References
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Certification Programs. Retrieved from: http://www.aaltcn.org/ltc-nursing-certification-programs.htm
Atkinson, M. (2010). Teaching Large Classes. In Black, C. (Ed.). The Dynamic Classroom: Engaging Students in Higher Education. (57-67). Madison, WI.: Atwood Publishing.
Bedard, K. & Kuhn, P. (2008). Where Class Size Really Matters: Class Size and Student Ratings of Instructor Effectiveness. Economics of Education Review. 27 (3), 253-265.
Benner, P., Hughes, R.G., Sutphen, M. (2008). Clinical reasoning, decision making, and action: Thinking critically and clinically. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality. http://www.ncbi.nlm.nih.gov/books/NBK2643/
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Bland, A. J., Topping, A., & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Education Today, 31(7), 664-670. doi:10.1016/j.nedt.2010.10.013
Cant, R. P., & Cooper, S. J. (2011). The benefits of debriefing as formative feedback in nurse education. Australian Journal of Advanced Nursing, 29(1), 37-47.
Cant, R., Mckenna, L., & Cooper, S. (2013). Assessing preregistration nursing students' clinical competence: A systematic review of objective measures. International Journal of Nursing Practice, 19(2), 163-176. doi:10.1111/ijn.12053
Carr, S.M. (2011). Nclex-rn pass rate peril: One school’s journey through curriculum revision, standardized testing, and attitudinal change. Nursing Education Perspectives, 32(6), 384-388.
Competency evaluation instrument. Creighton University: College of Nursing. Retrieved from http://nursing.creighton.edu/academics/competency-evaluation-instrument
CRLT (Center for Research on Learning and Teaching). (2014). Active learning. University of Michigan
CTC (The Critical Thinking Community). (2013). Our concept and definition of critical thinking. Foundation for Critical Thinking. http://criticalthinking.org
Dolan, G. (2003). Assessing student nurse clinical competency: will we ever get it right? Journal of Clinical Nursing, 12(1), 132-141. doi:10.1046/j.1365-2702.2003.00665.x
Ebert, K. D., & Scott, C. M. (2014). Relationships between narrative language samples and norm-referenced test scores in language assessments of school-age children. Language, Speech, and Hearing Services in Schools, 45,337-350.
Gavriel, J. (2013). Assessment for learning: A wider (classroom-researched) perspective is important for formative assessment and self-directed learning in general practice. Education for Primary Care, 24(2), 93-96.
Glasgow, M. S., Dunphy, L. M., & Mainous, R. O. (2010). Future of nursing. Innovative nursing curriculum for the 21st century. Nursing Education Perspectives, 31(6), 355-357.
Haugan, L. (1999). Strategies to check student learning in the classroom: Classroom assessment techniques. Retrieved from http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/check-student-learning/
Havnes, A., Smith, K., Dysthe, O., Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27.
Herrman, J. W. (2008). Creative teaching strategies for the nurse educator. Philadelphia, PA: F.A.Davis.
ISNA Bulletin. (2014). Developing a nursing IQ - Part 1 characteristics of critical thinking: What critical thinkers do. Independent study, 6-14.
