The Course Is Completed (just about!)

Wow! This last eight weeks have gone by so fast, and I have to admit it has been fun when I look back.  Lots to read and learn, overwhelming at times.  What I learned, so much! The biggest being the progression of learners from pedagogy, through andragogy to heutagogy, I had never heard of these terms before this class. The second was the expanded role of the educator, as mentor, facilitator, motivator, and to be there with listening skills for the students to guide them through the rough spots.

The discussion forums were filled with ideas and suggestions and when I reflect on them I try to put them into the order that inspires me. First would be motivation and how to keep student and myself motivated, the rest of the discussion forum built on that, how to keep motivation going.  The influence environment has on learning, both physical and mentally. How questioning can help with student engagement and the knowledge of different learning styles can help instructor develop those questions. Games! and media! how we can use them to help the students and how students can use them to increase their learning.

So now the class is over, this will be the last post for PIDP 3250, I would like to thank my fellow students and Doug for his feedback and encouragement throughout.

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It’s Over!!

I can’t believe the discussion forum is completed.  Just seems like yesterday that we started and I was worried that nobody had made a comment, didn’t last long. The whole process is one that makes me think that this is a forum that works well given time to commit to regular postings. Allowing time each day to sit and read, ensuring that you take the time to make comments, even short ones. I was wondering if making notes would help would this process, I’m really not sure, and it would make another step.  Overall I enjoyed the process, the idea of sharing ideas with other involved in the same course.  I enjoyed working with another student on the forum and found that we agreed and a lot of the content and outline of where we wanted the forum to go. Definitely a process worth the commitment of a daily visit to your inbox.

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Day 2

Still no comments, not an issue, it’s only Sunday.  Work, life, school balance is difficult for most, I’m no exception. My turn for the Monday post, working to answer a question from another student, hope I can answer the question she presented.

I think there may be  a  connection between cognitive strategies accessed and motivation. What do you think? Looking forward to learning more about this in the “Motivation” discussion forum later on in the course

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The Discussion Starts Here

Working with a partner I started a discussion forum on motivation today.  I check later today and see if anyone was motivated enough to respond.

The subject has made me reflect on what has motivated me to this point in my life.  Part of process was intrinsic, to satisfy my desires part extrinsic, to satisfy what was expected of me. The reasons changed over the years, and the courses I was enrolled in, my roles within healthcare have changed, however the goal never changed, I want to provide the best care to patients I serve.

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Last day with Students

Yesterday I completed the evaluation of the group of nursing students I had. I always enjoy working in the clinical areas with them and find I learn as much as they do. They session was a little different as I was taking PIDP 3250 at the same time (not really the best idea I’ve every had but…). My thinking was that I could take what I was learning and transfer it to the students I was working with. Well, I have to admit, it worked!

Working to link together what they learned in class to what happens on the units became easier. As I focused on what they knew and how they best learn I was able to present subject in different formats to help them develop the skills they will need in the future.  Creating discussion using questions that made them think about why the completed the task a certain way and how could they improve next time.

The group spent time looking at what they didn’t want to happen, I allowed them to lead the discussions.  Presentations were discussed to examine how individuals process information differently.

As I always say, I learn so much when I work with students. The process of learning is exciting to me, this time was increased with 3250 being part of the learning. To see a group of students progress to the point where they are going to apply for jobs from the first day is incredible. I thank them all for allowing me to be part of that process.

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TED Talks

They really are great, aren’t they? So much information packed into 20-30 minutes. The one I watched this week was by Susan Cain, The Power of the Introvert. This one really hit home for me.

I was recently at a family dinner, stayed my allotted 2 hours and when I was leaving my sister asked why I never stay later than 2 hours. I tried to explain that the noise and number of conversations going on at the same time give me a headache. My sister asked why I had never mentioned this before, when I pointed out I had yearly, to which my sister stated she would change. Now the fact that I’m over 50 and the youngest of 5 means she is not changing any time soon and I wouldn’t want her to, or any of the family, I enjoy my 2 hours of total chaos.

I’ve always considered myself an introvert so I was interested in what Susan had to say and I was not disappointed. Throughout the clip I could relate to a lot, the bag of books, although mine now is a Kindle, the idea of working in an open office environment driving me crazy and taking time to process answers.

Susan also discussed the idea of introverts and extroverts working together, which I always found tough to do, my need to process facts and figures hinders me with the quick response, and depending on the group you are working with sometimes this really isn’t appreciated. I’m not saying it can’t be done; it takes a lot of work on both sides. I tried to work in smaller groups and often had people who asked for my opinion, making me accountable to present what I had at that point. I often think out loud so other can hear where my ideas are going, this is really hard for me to do but I do find it works for me as long as I’m comfortable with the group.

Teaching in front of a class still makes me nervous and I am truly exhausted by the end of the day. I find I can find a comfortable level to be able to present and I just go with it. One thing I thought was interesting was Susan talking about students being in rows and how that was comfortable for the introvert, where I like to sit in a circle so I can see everyone, or is this a way for me not to have to stand in front of a class? I think that might be another post.

