1. Bridging the Gap : Supporting the Transition from Pre-Nursing to Nursing An update Monday, January 26, 2009

2. Making connections … To help integrate the transition from pre-nursing to nursing. To help integrate the transition from pre-nursing to nursing. Articulation Agreement looked at Articulation Agreement looked at –Assessment practices –Outcomes

3. Assessment Content matching but not Format Content matching but not Format ODU ODU –Traditional test format –Primarily lecture based MCCN MCCN –Clinical application –Proximity to hospital How to Familiarize ODU Students with MCCN context? How to Familiarize ODU Students with MCCN context?

4. ODU Pre-Nursing Speaker Series Schedule of Events Sienna Lounge 4:30 – 6:00 pm Date Speaker Topic October 20 Amy Spencer Study Skills/Student Success November 18 Mike Lewis Managing Stress Anne Lombardi January 27 Kim Campbell The Application Process February 17 John Thistlewaite Advising Issues Becky Rowoth March 25 Barb Barta What to Expect at MCCN & Student Panel/MCCNTips for a Successful Transfer April 14 Jennifer Conti Student nursing organization

5. Faculty Collaboration Anatomy & Physiology Anatomy & Physiology –ODU: Dr. John Thistlethwaite –MCCN: Dr. Kim Loscko –Fieldtrip to cadaver labs –Interaction with MCCN ambassadors –Online journals –ADAM software

6. Learning from the “ODU 6” Completed 4 screening filters Admitted to ODU Admitted to MCCN Successfully completed APP Successful completed fall semester at MCCN Survey Monkey findings

7. Survey Findings Felt adequately prepared to succeed academically at MCCN “Just make sure that all the transfer students have had at least one to two visits to the college to make sure they understand where things are located and how things run. They should maybe even have the students come to a day of class at Mt. Carmel to see how things run and to get a head start.” Technology I didn’t know about: library resources and search engines such as pubmed and the medication program NOTE: ODU uses ANGEL; MCCN uses WebCT

8. LEARNING PRINCIPLES AND COLLABORATIVE ACTION Learning is fundamentally about making and maintaining connections: biologically through neural networks; mentally among concepts, ideas, and meanings; and experimentally through interaction between the mind and the environment, self and other, generality and context, deliberation and action. Learning is fundamentally about making and maintaining connections: biologically through neural networks; mentally among concepts, ideas, and meanings; and experimentally through interaction between the mind and the environment, self and other, generality and context, deliberation and action. Learning is enhanced by taking place in the context of a compelling situation that balances challenge and opportunity, stimulating and utilizing the brain’s ability to conceptualize quickly and its capacity and need for contemplation and reflection upon experience. Learning is enhanced by taking place in the context of a compelling situation that balances challenge and opportunity, stimulating and utilizing the brain’s ability to conceptualize quickly and its capacity and need for contemplation and reflection upon experience.

9. Using Technology LC using ANGEL to communicate & exchange documents LC using ANGEL to communicate & exchange documents Developing Portal to allow ODU students access to MCCN library resources, particularly journals related to Anatomy & Physiology (in WEBCT) Librarian interaction Developing Portal to allow ODU students access to MCCN library resources, particularly journals related to Anatomy & Physiology (in WEBCT) Librarian interaction MCCN is filming a virtual tour so that students can become familiar with campus prior to transferring MCCN is filming a virtual tour so that students can become familiar with campus prior to transferring MCCN is developing an academic support website similar to that at ODU MCCN is developing an academic support website similar to that at ODU Perhaps filming field trips Perhaps filming field trips

10. Assessment shift / expansion Academics impacted by Academics impacted by –Familiarity with context as well as content –Interpersonal communication as well as interaction with course content Assessing and evaluating learning communities requires a research approach that takes into account the multiple perspectives and academic and social interactions at work in these environments (Ketcheson and Levine, 1999). Assessing and evaluating learning communities requires a research approach that takes into account the multiple perspectives and academic and social interactions at work in these environments (Ketcheson and Levine, 1999).