Week 3 More Evidence

In searching for journal and research and education articles to support and answer my posed question, I had to filter through “nurses use of growth measurements” in children.

 The American Association of Critical Care Nurses (AACN) document, It’s All About You: A Blueprint for Influencing Practice (2002), speaks directly to nurses’ potential. It describes and explains the need for five key areas of personal strengths in order to grow in the art and skill of nursing: self-awareness, self-regulation, empathy, motivation and social skills. This is assuming a base-line level of competence, and thus registration with a college of nurses. The purpose of the document is to address growth in critical care nurses (involving an advanced level of skill). Regardless of the targeted nurse population, the advice the AACN offers for bolstering nurses’ growth in their potentials is applicable to nursing students, as well.

Throughout the document, very specific, action words or behaviours are listed that guide nurses in developing values, skills and characteristics that will improve their ability to think, behave and perform as a professional nurse. These action words are objective ways to measure a nurse’s progress and growth. The comparative aspect could be supervisory feedback “as a novice nurse” versus feedback as a veteran nurse, especially if the same competencies are used in the ‘marking rubric’ for those evaluations.

It seems that well defined competencies provide an objective basis for measuring nurses’ growth in all three domains of nursing. This document supports my posed question that objective measurement is possible to measure nurses' growth cognitively, performatively and affectively.

Reference: AACN (2002). It’s All About You: A Blueprint for Influencing Practice, The American Association of Critical Care Nurses, Aliso Veijo, CA: AACN. Retrieved from

http://www.aacn.org/wd/practice/content/nursemanager.pcms?menu=

Week 3 Exploration of My Posed Question

My posed question: How can the criteria “to grow cognitively, performatively and affectively in nursing education” be objectively measured?

            By exploring the College of Nurses of Ontario National Competencies document, I found that reviewing key definitions helped me to look at the actual practice of measuring competence in nursing. The core reason for this document is to ensure professional competence before the College will bestow its stamp of approval by granting licensure to any nurse.

            The College’s definition of competence speaks to the achievement of cognitive, performative and affective learning. “COMPETENCE: The quality or ability of a registered nurse to integrate and apply the knowledge, skills, judgments, and personal attributes required to practise safely and ethically in a designated role and setting. Personal attributes include but are not limited to attitudes, values and beliefs.” The definition pertaining to the competencies themselves also refer to “knowledge” (cognition), “abilities and skills” (performance) and, “attitudes and judgments” (affective thinking) required of nurses to perform safely.

            Inherent in these definitions is the idea of growth or learning, plus the document clearly states that critical inquiry (cognitive learning) is an expected skill: “CRITICAL INQUIRY: This term expands on the meaning of critical thinking to encompass critical reflection on actions. Critical inquiry means a process of purposive thinking and reflective reasoning where practitioners examine ideas, assumptions, principles, conclusions, beliefs and actions in the context of nursing practice. The critical inquiry process is associated with a spirit of inquiry, discernment, logical reasoning and application of standards.”

            In addressing professional presence, the National Competencies document lists the following affective characteristics:  “confidence, integrity, optimism, passion, and empathy” and goes on to address the performative skills of “verbal and nonverbal communications and the ability to articulate a positive role and professional image, including the use of name and title”.

            Finally, in discussing requisite skills and abilities (RSA), the College lists seven categories of expected RSAs” cognitive, communication, behavioural, interpersonal, physical, sensory perception and environment. The list addresses all three learning domains.

            The document proceeds to list all 123 competencies required of nurses, in specific statements are listed in measurable terms. Each competency is comprised of an action verb, such as modifies, recognizes, modifies, applies, accepts, incorporates, uses, facilitates… These actions can be measured by behaviours and outcomes.

            When I apply my chosen definitions of objective measurement for my posed question [“Objective measurement is a repeatable, consistent reference standard, not influenced by subjective influences, that is based in facts.”] I see that it might be too rigid, as my peer suggested it could be. Some of the competencies take subjective, albeit professional, learned, expert subjectivity, to be able to defend. For instance, to objectively prove that a nurse “accepts responsibility”, judgement of his/her overt behaviours needs to occur. To use a consistent reference standard “not influenced” subjectively, is not practical when one is attempting to measure affective learning, attitudes and values. Behaviours are always subject to judgement.

            With this in mind, I suggest that the key term of objective measurement be modified to read: “Objective measurement is a repeatable, consistent reference standard, minimally influenced by subjective influences, that is based in as much factual data as possible.”

