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QIisOurNiche:AScaffoldedApproachtoTeachingData-Informed
HealthcareQualityImprovement
Wednesday,September13,2017
JanTillman,DNP,MSN,RN,FNP-BCEastCarolinaUniversityCollegeofNursing
Ihavenoconflictsofinteresttodisclose.
OBJECTIVES
BytheendofthispresentaUontheparUcipantwillbeableto:• iden&fyresourcestoextendDNPlearnersknowledge,skills,anda9tudestowarddata-drivenhealthcarequalityimprovement;
• u&lizeresourcestodesignateachingplanaimedatfacilita&ngdata-informedqualityimprovement;
• createDNPlearner-selectedassignmentsfromalistofalterna&veop&ons.
…iden&fyresourcestoextendDNPlearnersknowledge,skills,anda:tudestowarddata-drivenhealthcarequalityimprovement;1. Data-to-Informa&on-to-Knowledge-to-WisdomviatheFounda&onof
KnowledgeModel(McGonigle&Mastrian,2015);
2. Data-centricvs.Knowledge-centricPointsofView(McGonigle&Mastrian,2015);
3. Nursesasknowledgeconsumers(McGonigle&Mastrian,2015);A. Planningpa&entcareB. Projec&ngresourcesneededC. Retrospec&veandpredic&vemodelingD. Conflictmanagement(Porter-O’Grady&Malloch)
…u&lizeresourcestodesignateachingplanaimedatfacilita&ngdata-informedqualityimprovement;1. Databasesanddatasetsontheweb;
2. Ins&tuteforHealthcareImprovement(IHI);
3. Excel©,SPSS©,andotherso_wareapplica&ons;
4. UniversalDesignforLearning;
5. Student-drivenassignmentautonomy;
…createDNPlearner-selectedassignmentsfromalistofalterna&veop&ons.1. Studentengagement&ownership;
2. Replicabilitytotheworkplace;
3. Planneddecision-making.
PrinciplesofUDL
MulUpleMeansofRepresentaUono Sameinfoindifferentways;o Requires&me,innova&on;o Involvesmul&plesensesforfaculty&students
MulUpleMeansofAcUon/Expressiono Assessesstudentcomprehension;o Student-driven;o Provideschoicesforstudents
MulUpleMeansofEngagemento Basedins&mula&nglearning;o Mo&vatesthelearner;o Encouragescollabora&on&masteryofskills&knowledge
CAST.(2011).Universaldesignforlearningguidelines2.0.Retrievedfromhep://www.udlcenter.org/aboutudl/wha&sudl
MulUpleMeansofRepresentaUon
o PercepUon–informa&onaccessibleforalllearners,regardlessofhowtheybestdevelopunderstanding(useofsenses,adjustablebylearner,learnercancustomizeyourmessage)
o Language,Expression,Symbols–words,symbols,culturaldominance,socioeconomicexperiences
o Comprehension–learners’transforma&onofinforma&onintoapplicableknowledge;ahamoments;metacogni&on
CAST.(2011).Universaldesignforlearningguidelines2.0.Retrievedfromhep://www.udlcenter.org/aboutudl/wha&sudl
MulUpleMeansofAcUon/Expression
o PhysicalAcUon–tac&le,kine&c,experien&al,movesandexplores;hightech,lowtech,ornotech;couldincludeassis&vetechnologies
o ExpressiveSkills&Fluency–howlearnerssharetheinforma&onandtransforma&onofmaterial
o ExecuUveFuncUon–increasingthecapacityforlearningandapplica&onsofknowledge
CAST.(2011).Universaldesignforlearningguidelines2.0.Retrievedfromhep://www.udlcenter.org/aboutudl/wha&sudl
MulUpleMeansofEngagement
o RecruiUngInterest–invi&ngcollabora&onandexplora&oninvariedandinteres&ngwayswithinthephysicalandcogni&veenvironments
o SustainingEffortandPersistence–guidingandsuppor&nglearnersforprogressive,con&nualincreaseinknowledgeandapplica&onofthatknowledge
o Self-RegulaUon–Includingsupportandtoolstoenhanceandincreaselearners’development
ofintrinsicregula&on
CAST.(2011).Universaldesignforlearningguidelines2.0.Retrievedfromhep://www.udlcenter.org/aboutudl/wha&sudl
StudentAutonomyinAssignmentSelecUonPopularContext
Asthecoursefacilitator,I’m:Wan&ngtofindmeaningfulpedagogiesWan&ngtoengagestudentsWan&ngtoexplorehowadultsreceivethemessagesthat
I’msendingWan&ngtoavoidge9ngboredwithmyownmessages(Fink,2013)
StudentAutonomyinAssignmentSelecUonTheore&calContext
Self-DeterminaUonTheory:
Deci&Ryan,1985Autonomy–freedom,self-ruleCompetence–capacity,experUse,suitabilityRelatedness-relevance,congruence,perUnence
StudentAutonomyinAssignmentSelecUonTheore&calContext
TransacUonalDistanceTheory:
Moore,1993SituaUonsbetweenfacultyandstudentthatarevastenoughtorequiresomepedagologicaltweaks
WhatarethecostsandbenefitsofincreasingstudentautonomyinassignmentselecUon?
