Maintaining Academic Performance and Student Satisfaction during the Remote Transition of a Nursing Obstetrics Course to Online Instruction

This study explores the effect of rapidly transitioning an in-person pre-licensure nursing specialty course to remote instruction during the COVID-19 pandemic. The redesign included the following learning technologies: live and recorded whiteboard lectures with Socratic-style questioning, electronic audience response systems, remote simulations, and virtual unfolding case studies to replace didactic and clinical learning experiences. Quantitative results indicate that learning quality was sustained, with no significant difference in students’ course performance or satisfaction. These specific technologies can be utilized in any discipline-specific course during emergency remote instruction to promote essential student-to-student and faculty-to-student interactivity

Deliberative Mapping: a novel analytic-deliberative methodology to support contested science-policy decisions

This paper discusses the methodological development of Deliberative Mapping (DM), a participatory, multi-criteria, option appraisal process that combines a novel approach to the use of quantitative decision analysis techniques with some significant innovations in the field of participatory deliberation. DM is a symmetrical process, engaging "specialists" and "citizens" in the same appraisal process, providing for consistency of framing, mutual inter-linkage and interrogation, and substantial opportunities for face-to-face discussion. Through a detailed case study of organ transplantation options, the paper discusses the steps in DM. The analysis shows that DM is able to elicit and document consensual judgments as well as divergent views by integrating analytic and deliberative components in a transparent, auditable process that creates many opportunities for personal learning, and provides a robust decision-support tool for contested science-policy issues