Reference:

CNO. (2008). National Competencies from the Jurisdictional Competency Process: Entry-level             Registered Nurses. Toronto, ON: College of Nurses of Ontario.

Week 2 Blog: Posed Question

My Question of Interest: How can the criteria “to grow cognitively, performatively and affectively in nursing education” be objectively measured?

The Process of Defining Operational Definitions:

            The posed question includes areas of potential controversy that need to be defined: growth, cognitive, performative, and affective learning and objective measurement.

            “Growth”: In searching for an adequate definition of growth, the terms process, development and maturity were used as well as the ideas of progressing from “lower or simpler to higher or more complex” (http://www.thefreedictionary.com/growth). Dictionary.reference used the secondary definition of growth as “the process of developing or maturing physically, mentally, or spiritually. This speaks to holistic improvement or positive change.

            It is interesting to note that “development” is defined as “A specified state of growth or advancement.” (http://dictionary.reference.com/browse/development ).

            “Learning” utilizes similar language in its definitions “the act or experience of one that learns”; “knowledge or skill acquired by instruction or study”, and “modification of a behavioral tendency by experience (as exposure to conditioning)” (http://www.merriam-webster.com/dictionary/learning ).

            Piecing all of these definitions together links growth with the processes of development and learning. The secondary definition of growth can be linked to performative, cognitive and affective learning (physical, mental and spiritual).

            Thus, the operational definition of “growth” for the purposes of my posed question can read: “Growth is the process of holistic advancement or maturation reflected in behavioural tendency.” Nursing looks for consistency of behaviour in measuring any given nursing competency.

“Objective measurement” is scientifically explained by the Rasch organization, Program Committee of the Institute for Objective Measurement (December 2000) as: “the repetition of a unit amount that maintains its size, within an allowable range of error, no matter which instrument, intended to measure the variable of interest, is used and no matter who or what relevant person or thing is measured.” They go on to explain that “an objective measurement estimate of amount stays constant and unchanging… across the persons measured, across different brands of instruments, and across instrument users. The goal of objective measurement is to produce a reference standard.” The Rasch group suggests that instruments, data or theory need to triangulate with each other in order to determine if objectivity is reached, or at least, improved. (http://www.rasch.org/define.htm )

            Another source for the definition of objective measurement is the dictionary. As an adjective, “objective” can mean “not influenced by personal feelings, interpretations, or prejudice; based on facts; unbiased: an objective opinion.” (http://dictionary.reference.com/browse/objective )

            Kerlinger (1973), behavioural researcher, described objective measurement as "an objective procedure is one in which agreement among observers is at maximum… (and) observer variance is at a minimum," suggesting reasonable inter-rater reliability. (Kerlinger, 1973)

            Thus, the operational definition of “objective (measurement)” for the purposes of my posed question can read: “Objective measurement is a repeatable, consistent reference standard, not influenced by subjective influences, that is based in facts.”

            Three of the chosen terms in the posed question are from the realm of types of learning: cognitive, performative and affective learning. An excellent synopsis of the growth of the theory of types of learning was developed by Performance Juxtaposition (2012) a training, leadership and human performance business website. The following is an abridge version of their explanations gleaned from Professor B. Bloom’s writings (1956) and recognized, subsequent researchers and theorists.

Bloom (1956) and colleagues identified three types of learning: cognitive (mental skills), affective (growth in emotions or attitudes) and psychomotor (physical skills) referred to as “the goals of the learning process.”  Subdivisions of the domains into behaviours have been added and refined since. (Performance Juxtaposition, 2012).

Progressive cognitive skills achievement progresses through: evaluation, synthesis, analysis, application, comprehension, and knowledge. Lorin Anderson altered the cognitive domain taxonomy into: creating, evaluating, analyzing, applying, understanding and remembering.

The affective domain involves how we handle emotions, values and attitudes and consists of simple to complex behaviours: Receiving Phenomena; Responding to Phenomena, Valuing, Organization, and Internalizing values.

          The Psychomotor domain has morphed into including (Simpson, 1972 physical movement, coordination, and use of the motor-skill areas, measured in terms of speed, precision, distance, procedures, or techniques in execution. The categorization of ranked achievement of psychomotor learning is as follows: perception, set, guided response, mechanism, complex overt response, adaptation and origination. In 1975, researcher Dave, and in 1972 Researcher Harrow posited similar lists of progressively more sophisticated skills (Performance Juxtaposition, 2012).