Learners
Learner-drivenEnergizingMo&va&ng“Incharge”ofproducts&
resultsMoreresponsibility&
accountability
FacultyEnergizingAc&veEngagingMo&va&ngCoachLotsofwork&organiza&on
What’sthelikelihoodthatthiswillmakeanydifferenceinthelong-run?
Masteryofknowledge,skills,&a9tudes=emo&onalaeachment
(Benita&Roth,2014)Innova&vepedagogiesaresynergis&cforstudents&faculty
(Usta&&Hussan,2013)Studentautonomy=students'engagementwithpercep&onsofcapabilitytoapplyknowledge&skills,andmutualcollabora&onwithfaculty
(Sibold,2016)
WheredoIStart?
WheredoIStart?
WheredoIStart?
WheredoIStart?
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-One1-hourdidac&cclasssessionviainforma&ondeliveredonBlackBoard; #2–Independentself-drivenexplora&onviareadingsandvideos #3–One3-hourexplora&onlabduringDNPIntensives(face-to-face) LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
Session#1:1-houronlinedidacUcviaBlackBoardcourse LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings
EvaluaUon AssessmentMeasures
ObjecUve1 Learnerswillexplain&comparethedefini&onsofdata-relatedtermsusedforthisunit.(Cogni&veDomain;Understanding–Level2)
I. DefiningTermsA. DataB. Data-MiningC. DataAnalysisD. DataDisplay
1-Icebreaker:Cap&onShare&QualtricsVote2-Prework:Survey-mul&plechoiceselec&onofterms;3-Voice-overPowerPoint recording/lecture-IntroofUnit,Terms,&Founda&onofKnowledgeModel -Defini&onofterms -Data -Data-Mining -DataAnalysis -DataDisplay
15 1-QualtricspollembeddedinBB; 2-Faculty-preparedPP; 3-Textbook
1-Cap&onthecartoon(AppendixA)&shareviaDBinBB&Qualtricsvoteforfunniestcap&on; Defini&onofterms 2-Self-assessmentofaccuratedefini&on (Success=100%comple&onofalldeliverablesbyduedates)
WriteahumorouscapUondefiningthiscartoon&submitthecapUontotheappropriateBlackBoardassignmenttab:“CapUontheCartoon”.