Now back to the family dinner, I love them dearly, especially in 2-hour blocks, and then I go home to my Kindle and a cup of tea.

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digital project


Wow! what a process, not the easiest thing to complete that’s for sure. As for the presentation, just click on slide show and it will start. I looked at other sites and found them challenging so I went back to something comfortable, power point, I was impressed I could figure out the sound option. Here it is a day late but complete.

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Reflective Postings

When I started to look for articles that dealt with instructional strategies I wanted to make sure that I looked outside the box. Strategies for learning come in a variety of different areas, and I believe for the students, I should be looking there. That’s when I found an article by Megan Oakleaf and Any VanScoy (2009), on using digital references. They expand on the actual looking up of reference material and add the educational assistance that can be provided by the librarians, how the librarians can add to the experience by listening to what the student is trying to achieve and providing their knowledge and support to help the student succeed. This support would be nice for the new learner or, like myself, the older learner returning. The writers created Table 1. Instructional Strategy Codes (p.384) that I found really interesting and I think some points could be transferred into my teach practice.

Oakleaf M, VanScoy A. Instructional Strategies for Digital Reference: Methods to Facilitate Student Learning. Reference & User Services Quarterly [serial online]. Summer 2010;49(4):380-390. Available from: Academic Search Premier, Ipswich, MA. Accessed January 20, 2015

Steinbronn and Merideth (2008) did a study looking at different strategies and the effective on-line and face-to-face environments. While I’m thinking of my plan for digital project this is something I’ve been thinking about. Should my plan try to create a strategy that can be used in both or should I only focus on face-to-face or on-line. The article compares different strategies used in classroom teaching and those used on-line, however the idea that struck me was the need for the student to be engaged in their learning experience, either through interactions with other students or the instructor (p.266). Another interesting thing about the article is those who responded were instructors not students, it would be interesting to see what the difference would be if students answered to the effectiveness of the same strategies. Also made me think about can any instructor teach in both environments? Something else to think about.

Steinbronn P, Merideth E. Perceived Utility of Methods and Instructional Strategies Used in Online and Face-to-face Teaching Environments. Innovative Higher Education [serial online]. March 2008;32(5):265-278. Available from: Academic Search Premier, Ipswich, MA. Accessed January 20, 2015.

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Journal Entry #1

Objective-What stood out the most for me in reading the first four chapters was motivation. Barkley (2010) explains motivation as a reason we engage in a behavior.

Reflective-Why? Why and what? Why and what and how? These are all questions I ask about motivation. I would like to examine what has motivated me in the past and right now to return to school again; I always come up with different answers depending on my situation at the time. At times it was related to monetary rewards, yes, more money motivated me. At times it was for personal satisfaction, learning a new nursing skill to provide better care to the clients I was looking after. Both of these reasons fit into the behaviorist and need theories thoughts of motivation under extrinsic rewards or internal needs (Barkley, 2010). There is always some outcome to motivate me to take the class in the first place. To break down the process of motivation for each individual is totally mind-boggling, however I would like to believe for a classroom of students it is easier.

Interpretive- I am taking it further to say what motivates nursing students, I know it seems too easy, this is the population I know, I work with and I teach. Paying for the course shows some kind of desire for the information being provided, whether it is as part of a program such as nursing or an individual class such as physical assessment, goal theories refer to this as learning goals, trying to learn what is being taught to them (Barkley, 2010). What motivates people to enroll in nursing in the first place? Helping others, making a difference for people, following in the footsteps of others, financial and professional gain were examined by Usher, West, MacManus, Waqa, Stewart, Henry, & Redman-MacLaren (2013), when they researched the subject. Now I need to know how to keep the students motivated once they attend. I believe that if my instructor is excited about what they are teaching, I am more motivated to learn and stay engaged in the subject. Rugutt, & Chemosit (2009) expanded on the involvement of teachers or instructors, by saying their influence on student motivation includes, encouraging students in their pursuit for excellence, providing positive feedback, being involved in positive interactions, remaining enthusiastic and cultivating a positive classroom environment, all having a strong impact on academic motivation (C. C., 2009 p.18).

Decisional- Knowing what motivates people to get involved in nursing is only the start. As an instructor, I believe, I need to keep that motivation continuing. Finding out what motivated the students to come into nursing and remembering that information, I can use it to engage and encourage them. Developing a learning space that is positive and open to questions and idea, to facilitate the students in further education or research, to provide feedback and most of all maintain the enthusiasm of what I am teaching will provide the students with the best experience I can give them.


Barkley, E. F. (2010). Student Engagement Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass

Rugutt, J., & Chemosit, C. C. (2009). What Motivates Students to Learn? Contribution of Student-to-Student Relations, Student-faculty Interaction and Critical Thinking Skills. Educational Research Quarterly, 32(3), 16-28.

Usher, K., West, C., MacManus, M., Waqa, S., Stewart, L., Henry, R., & … Redman-MacLaren, M. (2013). Motivations to nurse: An exploration of what motivates students in Pacific Island countries to enter nursing. International Journal Of Nursing Practice, 19(5), 447-454. doi:10.1111/ijn.12095

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Updated Bio

Updated Bio.

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