Not quite a year ago I spotted a job advertisement for a local college. It mentioned the PIDP as a recommended pre-requisite for the job (or acquiring it once hired).   “Hmmm…I wonder what that is?”, and discovered that it was a program offered at Vancouver Community College.  “Interesting”, was my response. Then, about two weeks later, I spotted  a “Technology in Teaching” course offered at Thompson Rivers University in the fall.  It mentioned that the course would transfer to the PIDP program.  Little did I realize how much those two events would impact the next year of my life!

Over the past ten months I have (almost) completed seven out of the eight PIDP courses. At this point, my first goal is finishing the PIDP. After that, my next priority is to explore teaching jobs while at the same time maintaining my clinical focus on pedicatrics. I do have a job interview coming up at the local college for casual work within the LPN program, so that is a step in the right direction!

My short term professional development goals for pediatrics (my current area of clinical practice) include writing the new Canadian Nurses Association certification for pedicatrics as well as completing the online immunization course offered through the Provincial Health Services Authority on the Learning Hub.

In relation to professional development for teaching, I will  continue to attend the annual professional development conference at Thompson Rivers University – Open Learning (TRU-OL). I also intend to continue accessing programs through the TRU Centre for Teaching and Learning (CELT). One workshop which caught my eye was called Liberating Structures.  As well, I would like to pursue the Facilitator Development Workshop for the ISW.

After that, my next professional development goals will be directed by my workplace setting. Wherever I end up working next, I hope I will be able to put the knowledge and skills which I learned in the PIDP to good use.

The idea of being a self-reflective practictioner was popularized by Donald Schoen in the 1980s and has continued to be utilized by areas such as education and the social sciences to the present. To be a self-reflective is to continually examine practice in an endeavor to adjust, improve or adapt to the present circumstances as well as contually draw from and add to past learning. According to Brookfield (2015), Schoen described two types of reflection…reflection-on-action and reflcction-in-action.  The first type of reflection is that reflection that occurs after the fact. The second type of  reflection occurs in the moment and impacts how we are able to respond.  It is sometimes referred to as “thinking on one’s feet” and should be intentional, creative and generally involves some degree of risk. Both aspects of reflection should be developed. Consider adding some of the following questions to guide your self-reflection.

For registered nurses in BC, self and peer assessment is the basis for the BCCNP Professional Development Plan and an important aspect of maintain annual registration. This process helps identifying the areas you want to focus on. A great place to start by completing the BCCNP self-assessment questionnaire.

Creating your professional development plan. Reflect on your self-assessment and peer feedback, ask yourself:

• What do I need to learn?
• What do I want to learn?
• What goals do I have for my professional development?

Then using SMART goals, plan:

• How will I achieve my learning needs and goals?
• What is the best way to document my plan?
• How will I measure my success?

Regularly evaluate your progress and ask yourself:

• Am I reviewing my plan regularly to check my progress?
• Do I need to change my goals?
• Is there something I need to add?

Examples of professional development activities

• Review and discuss case studies
• Attend conferences, workshops or in-service education
• Take an online course or attend a course in person
• Self-directed research from journals or electronic resources
• Organize meeting to address issues in your workplace

BCCNP portfolio templates

From:  BCCNP (n.d.) Retrived from https://www.bccnp.ca/PracticeSupport/RN_NP/QA/RN/ProfDevPlan/Pages/Default.aspx

As a general rule, most of us would rather avoid feedback rather than “embrace” it, however the process of obtaining  feedback from and giv ing feedback to colleagues  is valuable, both for the one who is being observed as well as the observer.

Feedback helps instructors identify what they are doing well, increase their confidence, identify how they can improve and reflect on future action. For the observer, it is a great way to not only get new ideas for one’s own teaching, but also a way to build skills in observation and analysis.  So you can see, either way it is a “win-win” opportunity. So go ahead…accept the challenge to “embrace feedback”!!

A Guide for Obtaining Feedback from Colleagues

The Teaching Commons at York University identifies the following guidelines for obtaining feedback from colleagues.

PRIOR TO THE OBSERVATION

Have a short meeting to discuss any points of emphasis that you would like examined. The observer should be clear on your goals and should review any relevant material ahead of time (e.g. class outline, homework/ assignment that students were asked to do).

DURING THE OBSERVATION

As the observer, show up on time for the session. The instructor should teach as normal – don’t change because you are being observed! You should introduce the observer to the class and explain the purpose of his or her visit. The observer should comment on all of the categories on the form (if applicable). Any additional observations can be put in the extra space provided or on a separate piece of paper.

AFTER THE OBSERVATION

The observer should review the notes on the form and make any additions that are necessary. If the form is “messy,” rewrite on another form. The peer observer and instructor should meet directly after the class observation to discuss the results. Keep a copy of the observation form for your teaching dossier!