Data-to-Informa&on-to-Knowledge-to-WisdomviatheFounda&onofKnowledgeModel
(McGonigle&Mastrian,2015p92)
WHATisdata&WHYdoesitmaher?(PowerPoint)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-One1-hourdidac&cclasssessionviainforma&ondeliveredonBlackBoard; #2–Independentself-drivenexplora&onviareadingsandvideos #3–One3-hourexplora&onlabduringDNPIntensives(face-to-face) LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
Session#1:1-houronlinedidacUcviaBlackBoardcourse LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings
EvaluaUon AssessmentMeasures
ObjecUve2 Learnerswillcreateaunique5-variableques&onrelatedtotheirtopicofinterest.(PsychomotorDomain:Ar&cula&on–Level4)
DefiningQI&QI’srela&onshipwithdata
1-IHIVideos heps://www.youtube.com/watch?v=5vOxunpnIsQAND heps://www.youtube.com/watch?v=nVF8IbjnSVE; 1-Internet(self-directedinquiry); 3-Textbook(Ch.3)
12 1-IHIVideo; 2-Independentresearch;and 3-Textbook
Writeaques&oncontainingaunique5-variableques&onrelatedtothetopicorissueofinterest (Success=80%ofstudentswillsubmitaques&onwith5uniquevariables;15%with4uniquevariables;5%withfewerthan4variables)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-One1-hourdidac&cclasssessionviainforma&ondeliveredonBlackBoard; #2–Independentself-drivenexplora&onviareadingsandvideos #3–One3-hourexplora&onlabduringDNPIntensives(face-to-face) LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
Session#1:1-houronlinedidacUcviaBlackBoardcourse LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings
EvaluaUon AssessmentMeasures
ObjecUve3 Learnerswillformulateameaningfulessayusingtheirthe5-variableclinicalques&on. (Cogni&veDomain:Evalua&ng–Level5)
Introduc&ontoAHRQArchives(datasets)
1-Voice-overPowerPoint recording/lecture -Whatisadatawarehouse/ dataset; -IntrototheArchives -Demonstra&onof“howtouse” theArchivesfordata extrac&on
33 1-Faculty-preparedPP; 2-LinktoAHRQArchivesviaweb
1-One-pager;“Usingthe5-variableques&onrelatedtoyourclinicalinterest,determinewhetheryourques&oncanbeansweredusingtheAHRQArchivedataset.”WriteoneparagraphonHOWthisrelatestoyourtopic.WriteonesummaryparagraphaboutWHATyouhopetoshoworsupportwiththedatafoundasyouansweryour5-variableques&on. (Success=80%willscoreminimumof85ontheone-pager)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-One1-hourdidac&cclasssessionviainforma&ondeliveredonBlackBoard; #2–Independentself-drivenexplora&onviareadingsandvideos #3–One3-hourexplora&onlabduringDNPIntensives(face-to-face) LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
Session#2:3-hourExploraUonLabduringDNPIntensives(face-to-face) LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings
EvaluaUon AssessmentMeasures
ObjecUve1 LearnerswillbuildanExcel©tabletoreportSolitaireresults. (PsychomotorDomain:Manipula&on–Level2)
1-TerminolgyExplora&on; 2-Discussionofhowclinicalques&onscanbeanswered,clarified,orbroadenedusingdataexplora&on; 3-Discussion:group
1-Icebreaker:Solitaire:Individual-SmallGroup-TotalGroup; 2-Mini-Lecture: a. Rela&onshipofIcebreakertodata
crea&on,u&liza&on,anddisplaytorepresentclinicalinforma&on;
b. DefiningQI;c. ClinicalQues&onsansweredwith
data;d. ReviewofAHRQArchives;e. Facultydemonstra&onofpulling
datafortwo5-variableques&ons
30 1-OnlineSolitairegame; 2-Excel©; 3-AHRQArchiveswebsite
1-Par&cipa&oninIcebreaker; 2-Individual,SmallGroup,andTotalGrouprecordingofSolitairestatsinExcel©; 3-Par&cipa&oninQ&A (100%willcompletetheSolitaireicebreaker;100%willpar&cipateinQ&A)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-One1-hourdidac&cclasssessionviainforma&ondeliveredonBlackBoard; #2–Independentself-drivenexplora&onviareadingsandvideos #3–One3-hourexplora&onlabduringDNPIntensives(face-to-face) LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
Session#2:3-hourExploraUonLabduringDNPIntensives(face-to-face) LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings
