Tierney M Learning Center Case Study

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BSA Case Study : Purdue University Wilmeth Active Learning Center

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Web-delivered research-based nursing staff education for seeking Magnet status [Electronic version]. Journal of Nursing Administration , 35 9 , Benson, E. Online learning: A means to enhance professional development. Critical Care Nurse , 24 1 , Bernhardt, J. Implementation and evaluation of a Web-based continuing education course in injury prevention and control. Health Promotion Practice , 4 2 , Billett, S. Towards a theory of workplace learning [Electronic version].

Studies in Continuing Education , 14 , Billings, D. The next generation distance education: Beyond access and convenience. Journal of Nursing Education , 38 6 , A framework for assessing outcomes and practices in Web-based courses in nursing. Journal of Nursing Education , 39 2 , Benchmarking best practices in Web-based nursing courses [Electronic version]. Advances in Nursing Science , 23 3 , Teaching in nursing: A guide for faculty 2nd ed. Louis, MO: Elsevier Saunders. Bloom, K. Student satisfaction with technology-enhanced learning [Electronic version].

Computers, Informatics, Nursing , 21 5 , Criddle, L. Computer-assisted instruction: A successful approach to mandatory annual review education. Journal of Nursing Staff Development , 11 4 , Cuellar, N. The transition from classroom to online teaching. Nursing Forum , 37 3 , Dougal, J. A comparison of three teaching methods on learning and retention [Electronic version]. Journal for Nurses in Staff Development , 15 5 , Dunn, R.

Learning styles and the nursing profession. Dyck, S. Self-directed learning for the RN in a baccalaureate program. Journal of Continuing Education in Nursing , 17 , Fearing, A. Graduate students' perceptions of online teaching and relationships to preferred learning styles [Electronic version]. Medsurg Nursing , 14 6 , Forrest, S. Learning and teaching: The reciprocal link. Journal of Continuing Education in Nursing , 35 2 , Grant, P. Formative evaluation of a nursing orientation program: Self-paced versus lecture-discussion [Electronic version]. Journal of Continuing Education in Nursing , 24 6 , Harrington, S.

Is computer-based instruction an effective way to present fire safety training to long-term care staff? Journal for Nurses in Staff Development , 19 3 , Huang, H. Toward constructivism for adult learners in online learning environments [Electronic version]. British Journal of Educational Technology , 33 1 , Institute of Medicine. To err is human. Washington, DC: Author. Irons, L. Interactivity in distance learning: The digital divide and student satisfaction.

Khoiny, F. Factors that contribute to computer assisted instructional effectiveness. Computers in Nursing , 13 , Knapp, B. Competency: An essential component of caring in nursing. Nursing Administration Quarterly , 28 4 , Knowles, M. The modern practice of adult education: From pedagogy to andragogy 2nd ed. New York: Cambridge Books. Korhonen, T. Web-based learning in professional development: Experiences of Finnish nurse managers. Journal of Nursing Management , 13 , Kozlowski, D. Using online learning in a traditional face-to-face environment [Electronic version]. Computers in Nursing , 20 1 , McAlpine, L. Comparison of the effectiveness of tutored videotape instruction versus traditional lecture for a basic hemodynamic monitoring course [Electronic version].

Journal of Nursing Staff Development , 12 3 , Merriam, S. Learning in adulthood: A comprehensive guide 2nd ed. San Francisco: Jossey-Bass. Moallem, M. Applying constructivists and objectivist learning theories in the design of a Web-based course: Implications for practice [Electronic version]. Nelson, E. E-learning: A practical solution for training and tracking in patient-care settings [Electronic version]. Nursing Administration Quarterly , 27 1 , Nowicki, C. The Science Behind IM. The primary conclusions from the detailed scientific explanation of the IM are: The diversity of performance domains positively impacted by IM technology is due to IM improving the function of crucial brain-based domain-general neurocognitive mechanisms. The precise, real-time IM millisecond feedback impacts the temporal processing resolution of the internal brain clock , which in turn improves neural efficiency —and thus, more efficient temporal and information processing in the brain.

The IM effect appears to be the result of increased efficiency and synchronization of communication between the primary brain structures that comprise the functional brain networks involved in performing both the cognitive and motor demands of IM training. IM technology may be improving brain network communication, especially within the major brain networks at the core of the P-FIT parietal-fontal integration model of general intelligence. IM technology may be improving the efficiency of the parietal-frontal brain network which is critical to general intellectual functioning, working memory, controlled attention, and overall cognitive efficiency. One of the most important IM training outcomes but not the only outcome is improved focus via increased efficiency of the attentional control system ACS that maintains goal related information active in working memory in the presence of internal mind wandering and external distractions.

Improvement in efficiency of executive functions and working memory results in more efficient complex cognitive processing and learning. In my opinion, the reputation of the global credit union movement is on the line. Credit union officials and upper management need to aggressively step up to the plate at the chapter level and remind the world why and how credit unions have brought us through the great depression, many wars, and unwanted government intervention into the private sector let alone our private lives and individual freedoms.

The Risk Management Learning Center will celebrate Swine flu H1N1 Advisory: April 28, This is a pandemic "advisory" not an alert! Advisories help mobilize the private sector during a time of crisis. Most credit union have well written, table-top tested, and recently updated "pandemic" contingency plans and response protocols. Most credit union employees need only wash their hands and chair-backs and mobilize a chapter wide response. Credit unions need only plan before gathering, verify push-backs defendable zones, closely monitor surveillance systems, update locate-lockdown-and link procedures, and deploy security personnel to more effectively protect properly and personnel during a pandemic. At the chapter level, credit unions need to deploy community support teams to reinforce both public and private sector responders on the front lines.

Rich Woldt. Rich RichWoldt. Credit unions should expect an increase in robberies, burglaries, frauds, and embezzlements caused both by the pandemic and the panic caused by ill conceived pandemic alerts. Credit unions are not only better prepared than during the last pandemic but in most countries they have a more advanced health care system that was available during the last pandemic.

In we built We're working with youth groups Quotes from our alumni I encourage all UW Risk Management Alumni came from all over the world for the celebration. Dan joins are cadre of RM professionals and will continue to mentor our RMLC international risk management programs and projects. Click for more pictures.. The Woldt Council of Credit Unions! We build on traditions Click here for my Biography update Do we need health care reform? Actuaries can't support it! There are no risk reduction incentives! There are no meaningful fraud deterrents! We can't afford it!

There are better, more efficient and effective health care reforms that have proven to work well in a free capitalistic society. Now that I have that off my chest, let me see what I can do to help my fellow retirees: I recommend Don't miss your recertification dedline. Click here to view my recertification update. Our veteran' CIRTs should contact their veteran' post commander for marching orders.