Impact Of Inter-Professional Education On Nursing Student Outcomes In The Online Environment

The implementation and integration of inter-professional education (IPE) into a curriculum is supported by the National Council of State Boards of Nursing (NCSBN), the Inter-professional Education Collaborative (IPEC), and the Institute of Medicine’s (IOM) Future of Nursing report. While there is support for implementation, there is a lack of data and guidelines which to follow currently. The purpose of this nursing research study was to investigate the impact of inter-professional collaboration on nursing student outcomes in the online environment. A co-teaching model was implemented within an online environment to provide inter-professionally lead nursing sciences courses to nursing students in a baccalaureate program. In the four sessions following the implementation of interdisciplinary collaborative teaching, 605 students completed the courses with 179 submitting the end of course survey. Results indicated that the overall student satisfaction rating with the pathophysiology online course was significant at p < 0.05 following the implementation of inter-professional teaching methodology. Prior to implementation of collaborative teaching, the total enrollment in pathophysiology was 194. After the institution of collaborative teaching, the total student enrollment was 605. This reflected a significant increase in student enrollment of 311%. Today, the complex healthcare delivery system necessitates a shift from traditional education to an inter-professional collaborative teaching model that generates knowledge from interaction with a variety of educators from a variety of disciplines (Hean, Craddock, & Hammick, 2012). Nursing curricula is needed which fosters both an inter-professional learning of shared knowledge and the discipline-specific learning essential for professional practice.

Combining Technology and Human Interaction in STEM through Innovation to Drive Passion for the Next Generation of Aviation Professionals

Progress on inspiring girls into Science, Technology, Engineering and Mathematics (STEM) careers has been extremely slow considering the efforts made and the fact that girls make up 50% of the population. This issue is complex and many different approaches have been done of over the last 40 years. Leveraging virtual education technology Embry-Riddle Aeronautical University Worldwide’s Women in Aviation International Chapter developed a Massive Online Open Course (MOOC) geared towards girls and boys between the ages of 8 and 14. There are barriers in schools and limitations to career development because of a lack of awareness; the MOOC sought to fill that gap. Young women are strongly influenced by their peers, parents, as well as role models. The MOOC initiative was conceived to combine human interactions through live facilitation of the course from aeronautical faculty, engineers and pilots. The event was completed in a school in South Africa that facilitated the use of a computer lab for the online portion as well as live human interaction. The purpose of this research is to evaluate the significance of combining a self-paced technology course in STEM with live mentors in the classroom to see if there is a significant impact on the students desire to pursue a career in the air transportation industry, particularly as a pilot or engineer. This presentation will discuss the student’s backgrounds, peer, parental and school faculty that were involved in the application and mentoring process throughout the duration of the MOOC and the resulting impact on further eligibility or interest in flight or engineering programs

The Pickwicker

The Pickwicker literary magazine of Abilene Christian College includes original short stories, essays, poetry, artwork, and other creative works