system as a permanent record of the clinical work they have completed. The final course in the DNP curriculum, called Residency, utilizes MyFolio for students to document all final requirements in order to graduate with a DNP degree. This includes at least 10 scholarly activities completed during the program, competency assessment for their degree, reflective journaling on patients and practice, and the final poster and publishable paper. Upon graduation, students can download their online portfolio to their personal computer files so it can be presented to future employers as well as utilized for evidence of their professional development.
Problem Based Learning > To strengthen primary care we must develop innovative educational programs that are able to educate larger numbers of providers to meet our growing and complex health care needs while insuring providers are able to deliver quality cost-effective care. Problem-based learning (PBL) is a strategy that enhances students’ ability to critically apply knowledge to actual clinical problems. Robin Bissinger, PhD, APRN, NNPBC, FAAN, associate dean for academics explains, “In utilizing a problem-based learning approach to education, students collaborate in an effort to analyze and solve unfolding clinical problems that are fluid and reflect real-life situations.” Dr. Bissinger continues, “This type of learning format challenges the students to ‘learn to learn,’ engaging them in complex and challenging clinical problems online. In these scenarios the students must outline the prevalence, incidence, risk factors and preventative strategies within the context of cultural diversity, ethnicity, race and gender differences. They must find and utilize evidenced-based practice guidelines and information to prevent, diagnose and treat patients and work to assist them to self-manage and make behavioral lifestyle changes to improve health outcomes and quality of life.” The generation of complex PBL scenarios that encompass the realm of clinical practice include chronic illness (e.g. diabetes, hypertension, arthritis, cardiovascular disease, obesity, mental health), domestic violence, end of life, social determi-
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nants of health, ethics, geriatrics, and pediatrics, and require different faculty expertise. Traditional graduate nurse education programs assign faculty to teach courses expecting them to provide information in areas that they may not have expertise. PBL reflects collaboration among advanced practice nurses with various proficiencies fostering collegial relationships. “To enhance the active, interactive and collaborative learning platform in our program, it is essential to innovatively change the way the didactic clinical courses are assigned to faculty. It is important to build scenarios that emphasize longitudinal, integrated experiences with patients and families that assist students to care for underserved populations along a continuum of care,” says Dr. Bissinger. To that end, a new approach and educational model is being developed so that faculty are assigned to develop and run a PBL scenario based on their expertise in one of the key clinical situations instead of own the full course. Faculty are facilitators and build their scenarios across the wellness-illness continuum so students experience how patients are cared for across the lifespan. Scenarios build across the curriculum within the courses from semester to semester. Dr. Bissinger relates, “With diverse faculty expertise this scaffolding model provides students the opportunity to learn from experts in their field. The ultimate goal is to have expert faculty assigned to work in short, focused PBLs over 4-6 weeks while continuing to do clinical, quality improvement, and/ or research work. Scenarios will build in the clinical courses assisting the students to develop clinical reasoning skills and promote self-directed life-long learning.” Scientific information and technology continue to advance our knowledge and skills, however, providers must know how to access this new information and rapidly incorporate it into their practice. As patients live longer they will experience acute and chronic illnesses that necessitate primary care providers who can promote health and the management of illnesses through excellent assessment and interventions using motivational interviewing, self-efficacy, and selfmanagement.
“The method of learning by case studies helps students both learn and practice how nursing is done in real life. I like this tremendously as compared to lecture presentation of material. I also like the requirement of students coming to campus for check offs at various times. I am encouraging RNs who are considering applying to a nurse practitioner program to strongly consider MUSC.” - Linda Smith Shealy, FNP, clinical preceptor
Spring | Summer 2013
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Lifelines
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