Transcript Critical Thinking Outcomes: Comm 370 Desktop Publishing

Ideas to Action (I2A)
Using Critical Thinking to Foster
Student Learning and Community Engagement
Presentation for School of Nursing Faculty
April 18, 2008
Welcome
Dr. Ermalynn Kiehl
Associate Dean for Undergraduate
Academic Affairs
Where we’ve come from:
October 9, 2007
Creating an atmosphere of belonging & Improving our
image
Quality Undergraduates
A. Curriculum redesign:
1.
Foundations/Therapeutic nursing
interventions course
2.
Research course since on a
research extensive university
3.
Pathophysiology placement as prerequisite for the upper division
B. Admission and Progression:
1. Raise GPA to 3.0 for admission
2. Progression GPA
3. Failure remediation
4. Scholarship and financial advising
5. Review prerequisites for RN-BSN / eliminate barriers
6. Articulation of RN-BSN students with community college
Faculty Development: Match faculty skills to placement
Timeframe: 1 semester to 1 year
Undergraduate Retreat for November, 2007
Undergraduate Faculty Retreat
November 9, 2007
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Agree that we would
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review and revise the current curriculum in a
way that faculty and students will be able to
understand and articulate.
establish admission, progression, and
graduation standards
Review SON Vision, Mission & Philosophy
and establish structure (a shared vision)
Collect & analyze data
Create a Plan of Action which included
recommendation to put forward to UAAC
and Faculty Organization
Develop a timeline for implementation
Identified our customers
Students
Community
Partners
Nurse
Preceptors
Potential
Employers &
Educators of
Students
SON
Health
care
Providers
University
Admin
SON
Faculty
Admin
Staff
Implement monthly Undergraduate Faculty
meetings in place of BSN Coordinator
meetings to be more inclusionary and
give all undergraduate faculty a voice.
By November 15th
• We had reviewed the AACN Essentials
• Discussed the I2A critical thinking
requirements for the future
• Determined the importance of the
Signature Partnerships
• Identified the direction we wanted to go
and agreed to formulate a plan of action
• Course objectives would be broader and less
in number. Faculty could develop student
learning objectives for each of their 14 weeks
• All course activities would relate to a course
objective and students would be made aware
of the connection
• Develop a Skills Booklet & Competency
Checklist
By December
• Our vision for the curriculum was
becoming clearer
• We began identifying actual courses
• We identified course responsibilities and
teams
By January
• We had enough structure to obtain
Dan Mahony’s approval for
 an extension of course approval forms
 to begin in the fall 2008
• We had momentum, motivation, and
desire to bring about change
By February
•
•
•
•
We had full faculty approval
We had all CIF’s submitted
We had new course numbers
We had approval from the Department
of Pharmacology to reassume
responsibility for our own pharmacology
course
By the end of February we
had an Implementation Plan
Curriculum 2008
By March
• We had enough student support to implement
our pharmacology course with the pathology
course during the summer of 2008 instead of
waiting until fall.
• We determined the added benefit of providing
this new nursing focused course for those
currently in pharmacology
• We determined that we needed a really big
room for all those students asking to audit the
course
Introductions
• I2A Team
Dr. Patty Payette
Executive Director
Dr. Cathy Bays
I2A Specialist
for Assessment
Dr. Edna Ross
I2A Specialist
for Critical Thinking
Hannah Anthony, Program Assistant Senior
Ideas to Action Leadership Team
• Dale Billingsley, Professor and Vice Provost
for Undergraduate Affairs
• Gale Rhodes, Assistant University Provost &
Director, Delphi Center for Teaching and Learning
• Marianne Hutti, Associate Director, Delphi
Center for Teaching and Learning
Ideas to Action Task Group
• I2A Task Group
• I2A Facilitators
– Dr. Mary Beth Coty
– Mrs. Patricia Martin
Ideas to Action Implementation
Ideas to Action (I2A): Using Critical
Thinking to Foster Student Learning and
Community Engagement is our Quality
Enhancement Plan (QEP), and we need
to show measurable progress to the
Southern Association of Colleges and
Schools (SACS) by April 2012.