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Johnson & Johnson. (2014). Embracing technology to help strengthen the nursing profession. Retrieved from: https://www.discovernursing.com/nursing-notes/2014-feb-embracing-technology-help-strengthen-nursing-profession
Kee, J, Hayes, E., & McCuistion, L.E. (2015) Pharmacology: A patient-centered nursing Process Approach. Elsevier: St. Louis: Missouri
Kerr, A. (2011). Teaching and learning in large classes at Ontario Universities: An exploratory study. Toronto: Higher Education Quality Council of Ontario
Lansing Community College (lcc.edu). (2015). Online resources for assessment. Retrieved from: http://www.lcc.edu/provost/documents/Assessment-web-sites.pdf
Los Angeles Trade Tech. (LATTC). (2015). The assessment toolbox. Retrieved from: http://college.lattc.edu/assessment/assessment-toolbox/
Mueller, J. (2014). Authentic assessment toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/
/>
National Council of State Boards of Nursing, (2013). NCLEX-RN Test Plan. Retrieved from: https://www.ncsbn.org/nclex.htm
NAPNES.org. (2015). Long-Term Care Certification. Retrieved from: http://napnes.org/drupal-7.4/LongTermCare
NCTM (National Council of Teachers of Mathematics). (2015). Formative Assessment. Retrieved from: http:// href="http://www.nctm.org/Standards-and-Positions/Position-Statements/Formative-Assessment/">www.nctm.org/Standards-and-Positions/Position-Statements/Formative-Assessment/
Nurse.com. (2015). Long-Term Care Nurse. Retrieved from: http://www.nurse.com/students/CareersInNursing/Specialties/LTC.htm
Oermann, M. H., Saewert, K. J., Charasika, M., & Yarbrough S. S. (2009). Assessment and grading practices in schools of nursing: National survey findings part 1. Nursing Education Perspectives, 30(5), 274-278.
Poindexter, K., Hagler, D., & Lindell, D. (2015). Designing Authentic Assessment. Nurse Educator, 40(1), 36-40. doi:10.1097/NNE.0000000000000091
Rentschler, D., Eaton, J., Cappiello, J., McNally, S., & McWilliam, P. (2007). Evaluation of undergraduate students using objective structured clinical evaluation. Journal of Nursing Education, 46(3), 135-139.
Ricketts, C. (2009). A plea for the proper use of criterion-referenced tests in medical assessment. Medical Education, 43, 1141-1146. http://dx.doi.org/10.1111/j.1365-2923.2009.03541.x
Shin, H., Sok, S., Hyun, K. S., & Kim, M. J. (2015). Competency and an active learning program in undergraduate nursing education. Journal of Advanced Nursing, 71(3), 591–598. doi: 10_1111/jan.12564
Shoulders, B., Follett, C., & Eason, J. (2014). Enhancing critical thinking in clinical practice: Implications for critical and acute care nurse. Dimensions of Critical Care Nursing, 33(4), 207-214.
Spurlock, D. J. (2006). Do no harm: progression policies and high-stakes testing in nursing education. The Journal of Nursing Education, 45(8), 297-302
Taras, M. (2008). Summative and formative assessment. Active Learning in Higher Education, 9, 172-182.
The Commuter, BSN, RN. (2012). Long-term care nursing: A specialty in its own right. Retrieved from: http://allnurses.com/geriatric-nurses-ltc/long-term-care-746461.html
The future of nursing: the Institute of Medicine (IOM) issues report. The future of nursing: leading change, advancing health. (2010). Prairie Rose, 79(4), 6.
The Glossary of Education Reform. (2014). Summative assessment.
Vanderbilt University Medical Center. (2015). Evidence based practice and nursing research. Retrieved from: http://www.mc.vanderbilt.edu/root/vumc.php?site=evidencebasedpractice&doc=37886
Visioning the Future of Nursing: Analysis of the IOM/RWJ Foundation Report. (2011). ISNA Bulletin, 37(4), 10-14.
White, D. L., Cartwright, J., Lottes, J. (2012). Long-term care nurse role models in clinical nursing education: The ECLEPs experience. Journal of Gerontological Nursing, 38(1), 43-51.
Wunder, L. L., Glymph, D. C., Newman, J., Gonzalez, V., Gonzalez, J. E., & Groom, J. A. (2014). Objective structured clinical examination as an educational initiative for summative simulation competency evaluation of first-year student registered nurse anesthetists’ clinical skills. AANA Journal, 82(6), 419-425.
Atkinson, M. (2010). Teaching Large Classes. In Black, C. (Ed.). The Dynamic Classroom: Engaging Students in Higher Education. (57-67). Madison, WI.: Atwood Publishing.
