1. Fall 2014 Undergraduate National Webinar
SANDRA KUEBLER, MSN, RN, PhDc
Continuing Lecturer
Purdue University

2. My Education Background
BSN - University of Oklahoma
MS - Southern Nazarene University Oklahoma City, OK
Nursing Education
PhDc - Capella University
Dissertation topic: perceived experiences of nursing students achieving an 850 or better on the HESI LPN exit exam yet failed NCLEX
Geriatrics, Med-Surg

3. My Teaching Background
Continuing Lecturer - Purdue University
Assistant Director - Nursing programs Platt College Dallas, TX
Director of Nursing Certificates Program -Tulsa Community College

4. West Lafayette, Indiana
My University
Purdue University – Home of the Boilermakers
West Lafayette, Indiana

5. My University
Purdue University – Home of the Boilermakers

6. My Course Essentials of Nursing Practice/Health Assessment I & II
Sophomore courses
5 credit hours
Two semesters
ENPI in fall
ENP II spring
First Clinical course in the program
Combines Theory, lab and Clinical

7. My Students Majority are traditional students and Indiana residents
Directly admitted to the nursing program
Average fall enrollment 105 students
Includes 5-8 CODO (Change of Degree Option) students
Current cohort has 7 male students

8. Why Are We Using the DCE?
Received a flyer then an about Shadow Health
Loved the idea of a virtual clinical experience
Also loved the use of technology and a virtual client along with the different activities offered

9. Why Are We Using the DCE?
We adopted the DCE to help students practice skills and link content from lecture to lab and eventually to the clinical portion of the course.
Wanted to begin the critical thinking process from day one

10. Strategic Goals for DCE Use
Develop critical thinking and clinical reasoning skills early in the semester
Refine communication techniques and information gathering
Provide students with the chance to hear, see, and assess systems visually

11. Strategic Goals for DCE Use
Boost student confidence in assessment ability
Links classroom lecture to clinical modules
Improve participation in lab activities, spending less time “teaching” the assessment information and more time practicing the actual skill

12. Formative Assessment We did the “systems” DCE assignments
Left the Health History open but not required
Used over the summer with Second Degree Students
Completion points only
Unlimited attempts

13. Formative Assessment Formative Assessment in the Fall
Concept labs used as pre-assessment assignment
Lab Pass
Actual DCE assignments were graded

14. Weekly Learning Activities
CNES
Digital Clinical
Experience (DCE)
Textbook
Lecture/
Clinical Site
*Hands on practice in either our CNES (Center for Nursing Excellence and Simulation) or at the clinical site

15. How I Grade the DCE
Two faculty took on the grading to provide consistency during our first full semester of use
Divided by clinical groups
Assignments were due 10pm the night before clinical day

16. How I Grade the DCE Students had two attempts for each assignment
Students chose which attempt to “Turn In” for grading
Utilized the provided Rubric with a couple of changes
Combined the multiple choice questions for grading
Time spent was not factored in

17. How I Grade the DCE
Sandi, if you could send the Word file of the rubric you used, I can take a screenshot of it and place it in this presentation. If that’s alright with you, of course 

18. How I Grade the DCE
Extensive individual feedback was given on the first two DCE assignments
Group feedback was given for the remaining assignments
Late submissions were graded per syllabus “late assignment” policy
Deduction of 5% each day up to 5 days. After day 5 student received a “0” but still had to “turn in”

19. Student Outcomes
Majority of students came prepared to practice vs learn skills
Improved performance on assessment skills validations
Increased confidence in assessing actual clients
Overall students were better prepared for lab/clinical and ask higher level questions

20. Lessons Learned
Two people cannot take on 108 DCE’s for grading with this use case!
Many students did not choose to do the assignment twice
Need to better define “clinical reasoning” early in the semester

21. Lessons Learned Students want to work with multiple clients in the DCE
Initial student complaints of “time involved” subsided as the semester progressed and students became more familiar with Tina and more confident in their ability to gather information
Next fall: Include Health History and Skills assignments

22. Research Opportunities
Measure Critical thinking at beginning of semester
Student perceptions of the value of the DCE in helping them make the connection between theory and practice

23. Questions?