Browsing by Author "O'Rae, Amanda"
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Item Open Access Evaluating Affective Competency in Undergraduate Nursing: An Interpretive Description(2017) Mill, Megan; Carr, Eloise; Seneviratne, Cydnee; O'Rae, Amanda; Sinclair, ShaneBackground: The Registered Nurse role requires competency of the affective domain; demonstrated by the ability to listen, respond to interactions, demonstrate appropriate attitudes, and display commitment. There is a paucity of research exploring the evaluation of student nurses’ competency in this domain. Aim: To explore how clinical nursing instructors evaluate students’ affective competency. Methods: 12 instructors from a large urban university were interviewed and data was analyzed using qualitative interpretive description methodology. Findings: Affective competency is highly valued in nursing, lacks consensus in definition, exists in a hidden curriculum, and is assessed through observation, dialogue and reflective writing. Explicit connections between assessment and evaluation are lacking. Discussion: Clinical nurse instructors are gatekeepers to the nursing profession. Affective competency is observed rather than evaluated, and an ontological turn in nurse education might change the motivation for affective evaluation; away from competency and toward being a nurse. Word Limit:Item Open Access Fostering Deeper Learning through Promoting Reflective Practice and Critical Thinking in Undergraduate Students(2015-05-12) Shajani, Zahra; Rutherford, Gayle; Rosenau, Patricia; O'Rae, AmandaIn this interactive presentation we will engage the audience in discussion of their experiences related to development of reflective practice and critical thinking with their students. In 2010, the Faculty of Nursing implemented a revised undergraduate curriculum that integrated theory and practice in a non-traditional manner, based on a premise that students improve their reflective practice and critical thinking when they explore their learning experiences in facilitated practice-related discussions. The concepts of reflective practice and critical thinking can be ambiguous and may cause educators to feel overwhelmed and thus reluctant to focus on developing these skills with students. Yet, for effective nursing practice, nursing education needs to prepare nurses to address the complexity of the health of the population (Benner, Sutphen, Leonard and Day 2010) including the ability to engage in both reflective practice and critical thinking. Using a constructivist grounded theory approach, we studied the instructors’ understanding of the meaning of reflective practice and critical thinking and the teaching strategies they used to promote the development of these attributes in their students at both the University of Calgary and at Medicine Hat College. We will present the preliminary findings of this study as a basis for the interactive discussion. The intended learning outcomes of the interactive session are for the audience to consider the meaning of critical thinking and reflective practice along with strategies for fostering these attributes in students and discuss how these thoughts resonate with their own definitions and teaching practice.Item Open Access Nurse Educators and Multiple Choice Examination Practices(2018-09-12) Mannion, Cynthia A.; Hnatyshyn, Tammy; O'Rae, Amanda; Beck, Amy J.; Patel, ShrutiItem Open Access Nurse educators' reflections on their current multiple choice exam practices and their vision for the future(2017-03-24) O'Rae, Amanda; Mannion, Cynthia A.; Hnatyshyn, Tammy; Beck, Amy J.; Patel, Shruti