Bedard, K. & Kuhn, P. (2008). Where Class Size Really Matters: Class Size and Student Ratings of Instructor Effectiveness. Economics of Education Review. 27 (3), 253-265.
Benner, P., Hughes, R.G., Sutphen, M. (2008). Clinical reasoning, decision making, and action: Thinking critically and clinically. Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville (MD): Agency for Healthcare Research and Quality. http://www.ncbi.nlm.nih.gov/books/NBK2643/
Billings, D. M., & Halstead, J. A. (2012). Teaching in nursing: A guide for faculty (4th ed.). St. Louis, MO: Elsevier.
Bland, A. J., Topping, A., & Wood, B. (2011). A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students. Nurse Education Today, 31(7), 664-670. doi:10.1016/j.nedt.2010.10.013
Cant, R. P., & Cooper, S. J. (2011). The benefits of debriefing as formative feedback in nurse education. Australian Journal of Advanced Nursing, 29(1), 37-47.
Cant, R., Mckenna, L., & Cooper, S. (2013). Assessing preregistration nursing students' clinical competence: A systematic review of objective measures. International Journal of Nursing Practice, 19(2), 163-176. doi:10.1111/ijn.12053
Carr, S.M. (2011). Nclex-rn pass rate peril: One school’s journey through curriculum revision, standardized testing, and attitudinal change. Nursing Education Perspectives, 32(6), 384-388.
Competency evaluation instrument. Creighton University: College of Nursing. Retrieved from http://nursing.creighton.edu/academics/competency-evaluation-instrument
CRLT (Center for Research on Learning and Teaching). (2014). Active learning. University of Michigan
CTC (The Critical Thinking Community). (2013). Our concept and definition of critical thinking. Foundation for Critical Thinking. http://criticalthinking.org
Dolan, G. (2003). Assessing student nurse clinical competency: will we ever get it right? Journal of Clinical Nursing, 12(1), 132-141. doi:10.1046/j.1365-2702.2003.00665.x
Ebert, K. D., & Scott, C. M. (2014). Relationships between narrative language samples and norm-referenced test scores in language assessments of school-age children. Language, Speech, and Hearing Services in Schools, 45,337-350.
Gavriel, J. (2013). Assessment for learning: A wider (classroom-researched) perspective is important for formative assessment and self-directed learning in general practice. Education for Primary Care, 24(2), 93-96.
Glasgow, M. S., Dunphy, L. M., & Mainous, R. O. (2010). Future of nursing. Innovative nursing curriculum for the 21st century. Nursing Education Perspectives, 31(6), 355-357.
Haugan, L. (1999). Strategies to check student learning in the classroom: Classroom assessment techniques. Retrieved from http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/check-student-learning/
Havnes, A., Smith, K., Dysthe, O., Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38, 21-27.
Herrman, J. W. (2008). Creative teaching strategies for the nurse educator. Philadelphia, PA: F.A.Davis.
ISNA Bulletin. (2014). Developing a nursing IQ - Part 1 characteristics of critical thinking: What critical thinkers do. Independent study, 6-14.
Iwasiw, C. L., & Goldenberg, D. (2015). Curriculum development (3rd ed.). Burlington, MA: Jones & Bartlett Learning.