I2A and “Connecting the Dots”
“Our extensive consultation with all University constituencies
yielded a surprisingly strong and clear call for education
focused on the skills and knowledge needed to deal with
real-world issues and problems, an education in which
students can see the importance of the parts (the
courses) to the whole (their education as citizens and
workers).” [QEP Report, 2007]
skills and
knowledge
real-world issues the parts to the
& problems
whole
http://louisville.edu/ideastoaction/files/finalreport.pdf
I2A: What are the components?
Sharpen our
existing focus
on building
critical thinking
skills in the
general
education
program…
…..continuing
through
undergraduate
major courses
with an emphasis
on applying and
refining those
skills…
…resulting in a
culminating
experience, such
as a senior
thesis, research,
service learning
project,
internship, or
capstone project
that fosters
engagement
I2A Thematic Priority: Community Engagement
Central Messages about I2A
• Prompted by Undergraduate Program Accreditation (SACS)
• Enhancement of critical thinking and student engagement
• Speed School as exemplar
• Renewed focus on community engagement
• Assessment process under development
• Some programs in place; more being developed
U of L Strategic Plan 2020:
http://louisville.edu/provost/fromtheprovostitems/stratplan0308.html
Critical Thinking Exercise
Working in groups of 2-3, you will need a flip chart and a marker to:
1) On the first large sheet of paper, discuss and decide together how you
will answer the following: “Critical thinking is ________(fill in the blank
with 1-4 words)”
2) On the same sheet below your answer, fill in:
“I see or hear critical thinking when my students are_____(fill in the
blank by completing this sentence)”
3) On a second large sheet of paper, discuss and decide together how you
will answer the following: “Critical thinking is not_____(fill in the blank
with 1-4 words)”
4) On the same sheet below your answer fill in:
“When my students are not thinking critically, I notice_________(fill in
the blank)”
When you are done, put the first sheet on the wall on one side of the room and put
the other sheet on the opposite wall.
Critical Thinking Definition
adopted for I2A
Critical thinking is
the intellectually disciplined process
that results in
a guide to belief and action.
Understanding
Concepts
Appreciation
Decisions
Synthesize
Application
(From: Scriven and Paul, 2003)
A Well-Cultivated Critical Thinker:
 Raises vital questions and problems, formulating them
clearly and precisely
 Gathers and assesses relevant information, using abstract
ideas to interpret it effectively
 Comes to well-reasoned conclusions and solutions, testing
them against relevant criteria and standards
 Thinks open mindedly within alternative systems of
thought, recognizing and assessing, as needs be, their
assumptions, implications, and practical consequences
 Communicates effectively with others in figuring out
solutions to complex problems
(Richard Paul and Linda Elder, the Foundation for Critical Thinking:
http://www.criticalthinking.org/)
Paul-Elder
Critical Thinking Model
Intellectual Standards
must be applied to
The Elements of Thought
in order to develop
Intellectual Traits
which will produce a well-cultivated
Critical Thinker
Intellectual Standards
CLARITY
Could you elaborate?
Could you illustrate what you mean?
Could you give me an example?
ACCURACY
How could we check on that?
How could we find out if that is true?
How could we verify or test that?
PRECISION
Could you be more specific?
Could you give me more details?
Could you be more exact?
RELEVANCE
How does that relate to the problem?
How does that bear on the question?
How does that help us with the issue?
DEPTH
What factors make this difficult?
What are some of the complexities of this question?
What are some of the difficulties we need to deal with?
BREADTH
Do we need to look at this from another perspective?
Do we need to consider another point of view?
Do we need to look at this in other ways?
LOGIC
Does all of this make sense together?
Does your first paragraph fit in with your last one?
Does what you say follow from the evidence?
SIGNIFICANCE
Is this the most important problem to consider?
