engagement in the classroom.
  • Describe two Team-Based Learning activities that they can implement into their classroom.
  • Design a plan for partnering with a clinical agency while incorporating one or more QSEN competencies into a clinical course.
  • Develop the knowledge base of the potential risk factors and warning signs for a range of mental health problems.
  • Discuss curriculum design for nursing education executives and program leaders.
  • Discuss how interest in nursing as a career choice among Hispanic/Latino college students correlates with demographic variables including age
  • Discuss the challenges of coordinating curriculum delivery in a rapid scale up of an online program.
  • Discuss variables predicting NCLEX success in the current literature.
  • Examine the leadership practice of serving as a symbol for a profession in an interprofessional capacity
  • Experiment with flipped classroom teaching strategies and integrate them into a traditional classroom setting.
  • Explain how the outcome present-state test (OPT) model provides a structure for knowledge work with attention to the development of clinical reasoning.
  • Explain recommendations from the literature (related to faculty development during the curriculum revision process)
  • Explain the importance of integrating social justice content throughout undergraduate nursing curriculum.
  • Explore technology tools in nursing education
  • gender and parent college attendance.
  • Identify at least three reasons in support of using professional e-Portfolios as a teaching-learning strategy in nursing education.
  • Identify key strategies for admitting candidates most likely to be successful in their programs.
  • Identify technologies available to assist in reflective educational practices
  • Identify the essential components of constructive feedback.
  • Identify three factors that contribute to the difficulty of transitioning into a faculty role in the University setting.
  • Identify three strategies to create a warm and safe climate for learners.
  • Identify three ways they can apply ideas from the research project in their nursing program.
  • Identify two factors that lead to students' lack of knowledge
  • Identify two federal organizations which require healthcare providers to educate patients about advance directives.
  • including best practices
  • List the five steps of the readiness assurance testing process.
  • Recognize potential for using video taped interviews for capturing student interest in an asynchronous and online learning environment.
  • Use the American Association of Colleges of Nursing Essentials of Baccalaureate Nursing for Professional Nursing Practice or Essentials of Master's Education to identify content specific to health policy and advocacy and population outcomes that can be us
  • Learning Objective 2
  • Analyze implementation of a high-fidelity interprofessional simulation
  • Analyze the
  • Analyze the benefits of using Flipped Classroom strategies in a hybrid-blended classroom.
  • and clinical judgment regarding pain management.
  • and curricular variables.
  • and individual centered participatory health care.
  • and inter-professional collaboration to achieve integrated community
  • Apply a 5-step action plan encompassing the skills
  • Apply one classroom scenario to a flipped classroom discussing both advantages and pitfalls of this teaching.
  • attitudes
  • community partnership
  • Compare the barriers-disadvantages of using hand held technology as a resource in the clinical setting to those of traditional resources
  • Create student learning activities for their own classrooms utilizing specific examples given in presentation.
  • creative
  • Describe approaches to develop student skills in self accountability and participation in course governance.
  • Describe at least two educational challenges that would improve as a result of the use of analytical tools in nursing curricula.
  • Describe methods to successfully acclimate new faculty members into the University culture.
  • Describe methods used to integrate technology into the classroom-laboratory setting
  • Describe the potential of two different forms of simulation to improve students' knowledge
  • Describe the process for building an integrated beginning level nursing course.
  • Describe the process of crossmapping in a graduate curriculum
  • Describe the project that stemmed from the research study.
  • Describe various pedagogical strategies that can be used to facilitate nursing students' understanding and integration of social justice in their professional practice.
  • Development an outline of implementing a success workshop for first semester students.
  • Discover the use of ePortfolio as a medium for continuous student assessment linked directly to accrediting agency competencies.
  • Discuss
  • Discuss application of technology tools in face-to-face
  • Discuss how the flipped classroom could be implemented in various nursing education platforms.
  • Discuss simple ways to complete self-evaluation and-or peer evaluation of teaching.
  • Discuss the critical
  • Examine how student learning relative to program outcomes can be showcased in an e-Portfolio
  • Explain how academic freedom can be preserved in a team approach to teaching.
  • Explain the interrelatedness of faculty
  • Explore potential uses of video strategies in motivating students and clients to apply health care concepts to increase level of wellness.
  • family
  • Identify a minimum of two pedagogical practices that align epistemology and ontology.
  • Identify areas of knowledge deficits and create strategies to improve skillsets.