            This synopsis forms the basis for the definition of performative learning. My developed definition for cognitive learning was rounded out by a medical dictionary definition. Three of the chosen terms (cognitive, performative and affective) in the posed question can broadly be defined as the goals of the learning process. The three types of learning can be more succinctly defined. Whereas, the cognitive and affective definitions were readily available or easily created from the literature, the performative definition proved to be more challenging. The preferred operational definitions for this posed question, are as follows.

Thus, the operational definition of “Cognitive learning” for the purposes of my posed question can read: “Cognitive learning: is the acquisition of more progressively complex problem-solving abilities, with intelligence and conscious thought, through which acquired information about the environment leads to behavioural change” (Mosby', 2009)

Thus, the operational definition of “Performative Learning” for the purposes of my posed question can read: “Performative Learning: is physical movement, coordination, and use of the motor-skill areas developed to more complex levels of response, through practice and is measured in terms of executed speed, precision, distance, procedures, or techniques” (Performance Juxtaposition, 2012).

Thus, the operational definition of “Affective Learning” for the purposes of my posed question can read: “Affective Learning: is the personal, social and emotional behaviour of the learner in terms of values and attitudes, progressively exhibited from an awareness, to the relating, synthesizing and prioritization of values, and culminates in a pervasive, consistent and predictable value system that controls behaviours and is inherent in the character of the learner.”

            In summary, my initial operational definitions that seem to define my posed question are based on common definitions. Time and inquiry will tell if these definitions are acceptable by which to potentially answer my question! Any feedback would be most welcome, please!

Key Operational Terms:

Growth is the process of holistic advancement or maturation reflected in behavioural tendency.

Objective measurement is a repeatable, consistent reference standard, not influenced by subjective influences, that is based in facts.

Affective Learning is the personal, social and emotional behaviour of the learner in terms of values and attitudes, progressively exhibited from an awareness, to the relating, synthesizing and prioritization of values, and culminates in a pervasive, consistent and predictable value system that controls behaviours and is inherent in the character of the learner.

Cognitive Learning is the acquisition of more progressively complex problem-solving abilities, with intelligence and conscious thought, through which acquired information about the environment leads to behavioural change.

Performative Learning is physical movement, coordination, and use of the motor-skill areas developed to more complex levels of response, through practice and is measured in terms of executed speed, precision, distance, procedures, or techniques.

References

Dictionary.reference. (2012). Retrieved from http://dictionary.reference.com/browse/growth) and             http://dictionary.reference.com/browse/development and           http://dictionary.reference.com/browse/objective

Free Dictionary (2012). Retrieved from http://www.thefreedictionary.com/growth

Hudspith, B. & Jenkins, H. (2001). Green guide 3: Teaching the art of inquiry. Halifax, NS:       Society for Teaching and Learning in Higher Education.

Kerlinger FN: Foundations of Behavioral Research: Educational, Psychological, and Sociological Inquiry, ed 2. New York, NY, Holt, Rinehart & Winston General Book, 1973, p 491

Merriam-Webster Dictionary. (2012). Retrieved from

            http://www.merriam-webster.com/dictionary/learning

Mosby. (2009). Mosby's medical dictionary, 8th ed., Elsevier. Retrieved from

            http://medical-dictionary.thefreedictionary.com/cognitive+learning

Performance Juxtaposition. (2012). Bloom's taxonomy of learning domains. The performance                juxtaposition site. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html

Rasch. (2012). Retrieved from http://www.rasch.org/define.htm

Week 2 Blog: Clarifying My Assignment

Course: Theory and Philosophy of Scholarly Teaching

Assignment: Application of the Inquiry Style of Learning

Theme: Identity as a Scholarly Teacher

Brenda’s Question of Interest: How can the criteria “to grow cognitively, performatively and affectively in nursing education” be objectively measured?

Interest, Known Answers & Anticipation: The current methods of measurement of learning in nursing might not be adequate. There is a level of openness and skepticism in questionning that the method of measuring learning as adequate, since the broadening of learning through achievement in the Level 1University Teaching Certificate courses. As a practicing Registered Nurse who graduated from and is teaching within an accredited Faculty of Nursing and is registered in Ontario and Michigan, I believe humility in adequately answering the question is required in order to improve the profession of nursing. It challenges the very system which has labeled me as adequate (versus inadequate) to practice nursing. My anticipation is that the criteria will be objective and acceptable, but might find myself surprised by what the research has to say. (Green Guide Inquiry as Active Investigation, Hudspith and Jenkins, 2001).

