2015 Seed Grant for Promoting Pedagogical Innovation

Does Innovative Use of the KWLA+R© and a Flipped Classroom Influence Achievement of Program Outcomes and “Think like a nurse” In a Baccalaureate Nursing Education Program?

Abstract

The goal of this study is to explore the use of innovative strategies to increase critical thinking skills and performance on process and outcome measures among traditional and accelerated BS nursing students.

This non-experimental longitudinal study will use multiple data collection points and measures including pre-test/post-test of critical thinking, learning orientations and knowledge acquisition, trend analysis of KWLA+R© chart, end of program outcomes including ATI scores and first time NCLEX-RN pass rates. It is hypothesized that the use of innovative, intentional, metacognitive and meta-affective pedagogic strategies will improve critical thinking and increase performance in clinical and theoretical indicators of a safe, competent nurse graduate.

This study will provide the foundation to apply for an external grant to further develop and implement these innovative pedagogic strategies across the undergraduate baccalaureate curriculum.

PIs

  • Susan Grinslade, PhD, RN, PHCNS-BC, PI
    Clinical Professor
    School Of Nursing, University at Buffalo
  • Deborah A. Raines, PhD, EdS, RN, ANEF, co-PI
    Associate Professor
    School Of Nursing, University at Buffalo
  • Theresa Winkelman, MS, RN, CPNP, co-PI
    Clinical Associate Professor
    School Of Nursing, University at Buffalo
  • Penelope McDonald, PhD, RN, co-PI
    Clinical Assistant Professor
    School Of Nursing, University at Buffalo
  • Linda Steeg, DNP, RN, ANP-BC, co-PI
    Clinical Associate Professor
    School Of Nursing, University at Buffalo
  • Marie Larcara, EdD, co-PI