EvaluaUon AssessmentMeasures
ObjecUve2 Learners’willdevelopdatatablesandvisualrepresenta&onsofdatafromtheArchivesduringthelab.(PsychomotorDomain:Ar&cula&on–Level4)
1-Facultywillcoachlearnersondata-mining,Excel©u&liza&on,&datadisplayinprepara&onfornextsteps(AlternateAssignmentchosenbylearnertobecompletedindependentlyinsubsequentweeks)
1-GroupQ&A 2-Individualcoachingonlearners’self-iden&fiedareasofneed
150(includesone15minutebreak)
1-Piratenetworkinternetaccess; 2-AHRQArchivesWebsite; 3-Excel©onlearners’computers
1-Ac&vepar&cipa&onindataextrac&on,Excel©u&liza&on,&datadisplaywhileoncampus; 2-SubmissionofExcel©workbook&5graphicalrepresenta&onsofdataviaBBsubmissiontab(due48hoursa_erExplora&onLab) (80%oflearnerswillscore85ontheExcel©deliverable)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-One1-hourdidac&cclasssessionviainforma&ondeliveredonBlackBoard; #2–Independentself-drivenexplora&onviareadingsandvideos #3–One3-hourexplora&onlabduringDNPIntensives(face-to-face) LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
Session#2:3-hourExploraUonLabduringDNPIntensives(face-to-face) LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings
EvaluaUon AssessmentMeasures
ObjecUve3 Learnerswillaskforclarifica&onforunknowninforma&on.(Affec&veDomain:Receiving–Level1)
1-Learnerswillpostques&onsontheeduca&onalunitvia“UnitQues&ons”inClassDiscussionBoardinBB;facultywillrespondwithanswers
1-DiscussionBoardinterac&onbetweenlearnersandfaculty
Varied 1-CourseDB“UnitQues&ons”
1-Ongoinginterac&on
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-Independentprac&ceanddemonstra&onofinforma&onlearnedinParts1&2ofUnitFour LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
IndependentDemonstraUon LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings EvaluaUon AssessmentMeasures
ObjecUve1 Learners’willbuildaprocessflowmap.(PsychomotorDomain:Manipula&on–Level2)
1-FacultywillcoachlearnersonbenefitsofProcessFlowMapping 2-Studentswillprac&ceProcessFlowMapping
1-On-linelectureviaVoice-overPowerPoint; 2-Student-drivenIndependentResearch; 3-Forma&veandsumma&vefeedbackondeliverable.
Varied 1-Voice-overPowerPoint:ProcessFlowMaps 2-IndependentResearch:ProcessFlowMaps
1-ProcessFlowMapwillbecompletedaccoun&ngforstepsfromdevelopmentof5-variableques&onthroughusingExcel©tocreatedatatablesandgraphicalelements. (80%oflearnerswillscore85ontheflowmapdeliverable)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-Independentprac&ceanddemonstra&onofinforma&onlearnedinParts1&2ofUnitFour LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
IndependentDemonstraUon LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings EvaluaUon AssessmentMeasures
ObjecUve2 Learners’willdevelopastrategyforpopula&onhealth-relatedtopicofinterest.(Cogni&veDomain:Crea&ng–Level6)
WriteapaperSynthesizinginforma&ongleanedfromexplora&onofyour5-variableques&ontoinclude: Abstract Ques&onorProblem Method Results Implica&onstoHealthcare
1-Wrieeninstruc&ons; 2-Rubric
Varied 1-PreviousdeliverablesfromUnitFour
1-Formalpaperusingtheprovidedrubric (80%oflearnerswillscore85ontheformalpaper)
PURPOSE:IncreaseandenhanceDNPlearners’knowledgeofdata-miningandapplica&onofmineddatainplanninghealthcarestrategiesandinterven&onsforpopula&onhealthimpact. FORMAT:#1-Independentprac&ceanddemonstra&onofinforma&onlearnedinParts1&2ofUnitFour LEARNERS:Post-master’sAPRNs&BSN-to-DNPpost-licensurestudentsenrolledinNURS8271
IndependentDemonstraUon LearningObjecUves (withdomainand
level)
ContentOutline MethodofInstrucUon
Timeallohed
(inminutes)
ResourcesandReadings EvaluaUon AssessmentMeasures
ObjecUve3 Learnerswilldevelopapresenta&onforthepopula&onhealth-relatedknowledgelearnedinUnitFour.(PsychomotorDomain:Ar&cula&on–Level4)
1-Learnerswilldevelopapresenta&onfordissemina&onofknowledgegleanedfromUnitFourac&vi&es.