The following guidelines, from the ISW Handbook for Participants (2018) are recommended when receiving verbal feedback:

• Respond honestly and consider all of the comments that are offered.
• Paraphrase or ask for specifics if you’re unsure about what is being said.
• Give honest, experiential responses.
• Remember that you are the one who will ultimately determine what you do with the
  feedback. After reflecting on it, you can try it out in future to see if it works or you can
  choose not to act on it.
• Separate your feelings from the content of the feedback.
• Avoid attempting to re-teach the lesson as a response to the feedback. (If you do, the
  facilitator may very well intervene to refocus the conversation.) (p. 30)

Consider creating a form to assist the observer which identifies the particular aspects of your teaching you would like observed and to receive feedback on, such as the Teaching-Observation-and-Reflection-Notes Form.

For a more informal approach, request that one of your peers attend your class and observe your teaching. Follow these general guidelines. For a balanced approach you may want to consider getting feedback on your teaching from a variety of peers, someone from your discipline and someone that is not from your discipline, for example.

Guidelines for Giving Constructive Feedback

You may request that your observer give you constructive feedback that will help you identify the areas in which you excel and the areas in which there is room for improvement. Here is a list from the ISW Handbook for Participants (2018), which describes constructive feedback as:

• Specific, rather than general. Specific information helps the receiver reflect on immediate behavior. General feedback may confuse and can lack impact.
• Descriptive, as opposed to evaluative, and avoids using judgmental terms, such as “good” or “bad.”
• Behavioural, rather than inferential. Refers to what the person does, rather than suggesting reasons for their actions.
• Balanced, in that it provides positive feedback and suggestions for development.
• Manageable amounts of information are provided, without overloading.
• Changeable, in that it is directed toward behaviour that the receiver can change.
• Solicited, rather than imposed. Feedback is often most useful when the receiver has a question the observers can answer.
• Timely, in that it is delivered when the mini-lesson is fresh in the participants’ minds.
• Checked for understanding to ensure clear communication. (p. 28)

Tips for giving verbal feedback

• Focus first on something that went well, perhaps something that served or enhanced your
  learning.
• Refer to what the person did, rather than to personal characteristics.
• Refer to what you observed or felt, not why you think it happened that way.
• Describe behaviour as more or less, not in judgmental terms such as good or bad.
• Think about the value the feedback will have for the person receiving it, not on the degree
  of “release” it gives you to express it.
• Address the process and impact of the lesson, rather than talking about the content.
• Address the instructor’s concerns (including the daily posted goals if they are available). (ISW, 2018, p. 30)

References:

ISW International Advisory Committee (2018). The Instructional Skills Workshop (ISW) Handbook Part One: Workshop overview [Beta]. Vancouver: ISW International Advisory Committee.

Teaching Commons @ York. (n.d.)  Retrived from https://teachingcommons.yorku.ca/for-cds/workshops-and-courses-for-cds/events-2/nfo/faculty-information-gateway/handbook-for-course-directors/evaluation-of-your-teaching-and-feedback-from-your-students-and-colleagues/obtaining-feedback-from-colleagues/

Here is a tool for getting feedback from students around the mid-term point.

If you are interested in learning more about this tool, additional resources are available on the PIDP 3260 page.

Does the term lecturing creatively sound like an oxymoron?  For many of us, the thought of  a traditional lecture generally brings to mind images of sleeping students, however that does not need to be the case. Read on to find out what Brookfield (2015) suggests in Chapter 6 of his book The Skillful Teacher.

First, although discussion is often throught to be the polar opposite of lecture, these two strategies are not mutally exclusive methods, with discussion being “good” and lecture being “bad”. The key, regardless of the method is providing clarity on a topic.

Five reasons for choosing lectures:

• To establish the broad outline of a body of material
• To explain, with frequent examples, concepts that learners struggle to understand
• To introduce alternative perspectives and interpretation
• To model intellectual attitudes and behaviours yo wish to encourage in students
• To encourage learners’ interest in a topic    (Brookfield, 2015, p. 71-72)

Some ways to utilize lecture effectively include:

1. Use a mix of approaches

• Deliberately introduc periods of silence every 10-15 minutes.
• Introduce buzz groups (small groups with purposeful discussion) into lectures
• Lecture from “Siberia”, the furthest point in the classroom away (eg. side or back)
• Spatial separation – lecturing from different areas in classroom which each represent differing perspectives on topic
• Break lecture into chunks of about 12 minutes and speak to separate ideas for each period.
• Use clickers or other classroom response systems
• Use social media (e.g. live twitter feed with questions)

2. Organize lectures

• Provide scaffolding notes
• Give clear verbal signals

3. Model learning behaviours

• Begin every lecture with a question
• End each lecture with a series of questions that have either been raised or left unanswered
• Deliberately introduce alternative perspectives
• Introduce periods of assumption hunting

Thoughtfully considering what approach is best for a specific topic is key and then implementing some of these strategies will help students get the most out of this approach.

From:  Brookfield, S. (2015).  The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.

As instructors, we often dread the process of obtaining end of course feedback, and question its validity, particularly when there is a poor response rate.  As well, there is no opportunity to respond to student feedback.  This is why getting ongoing feedback is essential to meet student needs and improve our teaching.