Is this the central idea to focus on?
Which of these facts are most important?
FAIRNESS
Is my thinking justifiable in context?
Am I taking into account the thinking of others?
Is my purpose fair given the situation?
Am I using my concepts in keeping with educated
usage, or am I distorting them to get what I
want?
COMPLETENESS
How complete are the facts related to the issue?
How complete is the description?
Is the description of each perspective complete?
Miniature Guide, 2008, p. 8-10
Miniature Guide, 2008, p. 3-6
The Intellectual Traits
• Intellectual Humility • Intellectual Integrity
• Intellectual Courage • Intellectual
Perseverance
• Intellectual Empathy
• Confidence in
• Intellectual
Reason
Autonomy
• Fairmindedness
Miniature Guide, 2008, p. 13-15
Pulling it all together
How can the model help us sharpen our
thinking about …
•
•
•
•
•
crafting our curriculum?
articulating course goals?
describing student learning objectives?
assessing and measuring student abilities?
making explicit the thinking and performance
goals for students in very specific,
measurable ways?
Nursing 473-Vicki Burns
Question from a Synthesis Paper Assignment:
In an 8-10 page paper, describe in depth an intervention you
performed for a selected population within a community setting over
the course of the semester. Describe in detail the assessment
process that led you to choose this specific intervention for the
population in question. How was the nursing process utilized? What
nursing diagnoses formed the conceptual foundation for the
intervention? What sources were used to establish the background
and compile the evidence upon which the intervention was based?
What criteria were used to establish evaluation guidelines for the
intervention? In conclusion, describe precisely how you believe your
work could contribute to the state of the science regarding the
specific population in question.
Nursing 473-Vicki Burns
Question from a Synthesis Paper Assignment:
In an 8-10 page paper, describe in depth an intervention you
performed for a selected population within a community setting over
the course of the semester. Describe in detail the assessment
process that led you to choose this specific intervention for the
population in question. How was the nursing process utilized? What
nursing diagnoses formed the conceptual foundation for the
intervention? What sources were used to establish the background
and compile the evidence upon which the intervention was based?
What criteria were used to establish evaluation guidelines for the
intervention? In conclusion, describe precisely how you believe your
work could contribute to the state of the science regarding the
specific population in question.
(This trait correlates with the ability to reconstruct accurately the viewpoints and
reasoning of others and to reason from premises, assumptions, and ideas other than
our own. . . (p. 14).
Nursing 364-Pat Martin
FUNDAMENTAL & POWERFUL DISCIPLIANRY CONCEPTS:
1.The nursing process is the gateway to promoting the psychosocial & physical well-being of clients
2. Safe & effective application of nursing skills improves client outcomes
Course Goal:
Course Objectives
Student Learning Objectives
Student Learning Activity
Assessment
#3 Utilize the nursing
process accurately to
select, implement, and
evaluate nursing
interventions.
Identify and perform
therapeutic nursing
interventions with precision
& accuracy that are relevant
to promote quality patient
care
Clinical Care Plans
1. Submits care plans
that:
a. are logical for the
pts condition.
b. demonstrate a
nursing diagnosis in PES
format that is relevant,
clear, & accurate.
c. correctly &
accurately identifies
appropriate nursing
interventions
Clinical practice
2. Implements patient care
from the nursing care plan
that is relevant and safe
for the patient and reflects
fairness in nursing care
delivery.
Nursing 361--Pat Martin
Revised Clinical Evaluation:
Objective 2- Demonstrate professional behavior in the community
Demonstrates Intellectual Integrity
Appearance is neat, clean, and professional at all times during clinical
Dresses appropriately for clinical situations (meetings, interviews with administrators, etc)
Utilizes time effectively and efficiently during clinical hours.
Demonstrates ethical behavior, including the ability to maintain client and community-level
confidentiality.
Submits completed assignments by appropriate due date
Arrives on time for clinical and is present throughout the assigned clinical time
Responds professionally to guidance from clinical instructor.
