Academy for Teaching Innovation, Excellence and Scholarship
Advancing evidence-based and innovative teaching in nursing education.
The Academy for Teaching Innovation, Excellence and Scholarship (TIES) supports faculty in advancing evidence-based and innovative teaching practices in nursing education. Through the academy, faculty identify effective instructional strategies, refine innovative approaches and evaluate the impact of their teaching while sharing their work through scholarship.
TIES fosters a collaborative community that supports faculty development, teaching excellence and scholarship aligned with promotion and tenure. Students benefit from engaging, evidence-based learning experiences that prepare them to enter the health care workforce as competent, confident nurses.
By strengthening nursing education, TIES also strengthens health care practice. Guided by expert nurse educators, graduates enter the workforce prepared to lead, deliver high-quality care and improve outcomes for patients, families and communities.
Evaluating quality in instruction
The rapid growth of online learning prompted educators to develop evidence-based standards for evaluating course design. Developed by multiple organizations, these standards draw on research and best practices to support student learning. While similar in many ways, they vary in emphasis—focusing on course design, delivery, student learning or instructor facilitation—and raise important questions about applying the same design standards to face-to-face, online and hybrid courses.
*Note: this rubric does not guide assessment of course design; rather, it guides evaluation of e-learning tools. Nevertheless, you’ll recognize some similar criteria, features, and emphases as you see in course design standards.
Resources
- NLN Education Summit
Occurs annually, usually in the fall - STTI conferences and events
Biennial conference and Research Congress occur every two years, along with additional events - Ohio League for Nursing Education Summit
A regional conference focusing on nursing education in Ohio - Elsevier NETNEP
Nurse Education Today and Nursing Education in Practice present scholarship in midwifery and nursing education
- Nurse Author & Editor
Publishes articles on the topic of scholarly writing and publishing in nursing literature. Publishes biweekly articles that can be delivered to your email box if you opt in. Offers a Directory of Nursing Journals that may be helpful in the search for a journal. - Writing for Publication
Practical steps and advice to writing for publication in nursing from Cynthia Saver, an author and editor with a wealth of experience. Access requires authentication through University Libraries. - Current Open Access Agreements between Ohio State and publishers
- Nurse Education Today
- Nurse Educator
- Nurse Education in Practice
- Journal of Nursing Education
- Nursing Education Perspectives
- Journal of Professional Nursing
- Nursing Outlook
- International Journal of Nursing Education Scholarship
Additional journals to consider
Refer to this excellent resource from Royal Roads University for help with formatting references and in-text citations from articles that are not yet in print.
Conceptual frameworks and instruments for nursing education research
The CoI framework uses three elements — social presence, teaching presence and cognitive presence — to explain how students engage in interaction and reflection to construct meaning and develop mutual understanding of course content. This easy-to-understand framework already has a validated survey under a Creative Commons license, so you can offer it to your students in your course with a simple Qualtrics survey.
The SMASH survey is a metacognition (being cognizant and reflective about one’s own learning) inventory to measure systematic study habits, social learning, perceived difficulty and help seeking in college students. This instrument was developed and tested in a population of undergraduate biology students. The full instrument and other resources are available at static.nsta.org/connections/college/201801SupplementalMaterials.pdf
Metzger, K. J., Smith, B. A., Brown, E., & Soneral, P. A. G. (2018). SMASH: A diagnostic tool to monitor student metacognition, affect, and study habits in an undergraduate science course. Journal of College Science Teaching, 47(3), 88–99.
EAT framework information, tools and resources
“The EAT framework (Evans, 2016, 2018) is a research-informed inclusive approach to enhancing assessment and feedback at individual, module, programme, faculty, and university-wide levels. In focusing on assessment literacy, assessment feedback, and assessment design, it promotes a holistic and integrated perspective to enhancing self-regulation in learning and teaching ... EAT provides a practical tool that universities can use across disciplines, and at a variety of levels (individual; discipline; college; university). The three interconnected dimensions and their four areas are presented as a set of twelve decision making cards, with both teacher focused and student focused versions available, as well as key considerations for programme leaders” (Evans, 2021).
Using EAT in practice
“The framework can be used with individuals (students and lecturers) and with teams
*As a diagnostic tool: to evaluate strengths and weaknesses at individual and team / organizational levels.
*As a design tool: to hone in on the development of one area of practice e.g. feedback and consider what needs to happen in all 12 areas of practice.
*As a predictive tool: to explore relationships between student engagement and outcomes.
*As an evaluative tool: to evaluate the relative effectiveness of assessment feedback practices.
*As a training tool to support student and lecturer skills’ development”
Evans, C., & Waring, M. (2020, August 27). Enhancing Students’ Assessment Feedback Skills Within Higher Education. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.932