ACUE Portfolio | Samantha Blackburn | Nursing | Powerful Notetaking | Skeletal Outline | FINAL
NURS 214: Educational Program Development in Nursing
Reflection on Instructional Change:
The primary practice from the ACUE course that I implemented was one of the "powerful notetaking" strategies called skeletal outlines. First I reviewed the related course readings and assignments. I prerecorded a microlecture which introduced the skeletal outline as a tool that students could use as they listened and/or did their readings. The skeletal outline was posted in Canvas alongside the microlecture. Then, during the subsequent synchronous class, students were invited to use their outlines while working on a related small group activity. I hoped this would reinforce student learning and build their note-taking skills.
Implementing the skeletal outline helped me get clearer about what key points I want students to take away from readings and viewings, and also how I want them to prepare for synchronous classes. With the skeletal outline I hoped to focus student online learning, apply learnings in course assignments, and increase engagement in synchronous classes. I did not formally assess student reaction to the skeletal outline, though a few chatted that they found it very helpful.
Several FLC activities influenced my instruction. I particularly like being able to download and refer back to the ACUE Implementation Reference pdfs. I learned from the ACUE Online Discussion Forum: Asynchronous discussion threads with colleagues, as I appreciated others' perspectives on the strategies provided. I found the CTL "Observe and Analyze" session with my colleagues most helpful as I learned from what they shared, and improved my own practices based on their feedback.
In my "Observe and Analyze Session" I received helpful feedback that I plan to implement in future skeletal outlines. This skeletal outline was too specific and directive, which might have created student hesitancy to use the outline. In the future, I will create outlines that are more broad, including questions like what is one take-away from the readings and viewings this week? I could also use the skeletal outline in breakout discussions for notetakers to record their peers' responses.
3. Images:
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This is an example of student work that resulted from the skeletal outline |
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Practice and Reflect on: Teaching Powerful Notetaking
Blackburn.Plan to Implement Reflection 2.focus questions.docx Download Blackburn.Plan to Implement Reflection 2.focus questions.docx
Faculty Biography
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I am honored to be your lead instructor in this course and coordinator of the school nurse credential program. I have worked as a credentialed school nurse, as a pediatric nurse practitioner in a school-based health center and in a community pediatric clinic, and as a sexual health educator. For several years before coming to Sacramento State I worked in school health program planning and development. This is my 7th year teaching at Sacramento State, and I teach community health nursing, policy and other courses in addition to school nurse program courses, and I coordinate the traditional MSN program at Sac State. I look forward to learning with you this semester, as we build on your existing expertise as working school nurses to help you develop into school nurse leaders. We hope course assignments will also help you develop your academic research and writing skills, as required of all graduate students. Finally, through this course and program you will form a new school nurse network - rich with varied experiences and competencies - through which we hope you will contribute to and learn from your peers. |
| This work was supported by the Developing Hispanic Serving Institution Project INSPIRE |