Adheres to the policies as published in the School of Nursing and U of L handbooks
Demonstrates actions and behaviors that act in the best interest of the client and others
in the community setting.
Displays behavior in the clinical setting that is not judgmental, discriminatory, or
inflammatory.
Collaborates with clients and others in the community setting to provide quality care
Maintains confidentiality in the clinical setting
Displays behaviors that protect the health and safety of clients in the community setting
Accepts constructive criticism from clinical faculty member
Nursing 361-Pat Martin
Revised Clinical Evaluation:
Objective 2- Demonstrate professional behavior in the community
Demonstrates Intellectual Perseverance
Actively participates in the clinical experience and is responsive to the needs of
peers and community members
Routinely evaluates clinical practice for quality and effectiveness of
interventions
Serves as an advocate for clients in the community setting
Actively shares knowledge and information with peers and members in the
community to advance the practice of community health nursing
Identifies strengths and weaknesses and sets personal goals accordingly
Nursing 470-Pat Martin
From your work setting, select a copy of any type of discharge instructions. Use the
SMOG readability formula to determine the reading level. Discuss your findings.
Are there any words/phrases you think the lay public may have trouble
understanding? What does this mean for nursing?
From your work setting, select a copy of any type of discharge instructions. Use the
SMOG readability formula to determine the reading level. To formulate your
response for this activity, consider the following:
1. The readability level of the discharge instructions.
2. The main purpose of this activity is…? What factors can you identify
that are relevant and significant when considering the purpose of
discharge instructions?
3. What main inferences/conclusions can you identify from your results?
4. Considering the results you obtained, what complexities or difficulties
can you identify?
5. Do you have a vested interest in your finding?
Nursing 470-Pat Martin
From your work setting, select a copy of any type of discharge instructions. Use the
SMOG readability formula to determine the reading level. Discuss your findings.
Are there any words/phrases you think the lay public may have trouble
understanding? What does this mean for nursing?
From your work setting, select a copy of any type of discharge instructions. Use the
SMOG readability formula to determine the reading level. To formulate your
response for this activity, consider the following:
1. The readability level of the discharge instructions.
2. The main purpose of this activity is…? What factors can you identify
that are relevant and significant when considering the purpose of
discharge instructions?
3. What main inferences/conclusions can you identify from your results?
(logic)
4. Considering the results you obtained, what complexities or difficulties
can you identify? (depth)
5. Do you have a vested interest in your finding? (fairness)
Intellectual Standards = blue
Elements of Thought = red
I2A Next Steps for the
School of Nursing
Dr. Ermalynn Kiehl
Associate Dean for Undergraduate
Academic Affairs
So where are we now…
• We are ready to begin the detailed planning for our
courses
• We are ready to apply the University’s Ideas to
Action plan for integrating a critical thinking model
into our courses
• We are ready to put into action our unified plan for
the 2008 Curriculum with the intention of becoming
the premier undergraduate program in Kentucky
Goals
• By the end of May we will have the course syllabi for fall
2008 complete
• By the end of August we will have the course syllabi for
spring 2009 complete
• By the end of October we will have the course syllabi for
summer 2009 complete
• By the end of January we will have the course syllabi for fall
2009 complete
• By the end of May we will have the course syllabi for spring
2010 complete
• By the spring of 2010 we will be graduating our first
graduates of our new curriculum
I2A Resources & Next Steps:
08-09 Programs & Services
• I2A Faculty Learning Community (Fall 08)
• I2A Instructional Grants (Fall 08)
• I2A Website w/ resources (Summer 08)
• I2A Delphi Specialist in Culminating Experiences
• I2A Campus Collaborations (SPI, Civic
Engagement, Student Affairs)
For more information
Please visit:
http://louisville.edu/ideastoaction
Feedback
Let us know through your I2A facilitators:
1. What was helpful about this session?
2. What questions were raised from this
session?
3. What do you think are the next steps
for you and/or the unit?