  • Identify learning methods for simulated activities in a clinical based course
  • Identify one course that they teach in which Team-Based Learning elements can be implemented in.
  • Identify strategies to improve interprofessional collaboration in education
  • Identify technological sources used to enhance delivery of material
  • Identify the theoretical underpinnings of instructional design.
  • Incorporate health equity and partnerships into community based health promotion course content learning activities and evaluations.
  • List two factors to consider when forming teams.
  • Modify an existing rubric for a journal activity to fit the needs of their nursing program's curriculum
  • Name and give an example of how to test each of the cranial nerves.
  • online and blended environments
  • Recognize the advantages of partnering with clinical agencies to both student learning outcomes and improving agency patient outcomes.
  • resources and knowledge.
  • Review significant relationships between factors influencing nursing career interest and self-efficacy among Hispanic-Latino college students.
  • Revise poorly written feedback statements.
  • State specific strategies for implementation to increase nursing student's success in nursing school while employed.
  • State two differences between Durable Power of Attorney for Health Care and Living Wills.
  • student
  • Synthesize teaching modalities
  • systems and complexity thinking strategies that support use of the OPT model.
  • Learning Objective 1
  • Analyze experiential inter-professional learning modalities to prepare the future advanced practice nurse to practice as a collaborator and leader in the health care team.
  • and client centered care into clinically based health promotion course content
  • and core competencies
  • and evaluations.
  • and process for
  • Apply a 5-step action plan encompassing the skills
  • Apply a new innovative approach to assist you with teaching the cranial nerves.
  • Apply the four major types of healthcare analytics through skill-building activities.
  • Articulate the relationship between epistemology
  • Create a plan for implementing QSEN competencies in clinicals.
  • Describe one threat to validity in simulation research and one strategy to control that threat.
  • Describe the effects of simulation on diagnostic reasoning and clinical decision making
  • Describe the importance of
  • Describe the process of implementing technology to mimic live patient practice using the iPad and online documentation
  • Develop readiness assurance test questions.
  • Discuss an organizational model for faculty governance in curriculum review and development.
  • Discuss interventions that will assist students to overcome the perceived disadvantages-barriers of using hand held technology as a resource in the clinical setting.
  • Discuss methods to engage students in courses with larger enrollment (45-90).
  • Discuss the barriers to the integration of social justice content throughout nursing curriculum and devise potential strategies to overcome those barriers.
  • Discuss the use of technology in classroom instruction.
  • Discuss the use of the professional e-Portfolio as an adjunct to traditional application documents during a job search.
  • Discuss the use of videos in disseminating knowledge to the advanced practice student
  • Engage actively in a flipped classroom experience.
  • Evaluate instructions for a journal activity and a rubric that is developed by a small group during the session.
  • Evaluate the effectiveness of interprofessional simulation on students' perceptions of interdisciplinary education
  • Evaluate usefulness of various technology tools for teaching and learning in nursing
  • Explain methods to infuse humor and engage students in a large classroom setting.
  • Explain the development of courses based on MSN essential
  • Explore the role of reflection in developing interprofessional communication skills
  • Give an example of the use of ePortfolio as a platform for on-going formative and summative nursing program evaluation.
  • Identify 3 ways for retaining struggling students.
  • Identify multiple methodologies for enhancing instructional design in the nursing classroom.
  • Identify participant self-awareness of communication style under stress and practice steps to turn a difficult conversation into action with desired results.
  • Identify strategies to promote the success of Hispanic-Latino college students interested in nursing as a career choice.
  • Identify two reasons cited in nursing literature why nurses do not dialogue with patients on topic of advance directives.
  • Identify ways the flipped classroom can enhance student learning including advantages and disadvantages.
  • Incorporate cultural humility
  • Learn and apply methods of technology used to flip the classroom.
  • learning activities
  • List strategies that have been have been helpful in improving NCLEX rates.
  • Master twenty questions that support clinical teaching using the OPT model of reflective clinical reasoning.
  • Network with participants for innovative application of new technology to maximize student learning.
  • ongoing faculty development during curriculum revision and implementation.
  • ontology and pedagogy.
  • Propose strategies that can help educators achieve and sustain excellence in nursing education.
  • QSEN
  • Recall significant components of the research study.
  • Recognize the impact of the words you use when providing student feedback.
  • resources and knowledge.
  • the social determinants of health
  • Area
  • Demonstrate an understanding of the prevalence of various mental health disorders in the U.S. and the need for reduced stigma in their communities.