There are a number of simple tools to obtain ongoing feedback.  The Teaching Commons @ York provides a number of good resources for instructors.   Check out their link: Obtaining Feedback from Students.  I challenge you to find one new way to integrate otaining student feedback into your classes.  You may obtain some valuable suggestions for improving your courses and this is a great way that you can send a message to students that their voice matters!

There are various organizations who take on the role of accreditation of nursing programs.  This post will explain the  roles that these organization plan in order to ensure different levels of program and provides two specific examples of accreditation at the provincial level, one which I participated in.  Because of the various processes in place in Canada, nursing education meets high standards and I could not find any accounts of programs in Canada where the accrediation of a nursing program has been revoked or unsuccessful.

The Canadian Association of Schools of Nursing is a national body which since 1987 has been tasked with ensuring baccalaureate nursing programs   meet established standards. Click here for  a list of the BSN programs presently accredited in Canada.  And here is a copy of the current accreditation standards:  CASN Accreditation Standards (pdf)

CASN and Accreditation

There is also an accreditation process for aspects of nursing education at the provincial level.  In British Columbia, the BCCNP (which is the provincial nursing college – formerly known as the College of Registered Nurses of BC or CRNBC) is the body responsible for accrediting non-degree nursing programs. The BCCNP Guidelines for Nursing Education Programs outlines the process for review of a Nursing Education Program review by the Education Program Review Committee (EPRC) as follows:

Preliminary Review

• The EPRC requires 3 weeks to review the self-evaluation report. They then instruct the site visitors on what evidence to collect and verify.
• Site visit instructions are sent to the program about 1 week before the visit.

Site visit

• A site visit team visits the educational institution to collect and verify evidence as requested by the EPRC. The visit is normally 2 days at one site.
• The team submits a written report to the EPRC. The site visitors attend an EPRC meeting to discuss the report about 3 weeks thereafter.
• CRNBC sends a copy of the report to the program at the same time it goes to EPRC.

Final Review

• The EPRC concludes its assessment, formulates its tentative recommendation, and discusses these with the program representatives.
• The EPRC then prepares its final report and recommendation to the CRNBC Board. The CRNBC Education Consultant communicates with program representatives about the outcome and timing to complete the process.

Decisions

• The CRNBC Registrar/Chief Executive Officer (CEO) approves, on behalf of the CRNBC Board, the EPRC recommendations when the recognition status of the program is not jeopardized, or a Bylaw amendment to Schedule C is not required, by the recommendation.
• The CEO reports to the Board on EPRC recommendations and actions taken.

Follow up

The CRNBC Education Consultant is available to discuss the final report upon request and make plans for future reviews.

The Return to RN Practice (RRNP) program that I teach in is part of Thompson Rivers University-Open Learning (TRU-OL). The RRNP underwent the above process of accreditation in 2018.   I participated in the Preliminary Review by reviewing the 86 page self-assessment document which was submitted to the CRNBC Education Committee by our Program Coordinator.  As part of the Site visi“, I identified students and preceptors who could participate in interviews with the reviewers. I also participated in a teleconference with two other program instructors as well two CRNBC reviewers and responded to specific questions which they had on practices within our program.  This was done by teleconference as our program is online and instructors live elsewhere in the province.  Finally during the Decision step,  recommendations were made by the  EPRC which were minor suggestions for improvement and the RRNP program received maximum accrediation term of seven years as well.

The story below describes other courses offered through Thompson Rivers University – Open Learning (TRU-OL) which also obtained the maximum seven year accreditation through this process in 2017.

Nursing receives top honours from provincial regulatory body

Regardless of how egalitarian an instructor tries to practice, the reality is that they have “power” over course curriculum, classroom activities and  evaluation criteria. It is important to acknowledge and utilize this position of authority in a responsible way rather than seemly ignore it and then later utilize it in a punitive way. In Chapter 18: Exercising Teacher Power Responsibly in The Skillful Teacher,  Brookfield (2015) addresses the responsible use of power in the classroom. Interestingly, he indicates that while the instructor power includes positional title, by virtue of training, subject competence and personality, learners also have and can exercise power.  Ironically, learners can leave teachers feeling powerless by simply refusing to ask or answer questions.

Some of the characteristics of justifiable power and authority which students have identified include: transparency, responsiveness and being consistently fair.  As a nurse who worked in hospital management prior to transitioning to nursing education, I was “taught” the importance of these characteristics by my more senior staff, who had no difficulty calling me out any time they perceived inconsistencies in transparency, responsiveness or fairness.  This has served me well as a guide as I transitioned from nursing management to nursing education.

One of the identified challenges that teachers can face is student disinterest in a particular topic that a teacher deems important. This can pose a challenge, however a key strategy is to be open and honest with students,  and provide them with rationale for your choices, while at the same time pressing forward.  Hopefully this honesty and transparency will help students be willing to engage with you.

From:  Brookfield (2015).  The skillful teacher: On technique, trust, and responsiveness in the classroom. San Francisco: Jossey-Bass.