Investigation research sources for exploring this question will involve empirical data involving the process aspect, and possibly evaluative research, likely from educational journals from assessment and evaluation articles. There is an inherent need in answering this posed question to show the similarities between the published research data, from the context of journal authors’ populations studied and nursing education.

Rasmussen Characteristics

High level – it is analytical;

Divergent – it likely has multiple possible answers;

Structured – this “how” question can easily lead to “why” discussions; has 3 or 4 bounds (“cognitive, affective and performative”); and, has purpose “objective measurement”.

Straight forward – it easily grasped and to the point

Underlying assumptions include:

“there is growth in university education”;

“growth can be defined as cognitive, affective or performative”;

“these are appropriate parts of nursing education”

“they can be objectively measured” and

Interrogating the Question: Is there consistency of university education versus the profession’s criteria of adequate education?

Sources of controversy within this question could be inherent in the chosen terms. Operational definitions need to be developed in order to circumvent potential dissention with the possible answers. Key terms requiring definition are: growth, cognitive, performative, affective and objective measurement.

Inquisitive SCUBA voyageurs Explore Undersea Garden of Octopus

Inquisitive SCUBA Voyageurs Explore Undersea Garden of Octopus

            Eight arms are indispensable for educators to attend to all aspects of teaching.

            A light hearted Google search of "eight" and "teaching" provided an interesting link to the Big Eight which is a list of engagement strategies or skills that Annette Brinkman, Gary Forlini, and Ellen Williams promote in their book, Help Teachers Engage Students. They suggest that these strategies are basic to engaging students: expectations, attention prompts, proximity, cueing, signals, time limits, tasking, and voice. Whereas the book's intended audience is primary school teachers, the theoretical ideas echo what experts promote as sound teaching principles (similar ideas, with differing labels): learning outcomes, hooks, interaction, formative feedback, expectations and assessment tasks. http://www.oswego.org/instruction.cfm?subpage=7759 

            The Beatles' view of an octopus' garden is contrary to the idea that learning encourages students to reach beyond what is comfortable into the unknown and explore untested waters. Their misconception of an Octopuses' garden is where "We would be warm below the storm, In our little hideaway beneath the waves, Resting our head on the sea bed, In an octopus' garden near a cave, We would sing and dance around, Because we know we can't be found...No one there to tell us what to do...". http://www.lyrics007.com/The%20Beatles%20Lyrics/Octopus's%20Garden%20Lyrics.html 

            A teacher's metaphorical eight arms ensure that all aspects of course (garden) creation are addressed. Once the pathway has been established the eight arms can then attend to the actual teaching, including use of a variety of tools for digging (literature searches), blueprints (assignment criteria), planting (conveying information), weeding (clarification), pruning (narrowing questions), harvesting (long term learning), grafting (critical thinking).

            The students in a garden of learning are explorers or voyageurs.

They can look, listen, touch, dig, explore, manipulate, feed on the fruit, experiment and also ask questions of the gardener. The Octopus instructor can lead the voyageur students on a structured path through the garden and can encourage new pathways to be formed. Fertile ideas can be formulated, seeds of evidence based information can be gathered, various proven methods of gardening can be replicated or new genetic strains created through recombination of previously unrelated encoded (DNA) materials. The octopus is also available to steer students safely away from dangers (such as predators that might be dwelling in the Beatles' cave) and misconceptions (such as the Beatles' song and dance that experts are not worth heeding).

            SCUBA gear allows the students to surface from beneath the warm waves and engage the real world (the Beatles' storm) with their new knowledge and skills. They might even speak to the storm and in their new authority, and cause it to be still.

            At first glance, this in class exercise of finding a metaphor, seemed a bit "song and dance" Beatlesque, but knowing the variety of proven teaching methods our professors utilize, the final homework assignment of exploring and refining the metaphors, caused more swimming about the garden to turn over new leaves and to seek new perspectives. Ah, no "resting our head on the sea bed" here!

            The unexplored cave mouth beckons! Gathering our enlightened phosphorescent zooplankton we can head into the cave to explore its hidden treasures. Our cerebral, well armed octopi teachers can point out dead end paths and lurking dangers (misconceptions), plus suggest potential sources of fresh air (new ideas).

            Bon Voyage, adventuresome voyageurs!