A unique academic leadership modality and mentoring model in an online, competency-based, graduate nursing program

Session presented on Tuesday, September 20, 2016: This presentation will examine an academic leadership modality in a competency-based nursing program that offers an innovative and authentic method of delivering education in a virtual setting. In this competency based nursing program, the mentoring model takes a radical departure from the traditional education model. When supported by this intentional academic mentoring model, students experience a profound change in attitudes toward course content, online technologies, teamwork, and applied nursing practice (Barkley, 2014; Parker, 2013). The unique mentoring model is utilized to enhance the development of leadership skills in faculty and in graduate nursing students. Faculty Course Mentors develop the necessary leadership skills to prioritize and personalize student academic mentoring strategies. Graduate nursing students learn collaborative leadership skills to serve as effective change agents in their healthcare organizations to achieve desired outcomes. Academic mentoring by Course Mentor faculty offers an innovative and authentic method of delivering education in a virtual setting. In this technology driven setting, a unique and modern approach to academic leadership is coupled with input from external partners and leaders in the health care industry. This input enhances and promotes the student-centered experience (Jones-Schenk, 2014). The curriculum design integrates a faculty leadership and mentoring model that promotes ongoing student-faculty mentor interaction and faculty mentor-program manager interaction. The integration of the ongoing mentoring also fosters authentic learning, collaborative scholarly inquiry, and enhancement of student success. The faculty model consists of clearly delineated, disaggregated faculty roles which include Program Managers, Course Mentors, Student Mentors, and Evaluators who are committed to student achievement of nursing program outcomes that align with the CCNE Essentials of Master\u27s Education in Nursing. Program Managers collaborate with mentors to ensure ongoing professional growth and development. The Program Manager continually applies metric-driven strategies to promote effective mentoring and enhance student outcomes. Course Mentors are accountable for the quality and integrity of educational programs, and consistently provide relevant and innovative academic resources to meet the needs of a diverse student population. Course Mentors are subject matter experts who support students as they engage in specific sections of the curriculum. Through intentional, individualized interactions, faculty mentors identify academic needs, embrace diversity, and promote scholarly pursuits. Student Mentors provide foundational and ongoing support for successful student growth. Student mentors advise and coach students throughout the program and offer academic guidance and coaching to promote work-school-life balance. Additionally, the advice provided assists students in successfully navigating their educational experience by utilizing all available resources. Resources include services identified through referrals to the student support center, the center for writing excellence, and individualized wellness programs. Evaluators are subject matter experts tasked with reviewing assessment submissions in a fair and unbiased manner to determine if competency has been demonstrated. Evaluators have no contact with faculty mentors nor students in order to preserve objectivity and reduce bias in the evaluation process. Written feedback is provided to enhance student performance. Student-student, student-mentor, and student-stakeholder interactions are supported by multiple communication technologies such as web conferencing, cohorts, emails, short video recordings, and telephone conversations. Quality mentoring communications support students in overcoming barriers and increase student retention rates through the development of a strong sense of connectedness (Irani, Wilson, Slough & Rieger, 2014; LaBarbera, 2013). Student outcomes demonstrate heightened student satisfaction with 93% satisfied/very satisfied with this academic mentoring leadership model (Jones-Schenk, 2014). Student reflections have also revealed the positive effects of this academic leadership modality. The authenticity of the mentoring creates a deep sense of connectedness between the students, stakeholders, course mentors, and student mentors, and \u27brings out the best\u27 in each learner. Students learn to work collaboratively, think creatively, and move beyond their comfort zone. Students also reported a new awareness of the complexity of healthcare systems that transformed their nursing practice and enhanced their role as a clinical/academic nurse leader within organizations

Система "Умный дом"

Many reactive sputter deposition applications require high deposition rates. The primary limiting parameters in magnetron sputtering are the target power dissipation and sputtering yields of the target elements. In reactive deposition of oxides, the deposition rate is of particular interest due to the low sputtering yield of most commonly used oxides. Traditional high rate techniques rely on a feedback control of the oxygen partial pressure to prevent formation of oxide on the target and hence enable operation in the transition area. An alternative approach, based on target doping, is presented in this paper. By doping the sputtering target with heavy elements, it is possible to substantially enhance the sputtering yield and hence the deposition rate. Simulations of the partial sputtering yield values for aluminium from doped targets sputtered in reactive atmosphere have been carried out. The Monte Carlo based TRIDYN computer code has been used for simulations. The program has been used to find out optimum alloying conditions to obtain maximum partial sputtering yield for deposition of Al2O3. Our simulations indicate that the sputtering yield amplification in reactive sputtering may lead to much higher relative deposition rate increase than in a nonreactive case. The highest relative increase may be achieved in the transition region but substantial increase is predicted also in the oxide mode

Expression of Group I metabotropic glutamate receptors on phenotypically different cells within the nucleus of the solitary tract in the rat

Group I metabotropic glutamate receptors (mGluRs) are G-coupled receptors that modulate synaptic activity. Previous studies have shown that Group I mGluRs are present in the nucleus of the solitary tract (NTS), in which many visceral afferents terminate. Microinjection of selective Group I mGluR agonists into the NTS results in a depressor response and decrease in sympathetic nerve activity. There is, however, little evidence detailing which phenotypes of neurons within the NTS express Group I mGluRs. In brainstem slices, we performed immunohistochemical localization of Group I mGluRs and either glutamic acid decarboxylase 67 kDa isoform (GAD67), neuronal nitric oxide synthase (nNOS) or tyrosine hydroxylase (TH). Fluoro-Gold (FG, 2%; 15 nl) was microinjected in the caudal ventrolateral medulla (CVLM) of the rat to retrogradely label NTS neurons that project to CVLM. Group I mGluRs were distributed throughout the rostral-caudal extent of the NTS and were found within most NTS subregions. The relative percentages of Group I mGluR expressing neurons colabeled with the different markers were FG (6.9+/-0.7) nNOS (5.6+/-0.9), TH (3.9+/-1.0), and GAD67 (3.1+/-1.4). The percentage of FG containing cells colabeled with Group I mGluR (13.6+/-2.0) was greater than the percent colabeled with GAD67 (3.1+/-0.5), nNOS (4.7+/-0.5), and TH (0.1+/-0.08). Cells triple labeled for FG, nNOS, and Group I mGluRs were identified in the NTS. Thus, these data provide an anatomical substrate by which Group I mGluRs could modulate activity of CVLM projecting neurons in the NTS.16 page(s