Johnson & Johnson. (2014). Embracing technology to help strengthen the nursing profession. Retrieved from: https://www.discovernursing.com/nursing-notes/2014-feb-embracing-technology-help-strengthen-nursing-profession
Kee, J, Hayes, E., & McCuistion, L.E. (2015) Pharmacology: A patient-centered nursing Process Approach. Elsevier: St. Louis: Missouri
Kerr, A. (2011). Teaching and learning in large classes at Ontario Universities: An exploratory study. Toronto: Higher Education Quality Council of Ontario
Lansing Community College (lcc.edu). (2015). Online resources for assessment. Retrieved from: http://www.lcc.edu/provost/documents/Assessment-web-sites.pdf
Los Angeles Trade Tech. (LATTC). (2015). The assessment toolbox. Retrieved from: http://college.lattc.edu/assessment/assessment-toolbox/
Mueller, J. (2014). Authentic assessment toolbox. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/
/>
National Council of State Boards of Nursing, (2013). NCLEX-RN Test Plan. Retrieved from: https://www.ncsbn.org/nclex.htm
NAPNES.org. (2015). Long-Term Care Certification. Retrieved from: http://napnes.org/drupal-7.4/LongTermCare
NCTM (National Council of Teachers of Mathematics). (2015). Formative Assessment. Retrieved from: http:// href="http://www.nctm.org/Standards-and-Positions/Position-Statements/Formative-Assessment/">www.nctm.org/Standards-and-Positions/Position-Statements/Formative-Assessment/
Nurse.com. (2015). Long-Term Care Nurse. Retrieved from: http://www.nurse.com/students/CareersInNursing/Specialties/LTC.htm
Oermann, M. H., Saewert, K. J., Charasika, M., & Yarbrough S. S. (2009). Assessment and grading practices in schools of nursing: National survey findings part 1. Nursing Education Perspectives, 30(5), 274-278.
Poindexter, K., Hagler, D., & Lindell, D. (2015). Designing Authentic Assessment. Nurse Educator, 40(1), 36-40. doi:10.1097/NNE.0000000000000091
Rentschler, D., Eaton, J., Cappiello, J., McNally, S., & McWilliam, P. (2007). Evaluation of undergraduate students using objective structured clinical evaluation. Journal of Nursing Education, 46(3), 135-139.
Ricketts, C. (2009). A plea for the proper use of criterion-referenced tests in medical assessment. Medical Education, 43, 1141-1146. http://dx.doi.org/10.1111/j.1365-2923.2009.03541.x
Shin, H., Sok, S., Hyun, K. S., & Kim, M. J. (2015). Competency and an active learning program in undergraduate nursing education. Journal of Advanced Nursing, 71(3), 591–598. doi: 10_1111/jan.12564
Shoulders, B., Follett, C., & Eason, J. (2014). Enhancing critical thinking in clinical practice: Implications for critical and acute care nurse. Dimensions of Critical Care Nursing, 33(4), 207-214.
Spurlock, D. J. (2006). Do no harm: progression policies and high-stakes testing in nursing education. The Journal of Nursing Education, 45(8), 297-302
Taras, M. (2008). Summative and formative assessment. Active Learning in Higher Education, 9, 172-182.
The Commuter, BSN, RN. (2012). Long-term care nursing: A specialty in its own right. Retrieved from: http://allnurses.com/geriatric-nurses-ltc/long-term-care-746461.html
The future of nursing: the Institute of Medicine (IOM) issues report. The future of nursing: leading change, advancing health. (2010). Prairie Rose, 79(4), 6.
The Glossary of Education Reform. (2014). Summative assessment.
Vanderbilt University Medical Center. (2015). Evidence based practice and nursing research. Retrieved from: http://www.mc.vanderbilt.edu/root/vumc.php?site=evidencebasedpractice&doc=37886
Visioning the Future of Nursing: Analysis of the IOM/RWJ Foundation Report. (2011). ISNA Bulletin, 37(4), 10-14.
White, D. L., Cartwright, J., Lottes, J. (2012). Long-term care nurse role models in clinical nursing education: The ECLEPs experience. Journal of Gerontological Nursing, 38(1), 43-51.
Wunder, L. L., Glymph, D. C., Newman, J., Gonzalez, V., Gonzalez, J. E., & Groom, J. A. (2014). Objective structured clinical examination as an educational initiative for summative simulation competency evaluation of first-year student registered nurse anesthetists’ clinical skills. AANA Journal, 82(6), 419-425.