1-LearnerswillchoosefromthethreeALTERNATIVEASSIGNMENTOPTIONStodevelopapresenta&onfordissemina&onofinforma&on(selectonlyoneofthethreeop&ons).Theop&onsare: -Voice-overPowerPointuploadedtoyoutubeANDanop-edsubmieedtoyourlocalnewspaper; -AdigitalstorycreatedanduploadedtoyoutubeANDanop-edsubmieedtoyourlocalnewspaper; -Avoice-overPowerPointordigitalstorysubmieedtoBlackBoardandpresentedLIVEtoaprelicensurenursingclassORacommunityagency,suchastheBoardofHealthorCityCouncil 2-Facultyfeedbackonthefinalproduct
unknown 1-PreviousdeliverablesfromUnitFour 2-Independentresearch
1-LinktoyoutubeproductANDscreenshotofop-edsubmissionreceiptatlocalnewspaper;OR 2-SubmissiontoBlackBoardANDaphototakenwiththegroupyoupresentedLIVEtopostedtoBlackBoard 3-Summa&vefeedbackonthePowerPointordigitalstoryusingtheprovidedrubric (80%ofalllearnerswillscorean85onthepresenta&onANDsubmitscreenshotORphoto)
References
AgencyforHealthcare,Research,&Quality.(2012).2012na&onalhealthcarequalityanddispari&esreport[datafiles].Retrievedfromheps://archive.ahrq.gov/research/findings/nhqrdr/nhqrdr12/datasources/index.html
Benita,M.,Roth,G,&Deci,E.L.(2014).Whenaremasterygoalsmoreadap&ve?Itdependsonexperiencesofautonomysupportandautonomy.
JournalofEduca&onalPsychology,(106)1,pp,258-267.DOI:10.1037/a0034007CAST.(2011).Universaldesignforlearningguidelines2.0.Retrievedfromhep://www.udlcenter.org/aboutudl/wha&sudlDeci,E.L.,&Ryan,R.M.(1980).Theempiricalexplora&onofintrinsicmo&va&onalprocesses.
InL.Berkowitz(Ed.),Advancesinexperimentalsocialpsychology(Vol13,pp.39-80).NewYork:AcademicPress.Fink,L.D.(2013).Crea&ngSignificantLearningExperiences,RevisedandUpdated:AnIntegratedApproachtoDesigningCollegeCourses.SanFrancisco,CA:Jossey-Bass.Ins&tuteforHealthcareImprovement.(2008).Definingquality:Aimingforabe]erhealthcaresystem(video).Retrievedfromheps://www.youtube.com/watch?v=5vOxunpnIsQIns&tuteforHealthcareImprovement.(2015).Qualityimprovementintro.Retrievedfromheps://www.youtube.com/watch?v=nVF8IbjnSVEMcGonigle,D.,&Mastrian,K.G.(2015).Nursinginforma&csandthefounda&onofknowledge(3rded.).Burlington,MA:Jones&BartleeLearning.Moore,M.(1997).Theoryoftransac&onaldistance.InKeegan,D.(ed.).Theore&calPrinciplesofDistanceEduca&on(pp.22-38).London,England:Routledge.Porter-O’Grady,T.,&Malloch,K.(2018).Quantumleadership:Crea&ngsustainablevalueinhealthcare(5thed.).Burlington,MA:JonesandBartleeLearning.Sibold,J.(2016).Learningalacarte:Atheory-basedtoolformaximizingstudentengagement.JournalofCollegeTeachingandLearning,(13)2.RetrievedfromCluteIns&tute.Usta&,R.&Hassan,S.S.S.(2013).Distancelearningstudentneed:Evalua&nginterac&onsfromMoore’stheoryoftransac&onaldistance.TurkishOnlineJournalofDistance
Educa&on,(14)2.Retrievedfromhep://eric.ed.gov/?id=EJ1013753
QIisOurNiche:AScaffoldedApproachtoTeachingData-Informed
HealthcareQualityImprovement
Wednesday,September13,2017
JanTillman,DNP,MSN,RN,FNP-BCEastCarolinaUniversityCollegeofNursing
Ullmanj@ecu.edu
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